Autonomy Questionnaire Research Articles

Vocabulary Learning Autonomy and Vocabulary Size of Turkish ELT Student Teachers: A Correlational Study

Abstract Introduction: In the related literature, knowledge of vocabulary is mentioned to be crucial as one of the crucial parts of language learning. Measuring learners’ vocabulary knowledge is regarded to be essential in that it provides both teachers and learners knowledge of the problematic areas and suggests some practical ways to improve the vocabulary learning process. It could be said that an autonomous learner is a leading actor in his own language learning process because, as stated by Nation (1998), learning is performed by the individual learner. Little (1995) asserts that learner autonomy should be set as an explicit goal in language learning contexts in that autonomy on the part of the learners plays a vital role in student success. So, we hypothesize that vocabulary learning autonomy has a significant influence on the learners’ vocabulary size. Methods: This study aims to investigate Turkish ELT student teachers’ vocabulary learning autonomy, vocabulary size, and the potential relationships between these two variables. Ninety-five student teachers in an ELT teacher education program at a university in Turkey participated in the study. The data were collected via two quantitative data collection instruments: Vocabulary Learning Autonomy (VLA) questionnaire and The Vocabulary Size Test (VST). The data were analyzed using descriptive statistics and correlations. As for the VST, the correct answers were counted, and an overall score was found. The participants’ scores were multiplied by 100 to get their total vocabulary size up to the 14th 1000 word-family level. As for the questionnaire, descriptive statistics (mean, frequency, standard deviation) were conducted. Results: The findings revealed that student teachers held a moderate level of vocabulary learning autonomy. The vocabulary size mean score was 77.14, which means that the participants had approximately enough vocabulary to deal with unsimplified written texts, and enough vocabulary to deal with unsimplified spoken texts. Additionally, there were significant and positive relationships between the responsibility and ability dimensions of the VLA scale. However, the findings revealed non-significant correlations among all the VLA’s dimensions and the vocabulary size. Discussion: The findings regarding the participants’ vocabulary learning autonomy showed that the participants held a moderate level of vocabulary learning autonomy. This finding is essential in that one of the most important goals of education is encouraging learners to work more independently both in and out of the classroom (Moir & Nation, 2002). There were significant and positive relationships between the responsibility and ability dimensions of the VLA scale. This finding, which is in line with Koller (2015), suggests that the participants feel capable of learning vocabulary items when they perceive themselves as responsible people instead of a teacher. Based on the results regarding vocabulary size, it is reasonable to conclude that the participants had approximately enough vocabulary for comprehension of unsimplified written texts and enough vocabulary for spoken texts based on Nation’s (2006) research reporting that learners need 8000 to 9000 word-family vocabulary for comprehension of unsimplified written texts and 6000 to 7000 word-family vocabulary for unsimplified spoken texts. Limitations: The research is limited to only first-year student teachers of English and the data consist of only quantitative data. Conclusion: The findings of the present study imply the need to foster vocabulary learning autonomy of learners in teacher education programs. Student teachers hold two identities as learners and teachers of the future. It is crucial to examine their readiness because there is a bulk of evidence in the literature that teachers’ readiness for autonomy affects their ability to foster their students’ autonomy. The findings of the present study imply the need to foster vocabulary learning autonomy and utilizing some strategies to improve vocabulary size.

Participation and autonomy in the first 10 months after diagnosis of ALS: a longitudinal study

Introduction: More insight is needed into participation in daily activities and autonomy among patients with amyotrophic lateral sclerosis (ALS). Aims of this study were (1) to describe the course of participation restrictions and autonomy in participation during the first 10 months after diagnosis; (2) to study the influence of the rate of ALS progression on the course of participation. Methods: Secondary analysis of data from the longitudinal multicenter FACTS-2-ALS study. Self-report questionnaires were administered at inclusion (T0; n = 71), at 4 months (T1), 7 months (T2), 10 months (T3) after inclusion. Median duration of follow-up was 10.0 months. Participation restrictions were assessed using the sum of the Mobility Range and Social Behavior subscales of the Sickness Impact profile-68 (SIPSOC). Autonomy in participation was assessed using the Impact on Participation and Autonomy (IPA) Questionnaire. Fast disease progression was defined as an increase of 1.1 points per month or more on the ALS Functional Rating Scale. Results: Patients reported participation restrictions in all subscales while having mild physical limitations. There was a decrease of participation over time (restrictions and autonomy). This decrease was greatest in patients with fast disease progression. Disease progression negatively influenced movement-related participation more than social interaction domains. Rate of disease progression was more strongly related to SIPSOC scores compared to IPA scores. Discussion: Preserving participation may be an important determinant of quality of care for patients with ALS. Rate of progression of the disease should be taken into account as it was found to be significantly associated with the level of participation.

The effect of teacher’s presence in collaborative online writing on EFL writing skills, reading comprehension and learner autonomy

This study aimed at developing EFL students' writing skills, by examining the effect of teacher intervention in online collaborative writing on students’ writing performance, reading comprehension, and learner autonomy. The study sample comprised 98 fresh female students enrolled at the College of Education, Kuwait University, who were of different majors. The students were divided into three groups; two experimental groups and a control one. Both treatment groups were engaged in online collaborative writing projects, utilizing google documents (GD) program. However, the first group was exposed to high teacher presence intervention (HTP), whereas the second group was exposed to low teacher presence intervention (LTP). The treatment spanned over a period of 13 weeks. The tools incorporated in the study included a writing test, a reading comprehension test, and a learner autonomy questionnaire. Results showed that both groups improved in writing, reading comprehension and leaner autonomy, compared to the control group. Nonetheless, the (HTP) outperformed the (LTP) in most writing skills. As far as reading comprehension and learner autonomy are concerned, no differences could be detected between both treatment groups. The study sustained the conclusion that high teacher presence in online contexts is paramount in improving students’ writing skills, especially for those whose language proficiency is not very high. It was suggested that teacher high presence facilitated students’ interaction, collaboration and reciprocal learning process, without undermining their autonomy.

Learner autonomy assessment of English language teaching students in an international program in Thailand

The objective of this study was to assess learner autonomy of English Language Teaching students in terms of technical, psychological, political-philosophical, and sociocultural dimensions. The 19 participants were in their first semester of MA ELT, which is an international program in an international university in Thailand. Among them, there were 15 Chinese, three Burmese, and one Thai. This study employed the explanatory mixed-methods design. First, Measuring Instrument for Language Learner Autonomy (MILLA) questionnaire (Murase, 2015) was used to collect quantitative data (QUAN). Then, a semi-structured interview with five participants was carried out to gather follow-up qualitative data (QUAL). The findings revealed that, on average, the students demonstrated a high level of autonomy in all four dimensions. The thematic content analysis generated four themes concerning each autonomy dimension: 1) the use of metacognitive strategies through professional goal setting 2) the intrinsic and extrinsic motivation in support of autonomous learning, 3) the teacher as authority partner in a negotiable learning process, and 4) the preference for self-dependence and collaborative learning. The results of the study can be pedagogically contributive to programs similar to the study’s context with regards to learner autonomy awareness and learner autonomy development.

Associations between post-traumatic growth and wisdom in people with long-term paraplegia – the role of disability appraisals and participation

Purpose The number of people with long-term spinal cord injury (SCI) is growing but our knowledge about their successful functioning is still limited. The goal of this study was to investigate the correlations between posttraumatic growth (PTG) and wisdom in people with long-term paraplegia, exploring the mediating effect of disability appraisals, and participation/autonomy (P/A). Methods One-hundred and sixty-six persons with paraplegia completed a set of questionnaires, which included: The three-dimensional Wisdom Scale; The Post–traumatic Growth Inventory; Appraisals of Disability Primary and Secondary Scale; Impact on Participation and Autonomy Questionnaire. Mediation was tested using bootstrapping and a multiple mediation model with two mediators. Results Positive and significant correlations between PTG, disability appraisals (as determined resilience), P/A, and wisdom were found. PTG is associated with wisdom when disability appraisals and P/A are mediators. Higher PTG was related to higher determined resilience and smaller restrictions in participation, both of which were associated with higher wisdom. Conclusions The relationship between PTG and wisdom is complex and indirect in people with long-term paraplegia. The mediating variables of disability appraisals and P/A explained the variance in PTG, with P/A playing a more significant role. Findings suggest that long-term SCI may correlate with experiencing high levels of PTG and wisdom, and more positive disability appraisals. Implications for rehabilitation PTG is associated with life wisdom in people with long-term SCI, with a significant contribution of disability appraisal and P/A. Therapists can increase these people’s awareness about the possibility of experiencing PTG and maintaining positive changes, despite long-term SCI. Therapists can support people with long-term SCI in maintaining or extending the possibilities of participation and autonomous decision-making about their daily activities, which in consequence may be important for increasing their life wisdom.

Автономия и привязанность в отношениях с родителями в контексте реального самоопределения у студентов

Objectives. Studying the relationship of autonomy and attachment in relationships with parents with real self-determination in students. Background. The growing world globalization, intercultural contradictions, confrontation within society seriously complicate the path of self-determination of modern youth. At the same time, due to technical progress and digitalization of the communication and education environment, there are significant transformations in the interaction of people in almost all spheres, including in the family. Therefore, the question of studying the most important aspects in the relationship of young people with their parents for real self-determination is especially acute. Study design. The work studied the indicators of real self-determination, attachment to parents and autonomy among students. The presence of a relationship between these parameters was established by calculating the Spearman correlation coefficient. Participants. 60 college students aged 18 to 21. Measurements. Methodology “Scale of adult attachment for close relationships”; autonomy questionnaire (authors O.A. Karabanova and N.N. Poskrebysheva); questionnaire “ORS” (author D.A. Krasilo). Results. An inverse relationship of indicators of real self-determination of students with the level of intimacy and the level of anxiety (scales of attachment to parents) was established. A direct relationship was revealed between the indicators of real self-determination and the level of autonomy. Conclusions. Proximity and anxiety (components of attachment) have a significant inverse relationship with the level of real self-determination in students. There are no significant connections between reliability (a component of attachment) and real self-determination in the sample under study. Emotional autonomy, cognitive autonomy, behavioral autonomy, and value autonomy have significant positive correlations with the level of real self-determination in students.

Fatigue in relation to long-term participation outcome in aneurysmal subarachnoid haemorrhage survivors.

ObjectiveTo examine the association of fatigue with long-term participation in aneurysmal subarachnoid haemorrhage survivors.DesignCohort study, 4 years post-onset.SubjectsA total of 59 patients with aneurysmal subarachnoid haemorrhage.MethodsParticipation performance was assessed with the Sickness Impact Profile-68, participation autonomy and problem experience with the Impact on Participation and Autonomy questionnaire, and community integration with the Community Integration Questionnaire. Fatigue was assessed with the Fatigue Severity Scale and depression with the Center for Epidemiologic Studies-Depression scale. Multivariable linear regression analyses were performed.ResultsFifty-nine survivors (mean age 53.0 years, standard deviation (SD) 10.8 years) were included, of which 59.3% was fatigued. Fatigued patients had significantly worse participation scores than nonfatigued patients regarding performance (p < 0.001), autonomy indoors (p = 0.001), autonomy outdoors (p = 0.002) and problem experience (p = 0.001), but not regarding community integration. More severe fatigue was related to worse participation in terms of performance (B = 2.79, p < 0.001) and problem experience (B = 0.08, p = 0.003), adjusted for depression and inpatient rehabilitation.ConclusionFour years after onset, many survivors of aneurysmal subarachnoid haemorrhage have persistent fatigue, which is independently associated with reduced participation in activities of daily living. Therefore, future studies should investigate whether rehabilitation programs that focus on fatigue are effective in improving long-term participation outcome after aneurysmal subarachnoid haemorrhage.LAY ABSTRACTA subarachnoid haemorrhage (SAH) is a subtype of stroke. In most cases subarachnoid haemorrhage is caused by rupture of an aneurysm, termed aneurysmal subarachnoid haemorrhage. Fatigue is one of the most common symptoms after aneurysmal subarachnoid haemorrhage. Fatigue may reduce participation in activities of daily living. If fatigue and participation are related, focusing on fatigue during rehabilitation might improve participation in activities of daily living after aneurysmal subarachnoid haemorrhage. Therefore, this study examined whether fatigue is associated with participation 4 years after aneurysmal subarachnoid haemorrhage. The results showed that fatigued patients participated less in activities of daily living, were less autonomous regarding their participation, and had more problems with their level of participation than non-fatigued patients. In addition, more severe fatigue was related to worse participation in activities of daily living and more problems with the level of participation. This indicates that treating fatigue during rehabilitation might improve participation in the long-term after aneurysmal subarachnoid haemorrhage.

Participation profiles among Chinese stroke survivors: A latent profile analysis

ObjectivesTo investigate the current status of participation and explore the characteristics of individuals with different levels of participation among stroke survivors in mainland China.DesignCross-sectional survey.SettingParticipants were recruited by convenience sampling from the neurology department of the tertiary hospitals and communities.SubjectsStroke survivors (N = 517; mean (±SD) age, 69.97±11.51 y; 36.8% female).InterventionNot applicable.Main outcome measuresParticipation was measured using the Chinese version of the Impact on Participation and Autonomy Questionnaire (IPA). Rating of disability was assessed using the Modified Rankin Scale (mRS). The Perceived Social Support Scale (PSSS), the Medical Coping Modes Questionnaire (MCMQ), and the Herth Hope Scale (HHS) were also employed to measure social support, coping strategy, and hope of stroke survivors. The latent profiles analysis (LPA) was conducted using the Mplus version 8.3.ResultsThe mean score of participation was 41.21±21.204. Participants were divided into three groups according to the participation using the LPA. The mean score on the sum of IPA for the high, medium, and low participation groups was 18.93±8.529, 42.50±8.302, and 69.44±9.516, respectively.ConclusionsStroke survivors have a low level of participation. Stroke survivors with low income, high mRS stage, bad health condition, and being dissatisfied for life tended to have low participation. Healthcare professionals should pay special attention to them and make targeted interventions based on their characteristics.

PARENTING STYLES RELATED TO BEHAVIOR AUTONOMY ON TEENAGER AT JUNIOR HIGH SCHOOL 26TH, MALANG CITY

Background: Parenting styles is the parent’s model in parenting. By choosing one of parenting styles will influence the relationship between parent and kid. Especially when they started to grow up and became a teenager (McClure et al., 2004).Objectives: This research aimed to analyze correlation between parenting styles and behavior autonomy of teenager at Junior High School 26th, Malang City.Methods: This research used cross sectional approach, by observing the relationship between parenting styles and behavior autonomy of teenager at SMP 26 Malang city. The research was located at SMP 26 Malang city, on October 2019. They filled in the research questionnaire. The population of research was the female student grade-XIII at SMPN 26 Malang city. The Parenting Styles questionnaire was modified from the Parenting Style Questionnaire likewise for The Behaviour Autonomy from Behavioral Autonomy Questionnaire with an acceptable level of reliability score (α = 0,8; Cronbach’s alpha ≥ 0.6). The study population was 80 students from grade XIII SMPN 26 Malang. In a total of 77 students recruited using purposive sampling as the study participant. The univariate data is analyzed using distribution frequency analysis, and the chi-square test (sig level α = 0.05; CI = 95%) is used to analyze the correlation between variables. SPSS is used for whole data analysis.Results: Univariate analysis used an analysis by looking at frequency-distribution. Bivariate analysis knew the relationship of independence variable towards dependence variable with statistical-exam chi-square and the limit was (α=0,05) or confidence Interval (CI)=95% processed by using SPSS program. The result of chi-square was gotten p value = (0,002) &lt; (0,050) so that H1 was received.Conclusion: Parenting styles related to behavior autonomy of teenager at Junior High School 26th, Malang City. The study results are expected to increases the relationship between parenting styles and behavior autonomy among adolescents. Keywords: Parenting Styles, Behavior Autonomy, Teenager, Junior High School 26th of Malang City.

Effects of Using Consciousness-Raising Tasks on Iranian Intermediate EFL Learners’ Self-Efficacy and Autonomy in Speaking

This study investigates different methods for improving speaking skill and compares using traditional methods with using consciousness-raising (CR) tasks. The aim of this study was three fold: (i) to explore whether using CR tasks can improve Iranian EFL learners’ speaking skill in terms of self-efficacy, (ii) to examine whether using CR tasks can improve Iranian EFL learners’ speaking skill in terms of autonomy, and (iii) to explore Iranian EFL learner’ attitudes towards the effects of using CR tasks on their speaking skill in terms of self-efficacy and autonomy. To achieve these aims, 30 L2 learners studying English at Payam Persa language institute in Zarinshahr were selected, after taking part in an Oxford Quick Placement Test (OQPT), as the participants of the study. They were subsequently divided into two groups of equal size in order to obtain the required data. The study was a quasi-experimental one, which employed a pretest-treatment-posttest design. The experimental group (EG) was exposed to the treatment (i.e., Consciousness-Raising), while the control group (CG) was taught based on the pattern drill practice and traditional methods. The required data were obtained from a Face to Face Oral Placement Test (FFOPT), speaking pretest/posttest, speaking self-efficacy questionnaire, and speaking autonomy questionnaire. The findings showed that using CR tasks had significant effects on the learners’ self-efficacy. Furthermore, using CR tasks had a significant effect on the autonomy of the learners. In addition, the participants had significantly positive attitudes towards using CR tasks for the purpose of speaking self-efficacy and speaking autonomy in language class. The use of CR tasks has many pedagogical benefits for the teachers and they are enjoyable among the EFL learners.

Perceived participation and autonomy post-stroke and associated factors: An explorative cross-sectional study.

To explore the level and associated factors of perceived participation and autonomy among stroke survivors in Shanghai, China. Cross-sectional explorative study. From January to December 2018, 431 patients presenting at the neurology departments of three hospitals with a confirmed diagnosis of stroke were recruited. Impact on Participation and Autonomy Questionnaire, modified Rankin Scale, Self-efficacy for Managing Chronic Disease six-item Scale, Medical Coping Modes Questionnaire and Multidimensional Scale of Perceived Social Support were applied to measure their participation, physical function, self-efficacy, coping styles, and social support. The average score of perceived participation and autonomy was 41.30 (SD 21.22); and 54.3%, 46.9%, 21.6%, and 7.7% of the participants reported poor participation in social relations, family role, autonomy indoors, and autonomy outdoors. Age, physical function, self-efficacy, friend support, and knowledge of stroke were predictors of post-stroke participation. Physical function and self-efficacy were the most relevant factors of nearly all domains of participation except autonomy outdoors, while predictors of autonomy outdoors were social support, resignation coping style, and knowledge of stroke. The stroke patients experienced insufficient participation compared with previous studies in western countries. Patients' physical function and self-efficacy were particularly important and contributed to their participation, while the patient's age, perceived social support, coping styles, and knowledge of stroke also played a role in formulating participation. The results may be used to provide nurses with a better understanding of the participation among stroke patients and assist them in promoting the post-stroke participation. Nurses should pay special attention to those with older age, worse physical function, lower self-efficacy, less support, little stroke-related knowledge, or who applied resignation coping style since those patients might experience lower participation in their daily life. It needs further studies to explore the causal effects of self-efficacy, coping styles, and social support on post-stroke participation.

INDEFATIGABLE WILLINGNESS TO ACCOMPLISH OBJECTIVES: THE RELATIONSHIP BETWEEN EFL LEARNERS’ MOTIVATION AND AUTONOMY

The common widespread interest in the socio-cultural aspect of language learning among applied linguists has made ESL researchers draw attention to learners' motivation and autonomy in the European and Asian educational circles. The rationale of this study is to pinpoint the relationship between EFL learners’ motivation and autonomy. To gather relevant data, motivation and autonomy questionnaires were distributed among 100 EFL learners, who were chosen through Quick Placement Test (QPT), and were put them into B2, C1, and C2 levels of linguistic proficiency based on Common European Framework Rubric (CEFR) model. To fulfill the objectives of this study, both descriptive and inferential statistics were utilized in the process of data analysis. Regarding the statistical analysis, learners’ motivation significantly correlated with their autonomy. Additionally, it was found that there was a significant positive correlation between autonomy and intrinsic motivation, while the correlation between autonomy and extrinsic motivation was significant but negative. This study can shine a light on language teaching in general and in particular on the relationship between EFL learners' motivation and autonomy.

The impact of collaborative instruction of language learning strategies on language learning beliefs and learner autonomy

Research on the relationship among language learning strategy, language learning beliefs and autonomy abounds in the literature. However, few studies have explored the possibility of promoting learners’ autonomy and changing their beliefs through instructing language learning strategies in a collaborative manner. In addition, most of the earlier investigations have been carried out through purely cognitive or sociocultural perspectives employing solely quantitative or qualitative methods. Using a socio-cognitive framework, the present study aimed at first, identifying the relationships among language learning beliefs, language learning strategies, and learner autonomy; and second, investigating the role of collaboration in using language learning strategies that would eventually lead to autonomy and change of beliefs. To collect data, a mixed-method design was applied. An autonomy questionnaire, Horwitz's BALLI (Beliefs about Language Learning Inventory, 1987) and Oxford's SILL (Strategy Inventory for Language Learning, 1990) were given to177 EFL learners at the University of Mazandaran in Iran. To supplement the quantitative data with qualitative data, negotiated interviews and the learners' selfreflection notes were used. The analysis was done using paired sample T-tests, SEM and also content analysis. The findings revealed that language learning beliefs affected the learners' autonomy through the mediation of language learning strategies. However, the instruction of the strategies did not have any effects on the learners' autonomy but it helped in changing their language learning beliefs. The qualitative analysis also led to identifying some categories, subcategories and their relationships to and effects on each other.

Feasibility of the Let’s Go Mobility Program for Community Dwelling Adults with Mental Disorders

This pre posttest study explored feasibility of a mobility program for nine community dwelling adults living with mental disorders. Using mixed methodology, outcome measures included phenomenological pre and post semi-structured interviews, surveys and subscales of Impact of Autonomy and Participation Questionnaire (IPAQ). The IPAQ confidence factor showed statistical significance (p = .034). The majority of participants either maintained or increased trip frequency, participation, knowledge of health problems and transportation, and either maintained or decreased isolation. Qualitative post program themes included increased comfort and self-esteem, as well as confidence and awareness. Results indicate feasibility of the program to be used for this population.

Psychosocial sequelae after acquired brain injury: A 5-year follow-up

Objective Several studies have investigated biopsychosocial consequences after acquired brain injury (ABI) in the early rehabilitation phases. However, longitudinal studies are rare and few go beyond three years post-injury. The aim of the present study was to assess biopsychosocial challenges in a long term perspective and investigate which challenges remain after five years. With reference to the biopsychosocial model our study holds a special emphasis on the psychosocial aspects of it. Methods: Adults (N = 45) with moderate or severe ABI were evaluated at three time points: at discharge from hospitalization, 1-year post-injury, and 5-year follow-up. Data were derived from self-reported questionnaires: Major Depression Inventory, Quality of life, Impact on Participation and Autonomy Questionnaire and self-reports on work and marital status. Repeated measures ANOVAs were used for analysis. Results: Physical QOL and aspects of autonomy increased over time whereas social QOL decreased. Family roles were challenged at discharge and remained so at 1-year and 5-year follow-up, and the frequency of being married or in a relationship dropped. Level of depression did not change significantly over time, and one in four were still above clinical cut-off at the 5-year follow-up. Employment increased over time but remained less than half of the pre-injury level. Conclusion: Improvements in perceived physical function and autonomy are possible long after the injury, whereas social relations remain a challenge and signs of depression persist.

Impact of Gender and Relationship Status on Young People's Autonomy and Psychological Wellbeing.

This study uses scales of autonomy and psychological wellbeing to determine whether young people’s gender and romantic relationship status give rise to differences in relation to a series of specific dimensions. To this end, we used Ryff’s Model of Psychological Wellbeing, which comprises several dimensions: self-acceptance, positive relations with others, autonomy, environmental mastery, personal growth, and purpose in life; and our own Transition to Adulthood Autonomy Scale (EDATVA), whose dimensions are: self-organization, understanding context, critical thinking, and socio-political engagement. As a result, a quantitative study was performed with 1,148 young people aged 16–21 from Madrid, Spain and Bogotá, Colombia, of whom 60.2% were female and 39.8% were male. The findings show that in the gender variable there are differences between males and females in the dimensions of positive relations with others, personal growth (wellbeing questionnaire), and understanding context (autonomy questionnaire); the female sample obtained the highest scores. In the relationship variable, differences were found in environmental mastery and purpose in life; higher scores were obtained by young people in a romantic relationship. However, no differences were found in the different dimensions in the autonomy questionnaire between young people in a relationship and those not.

Personal Autonomy as Quality of Life Predictor for Multiple Sclerosis Patients.

Multiple sclerosis (MS) is a chronic, severe disease, characterized by a progressive alteration in neuronal transmission, which decreases personal independence and quality of life (QoL). This study aimed to investigate the relationship between QoL and personal autonomy in patients with MS, as well as its correlation with age, educational level, and diseases severity. Twenty-six MS patients were followed-up for six months. All patients completed the 15D questionnaire two times: at T0, when they started a new treatment, and at T1 after six months of treatment. At the end point, all patients completed the Personal Autonomy Questionnaire. The average patient age was 43 years (SD = 10), and 89% of them were female. The mean severity and duration of MS were 3.5 (SD = 1.75) and 9.5 (SD = 5.1), respectively. The average QoL of MS patients at T0 was 0.66 (SD = 0.18), and that at T1 was 0.71 (SD = 0.16). The scores of patients with different types of MS, i.e., relapsing–remitting MS (RRMS) or secondary progressive MS (SPMS), were compared. SPMS patients were older than RRMS patients (mean age 47.5 vs. 39.7 years; p = 0.032), and more RRMS patients were working (0.014). SPMS patients described the same QoL and personal autonomy as RRMS patients. Results from bivariate correlation analyses showed a significant relationship between QoL and age, education, and severity of MS. Also, the analysis showed no significant correlation between QoL and personal autonomy.

An Investigation into the Association between Learning Autonomy, Language Anxiety and Thinking Style: University Students in Focus

The purpose of this study was to investigate the association between learning autonomy, language anxiety and thinking style. Thus, the study deals with the basis of autonomous learning along with the importance and different related concepts. To attain this objective, a survey research design was employed. The participants of the study were 598 undergraduate students (287 males and 311 females) enrolled in the department of English language at Debre Tabor University, Bahir Dar University, and Gondar University. To gather the information Horwitz and Cope’s, Foreign Language Classroom Anxiety Scale, Sternberg’s Thinking Styles Inventory, and Learner Autonomy Questionnaire developed by Zhang and Li were used. The findings indicated that non-parametric test was liable to be used in order to study the research hypotheses. Using Spearman correlation coefficient, the association was found between autonomy and language anxiety among Ethiopian university students. The other research question was an attempt to determine if there was the association between learner autonomy and thinking style which was confirmed through the use of Spearman correlation coefficient. Ultimately, the affinity between language anxiety and thinking style was addressed through the use of Spearman test which confirmed this association. Finally, it was recommended that pedagogical implications are needed to account for second or foreign language teaching and learning as well as textbook writers and curriculum designers.

Full-information factor analysis of the Daily Routine and Autonomy (DRA) questionnaire among adolescents with autism spectrum disorder

IntroductionAdolescents with autism spectrum disorder (ASD) show poor independence in daily activities. Unlike existing instruments, the innovative self-report Daily Routine and Autonomy questionnaire (DRA) addresses their level of and desire for independence in activities throughout a full daily routine. This study describes the DRA development, explores its psychometric properties and internal consistency reliability using full-information factor analysis (FIFA), and identifies levels of and desire for independence among adolescents with ASD. MethodsSeventy-two Israeli adolescents with ASD (58 boys and 14 girls) aged 11–19 years (M = 14.59, SD = 1.61) completed the DRA. Statistical analyses were performed using SPSS and R. Internal consistency reliability, FIFA, Spearman's correlations, t-tests, and Wilcoxon signed-rank were conducted to assess relationships and differences between the DRA parts. ResultsThe FIFA revealed three factors with high sum-of-squared loadings (4.09–5.13). Of the 31 DRA items, 28 had factor loadings higher than 0.35 and were retained in the study questionnaire. The DRA had moderate-to-high internal reliability for factors (α = 0.65–0.84) and total scores (α = 0.86–0.90). Participants showed partial independence in most daily activities, with high desire for independence in social and leisure activities. Significant gaps in half of the DRA items indicate the participants' desire for independence was significantly higher than their independence level. ConclusionThe DRA provides crucial information about levels of and desire for autonomy that can be used to promote participation of adolescents with ASD in setting their own goals for independent living.

Analisis Hubungan Clinical Autonomy Terhadap Kepuasan Kerja Dokter Spesialis Obstetri dan Ginekologi Dalam Tindakan Seksio Sesarea Pada Sistem Jaminan Kesehatan Nasional

Background: In Indonesia, the National Health Insurance System (NHIS) is an implementation of law No. 40 of 2004 on the National Social Insurance System in health sector with universal health coverage (UHC) concept. Therefore, the satisfaction of specialist’s work will be very influence towards hospital works. The previous research (Nasruddin, 2017) about factor analysis related to job satisfaction of doctor specialist for obstetrics and gynecology (SpOG) toward Sectio Caesarea (SC) on NHI showed that medical service (transparency and remuneration) and working condition have significant correlation towards work satisfaction of doctor SpOG in SC on NHI. Objective: to analyze the correlation of clinical autonomy on job satisfaction of doctor SpOG on Sectio Caesarea on National Health Insurance system.Method: A quantitative research by applying analytic observational study with cross sectional design.Materials and Research: This research was conducted in Makassar. A number of sample was 73 doctors SpOG. Data was obtained by clinical autonomy questionnaire having been tested its validity and reliability. The result of the research was analyzed by using chi-square test. Result: Based on the correlation of characteristics towards work satisfaction of doctor SpOG in SC on National Health Insurance system found that age category between 36 – 45 years old is satisfied, female is satisfied, working duration more than 5 years is dissatisfied and public hospital status is dissatisfied. There is no correlation between clinical autonomy in this case is control overwork (p = 0.170) and prerogative obtain need service (p = 0.240) on job satisfaction of doctor SpOG in Sectio Caesarea on National Health Insurance System.Conclusion: There is no relation between clinical autonomy on job satisfaction of doctor SpOG in Sectio Caesarea on National Health Insurance System. Even though the doctors SpOG are not satisfied with NHI (medical service and working condition) but the doctors are able to work professionally with clinical autonomy. Keywords: clinical autonomy, doctor SpOG, National Health Insurance System