Self-reported Beliefs Research Articles

Longitudinal changes in self-reported medication adherence and beliefs about post-stroke medicines in Sweden: a repeated cross-sectional study

ObjectivesTo explore changes in beliefs about medicines and self-reported medication non-adherence between 3 and 24 months after stroke and to investigate associations between beliefs about medicines and non-adherence at 24...

Findings from a public engagement programme for school children aged 13-15 years about endocrinology.

To investigate the utility and effectiveness of a school outreach programme in areas of lower socioeconomic status to improve understanding of common endocrine topics and the medical profession. Two secondary school outreach sessions were conducted in July 2022. Students were invited to attend lectures delivered by medical professionals and engage in poster-making sessions using the knowledge they had gained throughout the day. Participants completed anonymised pre- and post-session surveys. Outcomes were identified using Kirkpatrick's training evaluation model. Self-reported perceptions and beliefs (Kirkpatrick's level 2a) were compared using chi-square tests. Thematic analysis of team-led poster presentations was performed. Of the 254 participants included, the response rates of pre- and post-session questionnaires were 75.6% and 56.2%, respectively. The outreach day increased students' understanding of obesity and diabetes, polycystic ovary syndrome, and Health Technology. The most well-received activities from the outreach day were voted to be the poster challenge (43.4%) and poster presentation (14.7%). Following the session, there was a trend towards an increased understanding of medical careers and interest in pursuing a medical career, although these did not reach statistical significance. Outreach programmes could be a practical and effective approach to engaging prospective medical applicants from areas of lower socioeconomic status. Further studies are required to expand outreach programmes and investigate the efficacy of school engagement programmes.

“Only some can succeed Here”: A mixed methods study of how faculty unproductive mindsets relate to Gender, Racial, and First-Gen representation in higher education

Gender, racial/ethnic, and socioeconomic disparities pervade academia. Though there are a wealth of established reasons for these gaps, recent research has begun to examine how faculty beliefs contribute to representation outcomes for groups stereotyped as lacking intelligence. Extending prior research and using a sequential explanatory mixed methods approach, the present study investigates how field-specific ability beliefs (beliefs about the importance of brilliance) and fixed mindsets (beliefs about the immutability of intelligence) relate to the representation of women, racial/ethnic minorities, and first-generation students at various levels of academia. In a quantitative study of 1,025 faculty from 83 departments, self-reported beliefs exhibited negative correlations with representation outcomes in the small to very large range (−.16 > r’s > -0.44). Qualitative findings, however, suggest a more complicated relationship. Focus group data from undergraduate and graduate students in two departments differing in faculty beliefs (N = 32), suggested that both explicit and implicit messages from professors, peers, and the learning environment are important contributors to students’ experiences, beliefs, and decisions. The results call for more intentional considerations, both in research and in practice, of the messages students receive from the environments in which they learn.

Project Safe Guard: Evaluating a Lethal Means Safety Intervention to Reduce Firearm Suicide in the National Guard.

The purpose of this paper is to examine a scalable secure firearm storage intervention in the U.S. National Guard (NG) in preventing firearm injury and suicide. A study among firearm-owning members of the Mississippi NG testing Project Safe Guard (PSG), a 10 to 15 min lethal means counseling intervention, found that PSG increased self-reported secure firearm storage practices. Here, we sought to examine a "real world" rollout of a modified PSG program in the NG in which NG members were trained to understand the importance of lethal means safety and to deliver PSG to Guardsmen peers within their units. The PSG team collaborated with the NG to identify 4 states for the rollout; for each state, the NG was responsible for identifying key personnel ("facilitators") who would receive the training. Team members provided in-person training at 5 locations across 4 states (AZ, GA, IA, and NV) from January to April 2023. Attendees were provided with combination trigger locks or cable locks and evaluation instructions. Questionnaires were administered to training attendees via REDCap at pre-training and post-training. We conducted descriptive and comparison statistics of questionnaire data. A total of 186 facilitators were trained at 5 in-person training locations across 4 states (AZ, GA, IA, and NV) from January to April 2023; data collection concluded in August 2023. There were 137 pre-training responses (74% pre-survey response rate) and 88 post-training responses (64% response rate from those who took the pre-training survey). Findings demonstrate increases in self-reported knowledge, attitudes, and beliefs regarding firearm injury and suicide and a reported desire to store personal firearms more securely. The adapted version of PSG shows promise as a relevant and acceptable intervention among Guardsmen to enhance knowledge and attitudes regarding firearm suicide, increase secure firearm storage practices, and normalize conversations about firearm suicide prevention among peers. This intervention seeks to frame firearm suicide prevention within a culture of safety, complementary to the existing prevention methods and training within the NG.

Vaccine Literacy and Hesitancy on routine and travelers' vaccines: a preliminary online survey.

The vast amount of conflicting information during the COVID-19 pandemic might have had a detrimental effect on people's opinions about vaccinations, including groups like travelers. This study aimed at assessing Vaccine Literacy in a sample of the general Italian population, together with antecedents of Vaccine Hesitancy, such as confidence, complacency, and convenience, the so-called "3Cs", and their effects on accepting routine and travelers' vaccines. A specifically designed anonymous questionnaire was created by using Google forms and validated through a face validity process. Subsequently, it was employed in an online cross-sectional survey. The assessment Vaccine Literacy scale used in this survey was similar to that employed in earlier surveys. In addition to demographic data and information sources used by participants, the questionnaire was composed, in total, of nine multiple choice questions on Vaccine Literacy, and six questions on the 3Cs. Considered outcomes were self-reported participants' beliefs, attitudes, behaviors and intentions toward recommended routinary adulthoods vaccines and arboviral vaccines for travelers. A section of the questionnaire focused on chikungunya awareness, taken as an example of arboviral disease that has caused outbreaks in Italy, but not yet vaccine-preventable at the time of the investigation. After cleaning the database, 357 responses were suitable for analysis. Vaccine Literacy mean functional score was 2.81 ± 0.74 (lower than in an earlier survey, p = 0.012), while the interactive-critical (score 3.41 ± 0.50) was higher (p<0.001). Vaccine literacy was confirmed to be associated with attitudes and behaviors towards vaccination, with the 3Cs often acting as a mediator. However, interactive Vaccine Literacy was misaligned with respect to functional and critical ones, as if looking for information sources or discussing about vaccination was less relevant than amidst the pandemic. Also, there was an increase in Vaccine Hesitancy, particularly with regard to travel vaccinations, with 10-17% of individuals refusing to be vaccinated if travelling in areas at risk. The main limitation of the study was the unbalance in demographic variables, in particular the education level. The study highlights the risks associated with current travel, including those related to climate change and the spread of vector-borne infections. It underscores the importance of raising awareness about arboviral diseases and the vaccines available to prevent them. As with all online surveys that employ convenience sampling, this study might not have provided a comprehensive representation of the entire population. Nevertheless, a dedicated analysis has been conducted to reduce biases and make data interpretation easier. Despite the need for further research, the findings indicate potential new approaches for assessing Vaccine Literacy and Vaccine Hesitancy, to ease the development of new communication strategies to enhance routine and travel vaccinations.

Special educational needs – self-reported beliefs about knowledge, skills and attitudes of future foreign language teachers before and after a summer school

The study involved students of the Faculty of Modern Languages at the University of Warsaw (FML UW), who attended a course within a summer school (SL) on special educational needs in language education. The study aimed to observe the changes in participants’ knowledge and skills in the area of special educational needs (SEN), as well as their attitudes towards teaching students with dyslexia, attention-deficit/hyperactivity disorder, and on the autism spectrum. The second aim of the study was to check the participants’ satisfaction with the SL organization with the view of continuing this initiative at FML UW. Data were collected using a pre- and post-questionnaire with closed- and open-ended questions and post-SL interviews. Data were presented using descriptive and interferential statistics. Interviews were transcribed and coded thematically in the scope of the research questions. Findings showed that SL was a successful initiative. The participants gained knowledge and skills at a significant level (p &lt; 0.05). The participants believed that teaching students with SEN was challenging but they remained uncertain whether working with students with SEN was stressful. The participants reported a significantly more satisfactory attitude after the SL. Pedagogical implications of the findings are discussed considering the agency and well-being of language teachers.

Defeatist performance beliefs in individuals with recent-onset schizophrenia: Relationships with cognition and negative symptoms

BackgroundThe cognitive model of negative symptoms of schizophrenia suggests that defeatist performance beliefs (DPB), or overgeneralized negative beliefs about one's performance, are an intermediary variable along the pathway from impaired neurocognitive performance to negative symptoms and functioning in daily life. Although reliable associations between these variables have been established in chronic schizophrenia, less is known about the nature of these relationships in recent-onset schizophrenia (ROSz). This current study tested the associations between DPB and variables in the cognitive model (neurocognitive performance, negative symptoms, functioning) as well as mediation by DPB of the association between neurocognitive performance and negative symptoms in ROSz. MethodsA total of 52 participants (32 adults with ROSz and 20 non-psychiatric healthy comparators; HC) completed in-lab measures of neurocognitive performance, self-reported defeatist performance beliefs, and clinician administered measures of negative symptoms and functional outcome. Bivariate relationships among these variables were tested with Pearson correlations. Bootstrapped regression analyses were conducted to test the strength of the indirect effect of neurocognitive performance on negative symptoms through DPB. ResultsDefeatist performance beliefs were significantly elevated in ROSz, and were associated with neurocognitive performance, negative symptoms, and functional outcome as predicted by the cognitive model. There was a significant indirect effect of neurocognition on experiential negative symptoms through DPB, indicating DPB are a partial mediator of the relationship between neurocognitive performance and negative symptoms. ConclusionThese findings are consistent with the cognitive model of negative symptoms and extend previous findings in both ROSz and established schizophrenia. Specifically, these data demonstrate that DPB are elevated among ROSz and the associations with neurocognition and clinical outcomes (e.g., negative symptoms and functioning) are of similar magnitude to those reported in chronic schizophrenia. DPB may therefore be a viable treatment target in the early course of illness.

Parental linguistic content and distancing predict beliefs about emotion and child emotion regulation

ABSTRACT Employing a constructionist framework of emotion, this study examines whether parental language during emotion belief discussions predicts parents’ self-reported beliefs about emotion and child emotion regulation (ER). 102 parents of children ages 8 through 12 participated in focus groups about emotion beliefs, and nine months later, completed questionnaires on their emotion beliefs and child ER. Focus group content was analyzed for positive and negative emotion talk, cognitive process talk, and an established linguistic marker of psychological distancing. Parents’ positive emotion talk and parental linguistic distancing when discussing their child’s (but not their own) emotion experiences positively predicted beliefs about children’s emotional capabilities. Finally, negative emotion talk negatively predicted parental beliefs about children’s capacity to control their own emotions and the value of anger expression as well as child ER. Current findings contribute to our understanding of how parental communication patterns about emotions may influence emotion beliefs and child emotion development.

Veterinarians' Self-Reported Behaviors and Attitudes toward Spectrum of Care Practices.

Access to veterinary care for animal owners is an important part of keeping animals healthy and keeping pets and people together whenever that is appropriate. Insufficient financial and other resources to allocate to veterinary care are major barriers for pet owners to receiving preventative, sick, and emergency services. The veterinary community has begun to incorporate offering a range of diagnostic and treatment options more intentionally in response to clients' inability to pay and to a lesser extent to mitigate other barriers to care. Many veterinarians are nonetheless oriented toward providing specialized and more sophisticated care based on their training. This study sought to identify the self-reported behaviors, knowledge, attitudes, and beliefs of veterinarians about offering a spectrum of care options (SoC) to clients. The finding that many reported offering SoC is encouraging. However, veterinarians who report comfort and confidence in a variety of aspects of clinical care were most likely to offer SoC. Practitioners in the field for 20 or more years were less likely to offer SoC to clients with financial limitations. Rural veterinarians were more likely to offer SoC to any client compared to urban veterinarians. These results provide a point of reference and potential focus for veterinarians who are not currently offering SoC as well as an exploration of veterinarians' reported knowledge, behaviors, attitudes, perceptions, and concerns about SoC.

Quality of orthodontic care-Amulticenter cohort study in aGerman convenience sample : Part2: Cross-sectional patient-reported outcomes after orthodontic treatment.

In light of the growing interest in orthodontic care and its effectiveness in Germany, part2 of this multicenter cohort study evaluated patient-reported outcomes such as oral health-related quality of life (OHRQoL), oral hygiene habits, oral health beliefs, and potential influencing factors. Of 586 patients screened from seven German study centers, data from 343 patients were analyzed for this part of the study. At the end of their orthodontic treatment, study participants filled out aquestionnaire of either the German long version of the Oral Health Impact Profile (OHIP-G49) or the German short version of the Child Oral Health Impact Profile (COHIP-19), depending on their age, as well as questions about their oral hygiene behavior and beliefs. Patient-, treatment- and occlusion-related factors were analyzed to account for potential influencing factors with regard to patients' OHRQoL after orthodontic treatment. In all, 222 study participants filled out the OHIP-based and 121 the COHIP-based questionnaire. The mean OHIP-G49 score was 12.68 and the mean OHIP-G14 score was 3.09; the mean COHIP-19 score was 6.52 (inverted score 69.48). For OHIP-G49 scores, anonsignificant trend towards ahigher score for male patients (14.45 vs 11.54; p = 0.061) was detected, while this trend was inverse for the COHIP-19 scores, i.e., female patients reported more impairment (total score 6.99 vs. 5.84; p = 0.099). Analyses suggested atrend towards better OHRQoL for patients who classified for the Peer Assessment Rating (PAR) Index improvement rate group 'greatly improved' as well as for nonsmokers. Oral hygiene habits and beliefs after orthodontic treatment were estimated to be good. In this German cohort, OHRQoL proved to be good and was rather unimpaired after orthodontic treatment. Furthermore, self-reported oral hygiene behavior and oral health beliefs represented good health awareness.

Impact of Meditation Versus Exercise on Psychological Characteristics, Paranormal Experiences, and Beliefs: Randomized Trial

Background: Research indicates that meditation increases mindfulness and paranormal experiences of precognition, telepathy, clairvoyance, and synchronicities. There is limited knowledge about the prevalence or impact of these experiences on meditators and the general population. Aims: To compare self-reported well-being, mindfulness, connectedness, personality, paranormal experiences, beliefs, and performance on psi tasks in a meditation group versus an exercise control group. Method: This is a randomized trial that explored changes, including well-being, mindfulness, connectedness, psi, extraordinary experiences, beliefs, and ability to impact a random number generator in the participants, comparing a meditation vs. exercise control group. We collected data at baseline, “Mid” or halfway through the intervention (week 4), post 1, which is at the end of intervention (week 9), and post 2, which is two months post-intervention. Data was collected securely online with IRB approval. Results: Data from 72 participants (N=45 meditation/N=27 exercise) demonstrated improvement in some well-being measures (anxiety and general health). The study examined the effects of meditation versus exercise on various psychosocial measures and paranormal experiences. The meditation group displayed higher scores in openness and extroversion compared to the exercise group, which was unexpected and required further investigation. The meditation cohort also reported more paranormal experiences, with about half of them considering these experiences important or meaningful. However, the experiment exploring psychic abilities did not yield significant results. While the study had limitations, such as a predominantly non-diverse sample, it adds to the existing body of evidence linking meditation and exercise to positive psychosocial outcomes. Conclusions: The randomly selected meditation naïve cohort trained in brief structured meditation demonstrated increases over time in mindfulness, connectedness, extraversion, and paranormal experiences and beliefs compared to an exercise cohort. Performance on the psi tasks did not improve in either group over time, and these tasks may not be sensitive enough to detect significant changes.

Investigating Polish EHE teachers’ practices and beliefs. A survey-based analysis.

The aim of this research was to gain insights into the current state of English for Higher Education (EHE) teaching in Poland from the perspective of its key stakeholders – EHE teachers. A total of 128 EHE teachers employed in Polish universities participated in an online survey-based study that explored their self-reported practices and beliefs regarding various facets of teaching English at university level. On the one hand, the findings suggest that the participants place considerable emphasis on developing students' communicative and social skills as well as their lexical competence. On the other hand, the study also identified some language components that seem to receive insufficient attention in the classroom. In particular, pronunciation, academic writing, intercultural/pragmatic competence, and grammar are among the most neglected areas. The findings also confirm that EHE teachers are generally open to a shift from general to content-based English teaching in the academic setting and willing to incorporate innovative technological solutions into their teaching. Nevertheless, the data suggest that there is a lack of ready-made materials for teaching specialized English and a need for more institutional guidance and support for EHE teachers.

Integrating lesbian, gay, bisexual, transgender, and queer (LGBTQ) competency into the dental school curriculum.

Decreasing healthcare disparities in marginalized communities requires healthcare providers who understand and appreciate social, economic, and cultural backgrounds. This includes care and education focused on individuals who identify as lesbian, gay, bisexual, transgender, or queer (LGBTQ). This study examined dental students' and residents' self-reported clinical preparedness, prejudicial attitudes (implicit and explicit), and knowledge of health disparities that exist in the LGBTQ community using the Lesbian, Gay, Bisexual, Transgender Development of Clinical Skills Scale (LGBT-DOCSS) prior to and after the presentation of an LGBTQ competency course. A total of 178 dental students at a private US dental school ranging from D1 to first-year postdoctoral residency participated in the course and completed both pre-course survey and post-course survey. Sixty-seven percent of the students reported having formal training in LGBTQ competency prior to completing the pre-training survey. The results of the LGBT-DOCSS in this population following intervention training revealed an increased feeling of clinical preparedness in treating LGBTQ patients, decreased bias toward LGBTQ, and increased knowledge of health disparities in the LGBTQ community. A more significant percentage of male respondents self-reported prejudicial beliefs. Knowledge of LGBTQ health issues increased significantly among pre-clinical students. Introducing an early intervention LGBTQ competency course in the dental curriculum is an effective method of improving students' awareness and self-confidence in working with LGBTQ patients while decreasing biases that may have existed prior to a training course.

TEACHERS’ REPORTED BELIEFS ABOUT TEACHING, KNOWLEDGE, AND STUDENT’S ABILITY: CASE STUDIES OF FOUR SENIOR HIGH SCHOOL TEACHERS IN PALEMBANG, SOUTH-SUMATERA, INDONESIA

This study aimed to explore teachers’ beliefs about teaching, knowledge (epistemic beliefs), and student’s ability. This was the first part of the study investigated the role of teachers’ beliefs in the implementation of curriculum reform in the Indonesian education system context. This study looked specifically into three kinds of teachers' beliefs which were essential in the preparation of teaching in the context of policy reform. The investigation was approached through multiple case study methodology by selecting four senior high school teachers from different public schools. Data were gathered from interviews. The result revealed that four participating teachers shared similar views about the nature of knowledge and students’ abilities. Nevertheless, beliefs about teaching were varied among individual participants. Two of the four teacher participants believed in student-centered instructional models, which were categorized into teaching beliefs that supported curriculum reform. Nevertheless, the other two participating teachers’ self-reported beliefs about teaching were situated between student-centered instructional learning and teacher-centered instructional learning models. They seemed to value both instructional learning models. Their teaching beliefs about teaching could not be categorized into beliefs that supported or inhibited the reform.

Parental involvement in primary schools in Tanzania: Effects of a pre- and in-service teacher training

This paper reports on the effects of a teacher capacity building programme to increase parental involvement in primary schools in Tanzania. One training focused on in-service teachers (n = 169) and the other was a blended learning course for pre-service teachers (n = 509). We implemented a three-measures longitudinal study design, with a cluster randomised controlled trial design for the in-service teacher group. Hierarchical linear modelling showed an increase in teachers' self-reported beliefs about parental involvement. For the pre-service teachers, there was an actual increase in inviting parents to be involved. There was no significant increase in self-reported teacher efficacy.

Conservative News Media and Criminal Justice: Evidence from Exposure to the Fox News Channel

Abstract Local exposure to conservative news causes judges to impose harsher criminal sentences. Our evidence comes from an instrumental variable analysis, where randomness in television channel positioning across localities induces exogenous variation in exposure to the Fox News Channel. These treatment data on news viewership are taken to outcome data on almost seven million criminal sentencing decisions in the United States for the years 2005–17. Higher Fox News viewership increases incarceration length, and the effect is stronger for Black defendants and for drug-related crimes. We can rule out changes in the behaviour of police, prosecutors or potential offenders as significant drivers. Consistent with changes in voter attitudes as the key mechanism, the effect on sentencing harshness is observed for elected (but not appointed) judges. Fox News viewership also increases self-reported beliefs about the importance of drug crime as a social problem.

Knowledge and beliefs of intensive care nurses about urinary catheter securement: Results of a national survey

ObjectiveTo explore the knowledge and beliefs of intensive care nurses about urinary catheter securement. Method and settingA self-report survey tool comprising 19 questions (15 closed, 4 open-ended) was developed through consultation with a panel of experts and then disseminated electronically to nurse members of two societies for critical care medicine and nursing in Spain. Responses were analysed by calculating descriptive statistics and through qualitative analysis. Main outcome measuresNurses' self-reported knowledge and beliefs about urinary catheter securement in the intensive care patient. ResultsResponses of 333 nurses were analysed. Most respondents considered that urinary catheter securement was beneficial for patients (n = 261, 78.4 %) and that it reduced the risk of both meatal pressure injury (n = 266, 79.9 %) and accidental tugging (n = 304, 91.3 %). Regarding the securement procedure, less than a quarter of nurses mentioned the use of barrier film to protect the skin at the securement site (n = 62, 18.6 %) or the need to leave slack in the tube to avoid tugging (n = 45, 13.5 %). Qualitative analysis of responses to open-ended questions revealed that some nurses believed that catheter securement was contraindicated due to the risk of skin injury, or that it interfered with some aspects of basic care, thus increasing their workload. ConclusionsThere appears to be a lack of knowledge among Spanish intensive care nurses about recommended procedures for securing a urinary catheter. Clear and concise guidelines for the intensive care setting are required to ensure safe and standardised practice without creating additional burden for nurses. Implications for Clinical PracticeLack of knowledge among intensive care nurses about how to secure urinary catheters may pose certain risks to patients, therefore specific training in how to secure a urinary catheter is needed.

Teaching the Legacy of Slavery in American Medicine and Psychiatry to Medical Students: Feasibility, Acceptability, Opportunities for Growth.

Understanding the legacy of slavery in the United States is crucial for engaging in anti-racism that challenges racial health inequities' root causes. However, few medical educational curricula exist to guide this process. We created a workshop illustrating key historical themes pertaining to this legacy and grounded in critical race theory. During a preclinical psychiatry block, a second-year medical school class, divided into three groups of 50-60, attended the workshop, which comprised a 90-minute lecture, 30-minute break, and 60-minute small-group debriefing. Afterwards, participants completed an evaluation assessing self-reported knowledge, attitudes and beliefs, and satisfaction with the workshop. One hundred eighty students watched the lecture, 15 attended small-group debriefings, and 132 completed the survey. Seventy-six percent (100) reported receiving no, very little, or some prior exposure to the legacy of slavery in American medicine and psychiatry. Over 80% agreed or strongly agreed that the workshop made them more aware of this legacy and that the artwork, photographs, storytelling, and media (videos) facilitated learning. Qualitative feedback highlighted how the workshop improved students' knowledge about the legacy of slavery's presence in medicine and psychiatry. However, students criticized the lecture's scripted approach and requested more discussion, dialogue, interaction, and connection of this history to anti-racist action they could engage in now. Though this workshop improved awareness of the legacy of slavery, students criticized its structure and approach. When teaching this legacy, medical schools should consider expanding content, ensuring opportunities for discussion in safe spaces, and connecting it to immediate anti-racist action.

The general nutrition practices of competitive powerlifters vary by competitive calibre and sex, weight, and age class

PurposeTo characterise self-reported nutrition practices and beliefs of powerlifters.MethodsActively competing male (n = 240) and female (n = 65) powerlifters completed a cross-sectional online survey of self-reported nutrition practices across the competitive cycle, within specific competitive phases, and hard and easy training days. Data are presented as number (n) and percentage (%) of all powerlifters practicing a given strategy followed by a % of responses reporting various practices or beliefs within this strategy. Differences in categorical sub-groups (sex, age, and weight class; and competitive calibre) were analysed with a chi-square test and denoted where significant (p ≤ 0.05).ResultsMost powerlifters reported following a specific diet long-term (n = 203, 66.6%) of which If It Fits Your Macros (IIFYM)/flexible dieting was most common (n = 159, 78.3%). Over half reported introducing a special diet for a competitive phase (n = 162, 53.1%), of which IIFYM/flexible dieting was most followed for competition preparation (n = 80, 63%) and off-season (n = 48, 71.6%). Compared to normal dietary intake, most reported eating more on harder training days (n = 219, 71.8%) and refraining from eating less on easier training days (n = 186, 61%).ConclusionsIIFYM/flexible dieting is commonly followed by powerlifters to support performance and body composition goals. Females seemed to report more often restricting energy and dieting for body composition reasons than males. Powerlifters tailor their energy intake on harder training days to the higher training demands but refrain from reducing energy intake on rest/easier training days.

Remembered childhood mealtime experiences influence on early childcare and education staff

Parent feeding styles, behaviors, beliefs, and practices are associated with developing children's eating behaviors. However, many children spend considerable time in childcare; thus, are exposed to child-feeding practices of other adults, e.g., early care and education (ECE) staff. Limited research exists on how and whether current classroom feeding practices of ECE staff associate with their own childhood experiences. The About Feeding Children survey, conducted in 2005, examined self-reported feeding practices and beliefs and personal characteristics of ECE staff in Western United States. An exploratory factor analysis of questions related to childhood experiences (N = 1189), revealed two Mealtime Factors: Remembered Adult Control and Remembered Child Autonomy Support. Structural equation modeling was conducted to examine the hypothesis that these remembered experiences would be associated with current feeding practices (Structural Mealtime Strategies, Verbal Mealtime Strategies, and Beliefs about Mealtimes). For each outcome, models had good to moderate fit. Across models, Remembered Autonomy Support was associated with less control, bribing, autonomy undermining, and concern-based control beliefs and greater support at meals and autonomy promoting beliefs in teachers' classroom feeding practices. More research is called for to consider whether reflection on remembered childhood experiences might be beneficial to consider during ECE staff training related to feeding young children.