Engagement In Situations Research Articles

The evaluation of word-learning abilities in people with developmental language disorder: a scoping review.

The ability to learn new words is critical in the development of oral and written language, and significantly impacts engagement in social, academic and vocational situations. Many studies have evaluated the word-learning process in people with developmental language disorder (DLD). However, methodologies for assessment are heterogeneous, creating difficulties in synthesizing findings and identifying gaps in the knowledge base. To scope systematically the literature and identify key methodological parameters considered in evaluations of word learning in people with DLD; and to identify gaps in the literature to guide further research in this area. Twelve databases were searched and a total of 70 studies that met eligibility criteria were identified. The studies were evaluated according to key parameters that researchers varied in their word-learning methodologies. Most research has focused on word learning in the oral modality, and specifically in children with DLD. Fewer studies have explored word learning in adults and adolescents with DLD, and in the written modality. Depending on the research question and theoretical perspective driving the investigation, methodologies for assessing word learning considered a range of parameters, including words being learned, learning context and cues to support learning in the tasks. This review aggregates a variety of methods used previously to assess word learning. Findings highlight the need for further research to explore areas such as: the learning of varied word types (e.g., adjectives and adverbs); learning in the written modality; and word learning (both oral and written) in adolescents and adults with DLD.

Think Piece: Situating Education for Sustainable Development in southern African philosophy and contexts of social-ecological change to enhance curriculum relevance and the common good

The study opens with a brief review of how education in colonial southern Africa was steered by a succession of externally framed abstractions that have been implemented within the prevailing hegemony of western modernisation that dominated and marginalised indigenous cultures. It probes how, within an expanding functionalist framework, Education for Sustainable Development (ESD) has been similarly constituted as a proposition for implementation. Here the supposition is that implementing ESD as an intervention will transform education into an inclusive and collaborative pedagogy that will shape competences for participants to transform society towards a sustainable future. In an effort to explore the possibility of making a break from a succession of education imperatives functioning as ‘salvation narratives’ to put things right in Africa, the study explores ESD from a more situated and emergent vantage point within African landscapes, philosophy and cultural practices. This requires a shift from a view of ESD as a perspective to be brought in and enacted to foster change, to ESD as a situated engagement in education as a process where relevance is deliberated and brought out in quality education with high order skills. This perspective exemplifies working with a more fully situated framing of deliberative social learning for the common good. It is explored here to contemplate how socio-cultural processes of deliberative ethics and co-engaged reflexive processes of learning-led change might emerge. Here, also, using a capabilities approach might provide useful starting points for ESD as an expansive process of transformative social learning.

Patterns and predictors of participation in children and adolescents with spina bifida

Purpose: Participation is defined as involvement and engagement in all life situations and is seen as an essential condition for children’s development. Here, we analyzed the patterns and predictors of participation for Lithuanian children and adolescents with spina bifida (SB).Material and methods: A cross-sectional design was employed. Parents of children aged 5–18 years with SB (n = 99) completed the Participation and Environment Measure for Children and Youth. Information about children’s health conditions and functional issues was also collected. Descriptive statistics were used to analyze participation patterns, and multiple linear regression analyses were employed to identify the significant explanatory factors in each setting.Results: Participation restriction was mainly observed in preschool/school and the community settings. The environmental factors consistently explained at least one dimension of participation across all settings. Intellectual abilities had a substantial effect on participation in the home and preschool/school setting, whereas the contribution of bowel incontinence was observed in the preschool/school setting.Conclusions: Our findings highlight the role of intellectual functioning, bowel continence, and the environmental factors in explaining participation of children with SB across different settings and, therefore, demonstrate the need for more supports and environmental modifications (especially for those who have lower level of cognitive abilities), as well as interventions targeting improved bowel continence.Implications for rehabilitationChildren with spina bifida had low levels of participation in the community and preschool/school settings.The most important predictors for participation were intellectual abilities, bowel continence, and the environmental factors.Practitioners should pay more attention to environmental modifications (especially for children who have lower level of cognitive abilities) as primary targets of interventions aimed at promoting participation.Strategies to improve bowel continence could improve participation in the preschool/school setting.

GPs' management of polypharmacy and therapeutic dilemma in patients with multimorbidity: a cross-sectional survey of GPs in France.

GPs are confronted with therapeutic dilemmas in treating patients with multimorbidity and/or polypharmacy when unfavourable medication risk-benefit ratios (RBRs) conflict with patients' demands. To understand GPs' attitudes about prescribing and/or deprescribing medicines for patients with multimorbidity and/or polypharmacy, and factors associated with their decisions. Cross-sectional survey in 2016 among a national panel of 1266 randomly selected GPs in private practice in France. GPs' opinions and attitudes were explored using a standardised questionnaire including a case vignette about a female treated for multiple somatic diseases, sleeping disorders, and chronic pain. Participants were randomly assigned one of eight versions of this case vignette, varying by patient age, socioprofessional status, and stroke history. Backward selection was used to identify factors associated with GPs' decisions about drugs they considered inappropriate. Nearly all (91.4%) responders felt comfortable or fairly comfortable deprescribing inappropriate medications, but only 34.7% decided to do so often or very often. In the clinical vignette, most GPs chose to discontinue symptomatic medications (for example, benzodiazepine, paracetamol/tramadol) because of unfavourable RBRs. When patients asked for ketoprofen for persistent sciatica, 94.1% considered this prescription risky, but 25.6% would prescribe it. They were less likely to prescribe it to older patients (adjusted odds ratio [AOR] 0.48, 95% confidence interval [CI] = 0.36 to 0.63), or those with a stroke history (AOR 0.55, 95% CI = 0.42 to 0.72). In therapeutic dilemmas, some GPs choose to prioritise patients' requests over iatrogenic risks. GPs need pragmatic implementation tools for handling therapeutic dilemmas, and to improve their skills in medication management and patient engagement in such situations.

Science classroom activities and student situational engagement

ABSTRACTThis study examines the association between student situational engagement and classroom activities in secondary school science classrooms in Finland and the U.S. Situational engagement is conceptualised as times when students feel that a task is interesting and challenging to them and that they have the skills to complete it (see Schneider et al., 2016. Investigating optimal learning moments in U.S. and Finnish science classes. Journal of Research in Science Teaching, 53(3), 400–421. doi:10.1002/tea.21306). Data on situational engagement and classroom activities were obtained using the experience sampling method (ESM) from 247 Finnish students in 13 secondary science classrooms and 281 U.S. students in 18 secondary science classrooms. In both samples, the students tended to be situationally engaged only a small proportion of the time during their science classes. However, the Finnish students were more likely than the U.S. students to report being situationally engaged. To investigate when the students were most likely to report being situationally engaged, hierarchical logistic regression models were employed, which suggested that some classroom activities were associated with higher levels of student situational engagement than others. The Finnish students were more likely to report being situationally engaged when calculating and presenting scientific information. In the U.S., the students were more likely to report being situationally engaged while discussing scientific information and less likely when listening to the teacher. The results suggest that situational engagement is momentary and associated with specific science classroom activities.

An elective entrustable professional activity-based thematic final medical school year: an appreciative inquiry study among students, graduates, and supervisors.

PurposeThe transition from undergraduate to postgraduate training can be facilitated by offering electives that focus on increased patient care responsibilities. This transitional year model in the Netherlands has recently been expanded to offer packages of electives geared to specific residencies and was called “dedicated transitional year” (DTY). At University Medical Center Utrecht, an entrustable professional activity (EPA)-based multidisciplinary DTY in acute care (DTY-AC), rooted in self-determination theory (SDT), has been implemented. The current study aimed to understand strengths and challenges regarding the implementation of this specific DTY.MethodsAn explorative qualitative study among students, graduates, and faculty was conducted using an appreciative inquiry methodological approach. We gathered first-hand accounts of experiences with the DTY-AC in focus groups and interviews with students and interviews with graduates, supervisors, and mentors. Transcripts were analyzed with a directed content analysis approach.ResultsParticipants found the DTY-AC to focus learning, offering coherence by clear learning objectives, aligned assessment, and teaching sessions and offering a congenial learning community. However, EPAs were not the focal point of workplace assessment and evaluation. Providing sufficient hands-on student engagement in actual acute care situations was another challenge.ConclusionThe concept of the thematic DTY is embraced, and it seems to help in meeting the SDT needs. Enhancing delivery in the workplace by improving formal implementation with information and faculty development, expanding EPA-focused workplace assessment, and extending hands-on experience of students could further unlock the potential of this final medical school year design. Our lessons learned may help in the development and implementation of similar programs, other models of DTYs, and final-year redesigns.

Operational Review of UNHCR’s Engagement in Situations of Internal Displacement

September 2017 UNHCR has responded to the needs of internally displaced persons [IDPs] for many decades. In doing so and deriving from its mandate for refugees and stateless persons, it has drawn from an intimate knowledge of forced displacement – its root causes, the protection risks that arise from it and the requirements for sustainable solutions. Alongside other UN agencies and international organizations, UNHCR’s engagement in IDP situations has become more robust in recent years, in particular as a result of the United Nations Humanitarian Reform [2005] and the Inter-Agency Standing Committee [IASC] Transformative Agenda [2011].1 In 2007, UNHCR developed a comprehensive IDP policy,2 which was strengthened in 2016 with the issuance of Operational Guidelines3 and an Internal Note on Protection Leadership in Complex Humanitarian Emergencies.4 Equally important are UNHCR’s Strategic Directions for 2017–2021, which amplify the fundamental purpose of protection in the Office’s pursuits and make IDPs an integral part of UNHCR’s overall response to forced displacement. UNHCR is also an active partner on internal displacement in the IASC, where it leads the Global Protection Cluster [GPC] and co-leads the Global Shelter Cluster and the Global Camp Coordination Camp Management Cluster [CCCM].

Operational Guidelines for UNHCR’s Engagement in Situations of Internal Displacement

1 February 2016 ... Annex: UNHCR Interventions in Situations of Internal Displacement (the “IDP Footprint”) This document provides guidance on UNHCR’s engagement in situations of internal displacement. As a complement to existing policy, it clarifies UNHCR’s responsibilities and decision-making within the Inter-Agency Standing Committee (IASC) cluster approach. Importantly, it also provides parameters for UNHCR’s operational engagement, including principles for engagement and interventions to consider in support of UNHCR’s leadership of the clusters for protection, shelter and camp coordination and camp management (CCCM) in a coordinated response. These Operational Guidelines establish institutional standards and parameters for UNHCR’s engagement (or expected engagement) in a coordinated response to internal displacement. They apply to UNHCR Representatives and their teams as well as other staff members at all levels involved in the planning, design and implementation of operations in situations of internal displacement, as well those supporting these operations through the Regional Bureaux and Divisions and Services at Headquarters. These Operational Guidelines complement UNHCR’s existing policy and guidance on internally displaced persons (IDPs) as well as those developed by the IASC following the Humanitarian Reform in 2005 and the Transformative Agenda in 2011.1

Teacher-student interaction and lower secondary school students' situational engagement.

Prior research has shown that engagement plays a significant role in students' academic learning. The present study sought to expand the current understanding of students' engagement by examining how situational engagement during a particular lesson is associated with the observed teacher-student classroom interactions (i.e., emotional support, instructional support, and classroom organization) in the same lesson. The participants were 709 Grade 7 students (47.7% girls) from 59 classrooms in 26 lower secondary schools and 51 teachers. The data consisted of 155 video-recorded lessons (90 language arts and 65 mathematics lessons) coded using the Classroom Assessment Scoring System - Secondary (CLASS-S) observational instrument. Students' self-ratings of their situation-specific engagement were collected using the mobile-based In Situations (InSitu) Instrument at the end of each lesson. The data were analyzed with cross-classified two-level hierarchical modelling. The results indicated that emotional support in the classroom was positively associated with students' emotional engagement and help-seeking, whereas classroom organization was associated with students' behavioural and cognitive engagement. Overall, the findings provide novel evidence suggesting that students' engagement can be fostered by supportive teacher-student interactions.

Cortical thickness and metacognition in cognitively diverse older adults.

Metacognition, or the ability to accurately identify, appraise, and monitor one's deficits, is commonly impaired in Alzheimer's disease (AD). Poor metacognition prevents correct appraisal of a range of physical, cognitive, and emotional symptoms and facilitates anosognosia, which has important clinical implications for individuals (e.g., diminished treatment adherence, increased engagement in high-risk situations) and caregivers (e.g., higher burden). However, the neural correlates of metacognitive disturbance are still debated in the literature, partly because of the subjective nature of traditional awareness measures. An objective Feeling of Knowing (FOK) task was used to measure metamemory capacity in a group of cognitively diverse older adults, including 14 with mild to moderate AD and 20 cognitively healthy older adults. The association between three different objective metamemory measures of the FOK task and regional cortical thickness (12 bilateral regions of interest [ROIs] hypothesized to support self-awareness) was analyzed using partial correlations. Less accurate metamemory at the local and global levels was associated with reduced right posterior cingulate cortical thickness, r = -0.42, p = .02 and reduced right medial prefrontal, r = -0.39, p = .029, respectively. To our knowledge, this was the first study to examine metacognition in relation to cortical thickness. Both global and local metamemory functions appear to rely on the integrity of right sided midline regions, known to be important for processing self-referential information. Findings are conceptualized with regard to the Default Mode Network, and also considered in relation to recent findings pointing to the right insula as a region critical for self-awareness. (PsycINFO Database Record

Building online citizen engagement for enhancing emergency management in local European government

PurposeThe purpose of this paper is to examine European citizen engagement for enhancing emergency management and, more specifically, in the context of the terrorist attacks which occurred in Paris, France on November 15, 2015. To do so, two main research questions are raised. First, are there differences in the levels of citizen engagement between the country affected, France, and other European countries? Second, what factors foster a high level of citizen engagement in France?Design/methodology/approachFirst, a comparative content analysis of the Facebook pages of local governments in France and other capital cities of the European Union (EU) was carried. Second, a multivariate regression analysis was performed.FindingsAlthough the level of online citizen engagement was greater in France than in the other EU cities analyzed, similarities were detected in the messages sent, responses and moment of participation. Moreover, there are certain types of online social behavior that encourage interactive conversations among citizens as well as between citizens and their local governments.Practical implicationsThis research enables local governments to understand the similarities and differences between citizens and local governments from the affected country and those from outside it when using social media to engage in emergency management. It also provides further insight for managers of local governments in the country affected with regards to the need to be aware of the influence of online collective behavior that emerges from the information they publish. As a result, the attainment of a high level of citizens’ participation in their social media can differ.Originality/valueThis paper advances in the scarce knowledge of high levels of online engagement (conversational interactions) in emergency situations.

The particularity of dignity: relational engagement in care at the end of life

This paper articulates dignity as relational engagement in concrete care situations. Dignity is often understood as an abstract principle that represents inherent worth of all human beings. In actual care practices, this principle has to be substantiated in order to gain meaning and inform care activities. We describe three exemplary substantiations of the principle of dignity in care: as a state or characteristic of a situation; as a way to differentiate between socio-cultural positions; or as personal meaning. We continue our analysis by presenting cases on dignity in care related to us in focus groups with medical professionals. Our empirical ethical lens is in this paper is to analyse, not the meaning of dignity, but the way in which it emerges in practices where it is pursued, within relationships between people, technologies, places, regulations, and the values cherished by or embedded in them. We show that professional caregivers recognize in the dignity of the person they care for their own dignity; giving up on the one implies no less than giving up on the other. This ‘mirrored experience’ of dignity expresses itself in professional’s engagement with the situation. The value of this engagement, we argue, lies not primarily in realizing the particular content of the values at stake. We point to the importance of engagement itself, even if the values engaged with cannot be realized to the full, and even if competing versions of dignity are at stake simultaneously. In this way the caregivers provide us with interesting examples of moral actorship in situations of conflicting values.

Variation in situation-specific engagement among lower secondary school students

The majority of previous research has examined school engagement as an overall student characteristic. The present study contributes to the field by examining variation in students' situation-specific engagement from one lesson to another and by investigating situational determinants of such variation. An intensive one-week lesson-to-lesson data collection was conducted in four lower secondary school classrooms. Students rated their situation-specific engagement at the end of each lesson with a mobile-based InSitu instrument. Data comprising a total of 57 students and 1328 ratings were analyzed with two-level hierarchical multivariate model (between students, and within students between lessons). The results indicated substantial within student variation in engagement between lessons which was predicted by school subjects. Students reported highest situational engagement and lowest disaffection in lessons of non-academic subjects. The findings extend prior literature by specifying factors affecting students’ situation-specific engagement and by unraveling effects due to variation within and between students.

Perceived Community Environmental Factors and Risk of Five‐Year Participation Restriction Among Older Adults With or at Risk of Knee Osteoarthritis

Older adults with knee osteoarthritis (OA) who live in environments with mobility barriers may be at greater risk of developing participation restrictions, defined as difficulties in engagement in life situations. We investigated the risk of participation restriction over 5 years due to self-reported environmental features among older adults with knee OA. Participants from the Multicenter Osteoarthritis (MOST) Study self-reported participation at baseline, 30 months, and 60 months using the instrumental role subscale of the Late Life Disability Index (LLDI). Data on self-reported environmental features were from the Home and Community Environment questionnaire administered in the MOST Knee Pain and Disability study, an ancillary study of MOST. The relative risks (RRs) of developing participation restriction at 60 months, indicated by an LLDI score <67.6 out of a possible 100, due to reported high community mobility barriers and high transportation facilitators, were calculated using robust Poisson regression, adjusting for covariates. Sixty-nine of the 322 participants (27%) developed participation restriction by 60 months. Participants reporting high community mobility barriers at baseline had 1.8 times the risk (95% confidence interval [95% CI] 1.2-2.7) of participation restriction at 60 months, after adjusting for covariates. Self-report of high transportation facilitators at baseline resulted in a reduced but statistically nonsignificant risk of participation restriction at 60 months (RR 0.7, 95% CI 0.4-1.1). Higher perceived environmental barriers impact the risk of long-term participation restriction among older adults with or at risk of knee OA. Approaches aimed at reducing the development of participation restrictions in this population should consider decreasing environmental barriers.

Self-Focus and Cardiovascular Effects of Stressor Anticipation and Active Coping: The Moderating Influence of Trait Social Anxiety

Background: Self-focused attention has been found to facilitate task engagement and cardiac activity in active performance situations. According to theories on self-awareness this facilitating effect might be confined to individuals with favorable outcome expectancies, though. Objective: To provide information on this issue, the present study evaluated the moderating influence of trait social anxiety, a dispositional indicator of impaired confidence. In extension of prior research, effects of enhanced self-awareness were assessed during both anticipation and performance of an active social stressor. Method: Sixty normotensive female students characterized as either high or low in trait social anxiety engaged in an evaluative speaking task either in the context of high or low self-awareness. Results: The moderating influence of social anxiety was found to vary with type of demand. During passive stressor anticipation, self-focus augmented distress-related vascular reactivity in high but not in low socially anxious individuals. During speech preparation self-focus was found to facilitate task engagement and cardiac reactivity in low socially anxious individuals, whereas high anxious showed some withdrawal. Greater self-awareness during speech performance elicited cardiac increases in both social anxiety groups. However, among high anxious individuals this sustained engagement was accompanied by increased negative affect and negative self-evaluations. Conclusion: These findings seem to suggest that only in high socially anxious individuals heightened self-awareness may contribute to dysfunctional cardiovascular and psychological processes.

Optimal motivation in Peruvian high schools: Should learners pursue and teachers promote mastery goals, performance-approach goals or both?

Achievement goal theory is an important framework to understand students' achievement goals, motivation, and engagement in academic situations and to study teachers' instructional practices. There has been a debate about whether optimal motivation involves the pursuit of mastery goals only (i.e., mastery goal perspective) or the combined pursuit of mastery and performance-approach goals (i.e., multiple goal perspective; Barron & Harackiewicz, 2001, 2003). In the present correlational research we tested these two goal perspectives in two Peruvian samples of high school students (Sample 1: N=1505; Sample 2: N=551) and further examined whether students in classes, in which teachers were perceived to promote mastery goals only or performance-approach goals, would display the most optimal learning pattern. After controlling for learners' performance-avoidance goal pursuit, results provided only slim evidence for the additive goal perspective, as the effects of students' pursuit of mastery goals were more robust and consistent across both samples and outcomes (i.e., learning strategies and math grades). Along similar lines, at the class level, perceived teacher-promoted mastery goals positively predicted deep-level learning strategies, while class-level perceived teacher-promoted performance-avoidance goals related to lower academic achievement.

05. Theorising digital play: A cultural-historical conceptualisation of children’s engagement in imaginary digital situations

In the early childhood education literature, a growing number of studies have referenced digital play. Many of these studies seek to describe how young children play with digital devices, notably, how they engage with different kinds of apps. This work collectively illustrates a range of play behaviours where a number of important understandings about how young children engage in virtual contexts are given. However, little theoretical work has been directed to determining if what children do on these devices would constitute play. This paper seeks to examine this literature and present a theoretical discussion on what might characterise a cultural-historical conception of digital play where the essence of digital play for children aged 3 to 5 years is considered. The analysis and theoretical discussion presented draws attention to the special nature of digital play as including an imaginary digital situation, the emergence of special forms of digital talk, digital placeholders and digital pivots to support imaginary play, and the intermeshing of digital play and social pretend play. Development of digital play, the dialectical relations between play–digital play themes, and the psychological dimensions of digital play were also noted as key for conceptualising digital play. Together, these ideas extend Vygotsky’s (this issue) original conception of play and capture new societal conditions where children readily access and engage in new forms of play on digital devices.International Research in Early Childhood Education, vol. 7, no. 2, pp. 75–90

Assessment of students' situation-specific classroom engagement by an InSitu Instrument

The present study aims to expand the current understanding of engagement by examining variations in students' situation-specific engagement in lower secondary school. In addition, the validity and reliability of a new situation-specific InSitu Instrument were examined. The sample consisted of 1809 Finnish students attending Grade 7. The students filled in mobile ratings on their lesson-specific engagement after lessons. Furthermore, they answered questionnaires concerning their overall engagement, achievement beliefs, and task values in math and literacy. The results showed substantial variation within and between students in situational engagement. A five-factor structure was identified for the InSitu ratings: 1) behavioral engagement, 2) emotional engagement, 3) competence experiences, 4) disaffection, and 5) help seeking. Correlational analyses showed moderate to high associations between situation-specific engagement and student engagement, achievement beliefs, and task values. The findings provide support for the InSitu Instrument as a valid and reliable tool for investigating situation-specific engagement in the classroom.

The Pursuit of Self-Esteem and Its Motivational Implications.

Although recent studies have found contingent self-esteem (CSE) to be negatively related to individuals’ well-being, research concerning its implications for motivation and engagement is scarce. In two studies, we investigated the relation between CSE, motivation, and engagement in achievement-related situations. A first cross-sectional study among second year high school students (N = 641; 54.1% female) confirmed the hypothesized motivational ambiguity associated with academic CSE. Beyond the contribution of academic self-esteem, academic CSE was positively related to behavioral and emotional engagement, but also to emotional disaffection and test anxiety. These associations could partially be explained by motivational quality, as CSE was also positively related to both autonomous and controlled types of motivation. In a second experimental study among university students (N = 72; 70.8% female), who participated in a tangram puzzle task under varying feedback circumstances, global CSE related to more tension, while predicting less behavioral task perseverance. These effects were not moderated by the type of feedback provided (i.e., positive vs. negative). Theoretical and practical implications of these results are discussed.

Johann Baptist Metz's Memoria Passionis and the Possibility of Political Forgiveness

The idea of memoria passionis promoted by Johann Baptist Metz provides a strong basis for correlating the Christian creed of the death and resurrection of Jesus Christ and our political engagement in atrocious situations. However, Metz's idea of memory and remembering is not sufficient as we attempt to construct a just and peaceful society based on the Christian notion of forgiveness. This article attempts to make use of Metz's memoria passionis, while at the same time proposing the necessity of political forgiveness as an intrinsic aspect of such a memorative faith. In such a proposal, forgiving and remembering must be two unavoidable and intertwined dimensions of memoria passionis Jesu Christi.