Low Performers Research Articles

Public Reporting Of Hospital Quality Measures Has Not Led To Overall Quality Improvement: Evidence From Germany

Hospital quality has been measured and made publicly available for decades in the US and for more than a decade in Germany, as part of an effort to help those countries achieve quality improvement. The German hospital market presents a unique opportunity to examine the relationship between public reporting and quality improvement in the absence of performance-linked payment incentives in a high-income country. We considered quality indicators from several important categories of health services provided in hospitals (hip, knee, obstetrics, neonatology, heart, neck artery surgery, pressure ulcers, and pneumonia), using structured hospital quality reports from the period 2012-19. Our findings support the idea that public reporting provides a quality benchmark and prevents the provision of very low quality health care services, suggesting that imposing financial punishment on low performers is not necessary and may hinder quality improvement and aggravate health disparities. Although hospitals' intrinsic motivation and market forces play roles in improving quality, they are not sufficient to maintain the quality of high-performing hospitals. Therefore, in addition to rewarding high-performing institutions, aligning quality incentives with the intrinsic professional values of clinical care may be useful in achieving quality improvement.

Neuropsychological Functions and Audiological Findings in Elderly Cochlear Implant Users: The Role of Attention in Postoperative Performance

The present study aimed to investigate in a group of elderly CI users working memory and attention, conventionally considered as predictors of better CI performance and to try to disentangle the effects of these cognitive domains on speech perception, finding potential markers of cognitive decline related to audiometric findings. Methods Thirty postlingually deafened CI users aged >60 underwent an audiological evaluation followed by a cognitive assessment of attention and verbal working memory. A correlation analysis was performed to evaluate the associations between cognitive variables while a simple regression investigated the relationships between cognitive and audiological variables. Comparative analysis was performed to compare variables on the basis of subjects' attention performance. Attention was found to play a significant role in sound field and speech perception. Univariate analysis found a significant difference between poor and high attention performers, while regression analysis showed that attention significantly predicted recognition of words presented at Signal/Noise +10. Further, the high attention performers showed significantly higher scores than low attentional performers for all working memory tasks. Overall findings confirmed that a better cognitive performance may positively contribute to better speech perception outcomes, especially in complex listening situations. WM may play a crucial role in storage and processing of auditory-verbal stimuli and a robust attention may lead to better performance for speech perception in noise. Implementation of cognitive training in auditory rehabilitation of CI users should be investigated in order to improve cognitive and audiological performance in elderly CI users.

The Impact of Government Performance Evaluation on Environmental Performance in Organizations

Using GPE performance gaps (the difference between actual and standard levels of performance), this article explores the relationship between the GPE outcomes of public organizations and their environmental performance (EP). We utilize Korean GPE data related to qualitative/quantitative and financial/non-financial performance indicators that the government uses to evaluate public organizations. The GPE does not cover every important environmental activity in which public organizations may engage; the EP measure can incorporate results from all environmental activities, even those excluded from the GPE. Our investigation revealed that the EP of public organizations varied according to their GPE performance gaps. Low GPE performers favored GPE-included environmental activities over GPE-excluded environmental activities, but high GPE performers engaged in environmental activities were excluded from the GPE. A negativity bias occurs when public organizations adjust their environmental activities in response to GPE performance gaps. For environmental activities excluded from the GPE, low GPE performers avoided them more than high GPE performers engaged in them. These findings indicate the importance of a well-designed organizational performance evaluation for balanced engagement in environmental initiatives. This article is of theoretical interest to academics and has practical value for practitioners.

Development and application of a composite circularity index

Resource depletion and environmental pollution are increasingly a matter of concern for their adverse effects on ecosystems, human health, and the economy. Circular Economy (CE) practices can help us address these challenges. This paper proposes a composite circularity index (CI) to assess the level of implementation of CE practices. The main advantage of the proposed index is its ability to combine multiple indicators of circularity for different units operating in a given sector (given as inputs), using a ‘Benefit of the Doubt’ model. This new model is innovative in the manner it deals with ordinal scales and also by considering both relative and absolute performance indices. These indices are computed using mathematical programming tools, building on ideas from Data Envelopment Analysis models.Although the model can be applied to any sector, this work addresses the hotel industry in particular. The selection of indicators for this CI was based on seven blocks of the Circular Economy Action Plan and a literature review of circular practices. An application of the proposed index is performed by using data from Portuguese and Spanish hotels. The proposed CI allows the identification of the organizations with the best and worst performance in implementing the CE practices and clarifying the benchmarks they could follow to improve their level of circularity. Moreover, the index analysis also provides specific targets for improvement, indicating which circular practices should be improved for the lower performers to reach the implementation levels of the best performers.

Supervisor beware: Contemptuous feedback harms low performers and taxes working memory of rejection sensitive persons

In this independent constructive replication and generalizability study, we revisit Melwani and Barsade’s laboratory study on receiving contempt in a work context. They found that recipients of contempt had better task performance than the recipients of neutral, angry, or no failure feedback. They also found social status moderates this link, such that the low-status recipients of contempt performed significantly better than high-status recipients. The present study revisits the emotional feedback and performance link by focusing on objective task performance in a supervisor–subordinate setting. Participants ( N = 124) were randomly assigned to one of three scripted negative feedback conditions (neutral, anger, and contempt) and interacted with the team using an online messenger platform. Participants completed three copyediting tasks and received three rounds of negative written feedback. Results indicated that contempt led to a distinct pattern: subjects with low baseline performance on copyediting tasks consistently performed worse in the contempt condition than those in other conditions. We also extend the replication by showing how working memory is taxed differentially across feedback conditions. We found that rejection-sensitive participants incurred greater working memory deficits when receiving contempt. Our results inform research on Golem and Underdog effects and can also have implications for inclusive management practices in online work.

Association between executive and physical functions in people with Parkinson’s disease

Purpose People with Parkinson’s disease (PD) can develop cognitive and physical impairments. There is limited evidence on the association between executive function and physical function in people with PD. Objective We aimed to investigate the association between the executive and physical functions in people with Parkinson’s disease (PD) by comparing healthy controls. Method Thirty-three patients diagnosed with PD and 33 healthy controls were included in the study. PD group was divided into two subgroups according to their scores on executive tests as high performers (PD-HPs; n = 17) and low performers (PD-LPs; n = 16). The severity of motor symptoms disease severity, executive function, global cognitive function, reaction time, hand function, functional capacity, physical activity, and balance confidence was assessed by the validated instruments. Results The PD group had less physical function and executive function compared to healthy controls (p < 0.05). The PD-LPs group had less physical and cognitive function than the PD-HPs group (p < 0.05). The executive functions were significantly correlated with almost all variables in both people with PD and healthy people, and correlations were moderate to strong (p < 0.05). However, the correlation coefficients were relatively higher in people with PD compared to healthy controls. Conclusion There was a significant association between executive and physical function in people with PD. Future studies should be conducted to determine whether the treatment of one of these dysfunctions affects the other.

The Influence of a Fast Start Versus a Conservative Start Pacing Strategy on Sprint Roller Skiing Performance in Highly Trained Female Junior Skiers

PurposePacing profiles differ substantially in endurance sports with short competition duration (2–4 min). Herein, we investigated the effect of a fast start (FS) versus a conservative start (CS) pacing strategy on sprint time-trial performance in competitive junior cross-country skiers.MethodsSixteen females (~ 17 years old) performed two individual self-paced 1.4 km time-trials (TT) in free technique on roller skis separated by 40 min of recovery. Skiers were instructed to perform a FS and CS pacing strategy the first ~ 400-m (~ 1 min) in a randomized order. Split and finish time was determined using radio-based photocells, while speed characteristics were collected with GNSS/IMU sensors. 1–10 Rate of perceived exertion (RPE) was collected retrospectively for 3 points during the TT. Based on mean FS and CS performance, skiers were divided into a Low- (n = 8) and High performers (n = 8).ResultsOverall, the FS strategy induced a faster ~ 400-m time (56.0 ± 3.8 s) than CS (58.7 ± 3.4 s) (P < 0.05), but no differences in finish times were found between strategies for the group as a whole (FS: 213.3 ± 12.0 s; CS, 212.9 ± 10.3 s, P = 0.68). However, High performers skied faster with FS than CS (203.4 ± 7.4 s vs. 205.1 ± 7.1 s; 0.8% ± 0.7%, P < 0.05), whereas the Low performers skied faster with CS than FS (220.7 ± 6.1 s vs. 223.1 ± 5.0 s; 1.1% ± 1.0%, P < 0.05). Independent of performance level, summated RPE during the TT was higher with FS versus CS (23 ± 2 vs. 22 ± 2, P < 0.05).ConclusionOptimal pacing strategy for TT sprint skiing appears dependent of performance level. A “fast start” strategy was accompanied by higher discomfort during the time-trial.

Formative assessments during COVID-19 pandemic: an observational study on performance and experiences of medical students

Background: Because of COVID-19, the 2020 written medical examinations were replaced by mandatory formative online assessments. This study aimed to determine students’ performance, self-assessment of performance, and perception about the switch from a summative to a formative approach. Methods: Medical students from year 2 to 5 (n=648) were included. They could repeat each test once or twice. They rated their performance after each attempt and were then given their score. Detailed feedback was given at the end of the session. An online survey determined medical students’ perception about the reorganization of education. Two items concerned the switch from summative to formative assessments Results: Formative assessments involved 2385 examinees totaling 3197 attempts. Among examinees, 30.8% made at least 2 attempts. Scores increased significantly at the second attempt (median 9.4, IQR 10.8), and duration decreased (median -31.0, IQR 48.0). More than half of examinees (54.6%) underestimated their score, female students more often than male. Low performers overestimated, while high performers underestimated their scores. Students approved of the switch to formative assessments. Stress was lessened but motivation for learning decreased. Conclusions: Medical students’ better scores at a second attempt support a benefit of detailed feedback, learning time and re-test opportunity on performance. Decreased learning motivation and a minority of students repeating the formative assessments point to the positive influence of summative assessment on learning.

E-learning engagement gap during school closures: differences by academic performance

ABSTRACT We study the impact of COVID-19 school closures on differences in online learning usage by regional academic performance. Using data from Google Trends in Italy, we find that during the first lockdown, regions with a previously lower academic performance increased their searches for e-learning tools more than higher-performing regions. Analysing school administrative and survey data before the pandemic, we find that both teachers and students in lower performing regions were using no less e-learning tools than higher performing ones. These two findings suggest that the COVID-19 shock widened the e-learning usage gap between academically lower and higher-performing regions. Exploiting the regional variation in school closure mandates during the 2020–2021 academic year, we report that the patterns detected after the first lockdown were no longer present. Regions with different previous academic performance had the same response in terms of online learning usage when faced with stricter school closures.

Long-Term Rowing Performance Development in Male Olympic and World Championship Medal Winners Compared With Nonmedalists.

Mäestu, J, Lelle, R, Mäestu, E, Pind, R, Vahtra, E, Purge, P, and Mikulic, P. Long-term rowing performance development in male Olympic and World Championship medal winners compared with nonmedalists. J Strength Cond Res 37(9): e521-e526, 2023-The purpose of this study was, first, to investigate individual longitudinal 2,000 m rowing ergometer performance (2,000 erg) development of world class male rowers from the beginning of their career until reaching the elite level and to compare ELITE performance development with those who did not reach podium places and, second, to provide 2,000 erg milestones for talent prediction in rowing. Individual annual 2,000 erg performances of 54 male rowers were analyzed from age 15 and throughout their career. Olympic or World Championships medal winners (ELITE; n = 11) were compared with those who did not reach international podium places. Two thousand erg increased ( p ≤ 0.05) until the age of 24 in ELITE, while plateaued earlier for less successful rowers. No differences in the rate of performance improvement were found between ELITE and lower performers ( p > 0.05). At the age of 20, performance between ELITE and international level nonmedal winners reached significant difference (480.7 ± 20.9 W vs. 435.3 ± 33.9 W, respectively) and remained different onwards ( p ≤ 0.05). However, the average of the 10 best seasons cross-sectional performances of less successful rowers were significantly higher until age 18, compared with ELITE. ELITE rowers were able to improve their 2,000 erg performance to higher age; therefore, it is difficult to predict elite performers in junior rowers. Cross-sectional performances of less successful rowers may indicate temporary high-level performers, who might not be able to advance the elite level.

Faulty Hip and Pelvis Biomechanics Do Not Differentiate Between 5k Performance in NCAA Division II Cross-Country Runners

Introduction: Excessive hip adduction (HADD) and contralateral pelvis drop (CPD) angles during running are associated with running-related injuries. Their influence on performance is less known. Therefore, we aimed to determine if HADD and CPD could differentiate between high and low race performers, and if there were relationships between CPD, HADD and race performance. Methods: Twenty-six healthy male and female NCAA Division II cross-country runners participated in this prospective study. They underwent 3D motion analysis of their HADD and CPD during pre-participation physical examinations. Times from the first race of the season were converted to International Association of Athletics Federation (IAAF) points and high and low performance groups were created. Pearson correlation coefficients were used to examine the associations between HADD, CPD and IAAF points, and Independent Samples T-tests were used to determine differences in HADD and CPD between high and low performance groups. Results: There were no significant relationships between IAAF points and left HADD (r=0.11, p=0.59), right HADD (r=0.19, p=0.35), left CPD (r=-0.06, p=0.79), or right CPD (r=-0.06, p=0.76). There were no significant differences between high and low performance groups in left HADD (t(24)=0.48, p=0.64), right HADD (t(24)=0.45, p=0.33), left CPD (t(24)=0.62, p=0.27), or right CPD (t(24)=0.53, p=0.30). Conclusions: The RRI biomechanics of excessive CPD and HADD do not influence 5k race performance in collegiate distance runners.

PISA 2018: did Sweden exclude students according to the rules?

ABSTRACT This study assesses whether student exclusions from PISA 2018 in Sweden followed the criteria set by the OECD. We do this using both qualitative and quantitative methods. Our conclusion is that the exclusions made in PISA 2018 in Sweden did not follow OECD criteria and were much too high. Furthermore, interviews with school coordinators indicate that many of them misunderstood the OECD criteria. We also conclude that the National Agency for Education did not sufficiently follow up on exclusions. A review of the Swedish exclusion rate made by the OECD did not present credible results but accepted the results. A recalculation of PISA 2018 scores for Sweden where we assume non-participating students to be low performers show that results are significantly affected.

Grip strength, gait speed, and trajectories of cognitive function in community-dwelling older adults: A prospective study.

This study investigated whether grip strength and gait speed predict cognitive aging trajectories and examined potential sex-specific associations. Community-dwelling older adults (n=19,114) were followed for up to 7 years, with regular assessment of global function, episodic memory, psychomotor speed, and executive function. Group-based multi-trajectory modeling identified joint cognitive trajectories. Multinomial logistic regression examined the association of grip strength and gait speed at baseline with cognitive trajectories. High performers (14.3%, n=2298) and low performers (4.0%, n=642) were compared to the average performers (21.8%, n=3492). Grip strength and gait speed were positively associated with high performance and negatively with low performance (P-values<0.01). The association between grip strength and high performance was stronger in women (interaction P<0.001), while gait speed was a stronger predictor of low performance in men (interaction P<0.05). Grip strength and gait speed are associated with cognitive trajectories in older age, but with sex differences. There is inter-individual variability in late-life cognitive trajectories.Grip strength and gait speed predicted cognitive trajectories in older age.However, sex-specific associations were identified.In women, grip strength strongly predicted high, compared to average, trajectory.In men, gait speed was a stronger predictor of low cognitive performance trajectory.

Implications of Foreign Language Use for Creative Self-evaluation Bias and Creative Performance

Creative self-evaluations are important determinants of future creativity. Despite extensive research that identifies antecedents of individual creativity, little is known about what determines individuals’ biases in self-assessing their own creative performance. In particular, we do not know how contextual factors may influence individual creative self-evaluations. As workplaces become increasingly multilingual in the wake of globalisation, the language in which work is being performed has become one of these factors. In an experiment with working professionals (N = 86), we assessed actual creative performance using established creativity (specifically, idea generation) tasks. Participants worked on these tasks in either their native or a foreign language and were asked to self-evaluate their creative performance afterwards. Results show that creative self-evaluations generally deviate from actual performance, such that high (low) performers tend to underestimate (overestimate) their creative performance. While actual creative performance is lower when using a foreign language, the creative self-evaluation bias tends to be higher in a foreign compared to a native language setting. Further, we find tentative evidence that individuals who work in a foreign language and who are highly proficient in this language may be less biased in their creative self-evaluations. Unlike proficiency, foreign language anxiety does not appear to affect this bias.

The Impact of Using Self-Reflection Approach and Academic Advising on Performance of Lower Achieving Students

This is an observational study that aims at identifying students’ behavioral factors that influence their attitude towards learning and the methods used to motivate these students to perform better in their General Foundation Programme (GFP) offered by Higher Education Institutions (HEIs) in the Sultanate of Oman. Academic advising and self-reflection approaches were used to motivate students to improve the students’ level. The study is conducted on 17 pre-elementary students. The researchers applied mixed methods approach for this study. The quantitative data includes students’ data retrieved from the Student Information System (SIS) of the institution and a survey to uncover students’ behavioral factors. The qualitative data is derived from a combination of academic advising sessions and a self-reflective approach in which students were encouraged to reflect on their areas of strengths and weaknesses related to their Writing and Speaking skills modules. The researchers have observed several negative behaviors that adversely affect students’ attitudes towards learning which hindered their progression to the next level. The negative attitudes and factors that were noticed include unwillingness to study, coeducation system in HEIs, and poor attendance. The researchers adopted two interventions to help students perform better in their studies namely: academic advising and selfreflection approach. The academic advising sessions gave the researchers an opportunity to know more about the students, counsel, and motivate them towards learning. The self-reflection approach helped familiarize students with the learning outcomes and made them aware of what is required to achieve those learning outcomes. This study will hopefully provide some useful strategies for English Language teachers to motivate and encourage low performers in GFP.

The Impact of Anxiety on Learning Chemistry: The Case of Bhutanese Higher Secondary School Students

The study was designed to find out the causes and impact of anxiety towards learning chemistry at higher secondary schools in Samtse district. Two schools located at urban and semi-urban were selected for the purpose. Data was obtained by utilizing both quantitative as well as qualitative data collection method. Anxiety Questionnaire for students (AQS) was administered to identify the causes of the anxiety. In addition, data acquired through semi-interview facilitated researcher to correlate the degree of anxiety among high and low achievers in urban and semi urban schools. Consequently, data triangulation has helped to validate the causes, impact of anxiety in relation to academic performances. The data obtained was analyzed using SPSS version 22 and thematic coding.&#x0D; The result indicated that the major cause of anxiety in chemistry subject was syllabus anxiety. The finding revealed that students including high, average and low performers of semi-urban school have more anxiety as compared to students of urban school at Samtse district. In other words, students studying in semi-urban location has more anxiety than the students located in urban schools. The study found out impact of anxiety on the academic performances. It was confirmed that a significant negative relationship (r=-.465**, n=114, p=0.001) exist between anxiety and performances of the students in chemistry subject in grade 12. In other words, anxiety has negative impact on the academic performances of the students.&#x0D; Similarly, the performance of students in chemistry subject in BCSEA examination has been consistently low over the past few years [2-7]. As a result of this study, teachers and educational organizations such as Ministry of Education (MoE), Royal Education Council (REC) and e(ducational colleges will also be informed about the various causes and its impact in learning chemistry. In Bhutan, no study has been carried out regarding the anxiety of the students in learning chemistry and its impact on performances.

Examining the Interplay between Self-regulated Learning Activities and Types of Knowledge within a Computer-simulated Environment

This study examined the temporal co-occurrences of self-regulated learning (SRL) activities and three types of knowledge (i.e., task information, domain knowledge, and metacognitive knowledge) of 34 medical students who solved two tasks of varying complexity in a computer-simulated environment. Specifically, we explored the effects of task complexity on SRL activities, types of knowledge, and their interplay using epistemic network analysis (ENA). We also compared the differences between high and low performers. The results showed that the use of SRL activities, especially the planning and monitoring activities, was more intensive in a difficult task compared to an easy task. Students also used more domain knowledge to solve the difficult task. For both tasks, domain knowledge and metacognitive knowledge co-occurred most frequently, followed by the co-occurrence of domain knowledge and planning. Nevertheless, the interplay of SRL activities and types of knowledge is generally different between the two tasks. Moreover, we found that high performers used significantly more metacognitive knowledge than low performers in the easy task. However, no significant differences were found in the use of SRL activities between high and low performers in both tasks. This study makes theoretical, methodological, and practical contributions to the area of SRL in clinical reasoning.

Individual-level correlates of problematic internet use among adolescents: A nationally representative study in Saudi Arabia

Though there is no consensus on its definition, problematic Internet use (PIU), especially in adolescents, is concerning. Research into risk factors is needed. We explored associations between lifestyle and individual characteristics associated with PIU in a nationally representative sample of adolescents. Students (Grades: 7–12; n = 2,546) from randomly selected schools in three major cities across Saudi Arabia completed Young's Internet Addiction Test (YIAT) and questions about demography, lifestyle, religiosity, and Internet use. A multilevel regression model was used to assess correlates of PIU (defined as YIAT ≥40). Participants’ mean (SD) age was 15.6 (±1.8) years; 54% were girls. The PIU prevalence was 41.8%, while the prevalence of Internet addiction (YIAT ≥70) was 3.7%. The odds of having PIU increased incrementally and significantly across increasing screen times (OR 1.2, 1.9, 2.3, and 2.9 for 3–4, 5–6, 7–8, and >8 hours/daily, respectively; ref ≤2 hours) and across decreasing ages of Internet initiation (OR 1.0, 1.2 and 1.4 respectively for 11–12, 9–10 and ≤8 years, respectively; ref ≥13 years). The odds of having PIU were ∼20% higher among those with low or moderate (ref = high) religiosity, although results were not statistically significant. Additionally, the odds of having PIU were higher among those who had unhealthy diets (OR 1.4). PIU is associated with other risk behaviors as well as resilience factors in Saudi Arabia. Delaying Internet initiation among children may help reduce PIU. Among intermediate and high school students in Saudi Arabia: • The prevalence of problematic Internet use (PIU) was high (∼41.8%). • PIU was higher among smokers and low academic performers. • PIU increased with lower ages of Internet initiation. • PIU did not vary by gender or the extent of Quran memorization.

Relationship of prefrontal brain lateralization to optimal cognitive function differs with age

There is considerable debate about whether additional fMRI-measured activity in the right prefrontal cortex readily observed in older adults represents compensatory activation that enhances cognition or whether maintenance of youthful brain activity best supports cognitive function in late adulthood. To investigate this issue, we tested a large lifespan sample of 461 adults (aged 20–89) and treated degree of left-lateralization in ventrolateral and dorsolateral prefrontal cortex during a semantic judgment fMRI task as an individual differences variable to predict cognition. We found that younger adults were highly left-lateralized, but lateralization did not predict better cognition, whereas higher left-lateralization of prefrontal cortex predicted better cognitive performance in middle-aged adults, providing evidence that left-lateralized, youth-like patterns are optimal in middle age. This relationship was reversed in older adults, with lower laterality scores associated with better cognition. The findings suggest that bilaterality in older adults facilitates cognition, but early manifestation of this pattern during middle age is characteristic of low performers. Implications of these findings for current theories of neurocognitive aging are discussed.

Does school SES matter less for high-performing students than for their lower-performing peers? A quantile regression analysis of PISA 2018 Australia

BackgroundWhile the relationship between school socioeconomic composition and student academic outcomes is well established, knowledge about differential effects is not extensive. In particular, little is known whether the relationship differs for students with varying levels of academic performance. We examined whether the school socioeconomic composition effect on academic achievement is stronger or weaker for high-performing students than for average- and low-performing students. Australia is a theoretically interesting case study as it has high levels of school socioeconomic segregation compared to other economically developed countries.MethodsWe conducted quantile regression analysis using data from the Australia PISA 2018 sample (N = 14,273 15-year-old students). We examined the effect of school socioeconomic status (school SES) on student performance in reading, mathematical and scientific literacy.ResultsWe found that the school socioeconomic composition effect is substantial and is similar for all students, regardless of their level of academic performance. The findings also show that school SES is a stronger predictor than student SES for all student performance quintiles, and the size of the school SES effect relative to the size of student SES effect is larger in lower performance quintiles.ConclusionsThese results indicate no differential effect of school SES on reading, mathematical or scientific literacy for students of varying levels of academic performance. The relationship is similarly strong and positive for high-performing students as it is for their lower performing peers. As school SES is a strong predictor for all students regardless of their level of academic performance, we argue that equity of educational outcomes can be best achieved by policies and structures that promote socioeconomically mixed rather than segregated schools. We also call for more research that seeks to identify and understand possible differential effects of school socioeconomic composition on a range of academic and non-cognitive student outcomes.