Impact Of Role Models Research Articles

Resident and Fellow Perspectives on Family Planning and Building During Training

Physicians, especially surgeons, delay family building, and face age-related complications of pregnancy. To explore factors that are associated with family building decisions among residents and fellows and to understand their thoughts on accessing family building supports, workplace culture, and attitudes toward family planning. This qualitative study was conducted from May to August 2022 at postgraduate training sites across Ontario, Canada. Participants included 29 postgraduate learners. Purposive sampling from 80 eligible trainees was used to ensure diverse demographics, including sex, specialty, and institution. Semi-structured individual interviews lasting 30 to 90 minutes were conducted over a virtual platform. Participants were asked to share their thoughts and experiences on family planning in a medical career, family building goals, the role of mentorship, and knowledge of current family planning supports. Themes associated with residents' perception of family planning within the context of a medical career. Twenty-nine trainees, ages 25 to 37 years old (22 [75.9%] were female, 26 [89.7%] were heterosexual; median [range] age, 30 [25-37] years) from various institutions took part in this study. The participants included both 24 residents (82.8%) and 5 fellows (17.2%) and 8 (27.6%) were from surgical specialties, 3 (10.3%) from pediatrics and subspecialties, 4 (13.8%) from internal medicine and subspecialties, 2 (6.9%) from obstetrics and gynecology, 3 (10.3%) family medicine, 2 (6.9%) from anesthesia, and 7 (24.1%) other medical specialties. Four themes were identified: (1) tension between role as a physician and role as a parent; (2) impact of role models and mentorship on family planning choices; (3) family building is discouraged during training, especially in surgical specialties; and (4) need for tangible family planning supports in training. In this qualitative study of residents' and fellows' perspectives on family building, trainees did not perceive residency and fellowship programs as supportive for individuals who want to family build during training leading to personal and professional dissonance. Trainees identified that more tangible supports, transparent information, and mentorship may improve a trainees' feeling of support.

Influenced by the lives of others: narratives of role modelling throughout the start-up process

ABSTRACT This study uses a narrative approach to explore how role modelling unfolds throughout the start-up process. Drawing on the experiences of 25 nascent and novice entrepreneurs, we illustrate how attributes of role models, role modelling outcomes, and related mechanisms change for entrepreneurs over time. Our emerging theoretical model highlights three distinctive role modelling narratives: ‘Taking the Leap’, ‘Learning the Trade’, and ‘Soothing the Nerves’. Our work expands existing role modelling research in entrepreneurship by looking beyond the impact of role models on entrepreneurs prior to starting-up and highlighting that role modelling continues to unfold and influence entrepreneurs throughout the start-up process.

The Impact of Role Models and Experiences on Physical Education Teacher Education Students’ Technological, Pedagogical, and Content Knowledge

Preparing future physical education teachers to effectively integrate technology is a responsibility of physical education teacher education (PETE) programs. The purpose of this study was to examine 124 PETE students’ Technological, Pedagogical, and Content Knowledge (TPACK) levels, role models for TPACK, and first-hand experi-ences with TPACK. Participants completed the Survey of Preservice Physical Education Teachers’ Knowledge of Teaching and Technology. Descriptive statistics, analysis of variance, and stepwise regression were used to determine TPACK levels, differences among participants, and predictors of TPACK. Results indicated that PETE students had high levels of TPACK (M=4.0, SD = .76) and that PETE faculty modeling was the most significant predictor of TPACK. TPACK was observed and experienced mostly with video analysis/demonstrations and activ-ity monitoring.

The Impact of Role Models and Mentors on the Mental and Physical Wellbeing of Sexual and Gender Minorities

Sexual and gender minorities (SGMs) experience a higher mental health burden compared to their cisgender, heterosexual counterparts. Role models and mentors are important for wellbeing and development; however, little evidence exists exploring their impact on SGM people. This systematic scoping review identifies their association with mental and physical wellbeing. Eight databases (Medline, Embase, Cochrane CENTRAL, ERIC, Science Citation Index, Scopus, EPub and PsychInfo) were searched for eligible publications from 2000 to 2022. Two researchers identified studies, extracted data, completed quality appraisals using CASP checklists, and grouped data into outcomes relating to role model impact. From 501 citations, 12 studies (n = 1468 SGM people aged 15–63 years) were included. Positive role models and mentors encouraged identity acceptance through destigmatisation and positive affirmation, increased SGMs’ psychological wellbeing through improved psychological safety and self-confidence and improved their sexual health knowledge. Potential role models and mentors displaying negative behaviours could cause stigmatisation, as well as reduce identity acceptance and psychological safety. Information regarding the perceived influence of role models and mentors on substance abuse and other physical health outcomes was limited. SGMs report greater benefits from relationships with others of shared minority status, providing incentives to match mentees with role models and mentors who share or empathise with their experiences of marginalization.

The Impact of Role Models on Women’s Self-Selection into Competitive Environments

In this paper, we show that competitive female role models reduce women’s perceived stereotype threat and increase their willingness to compete. Competitive male role models have the opposite effect: they reduce women’s willingness to compete, and the gender gap in tournament entry increases. Results are strongest for the best performing women who would benefit most from competing. Role models have no impact on low performing women, and on men.

Role models and revealed gender-specific costs of STEM in an extended Roy model of major choice

We derive sharp bounds on the non consumption utility component in an extended Roy model of sector selection. We interpret this non consumption utility component as a compensating wage differential. The bounds are derived under the assumption that potential utilities in each sector are (jointly) stochastically monotone with respect to an observed selection shifter. The research is motivated by the analysis of women’s choice of university major, their under representation in mathematics intensive fields, and the impact of role models on choices and outcomes. To illustrate our methodology, we investigate the cost of STEM fields with data from a German graduate survey, and using the mother’s education level and the proportion of women on the STEM faculty at the time of major choice as selection shifters.

Information and communication technologies in physical education: Exploring the association between role modeling and digital literacy

Teacher educators should serve as role models in terms of information and communication technologies (ICTs) use to promote digital literacy of future teachers. To analyze the association between role modeling by teacher educators and preservice teachers’ digital literacy and ICT integration intention in their classrooms, 185 physical education (PE) preservice teachers in the German federal state of Baden-Württemberg completed an online questionnaire of self-assessed technological, pedagogical, and content knowledge (TPACK) and ICT integration. The results of regression models revealed a positive association between content knowledge and pedagogical knowledge (PK) and overall intent to integrate ICT into teaching. The results further indicated that the impact of role modeling on preservice teachers varies depending on the chosen ICT. In this paper, we discuss the implications of these findings for higher education in general and for PE in particular.

Valuing the emotions of leadership learning experience in nursing education

AimThis paper argues that a greater understanding of the role of emotions in experiencing leadership, the impact of role models and cultures of the workplace and profession, may enable further development for effective leadership development at undergraduate level and beyond. BackgroundLeadership has gained prominence as a necessary skill in nursing literature and policy, linking its importance to patient safety, working cultures, resilience and emotional labour globally. Viewed as essential in many undergraduate nursing programmes and a requirement by professional regulators, there is a globally agreed acceptance of its importance. Despite this, the focus on evaluating and researching the effectiveness of leadership learning and through experiences of students in contexts of learning remain limited. This paper presents a discussion on the importance of experiences of leadership, exploring the emotional impact and how enabling reflexivity and critical analysis can be integrated in education. An approach is proposed for nursing education where the emotional impact of experiencing leadership is given significance. Experiences of leadership in practice and educational learning in higher education should allow students to reflect and conceptualise experience, aligning educational contexts of learning. Acknowledgement of emotional experience and pragmatism provides opportunity to strengthen evidence and knowledge and establish leadership as a concept of value in the profession from an early stage. DesignA critical theoretical discussion paper MethodsBased on a narrative inquiry study, drawing on theory and philosophies of emotions in education and leadership from 1907 to 2023 ResultsAcknowledgement of emotional experience and pragmatism provides opportunity to strengthen evidence and establish leadership as a concept of value in the profession from an early stage. ConclusionsPlacing value on the experience of leadership by reflexivity and pragmatic, experiential approaches to learning can align educational contexts of learning and focus on effective leadership learning for the nursing profession. Tweetable abstractPragmatic approaches and reflexivity rationalise emotional experiences of leadership and encourage critical thinking and learning

Emeric Henry discussion of: Women in politics

Though many public policies have been put in place to remedy the situation, ranging from quota to funding requirements, women are still vastly underrepresented in politics. In France, they represent fewer than 25% of candidates at national elections and the share reached 37% in legislative elections. This underrepresentation echoes gender gaps observed in other high skilled jobs. There are certainly many explanations for this gap, ranging from social norms, impact of role models or work–life balance concerns. However, a leading explanation is that voters are biased against women. Empirically, it is notoriously difficult to shed light on this question, and most evidence comes from survey experiments. The current paper uses a unique setting to shed light on this question. During the French Départementales elections of 2015, candidates were required to run as gender-balanced pairs. The system guaranteed that both members of the pair would have identical outcomes, in particular would get the same number of votes. However, they appeared on the ballot in alphabetical order, creating randomness in whether women or men appeared first.

The Impact of Image, Role Models, Learning Approach, Course Content and Structure, and Course Delivery on the Entrepreneurial Motivation of University Students in Oman

This paper investigated students' perspectives toward entrepreneurship at the University of Technology and Applied Sciences during Semester 1, AY 2020-2021, when the COVID-19 pandemic was at its peak. The study's goal is to look into the major aspects that influence the respondents' inclinations toward entrepreneurship. The impact of role models, entrepreneurship's image, curriculum and content, personal learning approaches, and respondents' overall attitudes about motivation in pursuing entrepreneurial endeavors in the face of the epidemic. The results were interpreted using descriptive analysis, Cronbach Alpha was used to assess the questionnaire's dependability, multivariate statistical normality of skewness and kurtosis were used to assess normality, and a non-parametric test using the Mann-Whitney test was used to measure the p-value measuring the significance of results. Essentially, the numerous items examined yielded a favorable outcome; as a result of the findings, students are more likely to engage in entrepreneurial activities.

The Impact of Role Models, Mentors, and Heroes on Academic and Social Outcomes in Adolescents

BackgroundIdentity formation is a dynamic process and key developmental task that begins in adolescence. During this time, children look to adults as role models and mentors. These adults can have a significant impact on adolescents’ decisions of appropriate or inappropriate behaviors, potentially causing a positive or negative change. Little research has been performed to identify these role models and understand how they affect the development of physical and mental health of children. ObjectiveThe goal of this study is to see if there is a relationship between identified role models, mentors, and/or heroes and adolescents' interest in education, participation in risky behavior, confidence level, happiness, safety, violence-related behaviors, and physical activity. MethodsIn this study, 198 children aged 11-18 years were identified on the scheduling platforms at various Hershey Medical Center sites to take a 10-minute survey via RedCap. The survey identified their role model, mentor, and/or hero and followed up with outcome questions from validated tools.ResultsThe results show that 140 participants (70.7%) identified having a role model compared to 88 (44.4%) having mentors and 61 (30.8%) having heroes, and family members were the most identified figures for each category. There were significant differences between identified categories of role models, mentors, and heroes, and interest in education, happiness, risky behavior, and safety, while no significant differences were found for violence-related behavior, physical activity, and confidence level. Adolescents with family heroes had safer behavior (2.39 ± 0.70) than those with celebrity heroes (3.16 ±1.86, p=0.0277), and those with peer heroes (11.3 ± 2.31) had more risky behavior than those with celebrity heroes (9.16 ± 1.98, p=0.0347). However, children with adult peer heroes had a higher interest in education (2.00 ± 0) compared to those with celebrities (3.79 ± 1.03, p=0.0246) or public figures (3.78 ± 1.09, p=0.0333) as their heroes. Additionally, those with family (3.48 ± 1.05) or adult peers (3.32 ± 1.38) as their mentors had a higher interest in education compared to those with same-age peer mentors (5.80 ± 1.30, p=<0.0001). Adolescents with family mentors also had higher happiness scores (3.25 ± 0.33) than those with same-age peer mentors (2.59 ± 1.47, p=0.0358) and also engaged in safer behavior (2.52 ± 0.80) compared to all other categories (3.03 ±1.59, 0.0462). ConclusionThese results point to the idea that who adolescents choose to look up to has effects on various aspects of their life that could affect both their physical and mental health status, with family members having the most impact. Further research could explore differences between which family members are chosen as role models, mentors, and heroes and what effect they might have on adolescent development.

The Influence of Role Modeling and Mentorship on Primary Care Career Choice: What Can Be Gleaned From 30 Years of Research?

Role modeling and mentoring are key aspects of identity formation in medical school and likely influence student specialty choice. No reviews have examined the ways that mentorship relationships impact primary care career choice. We conducted a systematic literature search to identify articles describing the influence of role models and mentorship on primary care interest, intention, or choice. A content analysis of the included articles determined which articles focused on mentorship versus role modeling and the definitions of each. We coded articles as groundwork, effectiveness, or impact depending on the methodology and outcomes of each study. Searches yielded 362 articles, of which 30 met inclusion criteria. Three offered definitions of role modeling, and one compared and contrasted definitions of mentoring; 17 articles laid groundwork that indicated that role modeling and mentorship are important factors in career choice and specifically in primary care. Thirteen articles reported the effectiveness and impact of role modeling and mentoring in influencing intent to enter primary care or actual career choice. Primary care and non-primary care physicians influenced student interest, intent, and choice of primary care careers; this influence could be positive or negative. Role modeling and mentorship influence primary care career choice. Very few articles defined the studied relationships. More work on the impact of mentorship and role modeling on career choice is needed.

Role Model Characteristics and Impact of Role Models on Medical Students’ Specialty Choices (difficult to catch the concept! can it be “Medical teacher’s role model characteristics and their impact on student’s carrier choice”?)

This was a descriptive type of cross-sectional study conducted to identify the Characteristics /qualities of role model/ medical teachers as perceived by medical students and to identify the influence of role models in selecting subjects for their future career. This descriptive type of cross-sectional study was conducted during July 2019 to June 2020. A semi-structured, self-administered questionnaire was used to collect data. A total of 868 medical students of phase III and phase IV were the respondents of the study. All available students who were willing to participate in the study were selected and medical colleges were selected purposively. Study revealed that out of 868 respondents 741 (85.4%) had identified role models during the course of their studies and 127 (14.6%) respondents could not identify any role models. It was observed that 91% students opted for clinical subjects while 9% opted for preclinical and para-clinical subjects. With regards to their subjects of choice for future career 21.0% of the students preferred Medicine, followed by Surgery (20.0%), Gynecology (9.2%) and Orthopedics (3.8%).Two hundred and thirty-two (26.7%) of the students did not choose any subject for their future career. Regarding the influence of role models in selecting subjects for future career it was revealed that 334 (61%) respondents felt that role models had influence. Maintaining integrity and neutrality by role models was given the highest importance and general appearance of role model was considered least important by the respondents. (Not clear! is it Role Model Characteristics?).The academic institutes should make an effort to develop the role modeling of faculty by highlighting positive attributes of role models. Teachers should be made aware of the influence of role models on their future colleagues Bangladesh Journal of Medical Education Vol.13(1) January 2022: 3-9

Gender balance and impact of role models in secondary science education

Exposure to inspirational and relatable role models is crucial towards fostering engagement of learners with scientific disciplines. However, the representation of scientists in popular culture is still far from being adequately gender- and race-inclusive. This study evaluated the gender balance and impact of scientific role models using a two-pronged experimental approach. The gender balance was investigated in search engines, online databases, and school curricula. A survey was used to investigate English secondary students’ awareness of role models and intentions to pursue further scientific studies. Our findings revealed a widespread female underrepresentation amongst scientific role models in all the analysed online sources and in high school curricula provided by the three main English exam boards. The survey (n = 356) revealed that students were considerably more likely to identify famous male than female scientists. While awareness of female role models was significantly associated with students’ gender, this was not the case for male role models. A statistically significant correlation was also observed between the number of identified role models and intentions to pursue scientific studies in Key Stage 4 girls. This study reinforces the urgency of ensuring school curricula and online resources provide a more modern and inclusive representation of scientists.

The role of interpersonal networks in managerial role transition: a case study of a state agency in the United States

ABSTRACT This study explores the impacts of interpersonal networks of new managers on learning new roles from the social network perspective. This study draws on six waves of longitudinal data from a social network survey and semi-structured interviews collected from 22 new managers in a north-eastern state agency between October 2006 and May 2010. The analysis reveals that the interpersonal networks of new managers are particularly beneficial during the early period of role transition after the promotion. Second, managers organize interpersonal networks around role models who can provide valuable resources and feedback in a timely manner. Third, networks are gradually diversified into instrumental and expressive networks. Where the instrumental network tends to consist of multiplex ties with role models, the expressive network tends to shrink over time. The analysis highlights the instrumental values of one’s networks and the critical impact of role models during the managerial role transition process.

The impact of role modeling on the professional identity of pre-service teachers

Research shows that mentoring EFL pre-service teachers during the practicum element of teacher-training courses allow them to get experience and to develop, improve, and put into practice their teaching skills. This professional practice can impact the development of a positive or negative professional identity in teachers. Current literature, however, seems to focus on the shaping of teacher identity and learner identity, but there is little empirical research regarding the development and shaping of the identity of pre-service teachers. Pre-service teachers are the main actors of this practicum stage of teacher-training programs and, therefore, by working in collaboration and being supported by a mentor as a role model, they develop their professional identity. The present qualitative case study sought to explore the shaping and re-shaping of the professional identity of fifteen EFL pre-service teachers of a northern Mexican university and the impact of working with English teacher mentors as role models. Information gathered through the constant comparative method of data from the participants taken from their reflective journals, mentor-observations, and self-observations suggests that although working with a positive role model encourages the development of a stronger teacher identity and an improvement in their teaching practice, working with a bad role model can also have the same results.

The impact of role models on entrepreneurial intentions and behavior: a review of the literature

Despite the presence of the term ‘entrepreneurial role model’ (ERM) in the discourse on entrepreneurship, existing empirical evidence on the effects of role models is rather limited. By investigating 86 published journal articles, we provide a structured overview of the academic research on role models’ effects on entrepreneurial intentions and behavior. We reveal that prior research focuses particularly on different types of role models (by whom), at which stage of life (when) and in which context the exposure to role models occurs. We use these research areas to structure our review. By expanding the understanding of the current state of ERM research, we reveal research gaps and provide future research recommendations. Our work could help policy makers and educators consider the different types of role models, the sociocultural context and the life cycle stage of the participants in structuring their entrepreneurship education programs.

Pediatric Emergency Medicine Attending Perspectives on Maintaining Professionalism

Attending physicians are the primary role models of professionalism, but little is known what their perspective is on the maintenance of their professionalism. This study characterizes the pediatric emergency medicine (PEM) attending perspective on maintaining professionalism during their career. Two qualitative methods were used: field observation and semi-structured interviews. Field observations were conducted in one pediatric emergency department (ED) based on a framework for professionalism education. Semi-structured interviews were conducted with a purposive sample of PEM attendings from across the country. Interviews were transcribed and themes analyzed using an iterative, inductive process. The two differing methods allowed for data triangulation. Forty-five hours of ED observation were completed with thematic coding of observations. Seventeen interviews were conducted with PEM physicians around the country with a wide variety of demographic characteristics. Observations and interviews revealed several themes describing the PEM attending’s perspective on professionalism. Challenges to professionalism include: patient related factors (such as high volume and acuity, difficult medical situations and dissatisfied families), staff interactions (RN, ancillary, etc), trainee education and interaction, ED environment, academic pressures, and personal factors. By understanding the PEM attending perspective on professionalism, resources and education can be better targeted for professional development and interventions to solve the challenges that PEM physicians identify. Understanding the PEM attending perspective may also be useful in developing assessment tools for attendings and may provide deeper insight into the impact of role models on trainee professionalism education.

Learning English as a Foreign Language: A Review of Theoretical Models and the Impact of Role Models in Language Learning

Learning English as a Foreign Language: A Review of Theoretical Models and the Impact of Role Models in Language Learning

TEACHER AS RESEARCH ROLE-MODEL

At the higher education level, teachers are more effective as role-models. Given the independent nature of higher education, the impact of role-models is far reaching rather they either make or break the future academics and practices of their students. Higher education commission (HEC) of Pakistan is making all its efforts out to popularize ‘research-culture’ in every higher educational institution (HEI) of the country with a view to transforming into a knowledge economy, which is indispensable for the survival of our higher education at the global level of competition. Research culture can only become common place if the propagandists i.e. the teachers themselves are preparing and updating themselves to be effective role-models for the learners. HEC has introduced several ‘faculty development programs’ with the same objective of creating research environment through research-oriented faculties in HEIs of the country. On one hand teachers must learn research tools and techniques and on the other hand communicate their expertise in the seminars, conferences, and workshops for the students and colleagues thereby creating an echo of research culture across the seats of learning in the breadth and depth of the state. The knowledge and expertise of teachers in research methodologies is fundamental to the objective of becoming research role-model for the students and fellow teachers. All higher education teachers must do this individually and group-wise with utmost attention and by sparing their precious time so that results could be expected with precision and accuracy. If teachers can create the image of researcher-teachers among their pupil, there is natural reaction of following role-models in the same direction. Students can then be provided facilities and guidance in how to proceed and capitalize on research opportunities in their respective departments, institutions, national and international levels. As said earlier, teachers as research-models have to demonstrate themselves through different modes of behavior with their students and colleagues. The most dominant behavior is the expression of command over research methodology with focus on the updated knowledge and practices relevant to their field of study and research. The second and equally critical behavior is the readiness of teachers 24/7 to help students and fellow-teachers in any kind of research assignment or inquiry about understanding and/or application of research tools and techniques. The expertise of teacher in research, matters a lot however after this what makes the difference is the teacher’s explicit behavior like cooperation and attention while dealing with student-scholars in handling their research interests and practices. The research role-models have images in the research community and a say in research-related decision-making processes of the institute /department, which is valued and respected thereby motivating the students to be effectively committed. For higher education in Pakistan, research is the only future therefore all stakeholders in this sector, particularly teachers have no option but to whole-heatedly concentrate on nourishing their research knowledge and skills with an intention to contribute towards research culture in the country and help new generation becoming effective part of the global village and knowledge economy at the national and international levels simultaneously.