Your browser doesn't support javascript.
loading
Mostrar: 20 | 50 | 100
Resultados 1 - 20 de 15.642
Filtrar
1.
J Exp Child Psychol ; 225: 105521, 2023 Jan.
Artigo em Inglês | MEDLINE | ID: mdl-35973280

RESUMO

The number line estimation task is an often-used measure of numerical magnitude understanding. The task also correlates substantially with broader measures of mathematical achievement. This raises the question of whether the task would be a useful component of mathematical achievement tests and instruments to diagnose dyscalculia or mathematical giftedness and whether a stand-alone version of the task can serve as a short screener for mathematical achievement. Previous studies on the relation between number line estimation accuracy and broader mathematical achievement were limited in that they used relatively small nonrepresentative samples and usually did not account for potentially confounding variables. To close this research gap, we report findings from a population-level study with nearly all Luxembourgish ninth-graders (N = 6484). We used multilevel regressions to test how a standardized mathematical achievement test relates to the accuracy in number line estimation on bounded number lines with whole numbers and fractions. We also investigated how these relations were moderated by classroom characteristics, person characteristics, and trial characteristics. Mathematical achievement and number line estimation accuracy were associated even after controlling for potentially confounding variables. Subpopulations of students showed meaningful differences in estimation accuracy, which can serve as benchmarks in future studies. Compared with the number line estimation task with whole numbers, the number line estimation task with fractions was more strongly related to mathematical achievement in students across the entire mathematical achievement spectrum. These results show that the number line estimation task is a valid and useful tool for diagnosing and monitoring mathematical achievement.


Assuntos
Logro , Cognição , Humanos , Idioma , Luxemburgo , Matemática
2.
Pers Soc Psychol Bull ; 49(1): 81-96, 2023 Jan.
Artigo em Inglês | MEDLINE | ID: mdl-34906003

RESUMO

Experimental research and real-world events demonstrate a puzzling phenomenon-anxiety, which primarily inspires caution, sometimes precedes bouts of risk-taking. We conducted three studies to test whether this phenomenon is due to the regulation of anxiety via reactive approach motivation (RAM), which leaves people less sensitive to negative outcomes and thus more likely to take risks. In Study 1 (N = 231), an achievement anxiety threat caused increased risk-taking on the Behavioral Analogue Risk Task (BART) among trait approach-motivated participants. Using electroencephalogram in Study 2 (N = 97), an economic anxiety threat increased behavioral inhibition system-specific theta activity, a neural correlate of anxiety, which was associated with an increase in risk-taking on the BART among trait approach-motivated participants. In a preregistered Study 3 (N = 432), we replicated the findings of Study 1. These results offer preliminary support for the reactive risk-taking hypothesis.


Assuntos
Ansiedade , Motivação , Humanos , Logro , Cognição , Assunção de Riscos
3.
PLoS One ; 17(11): e0276491, 2022.
Artigo em Inglês | MEDLINE | ID: mdl-36327318

RESUMO

Adverse family-based lifestyle factors in the preconception period, pregnancy and early-childhood are major risk factors for childhood obesity and there is a growing consensus that early life interventions to prevent overweight and obesity in children are required. However, results from recent systematic reviews of preconception and pregnancy interventions have demonstrated mixed success. Therefore, this protocol presents a study aiming to summarise and evaluate complex preconception and pregnancy intervention components, process evaluation components, and authors' statements, with a view to improving our understanding regarding their success and informing design or adaptation of more effective interventions to prevent childhood obesity. A scoping review will be conducted, using the frameworks of the JBI and Arksey and O'Malley. A two-step approach will be used to identify relevant literature: (1) systematic searches will be conducted in the databases PubMed, Embase and CENTRAL to identify all eligible preconception and pregnancy trials with offspring data; and (2) CLUSTER searches will be conducted to find linked publications to eligible trials (follow-ups, process evaluation publications). Two researchers will independently select studies, chart, and synthesise data. A qualitative thematic analysis will be performed in which statements related to process evaluation components and authors' interpretations will be coded as "reasons". A descriptive analysis will be performed to evaluate intervention complexity using a complex intervention framework (AHRQ series; Medical Research Council guidance). The results of this study, which will be discussed with an expert group as part of a consultation stage, aim to identify gaps and inform the design or adaptation of future preconception and pregnancy interventions and approaches to potentially increase success rates. We expect that our results, which will be submitted for publication in a peer-reviewed journal, will be of interest to researchers, families, and practitioners concerned with good preconception and prenatal care, and healthy child outcomes.


Assuntos
Sobrepeso , Obesidade Pediátrica , Criança , Gravidez , Feminino , Humanos , Sobrepeso/prevenção & controle , Obesidade Pediátrica/prevenção & controle , Estilo de Vida , Logro , Projetos de Pesquisa , Literatura de Revisão como Assunto
4.
BMC Med Educ ; 22(1): 798, 2022 Nov 16.
Artigo em Inglês | MEDLINE | ID: mdl-36384548

RESUMO

BACKGROUND: We appraised the effectiveness of online (Zoom) delivery versus live campus-based delivery of lectures in biochemistry and genetics courses and assessed the security of remote versus campus-administered exams. METHODS: Participants were 601 students entering Michigan State University College of Osteopathic Medicine in 2019 or 2020. The former cohort completed courses and exams on campus, while the latter completed courses online due to the COVID-19 pandemic. For the biochemistry and genetics courses, the same lecturers delivered the same content and used identical exam questions for assessments in 2019 and 2020. The investigators compared percent correct for each question in 2019 and 2020. RESULTS: This study found 84 of 126 (67%) of the questions yielded little difference (3% or less in % correct) between live delivery and Zoom delivery. For questions whose % correct index differed by 4% or more, Zoom delivery yielded a better performance for 16 questions (13%), while 19 questions (15%) showed live lectures performed better. Seven of the questions (6%) had an identical mode of delivery in 2019 and 2020 (e.g., self-study exercise). These served as "control questions" for which equivalent student performance was expected. The 126 questions analyzed spanned a wide range in the % correct index, from 60% correct to > 90% correct. CONCLUSIONS: The results suggest that Zoom and on-campus delivery of the content in biochemistry and genetics yielded similar achievement of course objectives. The high concordance, between 2019 and 2020, of the % correct for individual questions also speaks to exam security including online proctoring.


Assuntos
COVID-19 , Pandemias , Humanos , Estudantes , Universidades , Logro
5.
BMC Med Educ ; 22(1): 802, 2022 Nov 17.
Artigo em Inglês | MEDLINE | ID: mdl-36397022

RESUMO

BACKGROUND: Unaddressed impostor feelings that impede developing interest in science and self-efficacy in conducting research have a dispiriting effect that perpetuates unsatisfactory diversity in the health science workforce when such feelings are experienced more by those historically underrepresented in the workforce. This warrants effective interventions to reduce the impact of impostor feelings and related factors that diminish career resilience. We examined the effects of a 90-minute workshop on impostor perceptions and growth mindset to raise awareness of impostor phenomenon (IP) and develop skills to manage IP successfully for students attending a 10-week summer research experience program. METHODS: Using a convergent mixed-methods design, data were analyzed from 51 racially and ethnically diverse students who participated in an interactive IP workshop. Using students' half-way and final progress reports about their summer experiences and pre- and post-summer online surveys, we identified how the workshop changed awareness of IP and helped students develop coping strategies. RESULTS: Students strongly endorsed the workshop, remarking that its content and personal stories from peers validated their own IP experiences and relieved anxiety by revealing how common the experience was. Many reported applying mindset-changing solutions, including positive self-talk, focusing their thinking on facts about themselves and situation, and grounding themselves firmly against potentially persuasive and confidence-eroding impostor feelings. While students reported end-of-summer impostor feelings at levels similar to before the program, they described being able to manage their feelings better and persist towards goals and challenging tasks. One measure of IP appeared to be addressed through students' activation of a growth mindset, potentially explaining a specific mechanism for intervention. Discrepancies between qualitative responses and quantitative IP measures demand additional work on IP instruments. CONCLUSIONS: A brief, theory-based IP workshop administered by research training programs, including those as short as 10-weeks, can have positive impact on subsequent IP experience and its successful management, with potential long-term impact on retention of a diverse biomedical research workforce.


Assuntos
Autoimagem , Estudantes , Humanos , Transtornos de Ansiedade , Logro
7.
J Sch Psychol ; 95: 105-120, 2022 Dec.
Artigo em Inglês | MEDLINE | ID: mdl-36371121

RESUMO

Sluggish cognitive tempo (SCT) is increasingly conceptualized as a transdiagnostic set of symptoms associated with poorer functional outcomes, although the extent to which SCT is associated with academic functioning remains unclear. This study recruited children based on the presence or absence of clinically elevated SCT symptoms, using a multi-informant and multi-method design to provide a comprehensive examination of academic functioning in children with and without clinically elevated SCT symptoms. Participants were 207 children in Grades 2-5 (ages 7-11 years; 63.3% male), including 103 with clinically elevated teacher-reported SCT symptoms and 104 without elevated SCT, closely matched on grade and sex. A multi-informant, multi-method design that included standardized achievement testing, curriculum-based measurement (CBM), grades, classroom and laboratory observations, and parent and teacher rating scales was used. Children with elevated SCT symptoms had poorer academic functioning than their peers across most domains examined. Specifically, compared to children without SCT, children with elevated SCT had significantly lower grade point average (d = 0.42) and standardized achievement scores (ds = 0.40-0.77), poorer CBM performance including lower productivity (ds = 0.39-0.51), poorer homework performance and organizational skills (ds = 0.58-0.85), and lower teacher-reported academic skills (ds = 0.63-0.74) and academic enablers (ds = 0.66-0.74). The groups did not significantly differ on percentage of time on task during classroom observations or academic enabler interpersonal skills. Most effects were robust to control of family income, medication use, and attention-deficit/hyperactivity disorder inattentive symptoms, although effects for motivation and study skills academic enablers were reduced. This study demonstrates that children with clinically elevated SCT symptoms have wide-ranging academic difficulties compared to their peers without SCT. Findings point to the potential importance of assessing and treating SCT to improve academic outcomes.


Assuntos
Transtorno do Deficit de Atenção com Hiperatividade , Tempo Cognitivo Lento , Criança , Humanos , Masculino , Feminino , Transtorno do Deficit de Atenção com Hiperatividade/psicologia , Cognição , Logro , Pais
8.
Artigo em Inglês | MEDLINE | ID: mdl-36361348

RESUMO

This study aimed to (1) explore the configuration of vocational identity status among emerging adults with and without hearing impairment using latent profile analysis, and (2) investigate the relationships between vocational identity status and self-esteem and subjective well-being. In total, 408 students without disabilities and 432 with hearing impairments from two Chinese higher institutions participated in the study. The Vocational Identity Status Assessment, Rosenberg Self-Esteem scale, Satisfaction with Life Scale, and Positive and Negative Affect were used to assess the major variables. The results derived five latent profiles (achieved, foreclosed, searching moratorium, undifferentiated, and diffused) of vocational identity in the present sample. The students were over-represented in undifferentiated profiles and under-represented in achieved and foreclosed ones. Hearing impairment significantly affected vocational identity status profile membership. The results showed that emerging adults with achievement and foreclosure statuses displayed healthy psychological outcomes, having the highest self-esteem, life satisfaction, and positive affect, and the lowest negative affect. In contrast, the diffused group showed the most disturbing pattern with the lowest self-esteem, life satisfaction, and positive affect, and the highest negative affect. The research findings reveal some notable issues in vocational identity status for emerging Chinese adults, raising concerns about the influence of hearing impairment on vocational identity formation, and provide implications for Chinese society to facilitate college students' career development process to promote their vocational identity status and enhance their self-esteem and subjective well-being.


Assuntos
Perda Auditiva , Autoimagem , Adulto , Humanos , Logro , Reabilitação Vocacional , China
9.
Artigo em Inglês | MEDLINE | ID: mdl-36361358

RESUMO

Burnout syndrome is officially classified in the International Classification of Diseases as an occupational phenomenon resulting from chronic workplace stress. Each year it is having an increasingly negative impact on the mental and physical health of employees, as well as on health costs and business performance. With this study, we aim at verifying whether there is a greater propensity for burnout depending on an individual's time perspective, based on the framework of Christina Maslach's burnout syndrome theory (consisting of three burnout dimensions), and Phillip Zimbardo's Time Perspective (consisting of five distinct temporal profiles). Within the time perspective construct, we focused on an indicator of temporal adaptation, referred to as a Balanced Time Perspective (BTP). We used the Maslach Burnout Inventory and the Zimbardo Time Perspective Inventory on a sample of 129 Polish corporate employees. We found that two dimensions of burnout (emotional exhaustion and feelings of personal achievement) were significantly correlated to a balanced time perspective, while the third (depersonalization) did not pose a significant correlation. This underlines the interrelationships between personality and burnout, which gives way to one possible solution towards the danger of burnout syndrome-balancing an individuals' time perspective through measures such as Time Perspective Therapy. We believe that the awareness of one's temporal profile gives way to supplement gaps in one time perspective, while deterring the excessive effects of another, resulting in a more balanced time perspective, greater mental health and protection from burnout syndrome.


Assuntos
Esgotamento Profissional , Estresse Ocupacional , Humanos , Despersonalização/psicologia , Esgotamento Psicológico/epidemiologia , Esgotamento Profissional/epidemiologia , Esgotamento Profissional/psicologia , Estresse Ocupacional/epidemiologia , Logro , Inquéritos e Questionários
10.
Artigo em Inglês | MEDLINE | ID: mdl-36430121

RESUMO

Achievement emotions, defined as the emotions generated in the academic process or by achievement results, are critical for an individual's mental health, personality development, and academic productivity. Referring to the well-known big-fish-little-pond effect on academic self-concept, which describes the well-known phenomenon that students in selective schools/classes tend to have lower academic self-concepts than those who are comparably competent but attend regular schools/classes, Pekrun and colleagues focused on German students and proposed a similar happy-fish-little-pond effect on achievement emotions in 2019. In our paper, we examined whether this effect exists in extreme cases. To maximize the positive reflected-glory effect of being in a selective school and minimize the negative social comparison contrast effects that result from being ranked low in the school, we conducted an investigation in the Chinese collectivist cultural setting and compared the achievement emotions of students from a highly selective senior middle school with those of students from a regular school where the top-ranking students fell short of the bottom-ranking students in the selective school in terms of academic performance. Through an analysis of variance and a moderated serial mediation model, our study revealed that the bottom-ranking students in the selective school had less positive achievement emotions, lower academic self-concepts, and more negative achievement emotions than the top-ranking students in the regular school, providing strong evidence that students rely more on social comparison than on objective self-evaluation standards to evaluate themselves. The implications of the results for educational policies are discussed.


Assuntos
Logro , Instituições Acadêmicas , Emoções , Felicidade , China
11.
Mol Biol Cell ; 33(14): ae3, 2022 Dec 01.
Artigo em Inglês | MEDLINE | ID: mdl-36399627

RESUMO

It is my great honor to receive the 2022 Günter Blobel Early Career Award from the American Society for Cell Biology. Reflecting upon my research and career trajectory, I recognize the incredible support of my mentors and the hard work of everyone within my lab. I have always relied on a network of advisors and colleagues who supported me throughout my scientific journey. To better support my own trainees, I endeavor to pass on lessons learned while continuously developing and strengthening my own leadership potential. I am a relentless advocate for the success of my trainees, a legacy I pass on from my own mentors.


Assuntos
Distinções e Prêmios , Mentores , Estados Unidos , Humanos , Pesquisadores , Liderança , Logro
12.
J Sch Psychol ; 95: 43-57, 2022 Dec.
Artigo em Inglês | MEDLINE | ID: mdl-36371124

RESUMO

In the present study, we examined bidirectional associations between two components of teachers' burnout (personal accomplishment and emotional exhaustion) and classroom relational climate (closeness and conflict) across two time points within an academic year. Participants included 330 elementary school teachers (third and fourth grade) and 5081 students in a large, urban city in the northeastern United States. Students were primarily Hispanic/Latino (66%) or Black/African American (22%), and most were from low-income households. Forty-seven percent of teachers were White, 25% Black, and 31% identified as Hispanic/Latino. Two modeling approaches were used for preliminary detection of bidirectional relations among burnout and classroom relational climate. First, a crossed-lagged panel model showed a clear pattern from earlier relational climate to later burnout; closeness and conflict at Time 1 predicted personal accomplishment at Time 2, and conflict at Time 1 predicted emotional exhaustion at Time 2. No evidence was found for earlier burnout predicting later relational climate. Second, a set of latent change score models indicated that increases in closeness from Time 1 to Time 2 were associated with decreases in emotional exhaustion across the academic year. Together, findings provide preliminary evidence for associations from classroom relational climate to teacher burnout, but not the other way around. Implications of these findings for teachers and school psychologists are discussed.


Assuntos
Esgotamento Profissional , Professores Escolares , Humanos , Professores Escolares/psicologia , Esgotamento Profissional/psicologia , Estudantes/psicologia , Logro , Emoções
13.
Artigo em Inglês | MEDLINE | ID: mdl-36231701

RESUMO

Sport federations (NSFs) are the main promoters of sport at a national level. Their complex management involves coordinating relations with private entities, public administrations, and international organisations. Therefore, the economic situation of a country and its sport support policies have significant influences on the achievement of the NSFs' objectives and, therefore, on their sustainability and influence on an active population. This study analyses the determinants of the financial performance of 59 Spanish sport federations (SSFs), 28 Olympic and 31 non-Olympic, based on the relationship between the funding received and their international results during the period from 2007 to 2019 (both years included). The preliminary data analysis included an examination of the missing data, and a t-test was used to compare Olympic and non-Olympic sport federations regarding different variables related to their resources and results. In addition, multiple linear regressions identified the possible predictors of the financing of sport federations and were separately performed for Olympic and non-Olympic federations. The results showed that SSFs were able to maintain their results in the face of decreasing resources. In addition, Olympic SSFs were found to be less dependent on public funding than non-Olympic SSFs for competitive results. This is evidence of a paradigm shift in the management of Spanish federated sports, evolving towards a model that is less dependent on the state, more efficient, and therefore more sustainable.


Assuntos
Esportes , Logro , Política , Espanha
14.
Artigo em Inglês | MEDLINE | ID: mdl-36293911

RESUMO

(1) Background: The influence of academic boredom and intrinsic motivation on students' learning and achievements is receiving more attention from scholars. Nevertheless, studies on how intervention decreases academic boredom and promotes intrinsic motivation during study remain unexplored. (2) Purpose: The purpose of this study is to investigate whether positive education intervention based on the PERMA model would help Chinese college students with learning-related academic boredom, class-related academic boredom, and intrinsic motivation. (3) Methods: This study is quasi-experimental research with a control group including pre-test and post-test. The study was conducted with 173 students, including 86 (n1 = 86) experimental and 87 (n2 = 87) control group students. (4) Results: Results revealed that students in the intervention condition reported significant reductions in learning-related academic boredom and class-related academic boredom, and significant increases in intrinsic motivation in comparison to their counterparts in the control group. (5) Conclusions: These findings indicate that positive education intervention for college students is a promising approach to reducing academic boredom and increasing intrinsic motivation among Chinese college students.


Assuntos
Tédio , Motivação , Humanos , Estudantes , Aprendizagem , Logro
15.
Res Dev Disabil ; 131: 104363, 2022 Dec.
Artigo em Inglês | MEDLINE | ID: mdl-36265237

RESUMO

BACKGROUND: The ability to place numbers on a visual "number line" is a hallmark of the understanding of numerical magnitude and it is a strong predictor of mathematical achievement. AIM: We examined whether the performance in the number line estimation task is more driven by mental age or experience with numbers in a sample of Italian children with Down syndrome (DS). METHOD AND PROCEDURE: Sixty-three children with DS (Mmonths = 128.62, SD = 30.73) and sixty-three typically developing children (Mmonths = 54.98, SD = 6.34) matched one to one for mental age completed number line estimation tasks and other tests to assess their numerical knowledge. OUTCOMES AND RESULTS: No significant differences emerged between the two groups in terms of accuracy of positioning numbers on the 1-10 and 1-20 interval. In addition, the accuracy on the 1-10 interval was related to the ability to recognize numbers, while the accuracy on the 1-20 line was related to the ability to compare magnitudes. CONCLUSION AND IMPLICATION: Results suggest that in individuals with DS the linear mapping of numbers is driven by mental age, but the accuracy of positioning numbers is also shaped by the experience with symbolic numbers. Therefore, the improvement of numerical estimation abilities should be a target of intervention programs.


Assuntos
Síndrome de Down , Criança , Humanos , Cognição , Matemática , Logro , Inteligência
16.
Longit Life Course Stud ; 13(4): 527-550, 2022 09 21.
Artigo em Inglês | MEDLINE | ID: mdl-36263877

RESUMO

As school learning should enable people to self-determine their own lives, its long-lasting relevance for participation in further education is an essential outcome. Contemporary adult education research shows that beliefs and memories from one's school years have an impact on the motivation to pursue further education in working life. However, almost no longitudinal research exists that investigates the long-term forces behind adults' motivation to educate themselves. Hence, the present study examined whether students' learning-related behaviour, cognitions and emotions that developed in their school years are related to the subjective value they place on further education, their expectations of success in solving further learning tasks, and thus the likelihood of participating in further education. Corresponding structural equation analyses on data from the German panel study LifE (n = 1,110) revealed that the learning behaviour, ability self-concept and test anxiety at the age of 12, along with their individual change between the ages of 12 and 16, are associated in different ways with the attainment value and subjective costs placed on further education and expectations of success at the age of 35. In contrast, no influence of youth characteristics on the likelihood of participating in further education could be found. The findings indicate that especially the development of learning-related cognitions and emotions in secondary school is sustainably related to the individual's success expectancy and achievement value of further education. Long-term dependencies should be further investigated with regard to academic domains and socio-economic pathways.


Assuntos
Logro , Motivação , Adulto , Humanos , Adolescente , Criança , Instituições Acadêmicas , Estudantes/psicologia , Autoimagem
17.
PLoS One ; 17(10): e0276587, 2022.
Artigo em Inglês | MEDLINE | ID: mdl-36301832

RESUMO

Investigating psychological characteristics through self-reported measures (e.g., anger, sensation seeking) and dynamic behaviors through objective measures (e.g., speed, 2D acceleration, GPS position etc.) may allow us to better understand the behavior of at-risk drivers. To assess drivers' motivation, the theoretical framework of achievement goals has been studied recently. These achievement goals can influence the decision-making and behaviors of individuals engaged in driving. The four achievement goals in driving are: seeking to improve or to drive as well as possible (mastery-approach), to outperform other drivers (performance-approach), to avoid driving badly (mastery-avoidance), and to avoid being the worst driver (performance-avoidance). Naturalistic Driving Studies (NDS) provide access to the objective measurements of data not accessible through self-reported measurements (i.e., speed, accelerations, GPS position). Three dynamic criteria have been developed to characterize the behavior of motorists objectively: driving events, time spent above acceleration thresholds (longitudinal and transversal), and the extent of dynamic demands. All these criteria have been measured in different road contexts (e.g., plain). The aim of this study was to examine the predictive role of the four achievement goals on these objective driving behaviors. 266 drivers (96 women, 117 men) took part in the study, and 4 242 482 km was recorded during 8 months. Simultaneously, they completed the Achievement Goals in Driving Questionnaire. The main results highlighted that mastery-approach goals negatively predicted hard braking and the extent of dynamic demands on plain and hilly roads. Mastery-approach goals seem to be the most protective goals in driving. Future research on the promotion of mastery-approach goals in driving may be able to modify the behavior of at-risk drivers.


Assuntos
Condução de Veículo , Objetivos , Masculino , Humanos , Feminino , Logro , Condução de Veículo/psicologia , Motivação , Inquéritos e Questionários
18.
Medicine (Baltimore) ; 101(38): e30375, 2022 Sep 23.
Artigo em Inglês | MEDLINE | ID: mdl-36197241

RESUMO

BACKGROUND: The h-index does not take into account the full citation list of a researcher to evaluate individual research achievements (IRAs). As a generalization of the h-index, the hT-index takes all citations into account to evaluate IRAs. Compared to other bibliometric indices, it is unclear whether the hT-index is more closely associated with the h-index. We utilized articles published on hemodialysis and peritoneal dialysis (HD/PD) to validate the hT-index as a measure of the most significant contributions to HD/PD. METHODS: Using keywords involving HD/PD in titles, subject areas, and abstracts since 2011, we obtained 7702 abstracts and their associated metadata (e.g., citations, authors, research institutes, countries of origin). In total, 4752 first or corresponding authors with hT-indices >0 were evaluated. To present the author's IRA, the following 4 visualizations were used: radar, Sankey, impact beam plot, and choropleth map to investigate whether the hT-index was more closely associated with the h-index than other indices (e.g., g-/x-indices and author impact factors), whether the United States still dominates the majority of publications concerning PD/HD, and whether there was any difference in research features between 2 prolific authors. RESULTS: In HD/PD articles, we observed that (a) the hT-index was closer to and associated with the h-index; (b1) the United States (37.15), China (34.63), and Japan (28.09) had the highest hT-index; (b2) Sun Yat Sen University (Chian) earned the highest hT-index (=20.02) among research institutes; (c1) the authors with the highest hT-indices (=15.64 and 14.39, respectively) were David W Johnson (Australia) and Andrew Davenport (UK); and (c2) their research focuses on PD and HD, respectively. CONCLUSION: The hT-index was demonstrated to be appropriate for assessing IRAs along with visualizations. The hT-index is recommended in future bibliometric analyses of IRAs as a complement to the h-index.


Assuntos
Bibliometria , Diálise Peritoneal , Logro , China , Humanos , Publicações , Estados Unidos
20.
Artigo em Inglês | MEDLINE | ID: mdl-36078370

RESUMO

The achievement of carbon neutrality has become increasingly important. Therefore, it the use of education to increase public understanding of carbon neutrality and facilitate low-carbon behaviors is urgent. Climate change knowledge is an effective measure to promote people's interest and enthusiasm for specific educational projects. The present study analyzed the effects of climate change knowledge on adolescents' attitudes and their willingness to participate in carbon neutrality education and validated the mediating effect of environmental responsibility. The findings showed that climate change knowledge improves adolescents' attitudes toward carbon neutrality education and that environmental responsibility plays a mediating role in this. The findings provide insightful implications for carbon neutrality related policymaking and education promotion.


Assuntos
Carbono , Mudança Climática , Logro , Adolescente , Atitude , Humanos , Conhecimento
SELEÇÃO DE REFERÊNCIAS
DETALHE DA PESQUISA
...