Učinci motivacijske intervencije pri učenju novih nastavnih sadržaja iz matematike

This experiment examines the influence of interpersonal communication training in improving self efficacy as a trainer among college students. The hypothesis was that there is a significant difference in self efficacy of a trainer between the experimental and control group. There is also significant difference in self efficacy of a trainer among participants in experimental group between pre and post experiment. The participants of this experiment are college students with age ranging from 21 to 23 years old. The design of this experiment was Pretest Posttest with Control Group Design. A measure of self efficacy was developed by using aspect from Bandura (1997). The training module was developed on the basis ofHardjana Theory (2003). Data were analyzed using gain score method. The result shows that there is a difference in self efficacy of a trainer between experimental and control group (t= 16.989; p<0.01). This means that the interpersonal communication training show influences in increasing self efficacy of a trainer. An experiment group data analysis shows that there is a difference in self efficacy phor and after the training (t= -16.819; p<0.01). The result of this experiment confirmed the hypothesis. Keywords: interpersonal communication, self efficacy, trainer.

This study was conducted to develop and to test the effects of an educational program for coping with problem situations as a nursing intervention in the diabetic patient. A non-equivalent control group pretest-posttest design was used in this study. Data were collected from January to March, 2002. The subjects of the study consisted of 31 diabetic patients(experimental group: 17 patients, control group: 14 patients). The intervention of an educational program for coping with problem situations was applied to the experimental group for 4 weeks (total 8 hours). Data were collected before the educational program, immediately after and 1 months later and were analyzed with repeated measures ANOVA, t-test, and paired t-test. 1. There was a significant difference in self efficacy between the experimental and control groups (F=13.793, p=0.001). 2. There was a significant difference in self care behavior between the experimental and control groups (F=4.583, p=0.041). 3. There was a significant difference in coping behavior of the problem situation between the experimental and control groups (F=62.018, p=0.000). There was a significant difference according to experimental stages (F=4.546, p=0.015) and interaction between education and experimental stages (F=12.039, p=0.000). 4. There was a significant difference in glycemic control between the experimental and control groups (t=-3.112, p=0.004). These results support that a diabetic educational program for coping with problem situations is effective in promoting and maintaining self efficacy, self care behavior, problem coping behaviors and in improving glycemic control. Thus this program can be recommended as an effective nursing intervention of in-depth education for diabetic patient.

Objective To evaluate the methods of standard patient （SP）combined with case-based learning （CBL ） in humanistic quality cultivation for interns in the department of thoracic surgery. Methods Medical interns in the department of thoracic surgery were divided randomly into experimental（n=30）and control group（n=30）respectively. In experimental group,SP combined with CBL was used while in control group traditional teaching was used. At the end of the study,teaching effect was assessed by the final examination and questionnaires and the data were processed by t test andX2 test. P〈0.05 signifies statistical differences. Results There was no significant difference in test scores between the two groups （P〉0.05）. Scores of history-taking,medical check-up,paper writing quality in the final examination in experimental group were significantly higher than those in control group（P〈0.01）. Satisfaction degrees of doctor-patient communication,responsibility and service attitude in experimental group were better than those of control group（X2=16.484,10.335,20.376,32.851,P〈0.01）. Conclusions SP combined with CBL teaching method can stimulate the students＇ interests in thoracic surgery practice,improve the doctor-patient relationship and strengthen the ability of human-istic concern. It is a better clinical thoracic practice teaching method and it is beneficial to cultivating medical students with humanistic concern. Key words: Standard patient; Case-based learning; Department of thoracic surgery; Hu-manistic quality cultivation

Background: The prevalence of schizophrenia has increased in the last few years. Nevertheless, methods in assisting schizophrenic patients have not improved significantly. Islamic spiritual mindfulness is a spiritual approach that can help schizophrenic patients increase their self-efficacy in anger management. However, the application of this intervention is still not well researched.Purpose: This study aimed to determine the effect of Islamic spiritual mindfulness on self-efficacy in anger management among schizophrenic patients.Methods: This study utilized a pre-post quasi-experimental design with a control group. A total of 54 schizophrenic patients were purposively recruited and divided into two groups: the intervention group (n=27) and the control group (n=27). The intervention group received four sessions of Islamic spiritual mindfulness in two weeks, while the control group received a standard intervention from the hospital. The data were collected using the Regulatory Emotional Self-Efficacy (RESE) scale and analyzed using the t-test.Results: The results showed a significant difference in self-efficacy scores between the control and intervention groups (p=0.000) after the intervention. In the pre-test, the mean score of self-efficacy in the intervention group was lower than the control group (M=28.15 vs. M=30.26) without a significant difference. However, in the post-test, a significant difference in self-efficacy between the intervention and control groups was found (M=46.44 vs. M=46.44; p=0.000).Conclusion: Islamic spiritual mindfulness significantly affects self-efficacy among schizophrenic patients. The Islamic spiritual mindfulness can be applied as a new form of approach to increase self-efficacy in schizophrenic patients.

Objective: The aim of the present study was to investigate the efficacy of mindfulness-based cognitive therapy (MBCT) on self-efficacy and anxiety among epileptic patients. Methods: The present study with a pretest-posttest control-group design was performed on epileptic patients in public healthcare centers of Kuhdasht, Iran. Through randomized sampling, 15 patients were selected for the experimental group and 15 epileptic patients for the control group. The experimental group received MBCT once a week during 8 sessions, while the control group was engaged in usual activities. The data collection tools included the general self-efficacy scale (GSES) and Zung self-rating anxiety scale (SAS). For statistical analysis, descriptive tests and repeated measures analysis of variance were performed. Results: Data analysis showed significant differences in self-efficacy and anxiety scores between the experimental and control groups (P < 0.001). Conclusions: According to the results, MBCT can increase self-efficacy and decrease anxiety in epileptic patients.

BackgroundPressure ulcers (PUs) are a common and serious complication in patients who are immobile in health care settings. Nurses play a fundamental role in the prevention of PUs; however, novice nurses lack experience in clinical situations. Virtual reality (VR) is highly conducive to clinical- and procedure-focused training because it facilitates simulations.ObjectiveWe aimed to explore the feasibility of a novel PU management VR simulation (PU-VRSim) program using a head-mounted display for novice nurses and to investigate how different types of learning materials (ie, VR or a video-based lecture) impact learning outcomes and experiences.MethodsPU-VRSim was created in the Unity 3D platform. This mixed methods pilot quasi-experimental study included 35 novice nurses categorized into the experimental (n=18) and control (n=17) groups. The PU-VRSim program was applied using VR in the experimental group, whereas the control group received a video-based lecture. The PU knowledge test, critical thinking disposition measurement tool, and Korean version of the General Self-Efficacy Scale were assessed before and after the intervention in both groups. After the intervention, the experimental group was further assessed using the Clinical Judgment Rubric and interviewed to evaluate their experience with PU-VRSim.ResultsThe results compared before and after the intervention showed significant improvements in PU knowledge in both the experimental group (P=.001) and control group (P=.005). There were no significant differences in self-efficacy and critical thinking in either group. The experimental group scored a mean of 3.23 (SD 0.44) points (accomplished) on clinical judgment, assessed using a 4-point scale. The experimental group interviews revealed that the VR simulation was realistic and helpful for learning about PU management.ConclusionsThe results revealed that PU-VRSim could improve novice nurses’ learning of PU management in realistic environments. Further studies using VR for clinical training are recommended for novice nurses.

This study investigates how the concept cartoons-supported 5E model affects secondary school students' mathematics performance and motivation. A pre-and post-test design with a control group (CG) and experimental group (EG), a quasi-experimental quantitative method, was employed in the study. The participants of the study were 7th-grade students of a public secondary school in the Western Black Sea region in the academic year 2021-2022. EG had 16 students, and CG had 18. Concept cartoons prepared according to the 5E learning model were used in EG. On the other hand, CG was instructed according to the curriculum, and there was no concept cartoons-supported exercise. In the study, the 20-question multiple-choice Mathematic Achievement Test prepared by Özkan (2019) and the Mathematics Motivation Scale developed by Üzel et al. were administered to the groups twice as a pre-test and post-test. Mann-Whitney U and Wilcoxon signed-rank tests were employed in the data analysis. As a result of the study, no significant differences were found between EG and CG regarding "mathematics performance" and "mathematics motivation" variables. Several suggestions were made based on study results.

Introduction: High blood pressure is a chronic disease that requires long-term treatment; despite being asymptomatic, it leads to fatal complaints and complications. Therefore, the present study was conducted to determine the effect of education based on self-efficacy theory on self-care behaviors of hypertensive self-help groups in comprehensive health service centers in Mashhad in2020. Methods: This study is a quasi-experimental study in which 80 female patients with hypertension were randomly divided into experimental and control groups. The educational intervention was based on the theory of self-efficacy for the experimental group. Data collection tools were a three-part questionnaire including: demographic information and a standard questionnaire of self-efficacy and self-care of blood pressure. Data were analyzed using independent t-test, Mann-Whitney, Chi-square, Fisher's exact test, Friedman test and repeated measures and analysis of covariance by SPSS software version 20 with a significance level of 0.05 Results: There was a significant difference in self-efficacy (P &lt;0.001) and self-care (P &lt;0.001) scores and controlled blood pressure between the experimental and control groups. The self-care score increased by 0.84 which was also statistically significant (p &lt;0.001) Conclusion: Intervention based on the theory of self-efficacy can be effective in promoting self-care and self-efficacy of blood pressure self-help groups. Therefore, it is suggested that this theory be used in educational planning for patients and blood pressure self-help groups.

Evaluation of drug treatment in mild hypertension: VA-NHLBI feasibility trial: Harold W. Schnaper, University of Alabama in Birmingham, Birmingham, Alabama 35294; H. M. Perry; Annette Fitz; Edward Frohlich; Anne Goldman

Chest radiology case exchange program: A paradigm for resident teaching and independent resident learning

The current study seeks to find out whether Extensive Writing (EW) practices has an effect on attitudes of students towards writing and if their attitudes towards writing differ by gender. The study was conducted with two groups of intermediate level English language preparatory class students at a state university in Turkey. In the study, explanatory sequential design of mixed methods research was used for data collection and analysis procedures. In order to collect data, a four-week research lesson cycle was planned. Together with learners’ written works, a questionnaire and learning reflection questions were used. The findings of the study revealed a notable improvement of writing performance in the experimental group. As for gender differences in attitudes and writing scores, there appeared significant differences in test scores of the control group, with males outperforming females. In the experimental group, however, there was no indication of gender-based difference neither in test scores nor in their attitudes regarding writing. By analyzing learning reflection questions, it was concluded that the participants were mostly positive about this new practice. These findings collectively suggest that while observable gains in writing skills are evident, the treatment did not have an effect on gender-related differences in writing.

Looking through the lens of Expectancy Value Theory (EVT) in Geoscience Education Research allows us to gain a broader understanding of how to engage students in their courses and science as a whole. Efficacy and value play key roles in the student experience, and are relevant to understanding the impacts of research and teaching interventions regardless of whether the end goal is for students to feel interested in the material, join and persist in STEM fields, or to succeed academically. EVT states that for one to succeed at a task, they must believe they are capable of doing so (self-efficacy) and find the task to be valuable (value). Self-efficacy is one’s belief in their ability to achieve the goals they set for themselves, and has been concluded to be a part of higher goal setting, increased effort, and resilience to challenges (Bandura, 1994). Value can be broken down into intrinsic (interest), attainment (relevance to identity), utility (usefulness) and cost (sacrifice) (Parsons et al., 1984), and is related to students’ self schema, perceptions of their own abilities and perceptions of how difficult tasks are (Eccles & Wigfield, 2002). In this presentation, we will provide an overview of EVT and demonstrate its application through an embedded multiple-case study. Students in large, introductory geology courses were divided into control and experimental groups to determine if training spatial skills increases students’ efficacy and value. Students in the experimental group were assigned 10 spatial training modules; students in the control group were assigned short exercises related to course content, but that did not explicitly offer training of spatial skills. Pre- and post-surveys were used to determine changes in students’ efficacy and value related to the course and science as a whole. Preliminary results show students in the experimental group had significantly higher (p < 0.01) final course grades than those in the control group, with a Cohen’s d of 0.41 (medium effect). By incorporating EVT into our research, we can explore how different interventions influence students’ experience, perceptions of their own abilities, and the value students see in the task or subject matter.

“A Study was conducted to Evaluate the Effectiveness of Hand and Foot Massage on Pain among Post caesarean mothers at Selected Hospitals, Salem”. Quasi experimental pre test post test control group design was adopted. Non probability purposive sampling technique was used to select 60 post caesarean mothers among which 30 were assigned to experimental group and 30 were assigned to control group. The data was collected using structured interview schedule. Pre test was done for both experimental and control group by using Numerical pain intensity scale. Hand and Foot Massage was given for the experimental group for 20 minutes two times a day at 4hrs for first two days (morning and evening) and withheld for control group. Post test was done for both experimental and control group by using the same scale. The study findings showed that in experimental group, 14 (46.67%) of the post caesarean mothers belong to the age group of 26-30 and 12 (40%) of them belong to the age group of 21-25 years in control group 14 (46.66%) of them belong to the age group of 21-25 years. In experimental group, 15 (50%) had completed higher secondary education and in control group 12 (40%) had higher secondary education. In experimental group, 23 (76.67%) of them were unemployed, whereas in control group 20 (66.67%) of them were unemployed. In experimental group 24 (80%) were multi gravid, whereas in control group 17 (56.67%) were multi gravid. In experimental group 24 (80%) had previous history of caesarean section and in control group 15 (50%) had history of both. The mean pre test score in experimental group was 6.4±0.56 and mean post test score was 3.5±0.79. The ‘t’ value was 33.72 which is significant at p≤0.05 level. Hence H1 was retained at p≤0.05 level. The mean score in experimental group was 3.5±0.79 and mean score in control group was 6.1±0.65. The ‘t’ value was 15.66 which was significant at p≤0.05 level. Hence H2 was retained at p≤0.05 level. There was a significant association between educational status and pain among post caesarean mothers in experimental group. Hence H3 was retained at p≤0.05 level. There was no significant association between demographic variables and pain among post caesarean mothers in control group. Hence H3 was rejected at p≥0.05 level. Hence Hand and Foot Massage is one of the alternative and complementary therapies, which is simple, safe and cost effective and found to be effective in reducing pain after caesarean section and also promotes psychological wellbeing of the mother.

The article presents the author’s training programme “The self-efficacy development of future social services specialists” online. The study defines the purpose, main tasks and scope of the training programme. The article described three training sessions (“Self-efficacy, its components and ways of development”; “Value attitude to self-efficacy and its development”; “Ability to show self-efficacy in professional activities”), which make up the structure of the training programme. We displayed the theoretical and practical-reflexive blocks of training sessions (first and second), and also we presented the maintenance and procedure of the organizational-activity game. “Ability to show self-efficacy in professional activities” as a basis for the development of self-efficacy and its manifestations in professional activity (third session), which together reveal the content of training sessions and contribute to the self-efficacy development of future social services specialists. The article determines the experimental and control group before and after the moulding experiment. There were not recorded, in the control group, statistically significant dynamics of levels, indicators, components. The G-criterion of signs revealed statistically significant differences in self-efficacy in the experimental group before and after the moulding experiment. A significant area of training is the development of confidence in future professionals of social services, their faith and their ability to professional self-realization in the social sphere (provision of social services to different categories of the population) by forming gnostic-reflexive, affective-value and behavioural-regulatory components of self-efficacy.

Self-efficacy enhancing intervention has been widely applied whereas it is essential need the program to apply all sources of self-efficacy integrated with providing information and adapted skills for continuum care and by involvement of the family caregiver. This was a quasi-experimental study aimed to investigate the effect of a self-efficacy program on self-efficacy to perform ADL and independence in ADL in stroke patients. Forty stroke patients from neurology wards engaged in the study. The participants in the experimental group received the self-efficacy program for six weeks. This involved hospital session (60-minute meetings in the two days before participants discharge) and follow-up session (10 to 20-minute discussion in week 2, 3, 4, 5, and 6). Participants were measured for self-efficacy to perform ADL by Modified Self-Efficacy Stroke Questionnaire and independence in ADL by the Functional Assessment Measure across four-time measures. A mixed-design Repeated-Measures ANOVA was used to analysis the data. The study showed that there were a significant difference in self-efficacy to perform ADL and independence in ADL between the experimental and control group and changed across four-time measures. The self-efficacy to perform ADL and independence in ADL of participants across four-time measures in the experimental group were higher than in the control group. The self-efficacy program showed its effectiveness to promote self-efficacy to perform ADL and independence in ADL for stroke patients. All interventions should apply in the continuum care of nursing practice and the findings provide advance practice nurses and research reference in neuroscience in enhancing their professional competence.