Journal of Health Psychology, Ahead of Print.
This research helps to clarify the relation between pandemic fatigue (PF) and vaccination intentions (VI). Theoretically, two patterns seem plausible. First, as with any other health protective measure, PF might reduce the motivation to get vaccinated. Second, PF might increase the motivation to get vaccinated because vaccination reduces the number of (other) health protective measure needed. We tested these two opposing predictions and further explored the moderating role of trust in pandemic-relevant institutions on the link between PF and VI in two large-scale survey studies from Denmark and Germany (collected between 2020 and 2021; total N > 22,000). Data was analyzed using multiple regression models. Analyses reveal a negative link between PF and VI that is less pronounced for people high in trust. Results remain stable when accounting for covariates and quadratic trends. Thus, trust might buffer the negative relation between PF and VI.
Examining the Affordances of an Online Learning Platform: A Usefulness Theoretical Perspective
SAGE Open, Volume 13, Issue 4, October-December 2023.
This study examined the affordances of an online learning platform used in a Chinese university for online teaching and learning during the pandemic period. A usefulness theoretical perspective was adopted to examine three types of affordances of the platform, namely, educational affordances, social affordances, and technological affordances. Both quantitative and qualitative data were collected and analyzed, including survey questionnaires, observation, and semi-structured interviews. A range of educational affordances emerged from the results, including Representation, Resource sharing, Community-building, Promoting interaction, and Administration. However, despite the respondents’ perceived ease of use of the platform, results indicate that the platform played a limited role in increasing learners’ social presence. A framework for examining usefulness has been developed based on the results. Pedagogical implications are proposed and suggestions for future research are provided.
This study examined the affordances of an online learning platform used in a Chinese university for online teaching and learning during the pandemic period. A usefulness theoretical perspective was adopted to examine three types of affordances of the platform, namely, educational affordances, social affordances, and technological affordances. Both quantitative and qualitative data were collected and analyzed, including survey questionnaires, observation, and semi-structured interviews. A range of educational affordances emerged from the results, including Representation, Resource sharing, Community-building, Promoting interaction, and Administration. However, despite the respondents’ perceived ease of use of the platform, results indicate that the platform played a limited role in increasing learners’ social presence. A framework for examining usefulness has been developed based on the results. Pedagogical implications are proposed and suggestions for future research are provided.
Thinking About Sum Scores Yet Again, Maybe the Last Time, We Don’t Know, Oh No . . .: A Comment on
Educational and Psychological Measurement, Ahead of Print.
The relative advantages and disadvantages of sum scores and estimated factor scores are issues of concern for substantive research in psychology. Recently, while championing estimated factor scores over sum scores, McNeish offered a trenchant rejoinder to an article by Widaman and Revelle, which had critiqued an earlier paper by McNeish and Wolf. In the recent contribution, McNeish misrepresented a number of claims by Widaman and Revelle, rendering moot his criticisms of Widaman and Revelle. Notably, McNeish chose to avoid confronting a key strength of sum scores stressed by Widaman and Revelle—the greater comparability of results across studies if sum scores are used. Instead, McNeish pivoted to present a host of simulation studies to identify relative strengths of estimated factor scores. Here, we review our prior claims and, in the process, deflect purported criticisms by McNeish. We discuss briefly issues related to simulated data and empirical data that provide evidence of strengths of each type of score. In doing so, we identified a second strength of sum scores: superior cross-validation of results across independent samples of empirical data, at least for samples of moderate size. We close with consideration of four general issues concerning sum scores and estimated factor scores that highlight the contrasts between positions offered by McNeish and by us, issues of importance when pursuing applied research in our field.
The relative advantages and disadvantages of sum scores and estimated factor scores are issues of concern for substantive research in psychology. Recently, while championing estimated factor scores over sum scores, McNeish offered a trenchant rejoinder to an article by Widaman and Revelle, which had critiqued an earlier paper by McNeish and Wolf. In the recent contribution, McNeish misrepresented a number of claims by Widaman and Revelle, rendering moot his criticisms of Widaman and Revelle. Notably, McNeish chose to avoid confronting a key strength of sum scores stressed by Widaman and Revelle—the greater comparability of results across studies if sum scores are used. Instead, McNeish pivoted to present a host of simulation studies to identify relative strengths of estimated factor scores. Here, we review our prior claims and, in the process, deflect purported criticisms by McNeish. We discuss briefly issues related to simulated data and empirical data that provide evidence of strengths of each type of score. In doing so, we identified a second strength of sum scores: superior cross-validation of results across independent samples of empirical data, at least for samples of moderate size. We close with consideration of four general issues concerning sum scores and estimated factor scores that highlight the contrasts between positions offered by McNeish and by us, issues of importance when pursuing applied research in our field.
The role of guilt-shame proneness and locus of control in predicting moral injury among healthcare professionals
Resistance in Supervision: A Qualitative Study of Training Experiences Among Multiethnic Women
The Counseling Psychologist, Ahead of Print.
Psychology trainees operate in high stress environments and supervisees with multiple marginalized identities, such as multiethnic women, must also navigate and/or resist discrimination. Resistance as a tool against oppression (positive resistance) is an emerging concept in psychology. Consensual qualitative research method was used to explore the ways multiethnic women engage in resistance during the supervision process. The central research question was, “How do multiethnic women engage in resistance to gender- and ethnicity-based inequities during supervision?” Participants (N = 12) identified as multiethnic women who were in, or had recently graduated from, clinical or counseling psychology programs. Participants sat for a 60–90 minute interview. Analyses of the interview transcripts yielded the primary domain, Resistance, and three subdomains: Motivation for Resistance, Capability for Engagement, and Forms of Resistance. Implications for supervision with women are discussed, including ways that supervisors may encourage and respond to positive resistance in the training of diverse future psychologists.
Psychology trainees operate in high stress environments and supervisees with multiple marginalized identities, such as multiethnic women, must also navigate and/or resist discrimination. Resistance as a tool against oppression (positive resistance) is an emerging concept in psychology. Consensual qualitative research method was used to explore the ways multiethnic women engage in resistance during the supervision process. The central research question was, “How do multiethnic women engage in resistance to gender- and ethnicity-based inequities during supervision?” Participants (N = 12) identified as multiethnic women who were in, or had recently graduated from, clinical or counseling psychology programs. Participants sat for a 60–90 minute interview. Analyses of the interview transcripts yielded the primary domain, Resistance, and three subdomains: Motivation for Resistance, Capability for Engagement, and Forms of Resistance. Implications for supervision with women are discussed, including ways that supervisors may encourage and respond to positive resistance in the training of diverse future psychologists.
Into-A or Into-B, That is a Question: A Systematic Literature Review of Directionality and Performance in Consecutive Interpreting
SAGE Open, Volume 13, Issue 4, October-December 2023.
Although the debate over the into-A and into-B interpreting has never stopped, the focal point was mostly set on simultaneous interpreting and sign language interpreting. Directionality in consecutive interpreting (CI) has not been studied fully so far. The present systematic literature review was designed to examine the relationship between directionality and performance in CI across a wide range of settings and empirical methods based on PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) and search for articles in English in Scopus and Web of Science. Three problems were investigated in the current research: (i) How does directionality impact performance among professional and student interpreters in CI? (ii) What factors contribute to the effect of directionality on performance? (iii) Does directionality preference impact the interpreter’s performance? The findings include: (i) directionality proves to influence the performance of interpreters whose A- and B-languages are not equally proficient, whereas balanced bilinguals are not affected by directionality; (ii) both internal and external factors contribute to the interpreters’ performance; (iii) only descriptive studies about interpreters’ directionality preference were identified in the prior literature, and a further study with more focus on the interactive power of directionality preference on interpreters’ performance is required.
Although the debate over the into-A and into-B interpreting has never stopped, the focal point was mostly set on simultaneous interpreting and sign language interpreting. Directionality in consecutive interpreting (CI) has not been studied fully so far. The present systematic literature review was designed to examine the relationship between directionality and performance in CI across a wide range of settings and empirical methods based on PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) and search for articles in English in Scopus and Web of Science. Three problems were investigated in the current research: (i) How does directionality impact performance among professional and student interpreters in CI? (ii) What factors contribute to the effect of directionality on performance? (iii) Does directionality preference impact the interpreter’s performance? The findings include: (i) directionality proves to influence the performance of interpreters whose A- and B-languages are not equally proficient, whereas balanced bilinguals are not affected by directionality; (ii) both internal and external factors contribute to the interpreters’ performance; (iii) only descriptive studies about interpreters’ directionality preference were identified in the prior literature, and a further study with more focus on the interactive power of directionality preference on interpreters’ performance is required.
Influence of Facility Characteristics on the Quality of Life of Older Adult Residents: A Systematic Review
SAGE Open, Volume 13, Issue 4, October-December 2023.
This review aims to obtain the relationships between characteristics of the facilities and the quality of life of older adult residents, and to obtain the direction in which new studies should be addressed as well as their application to healthcare policies. A systematic review was conducted following PRISMA guidelines. Multiple databases have been used: Scopus, Web of Science, Wiley online library, PubMed, ProQuest, EBSCOhost, and Emerald, from January 1, 2011 to July 1, 2023. Ten studies from 1,037 articles were included. Evidence exists on the positive relationships between quality of life and hours of management, care, activities, and qualified staff, and in general, the characteristics included in the categories of space management, supporting facilities and building services. In contrast charitable and for-profit facilities, Medicaid status, resident acuity, deficiencies, chain affiliation, size, hours of practical nurses, turnover, and financial resources (except occupancy rate) have a negative impact on quality of life or their dimensions.
This review aims to obtain the relationships between characteristics of the facilities and the quality of life of older adult residents, and to obtain the direction in which new studies should be addressed as well as their application to healthcare policies. A systematic review was conducted following PRISMA guidelines. Multiple databases have been used: Scopus, Web of Science, Wiley online library, PubMed, ProQuest, EBSCOhost, and Emerald, from January 1, 2011 to July 1, 2023. Ten studies from 1,037 articles were included. Evidence exists on the positive relationships between quality of life and hours of management, care, activities, and qualified staff, and in general, the characteristics included in the categories of space management, supporting facilities and building services. In contrast charitable and for-profit facilities, Medicaid status, resident acuity, deficiencies, chain affiliation, size, hours of practical nurses, turnover, and financial resources (except occupancy rate) have a negative impact on quality of life or their dimensions.
Academic Discourse Socialization Through Oral Activities in Higher Education: A Systematic Review
SAGE Open, Volume 13, Issue 4, October-December 2023.
Despite several attempts made to analyze students’ socialization into academic discourse in relevant reviews, we still lack a topical study providing an overview of how students are apprenticed into academic communities through oral activities at post-secondary institutions. This study aims at contributing to a comprehensive overview of both theoretical and empirical studies in the field of academic discourse socialization (ADS). A systematic review approach was adopted due to the qualitative and quantitative research design and connections between theory and evidence. The material search of ADS literature published between 2000 and 2022 resulted in 72 studies in total. While the synthesis of theoretical studies reveal the extant definitions, categorization of characteristics and theoretical orientations, the empirical study findings compare differences in participants and contexts, research approaches, communication events, and academic outcomes. This review also discusses major areas of research concerning ADS, mainly types of socialization agents, students’ feedback, learners’ identity construction, and assessment of consequences of ADS. With limitations concluded, the review encourages further focused investigation into micro-macro connections, application of digital technologies, a wider range of participants, disciplines and contexts, multiple types of oral activities and perspectives, learners’ linguistic production as well as correlation of oral and written texts, and joint efforts from multiple sides.
Despite several attempts made to analyze students’ socialization into academic discourse in relevant reviews, we still lack a topical study providing an overview of how students are apprenticed into academic communities through oral activities at post-secondary institutions. This study aims at contributing to a comprehensive overview of both theoretical and empirical studies in the field of academic discourse socialization (ADS). A systematic review approach was adopted due to the qualitative and quantitative research design and connections between theory and evidence. The material search of ADS literature published between 2000 and 2022 resulted in 72 studies in total. While the synthesis of theoretical studies reveal the extant definitions, categorization of characteristics and theoretical orientations, the empirical study findings compare differences in participants and contexts, research approaches, communication events, and academic outcomes. This review also discusses major areas of research concerning ADS, mainly types of socialization agents, students’ feedback, learners’ identity construction, and assessment of consequences of ADS. With limitations concluded, the review encourages further focused investigation into micro-macro connections, application of digital technologies, a wider range of participants, disciplines and contexts, multiple types of oral activities and perspectives, learners’ linguistic production as well as correlation of oral and written texts, and joint efforts from multiple sides.
Analysis of Sectoral Outcomes and Institutional Quality Nexus in Sub-Saharan Africa
SAGE Open, Volume 13, Issue 4, October-December 2023.
Following the need for more recent rigorous empirical evidence on the role of institutions at sectoral level as well as the conflicting empirical evidences on the institutions-growth relationship in Africa, this study investigated the sectoral impacts of institutional quality in Sub-Saharan Africa (SSA). The study also revisited the role of institutions in the aggregate economy. The system GMM estimation procedure and a panel of 42 SSA countries were used over the period 2010 to 2018. The results indicate that contrary to the widely held view that institutions foster growth and development, the role of institutional quality in sectoral and aggregate economic performance in SSA generally remained muted. However, the results indicate that initial level of real GDP and labor are robust drivers of growth, particularly in the aggregate economy. The study therefore concludes that the sub-region requires institutional reform, enhanced human capital development and capital accumulation to drive sectoral and aggregate economic performance in SSA.JEL Classification: N20; F43; C23; N17
Following the need for more recent rigorous empirical evidence on the role of institutions at sectoral level as well as the conflicting empirical evidences on the institutions-growth relationship in Africa, this study investigated the sectoral impacts of institutional quality in Sub-Saharan Africa (SSA). The study also revisited the role of institutions in the aggregate economy. The system GMM estimation procedure and a panel of 42 SSA countries were used over the period 2010 to 2018. The results indicate that contrary to the widely held view that institutions foster growth and development, the role of institutional quality in sectoral and aggregate economic performance in SSA generally remained muted. However, the results indicate that initial level of real GDP and labor are robust drivers of growth, particularly in the aggregate economy. The study therefore concludes that the sub-region requires institutional reform, enhanced human capital development and capital accumulation to drive sectoral and aggregate economic performance in SSA.JEL Classification: N20; F43; C23; N17
Self-Definition and Evaluation of the Term “Childfree” Among Hong Kong Women
SAGE Open, Volume 13, Issue 4, October-December 2023.
The term “childless” is highly problematic. Attempts to split it into “voluntary” and “involuntary” may appear to give more detail on context, but the differentiation can be misleading. The condition of “-less” has negative connotations and implies “missing” something; possibly something which is “natural.” The term “childfree” has been employed as an alternative expression which denotes active choice, freedom, and emancipation. Few studies, however, have explored how individuals refer to themselves, or how they interpret—or even care—about these distinctions. Such existing studies only explore the use of these English expressions among speakers of English as their primary language. This exploratory qualitative study explores how women without children define themselves in their native language in an Asian setting—Cantonese in Hong Kong. It also explores how such women interpret the various terms developed in English to describe their circumstances. Respondents refer to themselves in neutral, factual terms—literally “without children.” Others make an explicit link between being unmarried and childless status. While respondents find the English expression of “childfree” positive, they do not express a strong need to either deploy it in English, nor “develop” a Cantonese equivalent. The study provides further evidence that “labels” generated and applied by academics in one context and in one language may not be universally applicable.
The term “childless” is highly problematic. Attempts to split it into “voluntary” and “involuntary” may appear to give more detail on context, but the differentiation can be misleading. The condition of “-less” has negative connotations and implies “missing” something; possibly something which is “natural.” The term “childfree” has been employed as an alternative expression which denotes active choice, freedom, and emancipation. Few studies, however, have explored how individuals refer to themselves, or how they interpret—or even care—about these distinctions. Such existing studies only explore the use of these English expressions among speakers of English as their primary language. This exploratory qualitative study explores how women without children define themselves in their native language in an Asian setting—Cantonese in Hong Kong. It also explores how such women interpret the various terms developed in English to describe their circumstances. Respondents refer to themselves in neutral, factual terms—literally “without children.” Others make an explicit link between being unmarried and childless status. While respondents find the English expression of “childfree” positive, they do not express a strong need to either deploy it in English, nor “develop” a Cantonese equivalent. The study provides further evidence that “labels” generated and applied by academics in one context and in one language may not be universally applicable.