Mental health, study skills, social support, and barriers to seeking psychological help among university students: a call for mental health support in higher education.

Introduction: Poor mental health among youths is a complex worldwide issue. Many countries with medium-to-low levels of development, particularly those in Southern Europe, have not introduced appropriate mental health and educational strategies to identify the key factors influencing wellbeing, promote psychological wellbeing, and prevent poor mental health among youths. In response to these trends, we sought to uncover insights for developing interventions for youth mental wellbeing. We assessed mental health, study skills, barriers to seeking psychological help, and perceived social support among Kosovar university students, and investigated their experiences with professional mental health services and their needs and perceptions regarding the importance of professional mental health services on campus. Methods: The study used a parallel mixed-methods design. Participants included 234 university students. Quantitative data were gathered through validated questionnaires, including the Depression, Anxiety, and Stress Scale, Multidimensional Scale of Perceived Social Support, Academic Anxiety Scale, Study Skills Assessment Questionnaire, and the Barriers to Seeking Psychological Help Scale. Qualitative data on the students' experiences with mental health services and their perceptions regarding the importance of professional university mental health services were explored through open-ended questions. Results: Most students experienced anxiety and depression, more than half were stressed, and most reported poor or moderate study skills. Lack of trust in mental health professionals was a major barrier to seeking psychological help, followed by difficulties in self-disclosure. Perceived social support and academic anxiety were significant predictors of barriers to seeking psychological help. The participants believed that mental health and academic support from the university would help improve their mental wellbeing, study skills, self-esteem, self-perception, and attitudes toward social support; raise awareness regarding mental health; and help them overcome personal and academic challenges. Discussion: Our findings highlight the need for more comprehensive and accessible mental health services on campuses. By providing adequate support and resources to address various personal and academic factors that contribute to mental health issues in university students, universities can enhance students' academic success and personal growth.

Factores determinantes sobre la calificación en la fase de oposición de Educación Física en Educación Primaria / Determining factors on the qualification in the competitive examinations for Physical Education in Primary Education

El concurso-oposición de Educación Física en Educación Primaria en España ha sido escasamente estudiado en la literatura científica, pese a que todos los docentes en la enseñanza pública deben realizarlo. El objetivo de esta investigación fue determinar si había una asociación entre la experiencia docente, el número de veces presentado al concurso-oposición, el modo de preparación, los hábitos de los opositores y el método de estudio con respecto al resultado final obtenido en la fase de oposición de Educación Física en 2022. Los 166 opositores participantes realizaron un cuestionario y cuatro de ellos fueron entrevistados. Se calcularon los estadísticos descriptivos y el coeficiente Alfa de Cronbach para medir la fiabilidad de las respuestas proporcionadas por la muestra en el cuestionario, se obtuvieron las correlaciones bivariadas de todas las dimensiones respecto a la nota obtenida y se realizó un análisis de regresión lineal. Los resultados determinaron relaciones estadísticamente significativas entre la nota final y la mayoría de las variables del método de estudio y entre la nota y el hábito de estudio. El 18% de la varianza de la nota final vino explicada por los predictores de práctica de la unidad didáctica, literatura de temas y elaboración de la unidad didáctica. Además, el 4% de la varianza de la nota final tuvo como predictor la variable de hábito de estudio. Los resultados permiten concluir que los factores influyentes en la calificación tienen que ver con el método de estudio y no con la experiencia o el número de veces presentado al concurso-oposición. (AU)

Competitive examinations in primary Physical Education in Spain have been little studied in the scientific literature, although every teacher in state schools has to do them. The aim of this study was to determine whether there is a relationship between teachers' experience, the number of times they have taken competitive examinations, the type of preparation, candidates’ habits, and study methods in relation to the qualifications obtained in competitive examinations in Physical Education in 2022. The 166 participating candidates completed a questionnaire and four of them were interviewed. Descriptive statistics and Cronbach's alpha coefficient were calculated to measure the reliability of the answers given by the sample in the questionnaire, bivariate correlations were obtained for all the dimensions in relation to the mark obtained, and linear regression analysis was carried out. The results showed statistically significant relationships between the final qualification of the competitive examinations and most of the variables of the study method and between the mark and the study habits. 18% of the variance of the final mark was explained by the predictors of the practice of the didactic unit, the literature of the syllabus and the elaboration of the didactic unit. In addition, 4% of the variance in the final mark was explained by the variable study habits.These results allow us to conclude that the factors influencing qualification are related to the method of study and not to experience or the number of times the candidate has taken the competitive examination. (AU)

Quality of life, psychosocial characteristics, and study skills affecting recruits' intention to quit Basic Military Training.

Quitting Basic Military Training (BMT) is a problem in the Dutch Armed Forces. Previous research focused on physical factors. Yet, contemporary research focuses on psychosocial characteristics, study skills, and quality of life factors associated with recruits' intention to quit BMT. We combined several factors to identify the key factors affecting recruits' intentions to quit BMT. We also studied gender and rank position differences. Three hundred fifty-five recruits enrolled in BMT participated by completing a self-report questionnaire. Multiple regression analysis showed that being highly engaged with BMT, having a high sense of belonging, and being highly proactive resulted in lower intention to quit. Having a high sense of responsibility resulted in higher intention to quit BMT. For gender, significant differences were found in study skills and self-esteem. For rank positions, significant differences were found in several psychosocial characteristics, study skills, quality of life factors, and intention to quit; with officer rank recruits showing higher intentions to quit than noncommissioned officer rank recruits. These identified factors can be used to improve conditions for BMT recruits. It is further advised to investigate the origin of gender and rank position differences that affect associations between psychosocial characteristics, study skills, quality of life factors, and recruits' intention to quit, so that these differences can be minimized in the future.

Long-term prognosis of vaccine-induced contact allergy to aluminium: Third patch-test with additional test preparations.

BACKGROUND: A high incidence of local itching subcutaneous nodules and aluminium allergy was observed in clinical trials of a new aluminium adsorbed pertussis vaccine in Gothenburg, Sweden, in the 1990s. A total of 495 children with itching nodules were patch tested with aluminium chloride hexahydrate 2% and an empty Finn Chamber®, 377 (76%) with positive reactions. When 241 of them were re-tested some years later 186 (3 out of 4) had unexpectedly lost their patch test reactivity. AIM: To investigate the long-term prognosis of vaccine-induced contact allergy to aluminium by a third patch test about 20 years after Patch test I. METHODS: Twenty individuals with positive and 11 with negative results in Patch test II were tested a third time with the same sensitisers as in in the first two tests. Three additional aluminium preparations were also tested. RESULTS: A total 15 out of 20 persons with positive results in the second test had lost their patch test reactivity. Two of 11 with negative tests had turned positive again. The addition of the preparations gave no conclusive results. CONCLUSION: Contact allergy to aluminium caused by vaccination with aluminium-adsorbed vaccines in childhood seems to fade away with time as measured by loss of patch test reactivity.

Performance of an Upgraded Artificial Intelligence Chatbot for Ophthalmic Knowledge Assessment.

This cross-sectional study assesses the accuracy of answers generated by an updated version of a popular chatbot to board certification examination preparation questions.

Brain Science Learning Guides: An Innovative Strategy for Cultivating Effective Study Skills.

BACKGROUND: Students often struggle with how to synthesize course content during independent learning outside of class. PROBLEM: Study strategies may be entrenched in ineffective methods that reinforce misperceptions of learning and undermine the development of metacognitive thinking. APPROACH: To promote the development of effective study skills, a scaffolded approach was developed to facilitate students actively engaging with course content outside of class time, based on best practices of brain science-based learning. OUTCOMES: Using evidence in the brain science of teaching and learning, Learning Guides were developed to shift the focus of study outside of class time from the "what" to the "how." Preliminary feedback from students in multiple core nursing courses suggests that these guides are an effective tool for student learning. CONCLUSION: This brain science-based approach to learning can provide a road map for students to build the essential skills for effective study habits that can lead to durable learning.

Item selection methods with exposure and time control for computerized classification test.

Computerized classification testing (CCT) commonly chooses items maximizing information at the cut score, which yields the most information for decision-making. However, a corollary problem is that all examinees will be given the same set of items, resulting in high test overlap rate and unbalanced item bank usage, which threatens test security. Moreover, another pivotal issue for CCT is time control. Since both the extremely long response time (RT) and large RT variability across examinees intensify time-induced anxiety, it is crucial to reduce the number of examinees exceeding the time limitation and the differences between examinees' test-taking times. To satisfy these practical needs, this paper proposes the novel idea of stage adaptiveness to tailor the item selection process to the decision-making requirement in each step and generate fresh insight into the existing response time selection method. Results indicate that a balanced item usage as well as short and stable test times across examinees can be achieved via the new methods.

Use of sorbitan sesquioleate in patch test preparations and patch testing with the substance-What do our results mean?

BACKGROUND: Sorbitan sesquioleate (SSO) is a sorbitan fatty acid ester, an emulsifier used in topical products and certain patch test preparations. SSO may affect the patch test results. It has been debated whether to include the substance in the baseline series to avoid misinterpretation of the results. OBJECTIVES: To report the prevalence and simultaneous reactions of SSO with other patch test preparations containing SSO as an emulsifier. MATERIALS AND METHODS: A retrospective analysis of 3539 dermatitis patients who underwent patch testing from 2016 to 2020 was performed. RESULTS: The 5-year SSO contact allergy prevalence was 0.48%, and 1.3% had a doubtful reaction. Patients with a stronger positive reaction (2+, 3+) were more likely to react simultaneously to other allergen preparations containing SSO (p value = 0.018). One patient with a strong reaction to SSO reacted positively to all SSO-containing patch test preparations. Definite fragrance allergens could not be identified in the patients who had simultaneous reactions to SSO and fragrance mix (FM) I. CONCLUSIONS: Patch testing with allergen preparations containing SSO affected the patch test interpretation. Fragrance contact allergy could not be ruled out when a patient simultaneously reacted to SSO and FM I. Changing emulsifiers in patch test preparations would be advantageous.

The impact of test-taking strategies on eye movements of elementary students during reading comprehension assessment.

Teachers often encourage students to use test-taking strategies during reading comprehension assessments, but these strategies are not always evidence-based. One common strategy involves teaching students to read the questions before reading an associated passage. Research findings comparing the passage-first (PF) and questions-first (QF) strategies are mixed. The present study employed eye-tracking technology to record 84 third- and fourth-grade participants' eye movements (EMs) as they read a passage and responded to multiple-choice (MC) questions using PF and QF strategies in a within-subject design. Although there were no significant differences between groups in accuracy on MC questions, EM measures revealed that the PF condition was superior to the QF condition for elementary readers in terms of efficiency in reading and responding to questions. These findings suggest that the PF strategy supports a more comprehensive understanding of the text. Ultimately, within the PF condition, students required less time to obtain the same accuracy outcomes they attained when reading in the QF condition. School psychologists can improve reading comprehension instruction by encouraging the importance of teaching children to gain meaning from the text rather than search the passage for answers to MC questions. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Analyzing traditional and accelerated nursing student exam answer changing behaviors: A retrospective study.

OBJECTIVE: This study examined differences in exam answer changing behavior among baccalaureate students based on program pace, semester in the program, exam scores, and grade point average. DESIGN: The study is a retrospective review of quantitative data. SETTING: The data was collected using standardized testing results taken by students at a private, liberal arts university in the midwestern United States. PARTICIPANTS: 774 normed standardized nursing exams were reviewed retrospectively for number and type of answer changes and analyzed between traditional and accelerated baccalaureate students early, middle, and late in the curriculum. RESULTS: Most answer changes (50%) were beneficial to grades. Answer changing decreased late in the program. Students scoring higher changed fewer answers. Program pace and grade point average did not influence answer changing. CONCLUSION: Answer changing should not be generally discouraged. Promoting adequate preparation and test taking skills may benefit nursing students, especially early in programs.

Effects of race and test preparation resources on standardized test scores, a pilot study.

BACKGROUND: Little research exists on the relationship between pre-examination resources, race, and standardized test outcomes. This study aimed to determine the effect of test preparation resources and race on test scores. METHODS: We surveyed medical students at an allopathic institution on the use of test preparation materials and their test scores. Students were grouped by self-identified race. Underrepresented in Medicine (URiM) students were defined as Black/African American (AA), Hispanic/Latino (HL), Native American (NA) and multiple races. Univariate analysis and linear regression were used for statistical analysis. RESULTS: 192 students completed the survey (response rate = 33%). URiM students reported more MCAT attempts than other students. No differences between scores existed between races. There was no association between scores and the use of test preparation resources. CONCLUSIONS: We found that URiM students took the MCAT more times than their peers; however, we found no racial/ethnic differences in examination preparation resources or scores.

Sistema de avaliação de testes psicológicos: histórias contadas e não contadas / Psychological test evaluation system: stories told and untold / Sistema de evaluación de tests psicológicos: historias contadas y no contadas

O Sistema de Avaliação de Testes Psicológicos (SATEPSI) recebeu notoriedade entre brasileiros e estrangeiros por oferecer um complexo sistema de qualificação dos testes psicológicos, pouco visto em âmbito mundial. Sua elaboração dependeu de uma autarquia, que o financiou, normatizou e o mantém, mas também de pesquisadores docentes de avaliação psicológica, que trouxeram a expertise da área para que houvesse o pleno estabelecimento de seus parâmetros. Passadas duas décadas de seu lançamento, o SATEPSI foi tema de artigos, capítulos, lives e diálogos digitais, nos quais foram destaque, de modo geral, as Resoluções do Conselho Federal de Psicologia, que o normatiza, e seus impactos para a área de avaliação psicológica - como, por exemplo, o aumento do número de pesquisas e de testes brasileiros qualificados. O que se pretende neste artigo é mencionar sua construção, à luz dos autores que vivenciaram o SATEPSI em funções e tempos distintos. Atenção especial será dada aos Métodos Projetivos, cuja história ainda é pouco revelada.(AU)

The system to evaluate psychological tests (Satepsi) received notoriety among Brazilians and foreigners for offering a complex system of qualification of psychological tests, which is rarely seen worldwide. Its development depended on an autarchy (which financed, standardized, and maintains it) and on researchers teaching psychological assessment, who brought their expertise to the area so its parameters could be fully established. After two decades of its launch, Satepsi was the subject of articles, chapters, lives, and digital dialogues, which usually highlighted the Resolutions of the Federal Council of Psychology that normatize psychological evaluation and their impacts, such as the increase in the number of qualified Brazilian tests. This study aims to mention its construction in the light of the authors who experienced Satepsi in different functions and times, giving special attention to Projective Methods, whose history remains to be shown.(AU)

El Sistema de Evaluación de Tests Psicológicos (SATEPSI) ganó notoriedad entre los brasileños y los extranjeros por ofrecer un complejo sistema de calificación de los tests psicológicos, poco frecuente a nivel mundial. Su elaboración dependió de una autarquía, que lo financió, lo estandarizó y lo mantiene, pero también de investigadores docentes de evaluación psicológica, que trajeron la experiencia del área para que hubiera el pleno establecimiento de sus parámetros. Tras dos décadas de su lanzamiento, SATEPSI fue tema de artículos, capítulos, en directo y diálogos digitales, en los cuales destacaron, de modo general, las Resoluciones del Consejo Federal de Psicología que lo normatiza y sus impactos para el área de evaluación psicológica, como el aumento del número de investigaciones y de pruebas brasileñas calificadas. Lo que se pretende en este artículo es mencionar su construcción, a la luz de los autores que vivieron el SATEPSI en funciones y tiempos distintos. Se prestará especial atención a los métodos proyectivos cuya historia aún no se ha revelado.(AU)

Ascertaining and promoting effective study skills and learning habits of first-year pharmacy students.

INTRODUCTION: Many pharmacy students struggle academically in their initial professional year. This research ascertained first-year pharmacy (P1) students' study skills and learning habits both before and after employing interventions about effective study strategies. METHODS: In 2018-2019 and 2019-2020, P1 students completed a study skills inventory at baseline in August and at endpoint in April. Interventions included instruction about the science of learning and effective study techniques as well as the use of a cognitive wrapper regarding their first assessment. RESULTS: Students' perceived habits that improved were those of organizing their ideas, studying at their peak time, and really wanting to learn the content. Perceived habits that declined included time spent doing their assigned readings, seeing the need to always attend class, and reviewing course material each day. Regarding the cognitive wrapper, 90% of students thought they were prepared for their assessment, yet 21% received a lower grade than expected and 10% did not work on practice problems at least 2 days before the quiz. CONCLUSIONS: This endeavor elucidated several important areas about the study skills and learning habits of P1 students. Some students' perceptions of their study skills and learning habits strengthened and others decreased during their first year. The cognitive wrapper provided a targeted way for students to reflect on their preparation and performance as well as consider their future study plans. Faculty can use this information to help students employ effective learning practices to promote students' metacognition throughout the first year of their program.

Are craniocervical flexion test and the pectoralis minor index useful tests for patients with subacromial pain syndrome? / Are craniocervical flexion test and the pectoralis minor index useful tests for patients with subacromial pain syndrome?

Cervical disorders and the shortening of the pectoralis minor are advocated to play an important role in patients with subacromial pain syndrome, despite the absence of evidence. This study aimed to compare the deep cervical flexor muscle function and the shortening of the pectoralis minor between patients with subacromial pain syndrome and controls. Secondarily, this study aimed to analyze the relationship of clinical tests with pain and disability among patients. This is a case-control study with 32 patients with subacromial pain syndrome [mean age: 33 ± 6.9 years; sex: 22 (65.6%) men; right dominance: 31 (96.9%)] and 32 controls matched for age, sex, handedness, and affected side. Participants filled the Numerical Pain Rating Scale, the Shoulder Pain and Disability Index; and performed the clinical tests which were compared between patients and controls. Pectoralis minor length of the patient's group (median = 9.0) was similar to the controls (median = 9.7) (U = 421.5; p = 0.22). The deep neck muscle function presented no statistical difference between patients and controls (χ2 = 4.319; p = 0.504). There was no statistically significant correlation between clinical tests and patient self-reported measures. Therefore, deep cervical flexor muscle and the pectoralis minor muscle were not impaired in patients with subacromial pain syndrome and did not show a relationship with self-reported measures.

Distúrbios cervicais e o encurtamento do músculo peitoral menor são apontados como tendo um papel importante em pacientes com síndrome da dor subacromial, apesar da ausência de evidências. Este estudo teve como objetivo comparar a função dos músculos flexores cervicais profundos e o encurtamento do músculo peitoral menor entre pacientes com síndrome da dor subacromial e controles. Secundariamente, este estudo objetivou analisar a relação dos testes clínicos com a dor e incapacidade entre os pacientes com síndrome da dor subacromial. Trata-se de um estudo caso-controle com 32 pacientes com síndrome da dor subacromial [idade: 33 ± 6,9 anos; sexo: 22 (65,6%) homens; dominância direita: 31 (96,9%)] e 32 controles pareados por idade, sexo, lateralidade e lado afetado. Os participantes preencheram a Numerical Pain Rating Scale, o Shoulder Pain and Disability Index, realizaram os testes clínicos e os resultados dos pacientes e controles foram comparados. O comprimento do músculo peitoral menor no grupo de pacientes (mediana = 9,0) foi semelhante ao grupo controle (mediana = 9,7) (U = 421,5; p = 0,22). A função do músculo flexor cervical profundo não apresentou diferença estatística entre pacientes e controles (χ2 = 4,319; p = 0,504). Não houve correlação estatisticamente significativa entre os testes clínicos e as medidas relatadas pelos pacientes. Portanto, o músculo flexor cervical profundo e o músculo peitoral menor não foram prejudicados em pacientes com síndrome da dor subacromial e não mostraram relação com medidas autorreferidas.

Chronometry of distractor views to discover the thinking process of students during a computer knowledge test.

Accuracy in estimating knowledge with multiple-choice quizzes largely depends on the distractor discrepancy. The order and duration of distractor views provide significant information to itemize knowledge estimates and detect cheating. To date, a precise and accurate method for segmenting time spent for a single quiz item has not been developed. This work proposes process mining tools for test-taking strategy classification by extracting informative trajectories of interaction with quiz elements. The efficiency of the method was verified in the real learning environment where the difficult knowledge test items were mixed with simple control items. The proposed method can be used for segmenting the quiz-related thinking process for detailed knowledge examination.

A Comparison of Collaborative Testing and Alternative Test-Taking Methods on Content Retention in Baccalaureate Nursing Students.

ABSTRACT: Nursing faculty look for ways to promote the retention of content so that students can build on that content and apply it to nursing practice. A study was designed to determine differences in content retention between testing collaboratively, which involves students taking an exam collectively within a small group, using an individual notecard, and including written rationale for test answers during collaborative testing. Students who tested collaboratively had significantly higher long-term content retention than students who tested with the other methods.

Do teste ao processo de avaliação psicológica: memórias sobre a formação do psicólogo no Brasil / From test to process in psychological assessment: memories on psychology training in Brazil / Del test al proceso de evaluación psicológica: memorias sobre la formación del psicólogo en Brasil

A temática da formação do psicólogo no Brasil no campo da avaliação psicológica ocupa importante lugar na literatura científica da área, com enfoques e levantamentos diversos. Este trabalho procura agregar conhecimento ao campo por meio de reflexão teórica e vivencial sobre diretrizes formativas em avaliação psicológica, acompanhando a construção da própria Psicologia no país. Recorreu-se a um levantamento de informações disponíveis em periódicos, anais de eventos científicos e em sites de associações científicas de Psicologia, selecionando produções qualitativamente relevantes para retratar uma perspectiva longitudinal sobre a formação em processos de avaliação psicológica, acrescentando vivências e memórias construídas ao longo de várias décadas de atuação na área. Procurou-se caracterizar algumas ações implementadas no campo desde a regulamentação da profissão até os desafios contemporâneos, enfatizando contribuições significativas de diferentes pesquisadores e grupos de investigação científica no país. O principal destaque deste trabalho está em evidenciar que a área de avaliação psicológica se movimentou no sentido de alterar sua atenção sobre os instrumentais (testes e materiais psicológicos) para os processos psicológicos envolvidos nessa prática profissional exclusiva da Psicologia no Brasil. Finaliza-se o trabalho com novos desafios impostos para essa especialidade profissional na contemporaneidade.(AU)

Professional training occupies an important place in the field of psychological assessment, appearing in the scientific literature under various approaches and surveys. This study seeks to add knowledge to this topic by means of a theoretical and experiential reflection on education guidelines, following the constitution of Psychology itself in Brazil. A bibliographical survey was carried out on journals, annals of scientific events and websites of Psychology scientific associations, selecting relevant academic productions to portrayal longitudinal perspective on training in psychological assessment, adding experiences and memories built over several decades of work. The text characterizes some actions implemented in Psychology, from its regulation to contemporary challenges, emphasizing significant contributions from different researchers and research groups in the country. Its main highlight is in revealing that psychological assessment changed its focus from instruments (psychological tests and materials) towards psychological processes involved in this professional practice that are exclusive to Brazilian Psychology. In conclusion, the paper points to contemporary new challenges imposed to this profession.(AU)

La formación de psicólogos en Brasil en el campo de la evaluación psicológica es un tema que ocupa un lugar destacado en la literatura científica del área, con diferentes enfoques y planteamientos. Este trabajo pretende contribuir con la reflexión teórica y experiencial sobre los planteamientos de formación en evaluación psicológica, siguiendo la construcción de la propia Psicología en el país. Se recogió la información disponible en revistas, anales de eventos científicos y en las páginas web de asociaciones científicas de Psicología, seleccionando las producciones cualitativamente relevantes para caracterizar una perspectiva longitudinal sobre la formación en procesos de evaluación psicológica, sumándose a experiencias y memorias construidas a lo largo de décadas de experiencia en el campo. Se buscó caracterizar algunas acciones puestas en marcha en el campo desde la regulación de la profesión hasta los desafíos contemporáneos, destacando los aportes significativos de diferentes investigadores y grupos de investigación científica del país. El principal destaque de este trabajo es mostrar que el área de evaluación psicológica pasó a trasladar su atención de las herramientas (tests y materiales psicológicos) a los procesos psicológicos involucrados en esta práctica profesional exclusiva de la Psicología en Brasil. Se finaliza con los nuevos retos impuestos para esta especialidad profesional en la contemporaneidad.(AU)