One-way Multivariate Analysis Research Articles

Esports for development? Exploring esports player profiles and their development and well-being outcomes

PurposeThis study aimed to identify subgroups of esports players based on their gaming behavior patterns across game genres and compare self-efficacy, social efficacy, loneliness and three dimensions of quality of life between these subgroups.Design/methodology/approach324 participants were recruited from prolific academic to complete an online survey. We employed latent profile analysis (LPA) to identify subgroups of esports players based on their behavioral patterns across genres. Additionally, a one-way multivariate analysis of covariance (MANCOVA) was conducted to test the association between cluster memberships and development and well-being outcomes, controlling for age and gender as covariates.FindingsLPA analysis identified five clusters (two single-genre gamer groups, two multigenre gamer groups and one all-genre gamer group). Univariate analyses indicated the significant effect of the clusters on social efficacy, psychological health and social health. Pairwise comparisons highlighted the salience of the physical enactment-plus-sport simulation genre group in these outcomes.Originality/valueThis study contributes to the understanding of the development and well-being benefits experienced by various esports consumers, as well as the role of specific gameplay in facilitating targeted outcomes among these consumer groups.

The association of domestic violence during pregnancy with maternal psychological well-being in the early postpartum period: A sample from women with low socioeconomic status in Eastern Turkey

AimTo examine the association of women's exposure to domestic violence during pregnancy with postpartum maternal psychological well-being (postpartum depression and anxiety) in the early postpartum period. MethodsThe sample of this descriptive correlational research study comprised 358 women. Data were collected using the Personal Information Form, the Domestic Violence Screening Tool, the Edinburgh Postnatal Depression Scale, and the Postpartum Specific Anxiety Scale. The one-way multivariate analysis of variance, and a multivariate linear regression analysis was performed to analysis of data. ResultsThe mean scores of the HITS, the EPDS, and the PSAS were 6.00±16.00, 7.47±5.57, and 72.02±18.63 respectively. Considering the cut-off values of the scales, the women were found to be at risk for exposure to domestic violence (20.1%), postpartum depression (24%), and postpartum anxiety (11.2%). Education level and having social security was significantly associated with women's HITS and PSAS score.Women with high mean domestic violence scores had high mean postpartum depression and postpartum anxiety scores. Women's mean domestic violence and postpartum anxiety scores were significantly and positively associated with their mean postpartum depression scores (p < 0.001). ConclusionThe results of this study revealed that women were frequently exposed to DV during pregnancy, education level and social security were important predictors of exposure to DV, and that DV associated with postpartum depression and postpartum anxiety. Exposure to DV and postpartum anxiety increased the risk of postpartum depression. It is recommended to integrate screening, guidance, and supportive counseling practices into routine antenatal care to improve the mental health of pregnant women at risk.

Volume enlargement of the choroid plexus and brain ventricles in drug-naïve, first-episode major depressive disorder

BackgroundWe investigated volumetric alterations in the bilateral choroid plexus (ChP) and brain ventricles of patients during their first episode of major depressive disorder (MDD) prior to antidepressant treatment. MethodsSeventy-one first-episode drug-naïve patients with MDD and seventy-four healthy control (HC) subjects were recruited. MRI data were obtained, and bilateral ChP and brain ventricle volumes were evaluated using segmentation, based on the adaptive multiscale and expectation maximization method. One-way multivariate analysis of covariance was used to calculate volumetric differences in the bilateral ChP and brain ventricles between the groups, and partial Pearson correlation analyses were used to investigate the relationship between the volumes of the bilateral ChP and brain ventricles. ResultsFirst-episode drug-naïve patients with MDD showed enlarged volumes of the bilateral ChP, bilateral lateral ventricle (LV), and third ventricle compared with HCs. The ChP volume positively correlated with the LV and third ventricle, but not with the fourth ventricle in patients with MDD, whereas it correlated with all four brain ventricles in HCs. We did not observe significant correlations between bilateral ChP volume and brain ventricles, HAMD scores, or symptom severity. LimitationsOur study populations differed in age and sex and we did not extensively measure the amount of neuroinflammation in the brain or blood, include a functional assessment, nor evaluate other neural comorbidities or neuropsychiatric conditions. ConclusionsOur study extends the existing research to suggest that illness-related alterations in ChP volume enlargement in first-episode antidepressant-naïve patients with MDD may serve as a trait measure.

Delayed and unmet prescription drug access linked to elevated anxiety symptoms during COVID-19: Retrospective findings from the NLSY79 child and young adult cohort

BackgroundThe COVID-19 pandemic produced substantial challenges to pharmacy systems worldwide and provoked concerns about a wider influence on mental health. While various studies have investigated the relationship between disruptions in access to healthcare and mental health, the effects of delayed and unmet access to prescription drugs on anxiety-related outcomes have been underexamined. ObjectiveThis study analyzed the impact of delayed and unmet access to prescription drugs on anxiety-related outcomes, including anxiety, inability to stop or control worrying, worrying too much, trouble relaxing, trouble sitting still, being annoyed or irritable, and fear of future events, before and during the COVID-19 pandemic. MethodsA retrospective observational study was performed using the National Longitudinal Survey of Youth 79 Child and Young Adult dataset, encompassing 2193 individuals. One-way multivariate analysis of covariance (MANCOVA) analyses were conducted to examine the relationship between access to prescription drugs and anxiety-related symptoms. ResultsThe findings show that, before the pandemic, instances of delayed/unable to access prescription drugs were either not linked to anxiety symptoms or, in some cases, were linked to anxiety symptoms but no different than during the pandemic. Delayed access to prescription drugs amid the pandemic was significantly linked with increases in anxiety symptoms not found pre-pandemic, including worrying too much (F = 18.433, p < .001, η2p = 0.017), trouble relaxing (F = 11.423, p < .001, η2p = 0.010), and being easily annoyed or irritable (F = 3.881, p = .021, η2p = 0.004). Similarly, unmet access to prescription drugs amid the pandemic was significantly linked with increases in anxiety-related symptoms not found pre-pandemic, including an inability to stop or control worrying (F = 14.666, p < .001, η2p = 0.013) and worrying too much (F = 18.433, p < .001, η2p = 0.017). ConclusionsThese results have implications for pharmacy administrators and policymakers seeking to understand and limit adverse mental health outcomes within pharmacy during times of crisis.

Teaching Mathematics based on Integrating Reading Strategies and Working Memory in Elementary School

This study strived to determine the effectiveness of integrative teaching of reading strategies and working memory on basic math and problem-solving skills. It is a quasi-experimental pretest-posttest study carried out on 50 second-graders from Chahashk Shandiz village in the academic year of 2020-2021 who were randomly selected by cluster sampling and randomly divided into experimental and control groups. The intervention was performed by cellphone software through virtual education in two steps. The experimental group underwent integrative training for 20 sessions, but the control group did not receive any intervention. Colored Progressive Matrices (1956) and a researcher-made story problem-solving and arithmetic skills test were used to collect data. Descriptive statistics (mean and standard deviation) and one-way multivariate analysis of covariance were used to analyze the data. The results showed that the integrative teaching of reading strategies and working memory enhanced the basic math skills, with an effect size of 0.67 in second-grade elementary students (P&lt;0.001). According to the results, integrative teaching improved students' problem-solving skills but did not affect their skills in arithmetic operations. Therefore, second-grade elementary teachers can use this method to enhance their story problem-solving skills. Keywords: integrative teaching, reading strategies, working memory, basic math skills

Efficacy of Core-Strengthening and Intensive Dynamic Back Exercises on Pain, Core Muscle Endurance, and Functional Disability in Patients with Chronic Non-Specific Low Back Pain: A Randomized Comparative Study.

Chronic back pains are progressively disabling working individuals, including 60-80% of the general population, for which their diagnosis is challenging to healthcare workers worldwide, thereby becoming a burden to nations. The study aimed to investigate the efficacy of core strengthening exercise (CSE) and intensive dynamic back exercise (IDBE) on pain, core muscle endurance, and functional disability in patients with chronic non-specific low back pain (LBP). The study was based on a three-arm parallel-group randomized control design. Forty-five participants with chronic non-specific LBP were recruited and randomly divided into the CSE, IDBE, and Control groups. The CSE and IDBE groups received CSE and IDBE, respectively. However, the Control group received no intervention. Numeric pain rating scale, Oswestry Disability Index, core flexors, extensors, and side bridge tests assessed pain intensity, functional disability, and endurance of core muscles. Outcome scores for the dependent variables were collected at baseline (pre-intervention) and six-week post-intervention. There were no follow-up measurements in this study. A one-way multivariate analysis of covariance (MANCOVA) was used to analyze the intervention effects on the outcomes within groups and between groups, respectively; keeping the significance-level alpha at 95%, i.e., p < 0.05. A univariate F-test was performed to observe the superiority of one treatment over another. Pearson's correlation coefficient test was conducted to determine a relation between the dependent variables. In all statistical analyses, the level of significance α was kept at 0.05. All forty-five out of sixty-three participants with chronic non-specific low back pain (male, 32 and female, 23; average age, 20.24 ± 1.46 years; average pain duration, 19.6 ± 5.42 weeks) completed the study and their data were analyzed. The MANCOVA test showed a significant difference between the treatment groups on the combined multiple endurance tests for the core muscles (flexors, extensors, side bridge tests to the right and left), Visual Analog Scale (VAS), and Oswestry Disability Index (ODI) scores after controlling for baseline scores of all the dependent variables: F (6, 12) = 23.381; p < 0.05; Wilks' Λ = 0.033; partial η2 = 0.819. A post hoc pair-wise comparison followed by a univariate F-test indicated that a significant improvement was found between the CSE vs. IDBE vs. Control groups on the post-test scores of all the dependent variables except VAS and EET (CSE vs. IDBE only). A Pearson's correlation coefficient test revealed a notable relation between the dependent variables. The experimental group CSE was found to be more effective than IDBE on improving functional disability, cores' flexors, and side bridges' endurance tests than IDBE. The magnitude of this improvement exceeded the minimal clinically important difference (MCID), suggesting a clinically relevant enhancement in functional disability, core flexors, and side bridge endurance for participants engaged in CSE. However, CSE vs. IDBE revealed non-significant differences on reducing pain and core extensors' endurance. The absence of statistically significant differences suggests that the observed changes did not exceed the established MCID for pain intensity and core extensors' endurance. In addition, partial eta-squared value revealed the superiority of CSE over IDBE and Control groups. This suggests that the observed differences between the two interventions are not only statistically significant, but also clinically relevant, surpassing the established MCID.

Wow, I cannot stop: a concentration on vocabulary learning via instagram and its effects on informal digital learning of english, technostress, and on-line engagement

The proliferation of social media in contemporary society presents a compelling impetus for scholars to explore the untapped capabilities of social networking platforms with the aim of enhancing educational practices. Despite the notable impact of social media on the acquisition of second or foreign languages, there is a scarcity of empirical research investigating the influence of Instagram feed-based activities on the development of vocabulary in language learning at under-intermediate level. In order to address this research gap, the present study aimed to investigate the impact of Instagram feed-based activities on the acquisition of vocabulary among individuals studying English as a foreign language (EFL). As a result, a cohort of 79 intermediate EFL learners was subjected to random assignment, leading to the formation of both experimental and control groups. The participants in the control group were provided with conventional online teaching using webinar platforms. The participants in the experimental group, on the other hand, were instructed via the use of webinar platforms and were required to participate in exercises that were based on Instagram feeds respectively. The results of the data analysis using one-way Multivariate Analysis of Variance (MANOVA) revealed that the learners in the experimental group (EG) demonstrated superior performance compared to their counterparts in the control group (CG). The findings underscored the notable impact of using Instagram feed-based activities in promoting the acquisition of vocabulary knowledge. Additionally, it was shown that EFL learners had favorable views towards the use of Instagram Feed-based Tasks for the purpose of learning vocabulary. Due to treatment, EG achieved higher state in informal digital learning of English and on-line engagement. Moreover, they felt less technostress after treatment. The findings of this research have potential consequences for language learners, instructors, curriculum designers, and policy makers. Specifically, they suggest that incorporating Instagram feed-based activities into language learning and teaching may provide valuable chances for further practice.

Comparing the Effectiveness of Study Methods and Time Management Training on Academic Self-Regulation Among Male and Female Students

Objective: The current article aims to compare the effectiveness of study methods and time management training on the academic self-regulation of students. Methods and Materials: The research method was quasi-experimental, employing a pre-test-post-test design with a control group. The population consisted of all twelfth-grade male and female students in Tabriz schools during the academic year 2021-2022. Fifty-two students were selected as the sample through single-stage cluster sampling and were assigned into two groups: experimental (26 students, including 13 females and 13 males) and control (26 students, including 13 females and 13 males). The Savari and Arabzadeh questionnaire was used to measure academic self-regulation. Before the intervention, a pre-test of academic self-regulation was conducted for both groups. The experimental group received training on study methods and time management through an educational package in eight sessions, while the control group did not receive any educational intervention. After the intervention, in the post-test phase, both groups again answered the pre-test instrument. Data were analyzed using one-way multivariate and two-way multivariate analysis of covariance tests. Findings: The results of the two-way multivariate analysis of covariance also indicated that the training on study methods and time management was effective on the academic self-regulation of both male and female students and its sub-scales. It showed a higher effectiveness in overall self-regulation and particularly in the help-seeking sub-scale among males (p &lt; 0.05). For other sub-scales of academic self-regulation, the effectiveness of study methods and time management training was at the same level for both genders (p &lt; 0.008). Conclusion: Therefore, it can be concluded that training in study methods and time management can be used as an effective intervention for high school students.

THE EFFECTIVENESS OF HOTS-ORIENTED LEARNING ON ACHIEVEMENT OF STUDENT HOTS

This research is motivated by the findings regarding the difficulties experienced by students in solving combinatorial problems as an indication of weak High Order Thinking Skills (HOTS) students. The reason is that the lecture process has not facilitated active and interactive student involvement, where the lecture process is dominated by lecturers through the lecture method. Lecturers' formative and summative assessments are mostly because they only access understanding and mastery of the material, are not contextual, and have not facilitated student HOTS achievement. This study aims to improve student HOTS through the application of HOTS-oriented learning. The HOTS-oriented learning components in this study include HOTS-based strategies and models, media, and assessments. The type of research used is a quasi-experimental study with a one-group pretest-posttest design. The sample for this research was 17 students taking discrete mathematics courses for the 2022/2023 Academic Year. The data obtained were analyzed descriptively in the form of mean, standard deviation, and n-gain and inferential analysis using the one-way Multivariate Analysis of Variance (MANOVA) test. The results showed that students' HOTS experienced an increase after applying HOTS-oriented learning in the four aspects of the skills assessed, namely the skills of analyzing, evaluating, and creating; problem-solving skills; creative thinking skills, and critical thinking skills, with an average increase in the medium criteria. Learning that is applied effectively to student HOTS achievement.

Effects of salient factors on the pursuit of higher education among multicultural youth in Hong Kong.

This study presents novel and compelling evidence of the disparities in factors influencing the beliefs and aspirations for higher education among mainstream and immigrant youth in Hong Kong, particularly those who are underprivileged. We developed and validated a psychometric questionnaire, known as the Post-Secondary Education Pursuit Instrument (PSEPi), which was administered to 4,850 students aged between 15 and 18 years old from 23 secondary schools. The objective of this study was to explore the factors that impact students' choices and plans for higher education. The results of the one-way Multivariate Analysis of Variance (MANOVA) analysis deepen our understanding of the differential effects of success and obstacle factors on students' higher education pursuits across various cultural groups. The underprivileged mainstream, Chinese immigrant, and ethnic minority South Asian youth reported a perceived glass ceiling effect associated with their ethnic backgrounds, as well as financial aid barriers, while pursuing higher education, in contrast to their average Hong Kong mainstream counterparts (mean Cohen's d = 0.40). The direct effects and multiple mediation analyses demonstrated that significant others' influence, particularly the influence of parents, and locus of control are prime determinants of the perceived usefulness of higher education for all student groups. The implications are that educational policies should be implemented to level the playing field in higher education admissions for both privileged and underprivileged youth in Hong Kong and other international countries. Overall, this study provides robust empirical evidence that can be utilized to enhance educational policies and practices to bridge the gap between mainstream and underprivileged immigrant youth in their pursuit of higher education.

An Exploration into the Impact of Flipped Classroom Model on Cadets’ Problem-Solving Skills: A Mix Method Study

&lt;p style="text-align:justify"&gt;Many education and learning experts currently recommend the flipped classroom model as an alternative to learning after the COVID-19 pandemic. This study aims to explore the impact of the flipped classroom model on social skills and problem-solving skills for cadets. This research used a sequential mix method involving 50 maritime students in semester 7 of the Engineering Study Program at the Maritime Sciences Polytechnic Makassar, South Sulawesi, Indonesia. Researchers used two main instruments, namely problem-solving skill tests and interviews. Furthermore, in the quantitative analysis, the researcher ran paired sample t-tests and one-way Multivariate Analysis of Covariance (MANCOVA) using the SPSS 25.00 program. In addition, researchers also analysed qualitative data from interviews using thematic analysis techniques. The results showed that the flipped classroom model proved to have a positive effect on the problem-solving skills of maritime students. Other findings state that the cadets also respond positively to the flipped classroom model. Researchers recommend that teachers use the flipped classroom model, especially in dealing with learning in the post-pandemic era, like today.&lt;/p&gt;

Assessing Ghanaian primary school pupils’ scientific reasoning skills

Science education seeks to equip individuals with the knowledge and skills needed to solve problems in society. To be successful in solving problems, one has to develop scientific reasoning skills. Although scientific reasoning skills are emphasized in the Ghanaian science curriculum, it is not explicitly taught, making it difficult to determine whether Ghanaian school children have developed them. This study, therefore, sought to assess the scientific reasoning skills of primary school pupils in Ghana. In doing so, efforts were made to investigate if differences existed in the scientific reasoning skills of boys and girls in different class levels in primary schools. A cross-sectional survey of 1,066 primary school pupils from 10 schools in Kumasi Metropolis in Ghana was conducted using the science P reasoning inventory. Means, standard deviation, independent sample t-test, and one-way multivariate analysis of variance were the statistical tools used to analyze the data obtained. The study revealed that class 4 and class 5 pupils demonstrated naïve scientific reasoning skills while class 6 pupils exhibited an intermediate level of scientific reasoning skills with no difference between boys and girls in each class. The study’s findings highlight the need for a carefully structured and progressive curriculum that effectively develops scientific reasoning skills as pupils advance through different grade levels.

Femoral Fixation Strength as a Function of Bone Plug Length in Anterior Cruciate Ligament Reconstruction Utilizing Interference Screws.

To determine femoral construct fixation strength as bone plug length decreases in anterior cruciate ligament reconstruction (ACLR). Sixty fresh-frozen bone-patellar tendon-bone allografts were utilized and divided into 20-, 15-, and 10-mm length bone plug groups, subdivided further so that half utilized the patella side (P) for testing and half used the tibial side (T). Ten mm diameter recipient tunnels were created within the anatomic anterior cruciate ligament footprint of 60 cadaveric femurs. All bone plugs were 10 mm in diameter; grafts were fixed using a 7 × 23 mm metal interference screw. An Instron was used to determine the load to failure of each group. A one-way multivariate analysis of variance (MANOVA) was conducted to test the hypothesis that there would be one or more mean differences in fixation stability between 20- or 15-mm plug lengths (P or T) versus 10 mm T plug lengths when cross-compared, with no association between other P or T subgroups. The mean load to failure of the 20 mm plugs (20 P + T) was 457 ± 66N, 15 mm plugs (15 P + T) was 437 ± 74N, and 10 mm plugs (10 P + T) was 407 ± 107N. There was no significant difference between P + T groups: 20-versus 15-mm (p = 1.000), 15-versus 10-mm (p = 0.798), and 20-versus 10-mm (p = 0.200); P + T MANOVA (p = 0.291). Within groups, there was no significant difference between patella and tibial bone plug subgroups with a pullout force range between 469 ± 56N and 374 ± 116N and p-value ranging from p = 1.000 for longer bone plugs to p = 0.194 for shorter bone plugs; P versus T MANOVA (p = 0.113). In this human time zero cadaver model, there was no significant difference in construct failure between 20-,15-, and 10-mm bone plugs when fixed with an interference screw within the femoral tunnel, although fixation strength did trend down when from 20- to 15- to 10-mm bone plugs. There is a balance between optimal bone plug length on the femoral side for achieving adequate fixation as well as minimizing donor site morbidity and facilitating graft passage in ACLR. This study reveals utilizing shorter plugs with interference screw fixation is potentially acceptable on the femoral side if shorter plugs are harvested.

Examining the Factors Related to the Technological Pedagogical and Content Knowledge Levels of Preservice Social Studies Teachers

Technological pedagogical and content knowledge (TPACK) is a pedagogical tool that can provide teachers and preservice teachers opportunities to receive enhanced lesson input, engage in classroom interactions, and improve learning outcomes. This study aims at examining the factors related to the TPACK skills of preservice social studies teachers. Participants consisted of 368 preservice teachers studying at the social studies teacher education department of a university located in the Central Black Sea Region of Turkey. Participants completed the TPACK scale and personal information form. The data were analyzed using descriptive statistics, one-way multivariate analysis of variance, and one-way analysis of variance. The results of the study reveal that gender is associated with the preservice teachers’ technological knowledge, content knowledge, and pedagogical knowledge; education year is associated with technological knowledge and technological pedagogical knowledge; high school type is correlated with technological knowledge, technological pedagogical knowledge, technological content knowledge, and technological pedagogical and content knowledge; home computer ownership is associated with technological knowledge; and average weekly time spent using a computer is associated with technological knowledge and technological pedagogical and content knowledge. Finally, technical computer skills are correlated with technological knowledge, content knowledge, pedagogical knowledge, pedagogical content knowledge, technological pedagogical knowledge, and technological pedagogical and content knowledge. The current study may contribute to determining culturally specific and cross-cultural correlates of TPACK skills among preservice teachers.

"Short-Circuit" L1 use in pre-reading activities and its effects on L2 reading comprehension and focus-on-vocabulary learning

This study explores the effect of categorically different pre-reading activities in learners’ L1 on reading comprehension and learning of focus-on-vocabulary. The participants were sixty Turkish EFL learners attending a state high school, and the data was gathered from their achievement test scores. We analyzed the data through one-way multivariate analysis of variance (MANOVA) and implemented t-test statistical procedures. The findings revealed that the treatment group, who were exposed to pre-reading activities in L1, obtained better results both in reading comprehension and focus-on-vocabulary activities than the control group. The positive effect of implementing the ‘’short-circuit’’ L1 use in pre-reading activities for reading comprehension and focus-on-vocabulary exercises was observed. It was also seen that categorically different pre-reading activities enhanced EFL learners’ reading comprehension and vocabulary learning.

The Impact of Parental Attachment Styles on the Expression of Personality Traits among Emerging Adults: A Study of UK University Students

Prior research indicates that attachment to primary caregivers significantly influences individuals’ personality traits and exerts lasting effects on their interpersonal relationships in adulthood. This study investigated the impact of parental attachment styles to primary caregivers on the Big-Five Personality traits during the period of Emerging Adulthood. Participants (N = 184) comprised students enrolled at an English University utilising convenience sampling. Using a quantitative methodology, a one-way multivariate analysis of variance (MANOVA) was employed to examine the relationship between parental attachment styles (Secure, Insecure, and Avoidant) and the Big-Five-Personality traits (Openness, Conscientiousness, Agreeableness, and Neuroticism). Participants completed two online questionnaires (The Big-Five Inventory Scale (BFI) and The Adult Scale of Parental Attachment – Short Form) to measure the effects of parental attachment style to a primary caregiver on the Big-Five Personality traits. The results revealed a statistically significant main effect of parental attachment style on the Big-Five Personality traits in emerging adults, with Conscientiousness, Agreeableness, and Neuroticism showing notable significance. Furthermore, a gender-based comparison between those reporting a male or female primary caregiver presented similar results, particularly for female primary caregivers. These findings explain the essential role of primary caregivers in shaping their children’s development, providing valuable insights that may assist primary caregivers in better understanding their impact on their children’s future lives. This study contributes to our understanding of the manifestation of personality traits across the lifespan. It could act as a catalyst for future research investigating personality manifestation at critical periods across the lifespan.

Strategic Orientation of Romanian Healthcare Organizations from a Contingency Theory Perspective Based on Porter’s Generic Strategy Model

Under limited financial and human resources, factors such as technological progress, increased life expectancy, and increased medical needs argued that health organizations should define their strategic direction in line with these challenges. The purpose of this paper is to determine the types of competitive advantage that Romanian healthcare organizations seek, as well as the types of organizational strategy, according to Porter’s Generic Strategy Model, from a Contingency Theory Perspective For this purpose, the collection and analysis of primary data, resulting from the answers provided by a sample relevant to the topic addressed, respectively, employees from the health system were enrolled. Scales measuring the orientation of health organizations toward obtaining competitive advantages through differentiation and through costs, as well as the range of strategic activities, were validated by exploratory factor analysis, and for the analysis of the results used the independent samples t test; additionally, one-way multivariate analysis of variance (One-Way MANOVA) and Hotelling’s T2 test were also used. The results of the research highlighted that, in general, healthcare units aim to achieve superior performance compared to competitors by differentiating the products/services offered, rather than reducing costs, and the tendency to aim to achieve one (or both) type(s) of competitive advantage, as well as the scope of strategic activities in which it is achieved, differ according to several contingency factors, including location in a certain geographical area, the type of health organization, and their age and size.

Motor Coordination in Primary School Students: The Role of Age, Sex, and Physical Activity Participation in Turkey.

Motor coordination (MC) is an essential skill underpinning precise and controlled movements, contributing significantly to daily functioning and overall performance. The developmental trajectory of MC in children is intricately shaped by a spectrum of factors encompassing age, gender, and physical activity engagement. Delving into the complex interrelation of these variables holds the potential to unravel nuanced developmental trends and offer targeted avenues for interventions aimed at augmenting motor proficiency in the pediatric population. This study aimed to assess the differences in MC of primary school students based on sex, age, and physical activity participation (PAP). A total of 848 students from public primary schools, aged between 6-9 years, including 412 boys and 436 girls. The MC was measured using Körperkoordinationstest für Kinder (KTK3+) test battery, which included Jumping sideways (JS), Balancing backward (BB), Moving sideways (MS), and Eye-Hand Coordination (EHC). One-way multivariate analysis of variance (MANOVA) was used to determine the binary and triple interactions of sex, age, and PAP variables on the MC parameters of the participants. The study revealed that boys aged 6-9 had higher scores than girls on eye-hand coordination (EHC) (p < 0.02). No significant gender-related differences in balancing backward (BB), jumping sideways (JS), and moving sideways (MS) were found. When the subtests of KTK3+ were compared by age, a significant difference was observed between the groups in all subtests (p < 0.05). With respect to PAP, students with PAP had a significant advantage in all subtests of the KTK3+ (p < 0.05). The double co-effects or triple co-effects of age, sex, and PAP parameters do not influence the KTK parameters. This study presents evidence supporting sex differences in the motor skills of children within this age range and highlights the potential impact of age and physical activity on motor development.

Examining measurement invariance of an ICT literacy self-efficacy scale across gender: a comparative study

PurposeDespite the ever-increasing importance of cultivating information, communication and technology literacy skills among college students, they have yet to be related to comprehensive measuring instruments. A glance at the empirical literature reveals that most pertinent scales have been confined to measuring Internet literacy skills, whereas educators in the 21st century advocate an inclusive conceptualization of ICT literacy. Such a comprehensive conceptualization embodies technical, critical, cognitive and emotional competencies. Additionally, more empirical evidence is needed to indicate gaps in testing measurement invariance of ICT literacy scales across genders or cultures. To that end, the current study aims to adapt and cross-validate an ICT literacy self-efficacy scale across gender by testing the measurement invariance using a multiple-sampling confirmatory factor analysis (MCFA). Furthermore, the current study aims to verify the ICT literacy self-efficacy scale's psychometric properties to establish its construct validity and understand the scale's underlying factorial structure.Design/methodology/approachThe current study has administered the scale to a cross-sectional sample of 3560 undergraduate students enrolled in six universities in the Sultanate of Oman.FindingsThe results have revealed that the ICT literacy self-efficacy exhibits satisfactory indices of construct validity. On the other hand, the results of MCFA demonstrate that the differences in the goodness of fit indices between the nested models and the baseline model were below the cut-off criterion of 0.01, indicating invariance. Therefore, the scale has proved to be amenable for comparing genders on their ICT literacy self-efficacy using an one-way multivariate analysis of variance.Originality/valueThe study has several implications for research and pedagogical practices. The study provides empirical evidence for establishing ICT literacy self-efficacy as a distinct high-domain construct of task-specific self-efficacy beliefs.

Values in college mathematics learning: Student teachers’ preference

This study explored what Ghanaian student teachers value in college mathematics learning. A cross-sectional survey involving 180 student teachers from College of Education in Ghana was conducted using the What I Find Important (WIFI) in mathematics learning questionnaire. The study employed principal component analysis with Oblimin rotation and one-way multivariate analysis of variance in analyzing the data gathered. Among the findings, it was found that student teachers value exploration, connections, understanding, and fluency in their study of college mathematics. Also, the findings of the study revealed a statistically significant difference in what student teachers value in college mathematics learning across college class levels. To facilitate a clearer understanding of valuing in the colleges of education in Ghana, it is considered important to establish through research the values of teacher educators regarding college mathematics learning and teaching, and how these values reflect what student teachers value and those values espoused in the new 4-year Bachelor of Education (B.Ed.) curriculum in Ghana.