Personal Commitment Research Articles

Working young adults' engagement with public and workplace health promotion efforts in Singapore: A qualitative study.

Young adults entering the workforce are at increased risk of becoming overweight or obese. Yet, internationally, young adults are rarely targeted in health campaigns, and little is known on how to improve their interest and participation in health promotion efforts. Through 33 semi-structured interviews with young adults working in Singapore, we explored their engagement with existing public and workplace health promotion efforts that encouraged healthy eating and increased physical activity, and their subjective health in the context of their daily lives. Interviews were coded and thematically analysed, taking an inductive and deductive approach. Despite some interest in health messaging, participating working young adults rarely adopted health-promoting activities such as meeting daily recommended servings of fruits and vegetables and exercising regularly. Participants reported that the health promotion campaigns they were aware of, suggested actions that they couldn't incorporate in their lives as they did not address the barriers that they are facing from socio-environmental contributors such as long working hours, personal and social commitments, and the food environment. Furthermore, some considered their health to be good enough and therefore had little reason to change existing practices. Affordable and accessible health screenings were an objective way for young adults to re-evaluate their perceptions of their own health which motivated some to favourably change their behaviours. Our findings suggest that future health promotion campaigns would benefit from more fully addressing some of the existing barriers that young working adults face, in tandem with policy changes to directly tackle the socio-environmental conditions for young workers.

The semiotic roots of worldviews: logic, epistemology, and contemporary comparisons

Abstract The logic of worldviews provides a consistent method of comparison between multiple worldviews. The present paper connects the logic of worldviews to important historical and contemporary influences. Beginning with its roots in semiotics, an account of epistemology emerges which is mediated by a belief system. We show that Charles Peirce’s pragmatistic theory of inquiry is the bedrock beneath the logic of worldviews. We formulate it as a generalized version of inquiry with underlying game-theoretic semantics. In this paper, we extend Peirce’s triadic model of signs to cover knowledge mediated by systems of beliefs. Michael Polanyi’s account of personal commitment includes a subsidiary/focal distinction that views theoretical frameworks as tools for interpreting orders of reality through actual practices of research. We also see how a precedent is set by Johan Georg Hamann’s epistemology of belief, recovered by Ludwig Wittgenstein, using reason as an interpretation of God’s speech in nature. We argue that Thomas Kuhn’s theory of inquiry and worldviews (or paradigms) may be fruitfully contrasted with Peirce’s theory, with reasoning by abduction, deduction, and induction occurring within the community of inquirers. The upshot is that although worldviews may be adopted for non-rational reasons, one can meaningfully compare worldviews through a method proposed by Alasdair MacIntyre: the proponent of a theory learns the language of competing theories and uses them as a metatheory to show how one’s own theory may not have the resources to resolve certain problematic situations. Our result is a meta-linguistic falsification in the sense of Peirce’s semiotics and pragmaticism: the competing theory may be used to show that the object theory does not have a strategy at its disposal to interpret the anomalous phenomenon.

Construction and Validation of a Survey on the Technological Difficulties in Italian Secondary Schools: The Mathematics Teacher Case

(1) Background: This study explores the technological difficulties of mathematics teachers in Italian secondary schools, focusing on the factors that influence their ability to integrate technology in teaching. (2) Methods: A questionnaire was developed and administered to a pilot group of 45 mathematics teachers from vocational secondary schools in Sicily and Veneto, followed by a larger survey with 557 mathematics teachers across Italy. The structural model was analysed using the maximum likelihood method via AMOS software (v.22 SPSS Inc., Chicago, IL, USA). (3) Results: The results highlight the importance of personal commitment in the school context and students’ problem-solving skills as key factors influencing the teachers’ technological challenges. The findings also indicate dissatisfaction with the school institution and families, as well as personal resistance to using information and communication technologies (ICT) in more advanced educational activities. (4) Conclusions: The study underscores the significant impact of these technological difficulties on teachers’ effectiveness in fostering students’ problem-solving abilities, calling attention to the need for better institutional support and strategies to reduce resistance to ICT use in education.

A Digital Identity Intervention Incorporating Social Media Activities Promotes Identity Exploration and Commitment Among Emerging Adults

ABSTRACT Identity interventions that support young people by promoting adaptive identity processes have traditionally been designed for in-person group settings, making them time and resource intensive to implement. Here, we examine the feasibility and efficacy of the Bay Area Adult Development Program, a digital intervention program that combines reflection activities (adapted from past positive development programs) with social media activities (designed to leverage the affordances of social media for information access and social connection) to promote positive identity development among emerging adults. Following a pilot trial to assess the intervention procedure, a randomized controlled trial was conducted (Nenrolled = 267; Ncompleted = 141). Results showed that participants who completed both reflection and social media activities experienced increases in personal identity exploration and commitment (i.e. exploration in breadth, exploration in depth, commitment making, identification with commitment) and increases in exploration of vocational identity (i.e. in-depth career exploration), compared to those in the control condition. Moreover, the combination of reflection and social media activities was a more efficacious intervention treatment, compared to reflection alone. We provide evidence for the feasibility and efficacy of a digital intervention for emerging adults while pointing to future research directions on identity development in the digital context.

Effect of Motivation on Employee Performance: A Case of Tanzania Fire and Rescue Force, Kigoma Region

This study sought to determine the effect of motivation on employee performance at the Tanzania Fire Rescue Force. The study was specifically designed to identify the effects of salary, fringe benefits, recognition, training & development on the employees' performance using a case of the Tanzania fire rescue force in Kigoma Region. The study employed a quantitative approach and cross-sectional research design. 50 structured questionnaires were distributed to 50 employees and the collected data were analyzed using descriptive statistics, principal component factors, correlation and simple linear regression analysis. The findings indicated the moderate effect of salary, Recognition & Appreciation on employee performance. The findings also revealed that personal commitments and job satisfaction are two fringe benefit factors influencing employee performance. Moreover, it was reported that Training & Development have contributed to 63% of the variation in employees' performance among workers. Additionally, the overall finding indicated that salary, fringe benefits, training, development, Recognition & Appreciation are seen as job-motivating factors that significantly impact employee performance. The study recommended that by nurturing a motivational work environment and supporting skill development and feedback mechanisms, the organization can further enhance employee performance and contribute to its overall success.

Charting the Course of the Nursing Professional Identity: A Qualitative Descriptive Study on the Identity of Nurses Working in Care for Older Adults.

To explore and describe the meaning of nurses working in care for older adults give to the nursing professional identity. A qualitative approach was taken. Semi-structured interviews were conducted with 50 bachelor and vocational-educated nurses working in care for older adults. Interviews were conducted between December 2019 and May 2020. Data were analysed and interpreted through inductive content analysis. Five themes embody the meaning of the nursing professional identity of nurses who work in care for older adults. The five themes are: born to care: a lifelong motivation to nursing; nursing through the noise: dedication in a demanding profession; the silent backbone: caught in the crossfire of interdisciplinary teams; learning under pressure: the demand for expanded nursing expertise and against the current: the barriers to advocacy in nursing. The professional nursing identity of nurses working in care for older adults is multi-faceted. A personal dedication to patient care, where patients 'human' aspect is heavily valued, commits nurses to their profession and underscores their dedication to upholding the quality standard in nursing practice. The older adults' nursing identity highlights that nursing deserves acknowledgement as a professional occupation. Nurses should speak to the public about their professional roles to improve the public view of older adult nursing. A clear understanding of the older adult nursing professional identity clarifies specific roles, experiences and expectations. This can help attract and retain nurses whose views of older adult nursing align with the nursing professional identity. This could help resolve nurse turnover and reduce shortages in older adult care. We adhered to Consolidated Criteria For Reporting Qualitative Research guidelines. No patient or public contribution.

Psychological Predictors of Attitude toward Integrated Arts Education among Chinese College Students Majoring in the Arts.

This study investigated the psychological factors related to the attitudes of Chinese arts college students toward integrated arts education. It also examined predictive models incorporating psychological variables, demographic profiles, and art education-related characteristics to offer valuable insights for future research and art education practices. The sample comprised 303 Chinese college students majoring in arts and aged 18-22 years. The predictive models were examined using stepwise regression and decision tree analyses. The results indicated positive correlations between attitudes toward integrated arts education and several psychological variables, including extraversion, openness, conscientiousness, agreeableness, the Behavioral Inhibition System (BIS), hardiness, creativity, self-efficacy, and purpose orientation for personal growth. Neuroticism and the Behavioral Activation System (BAS) were negatively correlated with attitudes toward integrated arts education. Further, extraversion accounted for the greatest variance in attitudes toward integrated arts education. Extraversion, self-efficacy, purpose orientation for personal growth, BIS, and commitment accounted for approximately 38.3% of the variance. The decision tree model, predicting the attitudes of college students majoring in the arts toward integrated arts education, included extraversion, self-efficacy, teaching experience in their major, and academic year. This study contributes to a better understanding of the psychological and educational factors that shape the attitudes of Chinese arts students toward integrated arts education and provides a predictive framework that can inform future research and educational practices.

“I just kept asking and asking and there was nothing”: re-thinking community resources & supports for young adult stroke survivors

Purpose Stroke is often regarded as a disease of the elderly. However, 10–15% of strokes occur in people aged 18 to 50, and rates continue to rise. Young stroke survivors face unique challenges due to their occupational, family and personal commitments, which current stroke rehabilitation services may not fully address. Our qualitative study aimed to identify gaps in patient care and resources for young stroke survivors. We used these findings to develop recommendations to inform clinical care, healthcare system design, and health policy. Methods Using Interpretive Description, we conducted semi-structured interviews with 19 stroke survivors aged 18–55 living in British Columbia, Canada, to explore their experiences during stroke recovery and assess current gaps in support and resources. We applied broad-based coding and thematic analysis to the transcripts. Results Key themes included: (1) the need for longitudinal medical follow-up and information provision, (2) the need for psychological/psychiatric care, (3) the need to adapt community supports and resources to young survivors, and (4) the need to centralize and integrate community stroke services and resources. Conclusion Young stroke survivors experience unique challenges and lack appropriate services and resources. Many of our findings may be representative of remediable gaps that persist nationally and internationally.

The Ethical Challenges Faced by Nurses Providing Care to Patients with COVID-19: A Qualitative Content Analysis

Background: Nurses most frequently face ethical challenges due to their direct contact with patients. Accordingly, the present study aimed to investigate the ethical challenges faced by nurses who provided care to patients with COVID-19. Methods: This qualitative study was conducted using conventional content analysis. A total of 13 nurses who were selected through purposive sampling participated in the study. Data were collected via in-depth and semi-structured interviews until data saturation from June to late November 2021. Data were analyzed simultaneously with data collection using qualitative content analysis based on the steps proposed by Graneheim and Lundman. Besides, data accuracy and robustness were checked, and ethical standards were followed. Results: Data analysis led to the identification of two main themes including threatening adherence to professional obligations and experiencing moral distress in patient care. Conclusion: Based on the findings, nurses mentioned a large number of ethical challenges such as the risk of injustice and loss of responsibility in providing care, decision conflicts, weakening ethical concepts such as patience and kindness, conflict between professional obligations and personal commitments, and the lack of attention to metaphysical beliefs. The results of this study highlighted the importance of educational planning, psychological and economic support, gratitude and empathy shown by authorities, providing security in the workplace, and developing face-to-face psychological interventions based on nursing needs.

Factors contributing to the development of health-promoting schools, applying Fullan’s triple change model – A qualitative study

Objective: Schools and the education system are powerful tools for cultivating healthy lifestyles. This research focuses on characterising the factors contributing to the development of health-promoting schools in Israel, and understanding how schools can offer a framework for improving students’ health. Fullan’s triple change model with its focus on three phases in the change process in schools – the initiation phase, the implementation phase and the institutionalisation phase – served as a framework for analysis. Design and setting: This qualitative-constructivist study involved the analysis of data collected from 26 elementary school principals in Israel, 15 of whom belonged to the health promotion school network (HPSN) and 11 who did not. In addition, 10 health promotion leaders from within the schools were interviewed. Methods: Data collection took place by means of semi-structured interviews. in which the questions asked referred to the three phases identified in Fullan’s process of change model. We analysed the data using thematic content analysis. Results: Each identified theme was associated with one of the phases proposed in Fullan’s model of change. The initiation phase included collaboration with key stakeholders, principals’ personal commitment, and dissemination of ideas through personal connections. The implementation phase included gaining access to appropriate tools and materials, action to deal with barriers to change, and the creation of a holistic health promotion environment. The institutionalisation phase included the development of administrative strategies such as adherence to routines, the inclusion of regular events in the school calendar, and the allocation of time frames for the activities undertaken. Conclusion: Fullan’s model proved useful in analysing efforts to develop health-promoting schools. The model signalled the importance of using a structured approach throughout the institutionalisation phase in a manner attuned to the unique nature of the school. Alongside identifying key factors that support assimilation, it is crucial to assess their integration into the school culture. The school principal’s role is critical throughout all the phases of the development process.

THE APPROACH TO LIBERATION AND SALVATION: A COMPARATIVE ANALYSIS OF BUDDHIST NIRVANA AND CHRISTIAN REDEMPTION: Understanding the Philosophy of religion in Buddhism and Christianity

This study offers a comparative analysis of liberation in Buddhism, focusing on Nirvana, and salvation in Christianity, emphasizing redemption. It explores how Buddhism and Christianity address the fundamental human quest for spiritual fulfillment. The analysis reveals that Buddhism views Nirvana as the cessation of suffering through the extinction of desires and ignorance, rather than simply a state of bliss. Christianity, on the other hand, presents redemption as a transformative process involving faith, repentance, and spiritual rebirth, rather than solely relying on divine grace. The study highlights that while Buddhism emphasizes personal effort through ethical conduct and meditation, Christianity combines divine grace with personal commitment and adherence to Christ’s teachings. By emphasizing the nuanced interplay of personal effort and spiritual guidance in both traditions, the study provides a more balanced understanding of how each religion addresses the quest for liberation and salvation.

Exploring excellence: a comprehensive examination of professional development in library and information science

Purpose This study aims to investigate future trends evident in the literature. It systematically reviews continuing professional development (CPD) practices, covering a range of CPD channels, benefits and challenges. Design/methodology/approach The study used a systematic literature review approach following the PRISMA 20 framework. Literature published between 2017 and 2023 was sourced from Scopus and Web of Science databases and the researcher's prior collection. An extensive search strategy was devised, yielding 1,740 results for initial screening. Finally, 25 studies were thoroughly scrutinized, each fulfilling the criteria for inclusive and exclusive with descriptive and interrogative analysis. Findings The trend observed in literature over the years indicates a dynamic professional development of library and information science (LIS) professionals. This evolution encompasses foundational qualitative studies, expansive global assessments and technology-driven interventions, reflecting the field's adaptability to the evolving needs of LIS professionals. However, several impediments hinder professionals from actively participating, such as financial constraints, lack of institutional and senior support, difficulties in the workplace, the absence of well-defined CPD policies, personal commitments, family obligations and diverse staff attitudes. The study proposes seamless integration of information and communication technology, a global perspective and well-structured CPD programs focusing on lifelong learning that will shape the future of LIS professionals. Originality/value This study offers valuable insights into the present state of professional development among LIS professionals toward global collaboration and a dedication to lifelong learning, aiming to aid stakeholders in formulating suitable strategies and policies.

Empowering women in sports biomechanics: exploring the impact of mentor circles

ABSTRACT This study evaluated the International Society of Biomechanics in Sports (ISBS) women’s mentor circle programme. Forty-eight ISBS women members completed a survey that provided insight into how the circles operated, perceived benefits, and challenges to participation. Most circles met every 6–8 weeks with meetings lasting 1 to 1.5 h. However, some circles did not commence or stopped meeting before the end of the 2 years. For those who actively participated, the circles provided personal and professional benefits, which included developing a supportive network and confidence, and improved work–life balance habits. Furthermore, the programme was found to be a valuable use of their time and strengthened their sense of ISBS as a supportive community, increasing their likelihood of staying an ISBS member. Time zone conflicts, lack of a group leader, and changes in individual work or personal life commitments influenced the continuation of some circles over the 2 years. Some respondents did not participate in the circle, and the main reason was lack of knowledge of the programme. Overall, the programme was considered a worthy initiative, providing a supportive network to assist in advancing women biomechanists. Future programmes should ensure a clear alignment between member’s expectations and the outcomes of circle participation.

Preserving the Latvian Language Abroad: Personal Narratives and Institutional Support

Despite the widespread distribution of Latvians globally, the importance of heritage language for cultural connectivity remains underexplored. This study explores the preservation of the Latvian language among diaspora communities, employing linguistic autoethnography, participant observation, and communication analysis to examine the interplay between individual experiences and institutional support in maintaining cultural identity. Drawing from the author’s bilingual Latvian–Lithuanian background and based on the example of a mixed Latvian–Lithuanian family living in Finland, the study highlights the role of the family strategy in using languages at home, the role of grandparents, as well as heritage tourism, music, and arts in strengthening cultural ties. Through linguistic autoethnography, the article captures the essence of personal and collective efforts to sustain the Latvian language. Participant observation in diasporan activities and analysis of communicative practices reveal how diasporan Latvians actively engage in preserving their linguistic heritage. The Latvian Language Agency’s initiatives, including supporting language schools abroad, publishing educational resources, and organizing summer camps, are critically examined. The study advocates for a unified approach that combines personal commitment and structured support, emphasizing the crucial role of both in the vibrancy of the Latvian language abroad.

The Power of Nursing: Person-Centered Self-Care Education for Student Nurses.

The COVID 19 pandemic has had a tremendous impact on nursing and health care delivery systems. Recent research demonstrates a correlation between the stress of providing complex health care and the decline of nurse well-being. Investing in the well-being of nurses can benefit the entire health care system. Educational institutions can play a role in enhancing nurse well-being by incorporating holistic nursing education principles into the curriculum, including reflective practice methods to promote self-awareness and self-care. This may be challenging for some nursing programs, but the Power of Nursing course can help close this gap. This noncommercial course incorporates key elements of holistic nursing including authenticity, empathy, compassion, unconditional acceptance, and self-care; elements not always emphasized in a traditional curriculum. Power of Nursing, offered as an elective in nursing schools or part of nursing residency programs, provides attendees with tools and strategies to boost resilience, strengthen personal commitment to nursing, and increase well-being preparing them to thrive in any health care environment.

Missing topics for a newly established general practice curriculum for medical students in Hesse – a qualitative study

BackgroundTo address the declining numbers of general practitioners (GPs) in rural areas and a lack of medical students pursuing a career in primary care, a general practice-based curriculum coupled with additional university admissions for students has been established at three universities in Hesse, Germany. This study aims to analyze potential topics which students striving to become a GP will benefit from. Teaching such topics will prepare them for their chosen career and working in rural areas. We aimed to explore the views of both specialists and GPs on chief topics and necessary skills in primary care.MethodsIn our study we used semi-structured interviews with outpatient specialists and specialists in clinical practice and semi-structured group interviews with GPs in training. The topic guide addressed contents of the curriculum for medical students with an extracurricular focus (addressing additional topics) on primary care. Data analysis was carried out using qualitative content analysis according to Mayring.ResultsGPs in training and specialists agreed on the importance of knowledge in the fields of medical history, physical examination, communication as well as common diseases in primary care. Essential competences mentioned were: inducing medical treatment, decision-making and triage, conducting structured conversations, having patient knowledge (hard skills) as well as an interest in continuous learning, empathy, personal commitment, listening and down-to-earthness (soft skills). Case reports, symptom-based learning, practical training, lessons with simulated patients and the integration of role models were regarded as useful teaching methods.ConclusionsGeneral practice-based curriculums should not only focus on the transfer of knowledge. Equally important is the training of soft and hard skills to prepare future GPs for their work in primary care. Special teaching methods as well as practical training should be the heart of a newly established curriculum.

Effects of coping mechanisms on nurses' practices and psychological well-being

Lockdown procedures brought on by the COVID-19 outbreak have severely limited athletes' possibilities to exercise, creating both physical and psychological difficulties. This study looked into how lockdowns affected people who participated in adventure sports, including cycling, swimming, and running. Examining the effect of lockdown on athletes' perceptions of instruction barriers. The study's specific goal was to look into the relationships between instruction volume, lockdown-specific resilience, perceptions of movement limitations, and instruction hurdles. The study also sought to examine the relationship between athletes' personal dedication to their sports and lockdown resilience, coping mechanisms, and perceived instruction constraints. An online survey was used to collect participant information. The survey was used to examine variables such as age, gender, country of residence, personal involvement in endurance sports, resilience, emotion regulation mechanisms, mobility limits, instruction regimens, and mental health. To find participants on pertinent internet sites, convenience sampling techniques were used. The data were examined statistically using multiple regression analysis and nonparametric testing. According to the study's findings, poorer instruction volume, a lower level of lockdown-specific resilience, and more unfavorable views of lockdown mobility limits were all linked to higher levels of perceived instruction barriers during the lockdown. According to the data, athletes that had a strong personal commitment to their sport showed stronger mental resilience. COVID-19 pandemic lockdown had an effect on athletes' preparation and mental health. Reduced instruction, a lack of resilience, and unfavorable opinions all increased hurdles. Strongly devoted athletes showed resilience, adaptive coping, and less burdens. Personal dedication and coping skills are essential for athletes' wellbeing through trying circumstances.

A Sociology of Plasma Proteins - A Technocrat's Perspective.

This commentary addresses the article "Toward a Sociology of Plasma Products" by Holloway and Grundy in this issue of the International Journal of Social Determinants of Health and Health Services. The program of research proposed by the authors positioning the medico-industrial field of plasma products within a sociological context is supported, this being an endeavor which has not been attempted previously. I seek to augment Holloway and Grundy's proposed approach through some additional insights which are the result of over forty years of personal commitment in the field. Holloway and Grundy's proposed areas of engagement involving the products, the recipients, the donors and the governance of the systems binding these together is widened through an examination of additional technological factors that have shaped the field. These factors include the influence of the medical industry, the role of patient groups, the continuing controversy on the sourcing of plasma raw material, and the roles of different governance models. Converging these factors with Holloway and Grundy's proposed program should enhance its capacity to develop a framework for understanding the dynamics within this complex and unique sector. The concepts developed in both articles will assist stakeholders to develop a societal framework for the provision of these essential medicines.

The Concept of ``Shema'' in Deuteronomy 6:4-5 as an Application of Educational Theology

Educational theology provides the basis for religious education by integrating religious values into the curriculum and teaching methods. Through the authors’ literature research, it was determined that the biblical concept of Christian religious education for children has significant value. This discipline is steeped in Bible teachings and aims to cultivate a personal relationship with God, which ultimately glorifies His name. Those who are responsible for teaching in the field of Christian religious education play an important role. The Israel Shema, or Jewish Creed, found in Deuteronomy 6:4-5, serves as the basis for teaching God’s teachings to children. The authors provide a qualitative analysis of the text and its contextual background, which is closely related to Israeli beliefs and their relationship to educational theology. Shema, as a declaration of faith for the nation of Israel, is a manifestation of personal commitment and determination to the one true God and is used in the practice of teaching faith education in both the family and church circles. Keywords: Deuteronomy 6:4-5, education, Shema, theology

The Quest for a “Soft Life” and the Transition into Adulthood: Views from South African Emerging Adult Students

Gaining financial independence is a prominent marker of adulthood. This study explored the experiences of a group of South African students (MAge = 22.24), with a specific focus on how the psychological tasks of emerging adulthood are embedded in the socio-economic context. Through the thematic analysis of 26 interviews, participants’ hopes, fears, and well-being (while managing student life shaped by an economically contentious situation) were unpacked. Considering the academic, personal, and social threats in their quests for independence, participants appreciated the support from parents, the university, and funders. Despite financial obstacles, they portrayed a strong personal commitment and resilience to excel academically, be financially liberated, and break the cycle of poverty. Hardship inspired dreams to secure a better future, a ‘soft life’, for themselves and others. Findings are discussed in juxtaposition with the responsibility of institutions to ensure a just society where emerging adults can flourish into financially stable adulthoods and futures.