Self-assessed Ability Research Articles

Effects of psychosocial work factors and psychological distress on self-assessed work ability: A 7-year follow-up in a general working population.

Toinvestigate the effects of psychosocial work factors (PWF) and psychological distress (PD) on self-assessed work ability. This follow-up study included 7,810 individuals (55%women) with good work ability at baseline. PWFandPD (measured by GHQ-12) were assessed at baseline and work ability at 7-year follow-up. Effects of PWF and PD on work ability were analyzed by logistic regression, odds ratios (OR) with 95% CI, and by mediation analysisusing 4-way decomposition. Low support was associated with poor work ability for both women and men (OR 1.78 and 1.89). For men, also low skill discretion was associated with poor work ability (OR 2.07). For both women and men, PD was associated with poor work ability (OR 3.41 and 1.84). PD did not act as an intermediate variablein the association between PWF and work ability. Strategies for sustainable work ability should focus on both working conditions and health factors. Am. J. Ind. Med. 60:121-130, 2017. © 2016 Wiley Periodicals, Inc.

The Gender Gap in Mathematics: Evidence from Chile

AbstractUsing a large administrative data set from Chile, we find that on average boys perform better than girls in math. In this article, we document several features of boys versus girls’ relative performance in math. First, we note that the gender gap appears to increase with age (doubles between fourth grade and eighth grade). Second, we test whether commonly proposed explanations such as parental background and investments, unobserved ability, and classroom environment (including teacher gender) help explain a substantial portion of the gap. While none of these explanations help in explaining a large portion of the gender gap, we show that boys and girls differ significantly in perceptions about their own ability in math. Conditional on math scores, compared to boys, girls are much more likely to state that they dislike math or find math difficult. We highlight differences in self-assessed ability as areas for future research that might lead to a better understanding of the gender gap in math.

Self-assessment of social cognitive ability in individuals with schizophrenia: Appraising task difficulty and allocation of effort

Patients with severe mental illnesses manifest substantial deficits in self-assessment of the abilities that impact everyday functioning. This study compares patients with schizophrenia to healthy individuals on their social cognitive performance, their assessment of that performance, and the convergence between performance and indicators of effort in solving tasks. Patients with schizophrenia (n=57) and healthy controls (HC; n=47) completed the Bell-Lysaker Emotion Recognition Test (BLERT), a psychometrically sound assessment of emotion recognition. Participants rated their confidence in the accuracy of their responses after each item. Participants were instructed to respond as rapidly as possible without sacrificing accuracy; the time to complete each item was recorded. Patients with schizophrenia performed less accurately on the BLERT than HC. Both patients and HC were more confident on items that they correctly answered than for items with errors, with patients being less confident overall; there was no significant interaction for confidence between group and accuracy. HC demonstrated a more substantial adjustment of response time to task difficulty by taking considerably longer to solve items that they got wrong, whereas patients showed only a minimal adjustment. These results expand knowledge about both self-assessment of social cognitive performance and the ability to appraise difficulty and adjust effort to social cognitive task demands in patients with schizophrenia.

Estimation of blood loss is inaccurate and unreliable

To determine the characteristics associated with improved accuracy or reliability of estimating operative blood loss. Operating room personnel at a tertiary care hospital evaluated 3 operative simulations and provided estimations of blood loss. The simulations utilized precise, known volumes of porcine blood and saline on tapes, sponges, and in suction containers. Low volume (50mL), mid volume (300mL), and high volume (900mL) blood loss scenarios were used in this simulation. Information collected included the blood loss estimation, the participant's occupation, years of experience in the operating room, confidence level in estimating blood loss, and their opinion as to which group would provide the most accurate estimation. Sixty practitioners participated: 17 anesthesia providers, 22 surgeons, and 21 nurses and technicians. Overall, estimations were significantly inaccurate: scenario 1, mean error 52%; scenario 2, mean error 61%; scenario 3, mean error 85%. Ninety-five percent of participants provided estimations that had >25% error in at least 1 scenario. Only 27% demonstrated consistency in over or under-estimating the blood loss. There was no association between specialty, years of experience, or confidence in ability with consistency or accuracy of estimating blood loss. This study demonstrates that visual estimation of operative blood loss is unreliable and inaccurate. No provider specialty, level of experience, or self-assessment of ability was associated with improved estimation. Blood loss estimations are not a reliable metric to judge physician performance or patient outcomes. Consideration should be given to alternative reporting of operative blood loss to better direct perioperative care.

Olfactory Performance in a Large Sample of Early-Blind and Late-Blind Individuals.

Previous examinations of olfactory sensitivity in blind people have produced contradictory findings. Thus, whether visual impairment is associated with increased olfactory abilities is unclear. In the present investigation, I aimed to resolve the existing questions via a relatively large-scale study comprising early-blind (N = 43), and late-blind (N = 41) and sighted (N = 84) individuals matched in terms of gender and age. To compare the results with those of previous studies, I combined data from a free odor identification test, extensive psychophysical testing (Sniffin' Sticks test), and self-assessed olfactory performance. The analyses revealed no significant effects of sight on olfactory threshold, odor discrimination, cued identification, or free identification scores; neither was the performance of the early-blind and late-blind participants significantly different. Additionally, the self-assessed olfactory abilities of the blind people were no different than those of the sighted people. These results suggest that sensory compensation in visually impaired is not pronounced with regards to olfactory abilities as measured by standardized smell tests.

Business Forums Pave the Way to Ethical Decision Making: The Mediating Role of Self-Efficacy and Awareness of a Value-Based Educational Institution

In the midst of recent ethical decision-making failures in business in the past ten or more years, businesses are beginning to prioritize the moral fiber of their new-hire business graduates. In addition to academic performance, intellectual drive, and personality match, perhaps there are other key characteristics that employers seek which speak to the importance of ethical decision makers in practice. The question remains, how can academic institutions help instill such values into their students so that ethical decision making transcends their lives? This article suggests that experiential learning through an institutional-sponsored business forum can help enhance an individual’s self-efficacy and awareness of the school’s value-based education, which ultimately will lead students towards ethical decision making in practice. Five years of survey data collected at business forum events suggests that business forums are making a difference in the students’ self-assessed abilities to show greater self-efficacy, better ethical decision making, and an increased awareness of their institution’s value-based education. Specifically, data collected illustrate a mediating effect of self-efficacy and awareness of a value-based education en route to ethical decision making. Further, support is found for the primary hypothesis that attendance at business forums does result in a higher propensity to make ethical decisions. Because of these positive findings, higher education institutions looking to place a greater emphasis on the ethical leadership of their business students may want to explore adding such experiential learning programs.

Menopausal vasomotor symptoms are associated with poor self-assessed work ability

ObjectivesIt has been hypothesised that vasomotor symptoms (VMS), the hallmark of menopause, may affect women’s workplace performance. The aim of this study was to investigate the association between VMS and self-reported work ability, taking into account socio-demographic characteristics.Study design/Main Outcome measures: A national cross-sectional survey of women, aged 40–65 years, was conducted between October 2013 and March 2014. Participants provided socio-demographic and lifestyle factors and completed the Menopause Specific Quality of Life Questionnaire (MENQOL) and the Work Ability Index (WAI). ResultsOf 2020 women who comprised the study sample, 1274 were in paid employment and 1263 completed the WAI. The WAI score was good-excellent for 81.5% of women and poor-moderate for 18.5%. After adjustment for socio-demographic characteristics, having any VMS was associated with greater likelihood of poor-moderate work ability [odds ratio (OR)=2.45, 95% CI 1.69–3.54]. Poorer work ability was significantly and independently associated with being un-partnered, obese or overweight, smoking, being carer and having insecure housing finance, but not with age. ConclusionsOverall, most women functioned well at work. We observed an association suggesting a relationship not only between menopausal VMS and personal wellbeing, but also between VMS and self-assessed work ability. Although 4 in 5 women functioned well at work, recognition of the association with VMS may improve wellbeing and work performance of working women at midlife.

Self-Assessment Scores Increase in Parallel with Objective Performance Measures: The Case of Information Literacy in the Context of a Randomized Blended Learning Program Evaluation

Self-Assessment Scores Increase in Parallel with Objective Performance Measures: The Case of Information Literacy in the Context of a Randomized Blended Learning Program Evaluation Nikolas Leichner, Anne-Kathrin Mayer, Johannes Peter, Günter Krampen Abstract In the context of a randomized evaluation study for an information literacy instruction program with N = 67 participants, changes in objective information literacy performance measures and self-assessed abilityare examined. Results show that scores on both kinds of instruments increase nearly in parallel. Another finding is that self-assessed abilities and objective measures are moderately correlated before participation in the instruction program. The correlation, however, diminishes after participation in the instruction program; this finding is attributed to the unspecific nature of the scale which seems unsuitable in light of the higher performance levels after participation. Full Text: PDF DOI: 10.15640/jehd.v5n1a9

Providing Feedback on Clinical Performance to Hospitalists: Experience Using a New Metric Tool to Assess Inpatient Satisfaction With Care From Hospitalists.

Physicians have been shown to possess limited ability for accurate self-assessment; thus, effective feedback is crucial for their professional development. This study describes providers' reflections on their data and evaluates the hospitalist physicians' impressions about receiving this feedback derived from a new survey metric specifically designed to obtain patient assessment of their treating hospitalist provider coupled with reflective sessions. Participants were 26 hospitalists from one institution. These physicians' data were used for the development and validation of a new metric, Tool to Assess Inpatient Satisfaction with Care from Hospitalists (TAISCH). Participants received a summary of ratings from patients for whom they were the primary provider. This was followed by a 15-minute semistructured telephone interview to discuss the data. Participants then completed an online survey to assess their perceptions about the data and the efficacy of the feedback. Both quantitative and qualitative results were analyzed. All 26 providers reviewed their evaluation data, participated in the discussion of results by phone, and completed the online survey. Most (54%) agreed that TAISCH was superior to Hospital Consumer Assessment of Healthcare Providers and Systems in providing hints on how to improve the quality of the care and in providing detailed information about the performance in specific areas (62%). After stratifying hospitalists according to their performance, it was observed that those who scored better responded more favorably to the data. The two main themes that emerged from the qualitative analysis were "reflection on one's performance" and "feedback using TAISCH." Most hospitalists in our study felt that TAISCH provided meaningful feedback.

Masticatory ability with depression, anxiety, and stress: Does there exist any association?

Masticatory ability as a subjective response to masticatory function indicates patients' perception of their mastication. To the best of our knowledge, there has been no study on association between masticatory ability and psychological status. This study investigated the association between self-assessed masticatory ability (SAMA) and psychological status among a large sample of Iranian adults. In this cross-sectional study, data were extracted from 4135 adults who had been completed information in 20 counties across Isfahan province regarding masticatory ability and psychological statuses (depression, anxiety, and stress). An SAMA questionnaire, the Hospital Anxiety and Depression Scale and General Health Questionnaire were used to measure masticatory ability, depression and anxiety, and stress of study population. To analyze the data, ANOVA, χ(2) test, and multinomial regression were applied at 0.05 for the significance level. Masticatory ability was significantly correlated with depression (P < 0.001), anxiety (P < 0.001), and stress (P < 0.001). The participants in high masticatory ability group reported lower scores for presence of these psychological variables. Furthermore, males reported significantly higher level for masticatory ability than females (P = 0.025). In addition, there were significant association between low and moderate masticatory ability with anxiety (1.09, 1.08), depression (1.15, 1.13), and stress (1.11, 1.09), respectively. The association was still significant after adjusting for age, sex, educational level, and marital status. Despite study limitations, the results of this study provide evidence that participants with higher score of depression, anxiety, and stress suffer lower masticatory ability.

The efficacy of objective and subjective predictors of driving performance during sleep restriction and circadian misalignment

Fatigue is a significant contributor to motor-vehicle accidents and fatalities. Shift workers are particularly susceptible to fatigue-related risks as they are often sleep-restricted and required to commute around the clock. Simple assays of performance could provide useful indications of risk in fatigue management, but their effectiveness may be influenced by changes in their sensitivity to sleep loss across the day. The aim of this study was to evaluate the sensitivity of several neurobehavioral and subjective tasks to sleep restriction (SR) at different circadian phases and their efficacy as predictors of performance during a simulated driving task. Thirty-two volunteers (M±SD; 22.8±2.9 years) were time-isolated for 13-days and participated in one of two 14-h forced desynchrony protocols with sleep opportunities equivalent to 8h/24h (control) or 4h/24h (SR). At regular intervals during wake periods, participants completed a simulated driving task, several neurobehavioral tasks, including the psychomotor vigilance task (PVT), and subjective ratings, including a self-assessment measure of ability to perform. Scores transformed into standardized units relative to baseline were folded into circadian phase bins based on core body temperature. Sleep dose and circadian phase effect sizes were derived via mixed models analyses. Predictors of driving were identified with regressions. Performance was most sensitive to sleep restriction around the circadian nadir. The effects of sleep restriction around the circadian nadir were larger for simulated driving and neurobehavioral tasks than for subjective ratings. Tasks did not significantly predict driving performance during the control condition or around the acrophase during the SR condition. The PVT and self-assessed ability were the best predictors of simulated driving across circadian phases during SR. These results show that simple performance measures and self-monitoring explain a large proportion of the variance in driving when fatigue-risk is high.

Development and psychometric analysis of the Duchenne muscular dystrophy Functional Ability Self-Assessment Tool (DMDSAT)

The objective of this study was to describe the development and initial psychometric analysis of the UK English version of the Duchenne muscular dystrophy Functional Ability Self-Assessment Tool (DMDSAT), a patient-reported outcome (PRO) scale designed to measure functional ability in patients with Duchenne muscular dystrophy (DMD). Item selection was made by neuromuscular specialists and a Rasch analysis was performed to understand the psychometric properties of the DMDSAT. Instrument scores were also linked to cost of illness and health-related quality of life data. The administered version, completed by 186 UK patient–caregivers pairs, included eight items in four domains: Arm function, Mobility, Transfers, and Ventilation status. These items together successfully operationalized functional ability in DMD, with excellent targeting and reliability (Person Separation Index: 0.95; Cronbach's α: 0.93), stable item locations, and good fit to the Rasch model (mean person/item fit residual: −0.21/−0.44, SD: 0.32/1.28). Estimated item difficulty was in excellent agreement with clinical opinion (Spearman's ρ: 0.95) and instrument scores mapped well onto health economic outcomes. We show that the DMDSAT is a PRO instrument fit for purpose to measure functional ability in ambulant and non-ambulant patients with DMD. Rasch analysis augments clinical expertise in the development of robust rating scales.

Incorporating Experiential Learning Techniques to Improve Self‐Efficacy in Clinical Special Care Dentistry Education

The New York University College of Dentistry has introduced a clinical rotation for fourth-year dental students that focuses on treating people with special health care needs (PSN). The aim of this study was to investigate the hypothesis that clinical experience in treating patients with special health care needs during predoctoral education is associated with increased self-assessed student ability and comfort and therefore self-efficacy. The study also investigated whether other characteristics, such as prior personal or volunteer experience with this population, service-mindedness, and/or the inclination to treat underserved populations, were associated with comfort in treating PSN. A survey was used to assess changes in students' perceived knowledge, beliefs, and attitudes regarding treating PSN before and after the clinical experience for July 2012-June 2013. The survey included questions about students' service-mindedness, comfort, perceptions of abilities of PSN and educational importance of learning to treat PSN, desire for clinical experience, and future intent or interest in treating PSN. Out of 364 students invited to participate, 127 surveys were returned, for a response rate of 34.9%. The results showed statistically significant increases on six items following training: impressions about the importance of oral health among PSN, comfort in treating people with cognitive disabilities and with medical complexities, intent to treat PSN in future practice, interest in including PSN in postgraduate training, and belief that PSN could be treated in the private practice setting. These students reported preferring to learn in the clinical setting over didactic instruction. This clinical experience was associated with improved self-efficacy in treating PSN and increased intentions to treat this population in future practice. Improvements were particularly evident among those with the least prior experience with PSN and were independent of other aspects of the students' past experience, future goals, or personality characteristics.

Impact of Technique‐Specific Operative Videos on First‐Year Dental Students’ Performance of Restorative Procedures

The aim of this study was to examine the impact of psychomotor operative video demonstrations on first-year dental students who are performing specific procedures for the first time in a preclinical setting. The class was randomly divided into two groups, and three restorative procedures were selected. On the date on which each procedure was to be performed in the preclinical laboratory for the first time, one group (experimental, n=50) was shown a technique video for that specific procedure immediately before commencing the exercise; the control cohort (n=50) did not view the video. Technical performance on procedures was evaluated by students and two calibrated and blinded examiners. The students' perceptions of the experience were also collected in a survey. All first-year students participated in the study, for a 100% response rate. A Mann-Whitney U test did not show any group differences in technical performance (mean values on preparation: 77.1 vs. 77.8; amalgam: 82.7 vs. 82.8; composite: 79.7 vs. 78.0). A Spearman rho test revealed a significantly higher correlation in 13 out of 25 evaluation categories between student self-assessment and blinded examiner assessment for the experimental group. A chi-square test of questionnaire responses revealed a positive student perception of administering these videos for the preparation (X(2)=4.8, p<0.03), the amalgam restoration (X(2)=12.4, p<0.001), and the composite restoration (X(2)=11.3, p<0.001). The psychomotor video demonstrations did not immediately improve student performance on preclinical operative procedures, but they were well received by students and augmented self-assessment ability. These findings suggest that videos can be a useful teaching aid in a preclinical environment, especially regarding comprehension of concepts.

The Association Between Self-Assessed Future Work Ability and Long-Term Sickness Absence, Disability Pension and Unemployment in a General Working Population: A 7-Year Follow-Up Study.

Purpose Work ability is commonly measured with self-assessments, in the form of indices or single items. The validity of these assessments lies in their predictive ability. Prospective studies have reported associations between work ability and sickness absence and disability pension, but few examined why these associations exist. Several correlates of work ability have been reported, but their mechanistic role is largely unknown. This study aims to investigate to what extent individual's own prognosis of work ability predicts labor market participation and whether this was due to individual characteristics and/or working conditions. Methods Self-assessed prognosis of work ability, 2years from "now," in the Stockholm Public Health Questionnaire (2002-2003) was linked to national registers on sickness absence, disability pension and unemployment up to year 2010. Effects were studied with Cox regression models. Results Of a total of 12,064 individuals 1466 reported poor work ability. There were 299 cases of disability pension, 1466 long-term sickness absence cases and 765 long-term unemployed during follow-up. Poor work ability increased the risk of long-term sickness absence (HR 2.25, CI 95% 1.97-2.56), disability pension (HR 5.19, CI 95% 4.07-6.62), and long-term unemployment (HR 2.18, CI 95% 1.83-2.60). These associations were partially explained by baseline health conditions, physical and (less strongly) psychosocial aspects of working conditions. Conclusions Self-assessed poor ability predicted future long-term sickness absence, disability pension and long-term unemployment. Self-assessed poor work ability seems to be an indicator of future labor market exclusion of different kinds, and can be used in public health monitoring.

Personality Correlates of the Self-Assessed Abilities to Tell and Detect Lies, Tell Truths, and Believe Others

The contribution of personality dimensions (the Big Five) to self-assessed communication abilities to tell and detect lies, tell truths, and believe others was examined. One hundred seventy-four undergraduate students completed the Big Five personality inventory (BFI) and evaluated their relative lie-telling, truth-telling, lie-detection and their ability to believe other peoples’ truths. Results indicated that Extraversion predicted enhanced lie-telling, truth-telling, and lie-detection abilities. Openness to experience predicted higher ratings of lie-telling and lie-detecting abilities, indicating that for curious people with intellectual skills and attentiveness to inner feelings, lie-related abilities are important. Agreeableness predicted high ratings of believing skills and low ratings of the remaining three skills, indicating that well-tempered people tend to believe others. Conscientiousness and Neuroticism were negatively associated with telling lies persuasively. This was explained by the need of conscientious people to be honest and by the low self-confidence and negative emotions of people who scored high on Neuroticism. Implications of the present results were discussed.

The effects of active learning environments: how simulations trigger affective learning

Simulations have become popular teaching tools in political science and EU studies curricula. Proponents point out that simulations match with constructivist theories of learning. They argue that students will better understand EU decision making when they combine theoretical knowledge about negotiation theory with knowledge about how the EU works and with the experience of negotiating as if they were EU actors. This article aims to validate the pedagogical claims by constructivists regarding simulations in two ways. It assesses the organisation of EuroSim, a four day comprehensive simulation of EU decision making organised by the Trans-Atlantic Consortium for European Union Studies & Simulations (TACEUSS) as an active learning environment. In addition, using data from pre- and post-simulation surveys among participants, the authors show that through participation in simulations students gained in the areas of affective learning, such as the ability for self-assessment, as suggested by the constructivist literature.

Dental status and self‐assessed chewing ability in 70‐ and 80‐year‐old subjects in Sweden

The objective was to compare two cohorts of elderly people, 70 and 80 years old, with respect to dental status and self-assessed chewing ability. The hypotheses were as follows: (i) dental status is associated with self-assessed chewing ability; (ii) chewing ability is poorer among the 80- than the 70-year-old subjects. Identical questionnaires were in 2012 sent to all subjects born in 1942 and 1932, living in two Swedish counties. The response rate was 70.1% resulting in samples of 5697 70- and 2922 80-year-old subjects. Answers to questions on self-assessed chewing ability, dental status and some other factors have been analysed. Dental status varied but was in general good; 72% of the 70- and 60% of the 80-year-old subjects reported that they had all or only few missing teeth. Rate of edentulism was 3% and 7%, respectively. Removable partial dentures were reported by 6% and 10%, respectively, implant treatment by 13% in both cohorts. Self-assessed chewing ability was mostly good and correlated with the number of teeth (Spearman rho = 0.46). A majority of the edentulous subjects assessed their chewing ability as very or fairly good. Logistic regression showed that self-assessed chewing ability was significantly associated with a number of dental variables but also with general health. In conclusion, dental status was relatively good at both ages but somewhat poorer in the older cohort. Dental status, some other dental variables and being healthy were in both age groups significantly associated with self-assessed chewing ability.

Relationship between spatial ability, visuospatial working memory and self-assessed spatial orientation ability: a study in older adults.

This paper describes some novel spatial tasks and questionnaires designed to assess spatial and orientation abilities. The new tasks and questionnaires were administered to a sample of 90 older adults (41 males, age range 57-90), along with some other tests of spatial ability (Minnesota Paper Form Board, Mental Rotations Test, and Embedded Figures Test) and tests of visuospatial working memory (Corsi's Block Test and Visual Pattern Test). The internal reliability of the new tasks and questionnaires was analyzed, as well as their relationship with the spatial and working memory tests. The results showed that the new spatial tasks are reliable, correlate with working memory and spatial ability tests and, compared with the latters, show stronger correlations with the self-report questionnaires referring to orientation abilities. A model was also tested (with reference to Allen et al. in Intelligence 22:327-355, 1996) in which the new tasks were assumed to relate to spatial ability and predict orientation abilities as assessed by the self-report measures.

The Gender Gap in Mathematics: Evidence from a Middle-Income Country

Using a large administrative data set from Chile, we find that, on average, boys perform better than girls in mathematics. In this paper, we document several features of their relative performance. First, we note that the gender gap appears to increase with age (it doubles between fourth grade and eighth grade). Second, we test whether commonly proposed explanations such as parental background and investment in the child, unobserved ability, and classroom environment (including teacher gender) help explain a substantial portion of the gap. While none of these explanations help in explaining a large portion of the gender gap, we show that boys and girls differ significantly in perceptions about their own ability in math. Conditional on math scores, girls are much more likely to state that they dislike math, or find math difficult, compared to boys. We highlight differences in self-assessed ability as areas for future research that might lead to a better understanding of the gender gap in math.