Supportive Peer Research Articles

The Resilience of University Youth While Undergoing Digital Learning During the COVID-19 Pandemic

<p style="text-align:justify">The outbreak of COVID-19 has affected the educational sector globally. One of the impacts of this outbreak is observed in the implementation of digital learning, which involves problems such as poor internet connection and a lack of information technology facilities. However, university youth could be seen as resilient if they could keep up with good academic performance despite going through various challenges of digital learning. Thus, this research would like to explore the resilience of university youth while undergoing the challenges of digital learning during the COVID-19 pandemic. This research adopted a qualitative approach, and data were collected through semi-structured interviews. Purposive sampling was used, where five respondents among the University Malaysia Terengganu (UMT) youth with a cumulative grade point average (CGPA) of 3.50 and above were selected in this research. The research found that the challenges faced by the majority of the respondents during digital learning were the non-conducive learning environment and the poor internet connection. In addition, findings also found two protective factors that helped the respondents be resilient, identified as the internal factor (i.e., self-concept and cultural sensitivity) and the external factor (i.e., parents' support and positive peer relationships). The research findings showed that the university youth also need support and help from various parties alongside their own efforts in academics in order to face any kinds of risky situations and grow as resilient youth.</p>

Key factors affecting health promoting behaviors among adolescents: a scoping review

BackgroundHealth-promoting behaviors have been noticed recently as one of the most critical factors in raising life expectancy, which can be formed during adolescence. Thus, the current scoping review aimed to identify the key factors affecting health-promoting behaviors among adolescents.MethodsIn this scoping review, we searched multiple English online databases, including PubMed, Web of Science, Science Direct, ProQuest, and Scopus, for articles published between 1977 and 2020. All eligible studies describing health-promoting behaviors in adolescents were included. We followed the JBI guideline for conducting a scoping review and increasing the study’s rigor. Extracted data were synthesized through inductive approaches.ResultsA total of 3199 articles were identified during the first phase. After the screening process, 20 articles were found eligible for final inclusion. Educational factors (individualized education and school health promotion programs), Economic factors (income, economic incentives and national health insurance), Social factors (support system, responsibility and peers), Spiritual, Psychological and Personal factors (gender, family structure, patterns of living, and medical problems) were found effective in health-promoting behaviors among adolescents.ConclusionsHealth-promoting behaviors among adolescents require careful consideration. The current review identified some fundamental factors affecting health-promoting behaviors in adolescents. Based on the findings, it is recommended that policymakers and healthcare providers develop several interventions based on identified factors to increase adolescent’s health-promoting behaviors among adolescents.

The Role of Social Support in Fostering Self-Acceptance Among Mothers of Children with Intellectual Disabilities

This study investigates the relationship between social support and self-acceptance among mothers of children with intellectual disabilities. Utilizing a quantitative correlational design, it examines how perceived social support impacts self-acceptance in a sample of 59 mothers at Rumah Pintar Salatiga. The research employs the Multidimensional Scale of Perceived Social Support and Berger’s Self-Acceptance Scale, revealing that while most mothers receive moderate social support, a significant proportion struggle with self-acceptance. A positive correlation (r = 0.228, p < 0.05) was found between social support and self-acceptance, albeit accounting for only 5.2% of the variance in self-acceptance. This suggests that other factors also significantly influence self-acceptance. The findings align with existing literature, indicating the necessity of comprehensive support systems that address both emotional and practical needs. Methodological limitations include reliance on questionnaires distributed through schools without researcher supervision and the exclusion of digital platforms for data collection. The study emphasizes the need for diverse and inclusive data collection methods in future research and calls for more extensive support mechanisms, including counseling and peer support, to enhance the well-being of this often-overlooked population.

Promoting the Wellness of Older Adults through Integrated Health-Promoting Programs and Supportive Peers: A Quasi-Experimental Study in Semi-Urban Communities of Northeastern Thailand.

Thailand has approached an aged society in which the proportion of older adults rose from 5% in 1995 to 20.7% in 2022 and is projected to increase to 27.2% in 2030. Older adults face health risks and challenges, requiring supportive care. This research aimed to promote the wellness of older adults through Integrated Health-Promoting Programs and Supportive Peers (IHPP-SP) in semi-urban communities. A one-group pretest-posttest quasi-experimental study was conducted among 229 older adults from 22 communities. The interventions covered analyzing community situations and determinants, designing and developing IHPP-SP, enhancing the capabilities of supportive peers, and establishing a support system. Mean and proportion differences were analyzed using the paired t-test and McNemar test. After implementing IHPP-SP, the mean score significantly increased for happiness (P = .004), Activities of Daily Living: ADLs (P = .034), and family support (P < .001), but did not differ regarding depression (P = .413). The proportion of healthy behaviors significantly increased for tobacco use (P = .035), dietary intake (P = .018), and physical activity (P < .001), but not for alcohol consumption (P = .377). The IHPP-SP provided potential benefits to promote the wellness of older adults.

Barriers and Facilitators to Including Students With Down Syndrome in Integrated Physical Education: Chilean Physical Educators’ Perspectives

The purpose of this study was to explore Chilean physical educators’ perspectives on barriers and facilitators to students with Down syndrome experiencing inclusion in integrated physical education. Data were collected from a cohort of 91 physical educators, comprising 50 males and 41 females from various regions in Chile, who responded to an online survey between March 2023 to June 2023. A two-step coding protocol was used to analyze responses. Cumulatively, the respondents identified 350 barriers (3.84 per participant) and 393 facilitators (4.32 per participant), which they perceived to influence feelings of inclusion among students with Down syndrome. Predominantly, factors that centered around teachers themselves were emphasized as both facilitators and barriers, as well as the role of a welcoming environment and supportive peers. This study, the first within the Chilean context, demonstrates that teachers believe that inclusiveness predominantly stems from educators’ initiatives, complemented by the surrounding environment and peer interactions.

Success Stories of Top Performers in Teacher Education and Liberal Arts

This study was conducted to describe the journey of topnotchers from a private Catholic higher education institution in Tuguegarao City. Employing a phenomenological study approach, this study explored the lived experiences of the four topnotchers from the School of Education, Criminology, Arts, and Psychology between 2013 and 2023. Using thematic analysis to analyze the answers of the top notchers to the validated semi-structured interview questionnaire, several key factors that contributed to their success in achieving top placements in the board examinations were revealed. These factors were strong institutional support, effective teacher mentorship, good personal characteristics, a supportive family, peer support, and strategic personal interventions. These emphasize how important it is to have a solid support system inside and outside the school setting. Based on these results, the study offers various recommendations for the institution to enhance further its support for those students who are determined to succeed. These include strengthening academic and emotional support strategies from the school, family members, and peers. Moreover, it is important to invest in faculty development, enrich library resources, and intensify board exam review courses to incorporate meaningful learning experiences and test the effectiveness of a certain practice. Additionally, assessing students’ study routines to improve effective study habits and leveraging more top-notch testimonies for promotional purposes to attract more enrollees. These could serve as a source of inspiration for students and a means of enhancing the school’s standing as a producer of high scorers on board exams. Therefore, this study encourages students to pass and ace the board examinations.

Peer support provider and recipients' perspectives on compassion in virtual peer support stroke programs: "You can't really be supportive without compassion".

Peer support programs demonstrate numerous benefits, including emotional, instrumental, informational, and affirmational social support. Since the COVID-19 pandemic, many peer support stroke programs in Canada have been delivered virtually. Compassion must be consistently applied to build meaningful interactions, but the shift to virtual services may have changed the quality of interaction and compassion in virtual services. While compassion is recommended in health and social services to improve outcomes, satisfaction, and service quality, compassion in virtual peer support stroke programs remains understudied. We aimed to describe compassionate support in virtual peer support stroke programs from peer support providers' and recipients' perspectives. This qualitative descriptive study was guided by Sinclair & colleagues' model of compassion. Peer support recipients or peer support providers participated in interviews transcribed and analyzed using a hybrid thematic analysis. Sixteen were peer support recipients, six were peer support providers, and two were both peer support providers and recipients. Participants agreed that compassion was essential in these programs. Participants perceived compassion to be a result of the virtues of compassionate facilitators (i.e., genuineness, passion, and empathy), relational space, and communication within the virtual peer support stroke program (e.g., sense of awareness or intuition of compassion, aspects of engaged peer support provision), virtuous response (e.g., knowing the person and actions that made the peer support recipient feel like a priority). Compassion was facilitated by listening and understanding peer support recipients' needs as they relate to stroke (i.e., seeking to understand peer support recipients and their needs), attending to peer support recipients' needs (e.g., timely actions to address their needs), and achieving compassion-related program outcomes (e.g., alleviating challenges and enhancing wellbeing). The absence of these components (e.g., lacking genuineness, passion and empathy) was a barrier to compassion in virtual peer support stroke programs. Study findings describe facilitators and barriers to perceived compassion in virtual peer support stroke programs and provide practical recommendations that can be adapted into programs to improve program quality.

IMPACT OF FRIENDSHIP NETWORK SATISFACTION ON EMOTIONAL INTELLIGENCE AND LIFE SATISFACTION AMONG FEMALE ADULTS

This study investigates the impact of friendship network satisfaction on emotional intelligence and life satisfaction among female university students. Conducted at The Islamia University of Bahawalpur, the research involved 200 participants, utilizing the Friendship Network Satisfaction Scale (FNSS), Wong and Law Emotional Intelligence Scale (WLEIS), and Satisfaction with Life Scale (SWLS) to assess key variables. The study adopted a cross-sectional design, employing descriptive statistics, correlation analysis, and regression modeling for data analysis. Results revealed a significant positive relationship between friendship network satisfaction and both emotional intelligence and life satisfaction. Higher levels of friendship satisfaction were associated with enhanced emotional intelligence, suggesting that fulfilling social connections play a crucial role in developing emotional competencies. Similarly, students reporting greater satisfaction with their friendship networks exhibited higher life satisfaction, underscoring the importance of supportive peer relationships for overall well-being. The findings indicate that fostering satisfying friendships can be an effective strategy for enhancing emotional and life outcomes among university students.

The Impact of Peer Attachment on Academic Motivation: A Quantitative Analysis

This study aimed to explore the predictive relationship between peer attachment and academic motivation among adolescents, understanding how emotional bonds with peers influence educational engagement and performance. Utilizing a cross-sectional design, data were collected from 300 high school students through standardized questionnaires measuring peer attachment and academic motivation. Linear regression analysis was conducted using SPSS-27 to examine the predictive capacity of peer attachment on academic motivation. Results indicated that peer attachment significantly predicts academic motivation, accounting for 23% of the variance in motivation levels among participants. A positive correlation was found between the quality of peer relationships and the degree of academic motivation, suggesting that stronger peer attachments are associated with higher motivation. The study underscores the importance of peer relationships in shaping academic motivation, suggesting that interventions aimed at enhancing peer connections could positively impact students' educational outcomes. These findings contribute to the broader discourse on the role of social relationships in educational settings, highlighting the need for supportive peer networks to foster academic success.

Advocating Community Support for Exclusive Breastfeeding for Women Workers: A Critical Review

With the increasing participation of women in the workforce, the dynamics of motherhood, especially for mothers who breastfeed, have undergone significant changes. These changes have had considerable implications, prompting an exploration of the challenges and advantages women workers face to balance breastfeeding and their professional commitments. This comprehensive review delves into complex views on breastfeeding among working women. The main objective is to explain the benefits, barriers, and relevant strategies related to breastfeeding in the workplace, with the aim of providing insight into forming an effective support system. The benefits of breastfeeding while working, including decreased absenteeism, increased productivity, and decreased worker turnover rates, are powerful incentives. However, various challenges hinder this practice, including inadequate research, inadequate support on the part of employers, logistical problems such as distance between home and workplace, lack of lactation facilities in the workplace, and decreased milk production during working hours. The discussion emphasized the need for a strong lactation promotion model, consisting of seven essential components, tailored to strengthen breastfeeding support in the workplace environment. To facilitate successful breastfeeding for working mothers, it is recommended to provide options such as part-time work or early return for mothers with babies under six months, coupled with important company provisions such as dedicated lactation support staff, educational materials, and peer groups, which are crucial. The integration of occupational physicians in the proposed lactation promotion is an important step toward achieving high breastfeeding rates among female workers.

A systematic review of peer support interventions for student mental health and well-being in higher education.

Higher education institutions (HEIs) are seeking effective ways to address the rising demand for student mental health services. Peer support is widely considered a viable option to increase service capacity; however, there are no agreed definitions of peer support, making it difficult to establish its impact on student mental health and well-being. This systematic review aims to better understand and evaluate peer support in HEIs. Five databases, OpenGrey and Grey Matters were searched in May 2021. Included studies were quantitative, longitudinal (with and without a control) or cross-sectional with a control. The vote-counting method was used for synthesis. The risk of bias was assessed with the National Institutes of Health Quality Assessment Tool. Three types of peer support were represented in 28 papers: peer-led support groups, peer mentoring and peer learning. Peer learning and peer mentoring had more positive, significant results reported for the outcomes of anxiety and stress. Peer-led support groups were the only type targeting students with mental health difficulties. The heterogeneity of measures and outcomes prevents firm conclusions on the effectiveness of peer support for mental health and well-being. Most studies were rated 'poor' or 'fair' in their risk of bias. There is not a solid evidence base for the effectiveness of peer support. Nonetheless, HEIs can use the terminology developed in this review for shared discussions that guide more robust research and evaluation of peer support as an intervention.

Victimization and cybervictimization: The role of school factors.

Victimization and cybervictimization can negatively affect the subjective experience of well-being. This effect can be mediated by school factors, even if a deep understanding of these factors still needs to be determined. The present study examined how peer network, teacher support, and school connectedness mediated the relationship between victimization, cybervictimization, and well-being. We developed two mediation models, considering victimization (Model 1) and cybervictimization (Model 2) as predictors, well-being as the outcome, peer network, teacher support, and school connectedness as parallel mediators, and gender as a covariate variable. The sample comprised 563 Italian students (Mage = 11.5; 45% females). Students filled out a purpose-built questionnaire investigating victimization and cybervictimization, peer network, teacher support, school connectedness, and well-being. Two multiple mediation models were run using Process. The two models showed similar patterns [Model 1: F(8, 169) = 34.35, p ≤ .001, R2 = .34; Model 2: F(8, 169) = 40.13, p ≤ .001, R2 = .34]. Indeed, victimization (Model 1) and cybervictimization (Model 2) had negative significant effects on peer network, teacher support, and school connectedness. However, their direct effects on well-being were not significant, as peer network and school connectedness emerged as complete mediators between victimization (Model 1) and cybervictimization (Model 2) and well-being. Males displayed higher levels of well-being compared to females. Peer network and school connectedness play a crucial role in mediating the impact of victimization and cybervictimization on well-being. Educators and policymakers should prioritize fostering supportive peer network and strengthening school connectedness to create an environment that mitigates the negative effects of victimization and cybervictimization, enhancing overall student well-being.

The Longitudinal Associations Between Parental Autonomy Support, Autonomy and Peer Resistance.

Adolescents' autonomy is considered to be shaped within family and peer contexts. However, the specific dynamics of the within-person associations between parental autonomy support, adolescents' general autonomy, and peer resistance over time remain unclear. To address this, random-intercept cross-lagged panel models were employed in a sample of 290 Dutch youth in early adolescence (Mage = 11.58, SD = 0.44 at T1; 49.3% boys) and 220 Dutch youth in middle to late adolescence (Mage = 17.79, SD = 1.47 at T1; 25.0% boys), who were followed over two years across four time points. Results showed that changes in adolescents' general autonomy were concurrently associated with changes in their parental autonomy support and peer resistance at the within-person level. However, these associations were not observed longitudinally over a six-month period. These findings suggest that increases in supportive parenting and peer resistance co-occur with increases in adolescents' autonomy within individuals.

Coping with Motherhood and Education: Revealing Strategies of Student Nursing Mothers in Distance Education Programs in the Upper West Region, Ghana

This study explores the social and psychological coping strategies employed by nursing-mother students to manage the challenges of balancing their education, childcare, and family responsibilities. A case study design was employed. It adopted purposive sampling technique to select 10 respondents for interview. Semi-structured interview guide was used for the collection of data. The data were analysed using thematic analysis with the aid of Dedoose analysis software. The study found that nursing-mother students employed various social and psychological coping strategies to manage the challenges of balancing education, childcare, and family responsibilities. Socially, they increased contact hours with their children, sought help from family members, prioritized essential activities, and addressed conflicts through effective communication. Psychologically, they relied on effective communication, motivation to succeed in exams, additional studying, peer-teaching, and technology. Sleep was used as a last resort for psychological calming. These strategies helped them adjust to societal demands while continuing their education. To support nursing-mother students, two recommendations are proposed: the management of UCC study centers in the Upper West Region should establish supportive peer networks where they can share experiences and find emotional support, and integrate stress management workshops to equip them with coping strategies for balancing their responsibilities and promoting well-being.

Reinterpretation of Hepatopancreaticobiliary Imaging Exams: Assessment of Clinical Impact, Peer Learning, and Physician Satisfaction

To assess the impact on clinical management, potential for peer learning, and referring physician satisfaction with subspecialist reinterpretations of hepatopancreaticobiliary (HPB) imaging examinations. HPB CTs and MRIs from outside hospitals were reinterpreted by two subspecialty radiologists between March 2021 and August 2022. Reinterpretation reports were mailed to radiologists that issued primary reports. The electronic record was reviewed to assess for changes in clinical management based on the reinterpretations (yes/no/unavailable). To assess the potential for peer learning, a survey using a 5-point Likert scale was sent to radiologists who issued primary reports. A separate survey was sent to referring physicians to assess satisfaction with reinterpretations. Two hundred fifty imaging examinations (122 CT, 128 MRI) were reinterpreted at the request of 19 referring physicians. Ninety-sixradiologists issued primary reports. RADPEER scores 1-3 were assigned to 131/250 (52%), 86/250 (34%), and 33/250 (13%) examinations, respectively. Of 213 reinterpretations with adequate records for assessment, 75/213 (35%) were associated with a change in management; of these, 71/75 (95%) were classified as RADPEER 2 or 3. Most radiologists agreed or strongly agreed with the following: prefer to receive reinterpretations (34/36, 94%); reinterpretations changed practice of reporting HPB imaging examinations (23/36, 64%); and reinterpretations offer opportunities for peer learning (34/36, 94%). Referring physicians agreed or strongly agreed (7/7, 100%) that reinterpretations are valuable and often change or clarify management of patients with complex HPB disease,and offeran opportunity for peer learning. Radiologists and referring physicians strongly agree that HPB imaging reinterpretations help support peer learning and patient management, respectively.

Faktor Faktor yang Berhubungan dengan Perilaku Personal Hygiene saat Menstruasi pada Remaja Putri di SMA NEGERI 7 Kota Tangerang Selatan Tahun 2022

Reproductive organ infections can occur due to lack of attention to personal hygiene during menstruation. Appropriate information can help preventive efforts and many factors, such as knowledge, attitudes, support from family, peers, facilities and infrastructure, can influence personal hygiene behavior during menstruation in young women. This research aims to identify the factors that influence the personal hygiene practices of adolescent girls during menstruation in class X and This study used a cross-sectional design and took random samples from 338 study populations. The young women who were the subjects of this research were 197 respondents. Primary data was collected using a g-form questionnaire. This study used univariate analysis, as well as bivariate analysis using the chi-square test. Univariate results show personal hygiene behavior during menstruation in young women (68.5%), who have correct knowledge (38.1%), positive attitude (60.9%), supportive family support (53.8%), peers positive (66.7%), good facilities and infrastructure (63.5%). Bivariate results show there is a relationship between knowledge, family support and infrastructure (P value=&lt;0.05), there is no relationship between attitudes and friends the same as personal hygiene behavior during menstruation. Based on this study, researchers provide suggestions for adolescents to maintain cleanliness and apply personal hygiene behavior during menstruation.

Lingkungan Positif dalam Mendukung Pembelajaran

A positive environment can greatly support individual learning and growth. Whether it is in the context of formal education, professional training, or lifelong learning, a supportive environment plays a very important role. Here are some elements that make up a positive environment to support learning: Teacher or Mentor Involvement; Available Resources; Comfortable Classroom; Diversity and Inclusion; Motivation and Social Support: Supportive peers, family support, and motivation from the social environment can greatly influence an individual's motivation to learn and achieve their academic or professional goals; Opportunities to Participate; Constructive Feedback; Clear Goals; Freedom and Autonomy; Fair Evaluation and Opportunities for Independent Reading and Learning.

Supporting peer tutoring with graphical organisers and knowledge maps

This study delves into the realm of learning from tutoring and extends existing research by introducing augmented concept mapping as an innovative strategy to enhance peer learning in preparing for tutoring. The paper provides a concise overview of the current design of pedagogically augmented concept maps and their integration with Semantic Web and derived technologies for the iterative development of knowledge maps. This research represents an ongoing endeavour with the primary objective of developing graphical organisers to support student tutors in designing tutoring plans before actual tutorials in the form of concept maps and knowledge maps. It serves a dual purpose, aiming to facilitate individual tutor learning and promote collective knowledge construction. The main contribution of this presentation lies not only in the potential for synthesising concept mapping and semantic knowledge mapping, but also in the integration of content learning, such as the domain of hydrology in this study, with dialogical tutoring interaction during peer tutoring preparation

Exploring Men's Experiences with Follow-Up Care following Primary Treatment for Prostate Cancer in Atlantic Canada: A Qualitative Study.

Prostate cancer is a common and life-altering condition among Canadian men, yet little is known about how follow-up care is provided to those who have completed treatment. Despite improving survival rates, survivors experience ongoing needs and are often not provided with support to manage them. This study sought to investigate the post-treatment experiences and needs of prostate cancer survivors and to determine if and how these needs are being met. Using a qualitative description design, prostate cancer survivors who had completed treatment took part in semi-structured interviews. The interviews were recorded and analyzed thematically. The participants experienced varying levels of satisfaction with their follow-up care. While primary care providers played significant roles, continuity of care and specialist involvement varied. Most participants felt unprepared to manage the long-term effects of their cancer due to a lack of information and resources from their healthcare providers. Instead, participants turned to their peers for support. Ongoing physical and psychosocial needs went unmet and had significant impacts on their daily lives. Participants felt that support for these issues should be automatically integrated into their follow-up care. In summary, this study revealed the importance of integrated, patient-centered follow-up care for prostate cancer in Atlantic Canada.

Primary care-led weight-management intervention: qualitative insights into patient experiences at two-year follow-up

ABSTRACT Purpose The prevalence of overweight and obesity is continuously increasing globally and long-term weight loss intervention outcomes remain disappointing. To determine which behavioural intervention approaches improve the probability of achieving long-term weight loss, this two-year follow-up study aimed to identify distinct factors and strategies for successful long-term weight loss maintenance. Methods A cohort of 20 participants with overweight and obesity from a primary-care led weight management programme with diverse backgrounds was interviewed at baseline, after 1 and 2 years, and asked to do quantitative self-description. This study focused on the 2-year follow-up interviews from this study series. Results We found that agile, continuous self-monitoring with personalized, sustainable lifestyle habits correlated with positive outcomes. Participants reported health benefits, maintained weight loss, and found motivation in supportive peer networks. Challenges like anxiety, disappointment, and disruptions derailed progress. Long-term success relied on a strong support system of healthcare professionals, friends, and family. Conclusions The findings of this study series highlight the intricate nature of long-term weight loss maintenance. This study corroborates the persistence of overarching themes while highlighting the individual variability in their relative importance. Findings emphasize the importance of long-term support to effectively address the diverse needs of patients trying to achieve long-term weight loss maintenance.