Personal Skills Research Articles

Leadership and management skills for student nurses: a scoping review

BackgroundExisting literature has emphasized the importance of certain skills vital for student nurses as they prepare for leadership and management roles before becoming registered nurses. This review aims to provide a more comprehensive insight into the essential leadership and management skills identified in previous research. The current study seeks to explore the leadership and management skills necessary to prepare student nurses for their roles in clinical settings.MethodsFollowing PRISMA-ScR guidelines, studies published in English were retrieved by searching PubMed, ScienceDirect, Scopus, and Google Scholar using the keywords ‘student nurse’, ‘leadership skills’, and ‘management skills’. After conducting a one-month literature review using the selected keywords in PubMed, ScienceDirect, Scopus, and Google Scholar, we identified 394 citations. From these, fifteen articles were chosen for inclusion in the review. Selected studies primarily involved undergraduate and postgraduate student nurses from various countries.ResultsThematic analysis highlighted that communication skills are crucial for student nurses to become effective clinical leaders, leveraging their educational experiences. Mentorship plays a pivotal role in developing leadership and management skills. Workshops, training, and simulations are also recognized as important in preparing students for these roles. Moreover, self-awareness and understanding of personal skills were identified as critical for building confidence, fostering reflection, strategic planning, and making sound decisions. The literature also underscores the significance of resource management, conflict resolution, risk assessment, and prioritization skills for student nurses.ConclusionThe articles emphasize the importance of student nurses recognizing leadership and management skills before entering clinical practice. However, while various assessment tools and workshops exist to train these skills, the studies suggest that more time and resources are needed to effectively address students’ learning needs.

Jigsaw technique: Will it help Gen Z nursing students?

This research focuses on Generation Z (Gen Z) students, specifically those in nursing colleges. Gen Z individuals display unique characteristics in terms of thinking, personality, lifestyle, and learning preferences compared to preceding generations, necessitating adaptations in teaching methodologies within nursing schools. This study explores the effectiveness of the Jigsaw Technique (JST) in engaging first-year undergraduate nursing students in learning process. Four topics (modules): Cardiovascular system (Module 1), Respiratory system (Module 2), Endocrine system (Module 3) and Central nervous system (Module 4) were selected. Module 1 and 2 were taught by JST to Group I (Jigsaw group) and by conventional didactic lectures to Group II (Lecture group). The groups alternated teaching methods for the remaining modules. Scores in pre, post and retention tests were higher in Group I than in Group II. The results were statistically highly significant (p=0.000) for modules 1,2 and 4 and not significant (p=0.411) for module 3. Analysis of student feedback revealed that 63% of students liked JST. 71% responded that this is an interesting way of learning the topic, helped them in improving their communication skills and improved interaction with their peers. 77% found that JST helped them understand the topic easily. 69% want this technique should be used for teaching other physiological concepts and for other undergraduate subjects as well. The study concludes that using and integrating this student-centric teaching method into Gen Z nursing education holds promise for building a foundation of robust knowledge and developing essential personality skills crucial for future nursing professionals.

Research on Personal Skills That Architects Should Focus on Improving in Professional Career Development

With the current downturn in the real estate and construction industries, the construction job market is saturated, and architects are facing an urgent employment crisis. Architectural education should understand the skill requirements of individuals in the labor market and make adjustments accordingly. This study examines the evaluation of and demand for skills from the perspective of employers. A research questionnaire was constructed based on the Kano theoretical model and distributed to 810 practitioners, and the results were analyzed. The results of the data analysis of demand attributes, importance, and group differences showed that the construction industry pays the most attention to strengthening professional soft abilities, while improving personal comprehensive abilities and maintaining professional hard abilities can support architects in maintaining strong competitiveness in the job market. Furthermore, different groups and regions have different needs for architectural skills. The cultivation of skills in colleges and universities must be targeted. This study provides an adjusted direction for architectural education and training and also provides guidance for architectural practitioners in improving their skills and expanding their career development with the trend of industry saturation.

Trust: an essential component in nursing crisis leadership; a hybrid concept analysis

BackgroundGiven the increasing trend of disasters, terrorist attacks, pandemics and other crises, crisis leadership is crucial for nurses who lead others and for those working in such situations. There is a need to define and explore the concept of trust as a component of crisis leadership in nursing.This concept analysis aimed to explore the concept of trust in crisis leadership from a nursing perspective.MethodsA hybrid concept analysis was conducted. The method consisted of three phases: (I) a theoretical phase relying on a structured literature search, including 11 scientific publications; (II) a field-work phase, in which qualitative thematic analysis of interviews with 30 nurses who had been deployed and/or had led others during crises, was conducted and (III) a final analytic phase, where the results from these data collections were merged.ResultsThe analysis suggested that the fundamentals of trust included a perceived intention to do good, the capabilities of both the leader and the team and the perceived predictability of the leader’s behaviour. Trust was found to be built on a perceived forward-looking direction, self-trust and the personal attributes of the leader, such as ethical conduct, the ability to predict the development of crises and an intention to take responsibility and be honest. The social attributes of the relationship between the leader and the team included the intention not to leave anyone behind, loyalty and fostering a sense of belonging among team members. The organisational attributes included a clear organisational structure and clarity of mandate.ConclusionsTrust is an essential component of crisis leadership that depends on a leader’s perceived intention to do good, predictability of the leader’s behaviour and the capabilities of both the leader and the team. The development of trust relies on the personal attributes of the leader, the social relationship between the leader and the team and organisational attributes. Nurses appointed to lead others during a crisis need to understand the fundamentals of trust as part of leadership in highly demanding situations. Thus, it can be argued that being a leader in a crisis situation requires distinct personal and professional attributes and skills compared to those used to meet routine demands.

Medical Students' Acceptance of Tailored e-Mental Health Apps to Foster Their Mental Health: Cross-Sectional Study.

Despite the high prevalence of mental health problems among medical students and physicians, help-seeking remains low. Digital mental health approaches offer beneficial opportunities to increase well-being, for example, via mobile apps. This study aimed to assess the acceptance, and its underlying predictors, of tailored e-mental health apps among medical students by focusing on stress management and the promotion of personal skills. From November 2022 to July 2023, a cross-sectional study was conducted with 245 medical students at the University of Duisburg-Essen, Germany. Sociodemographic, mental health, and eHealth-related data were assessed. The Unified Theory of Acceptance and Use of Technology (UTAUT) was applied. Differences in acceptance were examined and a multiple hierarchical regression analysis was conducted. The general acceptance of tailored e-mental health apps among medical students was high (mean 3.72, SD 0.92). Students with a job besides medical school reported higher acceptance (t107.3=-2.16; P=.03; Padj=.027; Cohen d=4.13) as well as students with higher loads of anxiety symptoms (t92.4=2.36; P=.02; Padj=.03; Cohen d=0.35). The t values were estimated using a 2-tailed t test. Regression analysis revealed that acceptance was significantly predicted by anxiety symptoms (β=.11; P=.045), depressive symptoms (β=-.11; P=.05), internet anxiety (β=-.12; P=.01), digital overload (β=.1; P=.03), and the 3 UTAUT core predictors-performance expectancy (β=.24; P<.001), effort expectancy (β=.26; P<.001), and social influence (β=.43; P<.001). The high acceptance of e-mental health apps among medical students and its predictors lay a valuable basis for the development and implementation of tailored e-mental health apps within medical education to foster their mental health. More research using validated measures is needed to replicate our findings and to further investigate medical students' specific needs and demands regarding the framework of tailored e-mental health apps.

Advancing personal and academic growth, community engagement, and skill development through an assistance dog training minor

Objective: Describe the experiences of students in an undergraduate Assistance Dog Training Program (ADTP) academic minor. Participants: Students enrolled ADTP at a large, public research university. Methods: Qualitative and quantitative survey data and historical program evaluation data were analyzed to describe student experiences. Furthermore, the PERMA (positive emotion, engagement, relationships, meaning, and accomplishments) theory of well-being was used as a theoretical lens to understand participant well-being. Results: ADTP provided opportunities for meaningful service learning, working with animals, developing career interests, fulfilling personal interests, and meeting degree requirements. ADTP participation positively influenced the undergraduate experience by advancing personal and academic growth and life skill development. Finally, the ADTP positively influenced student well-being. Conclusions: Lessons learned to strengthen the ADTP were identified and are discussed. The ADTP can be a model for replication on other campuses to meet the need for more assistance dogs and potentially to support student and community well-being.

The sense of safety theoretical framework: a trauma-informed and healing-oriented approach for whole person care.

This research describes four aspects of the development of the Sense of Safety Theoretical Framework for whole person care: exploring the meaning of the phrase "sense of safety"-the whole person language; the range of human experience that impacts sense of safety-whole person scope; the dynamics that build sense of safety-the healing goals; and the personal and cross-disciplinary trauma-informed practitioner skills and attitudes that facilitate sense of safety. This qualitative participatory study was conducted in two phases. Researchers iteratively explored the concept of sense of safety using focus groups and semi-structured interviews. Overarching research questions were: "Does the transdisciplinary concept of Sense of Safety make sense as an approach to the whole person in distress?"; "How do participants describe the meaning of the phrase "sense of safety"?"; "What does a person experience when they feel safe?" and "What can practitioners do to facilitate a sense of safety?" Phase One involved rural and urban family doctors, mental health clinicians across multiple disciplines, people with lived experience of mental distress, and Indigenous Australian academics. Phase Two widened the scope of disciplines involved to iteratively reflect on their clinical and personal experience with "sense of safety" and included international family doctors, physiotherapists, occupational therapists, social workers, teachers, multidisciplinary rural clinicians and multidisciplinary clinicians with a lived experience of physical trauma, grief, and severe mental illness. The everyday language "sense of safety" was found to describe a whole person experience that integrates awareness of self, others, and context. The scope of human experience that impacts sensed safety was found to include seven domains: Environment, Social Climate, Relationships, Body, Inner Experience, Sense of Self and Spirit/Meaning (Whole Person Domains). Five dynamic healing goals were identified that build sense of safety: Broad Awareness; Calm Sense-Making; Respectful Connection; Capable Engagement; and Owning Yourself (Sense of Safety Dynamics). Five practitioner skills and attitudes that facilitate sense of safety were named: Valuing the Whole Picture; Holding Story Safely; Being with You; Learning Together; and Validating Dignity (Sense of Safety Practitioner Skills). The Sense of Safety Theoretical Framework developed in this study focusses on an experience that is a fundamental prerequisite of health. Sense of safety is affected by, and influences, life story, relationships, meaning, sense of self, and - physical health: the whole person. The language "sense of safety" communicates an integrative experience that can help clinicians to see the whole person and describe a cross-disciplinary goal of care. The Whole Person Domains clarify the scope of care required, while the Sense of Safety Dynamics offer practical processes of care. The Sense of Safety Practitioner Skills describe trauma-informed skills and attitudes that facilitate a sense of safety. Each of these parts of the Sense of Safety Theoretical Framework translate practitioner, lived experience, and First Nations wisdom and a wide existing transdisciplinary literature into a framework and language ready for practice. Assessing and building sense of safety prioritizes a healing-oriented and trauma-informed approach. The Sense of Safety Theoretical Framework facilitates a paradigm shift that towards integrating sensation, subjective experience, physiology, and social determinants into everyday quality care in health, education and public policy.

Intercultural Communication Competency in Multiethnic Church Community

Intercultural communication has become inevitable due to the globalization concept that characterizes communities, societies, and churches today. The need for intercultural communication competency in the church communities has become unavoidable because of global citizenship, cultural sensitivity and diversities, trans-cultural communication appropriateness, intercultural communication effectiveness, and cross-cultural adjustment. This paper intends to determine the benefits of Intercultural Communication Competency in managing a Multiethnic Church Community. Through a qualitative approach, the paper explores the concepts of Communication, Intercultural Communication, Intercultural Communication Competency, and Multiethnic Churches. It highlights the benefits of Intercultural Communication Competency for managing Multiethnic Church Communities. This writer believes that competency in intercultural communication will help individuals understand personal communication skills and appreciate that of others, help others understand cultural variations in language use, information will be clear and precise, and knowledge of other cultures will be developed. There will be understanding for proper adaptation while dignity and respect will be enhanced, demonstrating a positive regard for each other and thus appreciating one another.

The influence of the arts and the humanities on ‘personal skills’ among medical students and doctors: a scoping review

Medical humanities programs are offered at several medical schools. Workshops and sessions on the arts are also offered. The author examined studies from the literature to evaluate the evidence for the influence of the medical humanities on ambiguity and uncertainty, communication skills, empathy, observation skills, resilience and self-care either alone or in combination. Original research studies published between January 2000 to June 2024 in English language among premedical, medical students (preclinical and clinical), interns and residents were examined. PubMed and the Google Scholar databases were searched using the key words ‘Empathy’, ‘Tolerance of ambiguity’, ‘Wellbeing’, ‘Uncertainty’, ‘Observation skills’, ‘Resilience and self-care’, ‘Communication skills’, ‘Medical humanities’ and ‘Health humanities’. The abstract of the retrieved articles was carefully read through to examine if they explored the impact of the humanities module on one or more of the characteristics mentioned either quantitatively and/or qualitatively. If the abstract was deemed suitable to the study, the full text of the article was obtained and carefully read through. Duplicates were removed manually. A total of 52 articles were included. Twenty-seven studies (51.9%) focused on empathy either alone or with other characteristics and 25 studies described interventions among basic science medical students. More studies were quantitative, and 30 studies (57.7%) were from the United States. Most measured the studied parameters before and after the intervention using a validated checklist. The evidence for influence is strong for empathy and visual observation skills. There is also moderate evidence for resilience and well-being. The arts and the humanities can create ‘better’ doctors. More studies from developing countries are required.

ПСИХОЛОГІЧНИЙ ВПЛИВ ВОЛОНТЕРСЬКОЇ ДІЯЛЬНОСТІ НА ОСОБИСТІСНИЙ РОЗВИТОК МОЛОДІ

The article examines the psychological impact of volunteering on the personal development of youth. The aim of the study is to determine how volunteering contributes to the formation of key personal qualities and life skills essential for youth development. The research employed general scientific methods of cognition, such as analysis, synthesis, comparison, systematization, generalization, and modeling. The findings indicate that volunteering is a significant factor in the personal development of youth. It is concluded that participation in volunteer initiatives fosters qualities such as responsibility, initiative, and teamwork in young people. The study reveals that through practical tasks in real-life situations, youth gain opportunities to resolve conflicts, develop intercultural communication skills, and enhance empathy—a key component of social maturity. It is demonstrated that volunteering promotes self-expression and self-discovery, providing a platform for youth to reflect on their own values and beliefs. The research highlights that the values of volunteering, such as openness, fairness, and responsibility, shape the moral compass and ethical orientations of young people. Furthermore, volunteering helps youth develop a range of key competencies, including communication, diplomacy, emotional intelligence, leadership, critical thinking, multicultural competence, as well as skills in handling information, social media, and mass media. The practical significance of the study lies in its potential application in designing educational and social programs aimed at developing the personal potential of youth through involvement in volunteering.

The Role of Media Literacy in the Development of Critical Thinking

The conducted research aims to examine young people's attitudes about the role of critical thinking in assessing available media content. Answers were collected using an anonymous questionnaire that included attitudes about exposure to media content, availability of technical infrastructure, and self-assessment of the level of media and information literacy. The research was conducted in October 2024, in the area of Istria, and 109 respondents, high school students and full-time students, participated. The answers were analyzed with the statistical program JASP, including exploratory factor analysis, KMO test and Bartlett's test of sphericity. The results of the quantitative analysis showed that critical thinking is recognized as a basic prerequisite for functioning in the information environment. Educational institutions are suggested to introduce educational programs aimed at a deeper understanding of the mentioned concept, while emphasizing the need to develop media and digital literacy as personal skills and basic competencies.

Pelatihan Eduprenership Berbasis Digital dalam Meningkatkan Kreativitas dan Literasi Digital Pendidik di Sekolah Dasar

UPTD SDN Modung 1 is a school that has implemented an independent curriculum, with a limited number of students. It is difficult for educators to integrate technology and brand their schools. Demanding the need for digital-based education training at UPT SDN Modung 1 Bangkalan. The method used in this community service is through workshops and training. The stages of edupreneurship training consist of 1) Training in preparing digital-based learning tools to improve Edupreneurship for teachers, 2) Implementation of the Edupreneurship concept for elementary school students through in-class learning activities and self-development through project based learning and 3) Increasing the role of technology in Eduprenership learning through digital teaching materials and interactive multimedia. The concept of edupreneurship in this service hopes that students will be able to be creative and innovative. Through this service, it is hoped that we will be able to develop an academic atmosphere that is easy to understand, which can make UPTD SDN Modung 1 teaching staff entrepreneurial and digitally literate. This training is really needed for the needs of UPTD SDN Modung 1 teaching staff in developing personal skills to update information and creative ideas to support education and learning through Edupreneurship.

Effects of Low-Intensity Transcranial Magnetic Stimulation in Neuropsychological Development of Pediatric Subjects With Autism Spectrum Disorder: A Longitudinal Retrospective Approach.

Autism spectrum disorder (ASD) is a heterogeneous neurobiological condition characterized by behavioral problems and delayed neurodevelopment. Although transcranial magnetic stimulation (TMS) has been proposed as an alternative treatment for patients with ASD because of its promising benefits in reducing repetitive behaviors and enhancing executive functions, the use of high-intensity pulses (Hi-TMS) appears to be related to the side effects of the therapy. Low-intensity TMS (Li-TMS) has been partially investigated, but it may have clinical effects on ASD and simultaneously increase treatment safety. In this study, the effects of combined intervention with Li-TMS and conventional therapies were evaluated in 35 patients from Ecuador (six female and 29 male), aged between three and seven years, with a confirmed diagnosis of ASD. Each subject received conventional therapies twice a week (for four weeks) provided at the research center (psychological, occupational, speech, and neuro-psychomotor therapies) alongside daily Li-TMS sessions at 1 Hz and 9 mT of intensity targeting the left dorsolateral prefrontal cortex (L-DLPFC) for 45 min for four weeks (16 sessions in total). The Battelle Developmental Inventory (BDI), first edition, was applied before and after Li-TMS therapy to evaluate its clinical effects in subjects with ASD. Weekly follow-up assessments and parent questionnaires were administered to identify any adverse events. In all BDI domains, a significant statistical difference was observed between the pre- and post-intervention averages, supported by extremely low p-values (less than 0.001 in all cases). The personal, social, motor, cognitive, and communicative skills of all the study participants increased after Li-TMS therapy. At the same time, the calculated maturational delay had a significant decrease, suggesting an improvement of ~7.78 months in the neurodevelopment of the ASD subjects. However, age was also found to be a possible cause for these changes in development and maturation. No adverse effects were observed. Both variants of TMS, Hi-TMS and Li-TMS, have proven to be promising treatments for subjects with ASD, improving social and cognitive abilities. This investigation suggests that the combination of conventional therapies and 16 sessions of Li-TMS as a treatment for individuals with ASD had significant clinical progress, specifically in maturation development according to BDI. In addition, the use of low-intensity magnetic fields may allow for safer pulse delivery in pediatric subjects, as no side effects were reported in this study.

Survey of psychological resilience among university students majoring in long-term-care–related disciplines in Taiwan

BackgroundThe psychological resilience of university students majoring in long-term-care (LTC)–related disciplines is crucial for workforce retention and effective care provision in this field. This study aims to investigate the differences in levels of psychological resilience among these students in Taiwan.MethodsThis cross-sectional study involved 258 participants selected via stratified random sampling from 23 universities across Taiwan from November 2021 to November 2022, representing a diverse educational context. The research instrument used was the Resilience Scale for Adults, a validated psychological resilience questionnaire. The independent variables included participants’ demographic data, while the dependent variables encompassed five dimensions of resilience: personal strength, family cohesion, social resources, social skills, future organizational style, and total resilience score. Data analysis was performed using descriptive statistics, independent-samples t-tests, analysis of variance, and multiple regression analysis.ResultsParticipants with LTC work experience and leadership roles in campus clubs demonstrated significantly higher scores in personal strength (LTC: t = 2.04, p = 0.04, d = 0.29; leadership: t = 2.89, p = 0.01, d = 0.45), social resources (leadership: t = 2.47, p = 0.01, d = 0.34), social skills (leadership: t = 4.51, p = 0.01, d = 0.62), and future organizational style (LTC: t = 2.72, p = 0.01, d = 0.39). Higher academic performance was linked to greater personal strength, social resources, future organizational style, and total resilience (F = 4.69–3.12, p < 0.05). Regression analysis confirmed the predictive value of leadership experience and LTC work on various resilience dimensions. These results underscore the importance of practical exposure and extracurricular engagement in fostering resilience.ConclusionStudents engaged in club activities, leadership roles, and LTC work displayed higher psychological resilience. Educational institutions should foster club participation, leadership experiences, and partnerships with workplaces to enhance student resilience and professional readiness.

A Study on Tennis Momentum Prediction Based on Random Forest Algorithm

As a strategic sport, tennis plays a key role in the study of its momentum from the training of players and the decision support of coaches. Firstly, this article obtains open source data of the 2023 Wimbledon 1701 competition, quantifies momentum through whether it is a serving party in the competition and personal skills, and determines 16 indicators. Secondly, a random forest model is built to predict the momentum changes of two players in this game from multiple aspects such as accuracy and AUC. The results show that although Player 1 has shown great momentum many times on the field, Player 2 has a greater momentum, especially within the first 30 minutes. Then, the fluctuations in performance in the competition and the randomness of success were evaluated. The KW test was introduced to test the "momentum" in the game, and the result showed that p-value=0.000&lt;a=0.05, Ho was rejected, which means that the player's performance is positively correlated with the score. Finally, the assessment of the advantages and disadvantages of the model is made and some suggestions are given to provide feedback for coaches and players.

The Hindu Religion Values Illustrated in Bhagavad Gita For Students and Beginners of Ramananda Prasad

The perception that Hindu religious education is challenging to comprehend due to its complex philosophical language is becoming obsolete in today’s modern context. This study explores the educational values embedded within 26 illustrated stories in the Bhagavad Gita (For Students and Beginners) by Ramananda Prasad. Although universal in nature, these stories often obscure the explicit Hindu religious educational values they convey. As a foundational aspect of personal development, understanding Hindu educational values aids in building self-competence for students and beginners. This study aims to identify and analyze the concept of Hindu religious education values and their presence in the illustrated stories of the Bhagavad Gita by Ramananda Prasad. Utilizing a descriptive qualitative reference method, this research delves into the textual content of the Bhagavad Gita, interpreting its values and their application. The findings reveal that Hindu religious education is a comprehensive framework for imparting knowledge, attitudes, personality, and practical skills aligned with Hindu teachings, specifically related to the Tri Jnana Sandhi (three fundamental aspects of knowledge: Jnana, Vijnana, and Ajna). Three primary educational values emerge from the analysis: religious values, emphasizing devotion and spiritual practice; moral values, focusing on ethical behavior and integrity; and compassion values, highlighting empathy and care for others. In conclusion, the illustrated stories in Ramananda Prasad’s Bhagavad Gita serve as an accessible medium for conveying Hindu educational values, transforming complex teachings into relatable narratives that resonate with both students and beginners in their spiritual and personal growth.

The Relationship Between Knowledge and Personal Safety Skills As A Efforts to Prevent Sexual Harassment in College Students

Sexual harassment ranks first among the cases of sexual violence in educational institutions. The college has become one of the educational institutions with a high case rate. Given that sexual harassment can harm a person as it can have a physical, psychological, and social impact, it is necessary to prevent sexual abuse with personal safety skills consisting of recognize, resist, and report. One of the factors that influences the prevention of sexual harassment is knowledge. The aim of this study is to look at the relationship between knowledge and personal safety skills as behavioral efforts to prevent sexual harassment in students. This research is a quantitative analysis of the type of observational analytics with cross sectional design. Respondents to this study were active students of Airlangga University in the academic year 2023/2024 and a total of 420 respondents were obtained using accidental sampling method. The data collection uses questionnaires and is processed with Spearman's analysis that shows the strength of the relationship. The results show a very strong relationshiip (r=0.824) between knowledge and personal safety skills as an attempt to prevent sexual harassment in students. It is hoped that the campus will maximize its efforts to prevent sexual harassment by increasing the knowledge of students and citizens of the campus about sexual abuse, facilitating training in personal safety or self-care skills, expanding media information and access services for reporting sexual assault, as well as monitoring and periodically evaluating programmes that have been conducted in the campus area.

The Influence of Financial Literacy, Financial Technology, Risk Perception, and Locus of Control on Investment Decisions with Education Level as a Moderating Variable in West Kalimantan

Financial literacy encompasses objective knowledge, personal skills, and individual expertise in managing and making personal financial decisions. With the increasing complexity of financial instruments, numerous studies indicate that individuals often lack adequate information and understanding of fundamental financial principles. This study aims to examine the influence of financial literacy, financial technology, risk perception, and locus of control on investment decisions, with education level as a moderating variable. Using a quantitative methodology and purposive sampling method, this study finds that a better understanding of financial literacy, effective use of fintech, appropriate risk perception, and a strong internal locus of control can lead to improved investment decisions. The findings highlight that enhanced financial education and the integration of financial technology are crucial for supporting more effective investment choices, thereby expanding the community’s investment knowledge and skills.

Implementasi Kurikulum Merdeka dalam Pembentukan Karakter SD Negeri Kepadangan 2

Character education can instill character values ​​in students as a foundation for forming a quality generation that is able to live independently in everyday life. The problems at SD Negeri Kedangan 2 do not only cover classroom learning activities, but also extracurricular activities that play an important role in character development and support school culture. The purpose of this study is to describe the implementation of the Independent Curriculum at SD Negeri Kedangan 2. The BKP independent internship activity will be carried out individually and will start on September 2, 2024 to November 29, 2024. The independent internship activity at SD Negeri Kedangan 2 begins with an initial orientation where interns get to know the school environment, learn the organizational structure, and get information about: Study programs are introduced. The implementation of the MBKM Mandiri internship program at SDN Kedangan 2 provides a very valuable experience for both students and schools. The educational and extracurricular activities carried out make a positive contribution to the development of students' academic and personal skills. Innovative programs such as literacy visits, greening, and anti-bullying programs create a friendlier learning environment and support the goals of the Independent Curriculum.

Psychological resilience of grandparents and relationships with grandchildren in a family of an adult child. Dimensions of parentification of grandparents in the family

The purpose of the study was to capture the relationships between closeness, frequency of contact with grandchildren and authority and the dimensions of grandparents’ mental resilience. The results were collected from a sample of 80 study subjects using two tools: the Mental Resilience Scale (SPP–25) and an original ad hoc scale defining intergenerational relations, closeness – frequency – authority. The effects allowed us to address the research problem of whether there are relationships between the dimensions of grandparents’ mental resilience and their closeness, frequency of contact with grandchildren and grandparents’ authority. It was expected that the higher the mental resilience demonstrated in its dimensions studied in grandparents, the more significantly grandparents will demonstrate closeness and frequency of contact with grandchildren, while at the same time being an authority for their grandchildren. The results proven that some dimensions of psychological resilience show correlations with the characteristics of intergenerational relations. Among them, a dominant one are openness to novelty and sense of humor, as well as optimistic attitude to life and the ability to mobilize in difficult situations, which enter into positive significant interdependencies with closeness to grandchildren. On the other hand, personal coping skills and tolerance of negative emotions show a negative significant correlation with the frequency of contacts with grandchildren. Tolerance of failure and treating life as a challenge reveal a negative correlation with the authority of grandparents in grandchildren. In conclusion, the results constitute the beginning of a discussion on the issue of parentification of grandparents, a concept identified with clinical child psychology.