Between-within Subjects Analysis Of Variance Research Articles

Exploring the Benefits of Vocational Activity for People with Schizophrenia Spectrum Disorder in Norway

AbstractVocational activity holds many benefits for people with severe mental illness. The purpose of the present study is to explore potential benefits of vocational activity on self-esteem and benefits as described by employment specialists. Data from 148 adults with schizophrenia spectrum disorders participating in a comprehensive vocational rehabilitation program was collected as part of the Job Management Program (JUMP) study. Assessments were conducted at inclusion, post intervention (10 months) and 2 years after inclusion. Multiple regressions and mixed between-within subjects analysis of variance were applied to assess potential effects of vocational activity on self-esteem as measured by the Rosenberg Self-Esteem Scale. One hundred and twenty-one reports submitted by the employment specialists post intervention were assessed through a qualitative approach based on thematic analysis. Statistical analyses indicate that vocational activity might be beneficial for self-esteem. Qualitative analysis indicate that vocational activity may provide opportunities for experiencing capability, achievement, and positive social interaction, and be beneficial for well-being, self-confidence, and self-esteem. Vocational activity may be beneficial for well-being and self-esteem among people with schizophrenia spectrum disorders. Statistical analysis indicate that vocational activity may have a positive effect on self-esteem, and there was a non-significant trend indicating that competitive employment may be particularly favourable. However, more research is needed regarding potential differences in effect between types of vocational activity.

Developing EFL Learners’ Collocational Knowledge in Self-Regulated Flipped Classroom: A Mixed-Methods Study

Abstract This study compares flipped approach with self-regulated flipped approach on EFL learners’ collocational knowledge. Thirty available EFL students were randomly assigned to two equal experimental groups: flipped and self-regulated flipped. For six weeks, both groups received learning contents outside of class time, and class time was used for interactive activities. However, self-regulating strategies (goal-setting and self-evaluation) were employed to the self-regulated flipped participants to help them schedule their out-of-class time to effectively work on the content before class to interact collaboratively with their peers and teachers in class activities. Three collocation videos were sent to their different WhatsApp groups. A researcher-made test on Adjective + Noun and Verb + Noun collocations served as the pre- and post-test. The time spent on watching collocations was collected through a ‘study log’. The results of a mixed between-within subjects analysis of variance revealed that integrating self-regulation into flipped approach enhanced the students’ collocational knowledge; their planning strategies and using study time also improved. The study has implications for EFL teachers and material developers.

Zoom up your mood - a pilot study examining the efficacy of video-conferencing versus face-to-face delivery of group CBT for depression for out-patients attending a secondary mental health service in Ireland.

Cluain Mhuire is a secondary adult mental health service based in Ireland. The COVID-19 pandemic resulted in many services moving online, including our coping with depression group. A shortened, online version of the face-to-face group was piloted; however, analysis showed that it was not as effective as the longer face-to-face group. Thus, a 12-session, 2.5-hour online group CBT (gCBT) was subsequently run to directly compare the online therapy with the original face-to-face group. The primary objective of the study is to evaluate the effectiveness of a 12-week gCBT programme adapted to videoconferencing in reducing self-reported symptoms of depression and anxiety and enhancing quality of life (QoL). Results will be compared with the same group programme delivered face-to-face. This is a between-groups, naturalistic treatment outcome study. Pre and post measures include the Beck Depression Inventory-II (BDI-II), Beck Anxiety Inventory (BAI), and the World Health Organisation Quality of Life Scale (WHOQoL-Bref). A mixed between-within subjects analysis of variance was performed to assess the impact of the three interventions (face-to-face, 8-session online and 12-session online) on participant scores; 112 participants (65 women, 47 men) were recruited (mean age=41.85, SD=13.08). All three interventions significantly improved depression, anxiety and QoL scores. There was no significant difference between the treatment groups. Attendance was highest in the 12-session online group, followed by the 8-session online group and 12-session in-person group. These results add to the growing evidence supporting the effectiveness of internet-delivered gCBT in reducing depressive symptoms.

The effect of study abroad and personality on cultural intelligence: A deeper understanding using the expanded model of cultural intelligence

Using an expanded assessment of cultural intelligence (CQ), this study provides a detailed analysis of how studying abroad impacts the development of CQ. We examined (1) the effect of a study abroad semester on the development of each of the eleven subdimensions of cultural intelligence – Expanded-CQ or E-CQ over time; and (2) whether personality traits (i.e., extraversion and openness to experience) had a moderating role in the relationship between a study abroad semester and E-CQ in a longitudinal study. Data were collected from 361 students both before (Time 1) and after (Time 2) the study abroad semester. Mixed between-within subjects analysis of variance showed that the study abroad semester did have a statistically significant effect on the development of ten subdimensions of E-CQ over time. Moreover, contrary to our expectations, multiple regression analyses demonstrated that individuals who were low on extraversion improved their metacognitive CQ (awareness) more than did individuals who were high on extraversion. Similarly, individuals who were low on openness to experience improved their metacognitive CQ (awareness), their cognitive CQ (culture-general knowledge), and their motivational CQ (intrinsic interest) more than did individuals who were high on openness to experience. Implications for future research and practice are discussed.

Use of a positive psychology intervention (PPI) to promote the psychological well-being of children living in poverty: study protocol for a feasibility randomised controlled trial

IntroductionPoverty has a detrimental influence on psychological well-being of children. Existing evidence shows that positive psychology interventions are possible to mitigate such impact. Despite criticisms that positive psychology resembles a...

Computer-mediated Diagnostic Assessment of Mixed-ability EFL Learners’ Performance on Tiered Tasks: Differentiating Mediation on Google Meet™

Grounded in Vygotsky’s sociocultural theory of mind and the learner-centered approach to second/foreign language acquisition (SLA), this study investigated the extent to which the embedded differentiated instructions and diagnostic assessment, being mediated on Google Meet™ computer-mediated communication platform, would impact the improvement of mixed-ability English-as-a-Foreign-Language (EFL) learners’ English words pronunciation and their degree of engagement in language learning. In a repeated-measures research design, an intact group of 66 EFL learners were partitioned into three tiers of higher, mid- and lower achievers to complete a virtual pretest of listening comprehension, followed by a series of parallel tiered performance tasks of English words pronunciation on a weekly basis. Their task outcomes were subsequently subjected to collective computer-mediated diagnostic assessment. After 10 sessions of intervention, the participants performed on an immediate virtual posttest of listening comprehension, and a post hoc interview. The results of mixed between-within subjects analysis of variance (ANOVA) indicated both the significant learning progress by the tiers, and the outperformance of the lower achievers on the tiered tasks. The statistical results of an analysis of covariance (ANCOVA) similarly reported significant improvement of the tiers’ performance on the pretest-posttest summative assessment in this study. The inductive content analysis of the participants’ responses to the structured interview elicited seven themes which were interpreted as the participants’ strong approval of the usefulness of differentiated instructions, effectiveness of diagnostic assessment, and successful appeal of Google Meet platform.

Integrating Clinical Reasoning Skills in a Pre-professional Undergraduate Human Anatomy Course.

Clinically integrated curricula in health science education has been shown to promote the development of problem-solving schema and positively impact knowledge acquisition. Despite its' purported benefits, this type of curricula can impose a high cognitive load, which may negatively impact novice learners' knowledge acquisition and problem-solving schema development. Introducing explicit clinical reasoning instruction within pre-professional undergraduate basic science courses may limit factors that increase cognitive load, enhance knowledge acquisition, and foster developing clinical problem-solving skills. This study, conducted over the Fall and Spring semesters of the 2018-2019 school year, sought to evaluate whether the implementation of a clinical reasoning instructional intervention within a clinically integrated pre-professional undergraduate general human anatomy course influenced students' acquisition of anatomical knowledge and development of clinical problem-solving skills. Results of the study were mixed regarding the acquisition of anatomical knowledge. Both the intervention and comparison groups performed similarly on multiple choice examinations of anatomical knowledge. However, the clinical reasoning intervention positively impacted students' ability to apply clinical reasoning skills to anatomically based clinical case studies. Results from M\mixed between-within subjects analysis of variance comparing scores on Written Clinical Reasoning Assessments revealed a significant interaction between time and group affiliation, with the groups receiving the interventions outperforming the comparison groups: Fall, P<0.001; Spring, P<0.001. The results of this study may imply that explicit clinical reasoning instruction within a clinically integrated undergraduate Human Anatomy course could hold potential for fostering students' early clinical reasoning skills.

Effectiveness of an educational intervention on vulvo-vaginal discharge for family healthcare workers: A nonrandomized controlled trial.

Women's delay in seeking medical advice for abnormal vaginal discharge can cause serious effects such as infertility, ectopic pregnancy, and advanced cervical cancer. Family healthcare workers are in a unique position to help in the promotion of vaginal health. A nonrandomized controlled trial was conducted among a sample of family healthcare workers in the intervention (n = 37) and a control (n = 37) group to assess the effectiveness of an educational intervention, which was a 2-day intensive workshop combining reading materials. Data were analyzed using SPSS software (version 20), and the effectiveness of the intervention was determined using a mixed between-within subjects analysis of variance. The total knowledge and attitude scores were significantly greater for family healthcare workers in the intervention group immediately and at 3 and 6 months after the educational intervention, compared to the control group. A substantial main effect was observed concerning the time, showing an increase in family healthcare workers' knowledge and attitude scores across the four time periods. A statistically significant difference in the median overall health education competency score across the two groups was also observed. The mean score differences in all sub-competencies in health education were significantly higher among the intervention group, compared to the control group between second postintervention and the baseline. The educational intervention had revealed successful and sustainable improvements in family healthcare workers' knowledge, attitude on vaginal discharge, and health education competency. This can be implemented as an in-service program for family healthcare workers to improve health education practices.

The influence of core affect on cyclo-ergometer endurance performance: Effects on performance outcomes and perceived exertion

BackgroundCore affect is defined as the most general affective construct consciously accessible that is experienced constantly. It can be experienced as free-floating (mood) or related to prototypical emotional episodes. The aim of this study was to examine the influence of pleasant and unpleasant core affect on cyclo-ergometer endurance performance. Specifically, we considered the influence of pleasant and unpleasant core affect on performance outcomes (i.e., time to task completion) and rate of perceived exertion (RPE; Borg Scale, category ratio-10) collected during the task. MethodsThirty-one participants aged 20–28 years were recruited. Core affect was randomly elicited by 2 sets of pleasant and unpleasant pictures chosen from the international affective picture system. Pictures were displayed to participants during a cyclo-ergometer performance in 2 days in a counterbalanced order. RPE was collected every minute to detect volunteers’ exhaustion. ResultsThe study sample was split into 2 groups. Group 1 comprised participants who performed better with pleasant core affect, whereas Group 2 included participants who performed better with unpleasant core affect. Mixed between-within subjects analysis of variance revealed a significant 2 (group) × 2 (condition) × 5 (isotime) interaction (p = 0.002, ηp2 = 0.158). Post hoc comparisons showed that participants who obtained better performance with pleasant core affect (pleasant pictures; Group 1) reported lower RPE values at 75% of time to exhaustion in a pleasant core affect condition compared to an unpleasant core affect condition. On the other hand, participants who obtained better performance with unpleasant core affect (unpleasant pictures; Group 2) reported lower RPE values at 75% and 100% of time to exhaustion in an unpleasant core affect condition. ConclusionFindings suggest differential effects of pleasant and unpleasant core affect on performance. Moreover, core affect was found to influence perceived exertion and performance according to participants’ preferences for pleasant or unpleasant core affect.

Effects of Cultural and Educational Variables on a Computerized Continuous Performance Task: the EMBRACED CPT

Abstract Objective The continuous performance tests (CPTs) are the gold standard to assess vigilance or sustained attention. Many studies have shown that educational level is significantly associated with performance on the CPTs. However, very few studies have made comparisons that included cultural factors (Miranda et al, 2008). Given the breadth of educational systems in different parts of the world, it could be expected that the effect of educational level will vary depending on the culture of origin. The aim of this study was to examine the effect of education on performance on a CPT task in 3 ethnically diverse groups (Hispanic, Non-Hispanic and Spanish). Participants and Method This study includes 57 participants in the EMBRACED project: 12 Hispanic Americans, 26 non-Hispanics Americans, and 19 Spaniards (8.3%, 30% and 57% with high education respectively). Educational level was defined as high (university degree and above) or low (less than a university degree). The EMBRACED CPT is computerized and demands the participant to touch the iPad screen each time a target is presented. In 3 blocks of 100 stimuli each, the number of hits, omissions, and commissions is recorded. Results A mixed between-within subjects analysis of variance was conducted to compare scores in the three blocks of the CPT in relation to the three cultural groups and by education levels. Results showed no interaction effects between cultural groups and education, and no main effects of education for any of the studied variables. However, there was a significant main effect for cultural group for hits (F = 4.676, P = .014) and omissions (F = 5.614, p = .006). Conclusions The overall results for education in this study were not significant and would need further study. The variability in cultural group revealed a consistent effect across all studied variables. The non-Hispanics scored higher in hits and the Spaniards had more omissions. These results justify the need for cultural adaptation of neuropsychological measures. References Miranda, M. C., Sinnes, E. G., Pompeia, S., &amp; Francisco Amodeo Bueno, O. (2008). A comparative study of performance in the Conners' Continuous Performance Test between Brazilian and North American children. Journal of Attention Disorders, 11(5), 588-598.

Not so positive, please!

Purpose The purpose of this paper is to analyse the effect of positive online consumer reviews (OCRs) on changes in the individual’s evaluations from the pre-purchase to the post-consumption stage, studying satisfaction, attitude towards the firm and purchase intention. The effect of positive OCRs may differ depending on whether the product performance is high or low, i.e., whether the product meets the objectives of the consumer. So, the paper also explores different effects that positive OCRs can have on changes in the individual’s evaluations depending on the kind of performance. Design/methodology/approach Two studies based on the experimental methodology are carried out and several statistical techniques are applied: confirmatory factorial analysis, mixed between-within subjects analysis of variance and post-hoc analysis. Findings Results demonstrate that the effect of positive OCRs continues after consumption. Depending on the performance, this effect can be positive (negative) and verify (contrast with) the individual’s pre-purchase evaluations. Moreover, this effect is always more intense when the performance is low. Originality/value It explores the changes in the individual’s evaluations about the product and the firm, going beyond the immediate effect of positive OCRs. It also explains the effects of positive OCRs for high and low performance. Finally, it demonstrates that OCR effects are not symmetrical for high and low performance.

Examining Changes in Sleep Between Concussed and Healthy Individuals Across Recovery

Abstract Purpose To examine changes and the relationship between Pittsburgh Sleep Quality Index (PSQI) scores and the Sport Concussion Assessment Tool–5th Edition (SCAT5) sleep symptom across recovery between concussed and healthy individuals. Methods Sixty-eight (18.12±2.6 years; male:n=47, female:n=21; concussed:n=38, healthy:n=30) individuals completed the PSQI and SCAT5 at three times across recovery (≤72 hours of injury, return-to-play (RTP), &gt;one-month after RTP). Two mixed between-within subjects analysis of variance (ANOVAs) evaluated changes in PSQI scores and SCAT5 sleep symptom across recovery between concussed and healthy individuals. Spearman’s rho correlations were used to examine the relationships between the two sleep measures. Significance was set at p≤.05. Results There was no significant groupXtime interaction for PSQI scores (Wilks λ=.96, F(2,65)=1.50, p=.23, η2=.04) or SCAT5 sleep symptom (Wilks λ=.93, F(2,65)=2.42, p=.10, η2=.07). There was a significant main effect for time for PSQI scores (Wilks λ=.65, F(2,65)=17.2, p&lt;.001, η2=.35) and SCAT5 sleep symptom (Wilks λ=.88, F(2,65)=4.25, p=.02, η2=.12) with PSQI scores and SCAT5 sleep symptom improving over time. For the SCAT5 sleep symptom there was a significant main effect for group (F(1,66)=13.41, p&lt;.001, η2=.17), with concussed individuals reporting higher SCAT5 sleep symptom (M=0.59, SE=0.1) than healthy controls (M=0.09, SE=0.1). There was no significant correlation between PSQI scores and SCAT5 sleep symptom ≤72 hours (r=.15, p=.36), but there were significant correlations at RTP (r=.38, p=.02) and &gt;one-month (r=.43, p=.01). Conclusion Global sleep quality changes throughout recovery and may influence post-concussion outcomes. Utilizing a specialized sleep measure along with sleep-related symptoms may be beneficial to healthcare professionals, specifically during acute concussion management.

Elaborating Differential Impact of Media Exposure on Perceptions of Police Between Criminal Justice Majors and Non-Criminal Justice Majors

Researchers have argued that media exposure involving criminal justice can influence perceptions of police, but empirical research is decidedly mixed. Additionally, some scholars argue that media effects depend on audience characteristics. However, the moderating role of academic major remains unexplored. Using a laboratory-style randomized experiment (N = 270), the current study examines the impact of media exposure that contains conflicting images of the police on perceptions of police and if this effect varies depending on academic majors by performing a series of paired t-tests, independent-samples t-tests, and a mixed between-within subjects analysis of variance. Findings show that exposure to mixed images of the police dampens confidence in the police, but this effect is pronounced among non-CJ majors compared to CJ majors. Expanding our knowledge base in differential media effects between CJ majors and non-CJ majors can offer useful insights into future CJ curricula.

The Influence of Structured Debriefing on Clinical Judgment in Associate Degree Nursing Students

The objective of this quantitative, comparative research was to determine the influence of structured post-simulation debriefing on clinical judgment in Associate Degree Nursing students who participated in a high-fidelity simulation exercise in comparison with students who received traditional debriefing. The measurement tool was the Lasater Clinical Judgment Rubric (LCJR). Thirty-two students were invited and only 27 responded. Students participated in a code sepsis simulation that lasted 30 minutes followed by structured debriefing. The LCJR score sheet captured the scores. A mixed between-within subjects analysis of variance was conducted to analyze the scores. There was a substantial main effect for debriefing type for noticing; Wilks’ Lambda = .22, F (1, 25) = 86.4, p = .00, ηp2 = .776, interpreting; Wilks’ Lambda = .46, F (1, 25) = 29.1, p = .00, ηp2 = .538, and responding; Wilks’ Lambda = .58, F (1, 25) = 18.2, p = .00, ηp2 =.422. Also, on reflecting; Wilks’ Lambda = .31, F (1, 25) = 29.1, p = .00, ηp2 = .695. The estimated mean between groups were different in those receiving traditional debriefing showing higher scores in those receiving structured debriefing. For noticing; M = 7.0 and M = 9.5, interpreting; M = 4.6 and M = 6.5, responding; M = 9.2 and M = 13.7 and for reflecting; M = 5.0 and M = 6.5 (Pallant, 2016). The research findings have supported and reinforced the importance of structured debriefing after simulation exercises.

Interleukin-6 receptor inhibition with tocilizumab induces a selective and substantial increase in plasma IP-10 and MIP-1β in non-ST-elevation myocardial infarction

AimTo evaluate the effect of interleukin-6 inhibition with tocilizumab on the cytokine network in patients with acute non-ST-elevation myocardial infarction (NSTEMI). Methods117 patients with acute NSTEMI were randomised to an intravenous infusion of 280 mg tocilizumab or placebo prior to coronary angiography. Blood samples were obtained at baseline, at 6 consecutive points in time during hospitalisation, and at follow-up after 3 and 6 months. Cytokines (n = 27) were analysed with a multiplex cytokine assay. ResultsUsing a mixed between-within subjects analysis of variance, we observed a significant (p < 0.001) between-group difference in changes for interferon gamma-inducible protein (IP-10) and macrophage inflammatory protein-1β (MIP-1β), due to significant increases in the tocilizumab group during hospitalisation (i.e., IP-10 median change from baseline during hospitalisation (mΔ), placebo: 3 (−60, 68) pg/ml vs tocilizumab: 209 (69, 335) pg/ml; MIP-1β mΔ, placebo: 5 (−2, 12) pg/ml vs tocilizumab: 39 (24, 63) pg/ml). MIP-1β was inversely correlated to troponin T (r = −0.28, p < 0.05) and neutrophils (r = −0.32, p < 0.05) in the tocilizumab group. In contrast, tocilizumab had only modest or no effects on the other examined cytokines. ConclusionsTocilizumab led to a selective and substantial increase in IP-10 and MIP-1β during the acute phase of NSTEMI, with no or only minor effects on the other measured cytokines. ClinicalTrials.gov, NCT01491074.

The effects of self-talk on free throw performance and the level of anxiety among male novice basketball players

The present study has been conducted to investigate the effects of self-talk on free throw performance and the level of anxiety among male novice basketball players. Forty-eight (48) male novice basketball players (22.27 ± 1.47 years) was selected. The participants were assigned into four matched groups of twelve (12) participants: instructional self-talk (IST), motivational self-talk (MST) and the combination of instructional and motivational self-talk (CIMST) and control. Throw accuracy and anxiety’s level were measured on a 5-point scale and State-Trait Anxiety Inventory for Adults (STAI). Training protocol contains a pre-test and post-test to indicate the intervention effect on anxiety level and free throw performance. The participants compete against each other to get the highest score in post free throw performance. The data were analyzed by using mixed between-within subjects analysis of variance (ANOVA). The finding showed that state and trait anxiety level of post-intervention was significantly lower than pre-intervention in all groups (p&lt;.05). The results of free throw performance showed the instructional self-talk intervention group was significantly improved from pre-intervention to post-intervention followed by the combination of instructional and motivational self-talk intervention group, motivational self-talk intervention group and control group (p&lt;.05). However, there was no significant differences in anxiety level and free throw performance among all groups (p&gt;.05). Therefore, it is recommended that self-talk can be used to enhance the free throw performance and reduce the anxiety’s level for the novice athletes.

Effects of a Home-based Programme on Physical Activity among Undergraduate Female Students in Iraq

The study aimed to evaluate the effect of home-based programme to improve physical activity among undergraduate female students in Iraq. The participants were Iraqi sedentary undergraduate female students (N=44) who were assigned to two groups consisted of experimental group (N=22) and control group (N=22) respectively. The experimental group received a 12-week home based intervention programme which focuses on PA, while the control group were maintaining their usual life. Measurements for all the variables were taken prior to the intervention (pre-test), at week 6 (post-test1), and after 12 weeks (post-test2). The results of Mixed between-within subjects analysis of variance shows a statistically significant between the mean test scores in the pre-test, post-test1, and post-test2 measurements of PA in the experimental group. This study provided evidence that home-based intervention programme which focused on physical activity had a significant effect on improving physical activity.

Effects of a peer-led Walking In ScHools intervention (the WISH study) on physical activity levels of adolescent girls: a cluster randomised pilot study

BackgroundSchool-based interventions may be effective at increasing levels of physical activity (PA) among adolescents; however, there is a paucity of evidence on whether walking can be successfully promoted to increase PA in this age group. This pilot study aimed to assess the effects of a 12-week school-based peer-led brisk walking programme on levels of school-time PA post intervention.MethodsFemale participants, aged 11–13 years, were recruited from six post-primary schools in Northern Ireland. Participants were randomized by school (cluster) to participate in regular 10–15-min peer-led brisk walks throughout the school week (the WISH study) (n = 101, two schools) or to continue with their usual PA (n = 98, four schools). The primary outcome measure was school-time PA post intervention (week 12), assessed objectively using an Actigraph accelerometer. Secondary outcome measures included anthropometry, cardiorespiratory fitness and psychosocial measures. Changes in PA data between baseline (T0) and end of intervention (week 12) (T1) were analysed using a mixed between-within subjects analysis of variance with one between (group) and one within (time) subjects factor, with two levels.ResultsOf 199 participants recruited (mean age = 12.4 ± 0.6 years, 27% overweight/obese), 187 had valid accelerometer data for inclusion in subsequent analysis. A significant interaction effect was observed for changes in light intensity PA across the school day (p = 0.003), with those in the intervention increasing their light intensity PA by 8.27 mins/day compared with a decrease of 2.14 mins/day in the control group. No significant interactions were observed for the other PA measures across the intervention. Intervention effects on school-time PA were not sustained four months post intervention.ConclusionsThe intervention increased daily light intensity PA behaviour in these adolescent girls but did not change moderate to vigorous physical activity (MVPA). These findings suggest that a school-based brisk walking intervention may be feasible and can change PA behaviour in the short term, but it is possible that the self-selected walking speeds determined by a peer-leader may not be sufficient to reach MVPA in this age group. Further research is needed to evaluate the potential of school-based brisk walking to contribute to MVPA in adolescent girls.Trial registrationClinicalTrials.gov, NCT02871830. Registered on 16 August 2016)

Development of pre-service chemistry teachers’ technological pedagogical content knowledge

In this study, a mixed-method design was employed to investigate pre-service chemistry teachers’ Technological Pedagogical Content Knowledge (TPACK) development. For effective technology integration in instruction, knowledge about technology is not enough; teachers should have different knowledge types which are content, pedagogical, and technological. The 17 pre-service chemistry teachers who enrolled in the Instructional Technology and Material Development course participated in the study for one semester. The purpose of this course was to learn how to integrate simulations, animations, instructional games, data-logging, virtual labs and virtual field trips into chemistry instruction considering factors such as chemistry subjects and students’ possible alternative conceptions or their previous chemistry knowledge. A survey and interviews were used to gather data on the pre-service chemistry teachers’ TPACK framework both before and after the semester. A mixed between-within subjects analysis of variance was conducted to examine the differences in the pre-service teachers’ TPACK at two time periods considering also the gender factor. For the qualitative data, deductive analysis based on existing codes and categories was applied. The quantitative and qualitative findings of this study revealed that the pre-service chemistry teachers’ TPACK improved partially on some components. In addition, based on these findings, gender was not found to be a significant variable in technology integration. For further development in the TPACK framework, more context related technology applications in a learning and teaching environment are needed.

Temporal Changes in Depression Symptoms in Male and Female Collegiate Student-Athletes

Depression rates in collegiate student-athletes in the literature are varied and inconclusive, and data have only explored depression symptoms utilizing a crosssectional design. The purpose of the current study was to evaluate the temporal course of depression symptoms in student-athletes. Student-athletes (N = 93) from a Division II institution completed six administrations of a brief depression symptom screen once every 2 weeks throughout the fall athletic season. Ten (10.8%) student-athletes’ PHQ-9 surveys were red-flagged for moderate to severe depression symptoms at least once throughout the season. A mixed between-within subjects analysis of variance (ANOVA) revealed a significant interaction effect for time and sex in depression symptom scores, F(3.69, 335.70) = 10.36, p ≤ .001. The repeated-measures design of this study suggests that there are clinical benefits for screening for depression symptoms in student-athletes at multiple intervals throughout an athletic season.