Three-year Longitudinal Study Research Articles

“How much You wanna bet?”: Examining the role of positioning in the development of L2 learner interactional competencies in the content classroom

This paper examines the role of positioning in the development of interactional competence of a Latino English Learner in a third grade mathematics classroom. Data is drawn from a three-year longitudinal study that examined the role of interaction in language and content learning for English Learners in content classrooms. Informed by positioning theory, this study draws upon multimodal analysis to provide microanalytic longitudinal mapping of the classroom interactional architecture, including the multimodal fluencies the student brings to bear on challenging interactions with peers. Findings suggest that the positioning practices constituting the classroom interactional architecture are inextricably intertwined with L2 learner access to classroom interactions that influence the trajectory of development of IC.

REAPING THE BENEFITS: MECHANISMS FOR KNOWLEDGE TRANSFER IN PRODUCT DEVELOPMENT COLLABORATION

Research on knowledge transfer has predominantly focused on how to transfer source knowledge successfully to a recipient. However, there is a lack of studies on product development (PD) collaborations where the parties involved in the knowledge transfer must all jointly contribute to the knowledge transfer process when no clear sender–receiver relationship exists. Our paper concerns these relationships and is guided by the following research question: What are the mechanisms used in order to create operational level conditions for knowledge transfer in collaborative PD projects?Through a three-year longitudinal inductive case study on knowledge transfer between two companies, covering both operational and managerial levels, five key mechanisms for enabling knowledge transfer were identified: (1) co-locate a team; (2) access to existing technology; (3) establish a common vocabulary; (4) shared work processes; and (5) having joint work tasks. Our results show these five mechanisms have a mutual influence on each other, thus further facilitating the transfer of knowledge. Understanding the mechanisms and their interplay can help companies succeed in their attempts at reaping the benefits of PD collaborations.

The Implementation of Change in a Teacher Training College and Its Impact on the Academic Environment

The purpose of this study was to examine the impact of setting up a care and support center for students with learning disabilities (Matot Center) in a teacher training college, its influence on the institution itself and how this change would affect the different levels within the college. The study, conducted at a teacher training college in the center of Israel was a three-year longitudinal study from 2011 to 2013 that combined quantitative and qualitative research. The quantitative research tools included attitude questionnaires of teachers and students participating in the program. The qualitative research tools included semi-structured interviews with students and mentors at the Matot Center, and a content analysis of documents and the minutes of the Center’s Steering Committee meetings. The findings of the study indicate that following the establishment of the Support Center in the college, changes took place at several levels: administrative and academic changes; changes in the lecturers’ attitudes regarding the purpose of the Matot Center; changes in the college’s mentoring project; and changes in the level of satisfaction among students at the Center with how the center operates and the extent of its contribution to them.

The relationship between basic skills and operational effectiveness in the British army

This paper draws on data that formed part of a major three-year longitudinal study (2008–2011), which set out to investigate basic skills (BS) provision and needs in the British army and its relationship to operational effectiveness. Using mixed methods, the findings draw on qualitative data from 60 semi-structured interviews with 26 young recruits and interviews and survey data with 1518 recruits, with an average age of 19.6 years. The research also uses testimony from their line managers and trainers. The first part of the paper looks at educational BS provision that the army provides. While the benefits of this provision are discussed, there is a debate about the extent to which BS programmes provide recruits with qualifications rather than enduring and transferable skills, which would make them more operationally effective and useful to the army organisation. The second part deconstructs the concept of what is meant by being ‘operationally effective’ and the role BS play in reaching this ultimate military objective.

Development of Young Adolescents' Self-esteem and Influencing Factors: A Longitudinal Analysis

The concept of "contingent self-esteem" emphasizes that self-esteem derives from living up to external standards, such as interpersonal expectations and achievement in a perceived important field. The concept of "true self-esteem" argues that self-esteem derives from the satisfaction of fundamental human needs, such as autonomy and relatedness. To understand how external factors and internal needs work together and shape the development of self-esteem among Chinese young adolescents, a three-year longitudinal study was conducted to investigate the role of external factors, including adolescents' perceived parent-child relationship, teacherstudent relationship, and academic pressure, and the internal need of cognitive autonomy in the development of adolescents' self-esteem.A total of 321 seventh-grade adolescents were recruited from three public middle schools and participated in the study. 258 adolescents(128 females and 130 males) participated in three consecutive years..The average age for the adolescents was 13.26 years(SD = 0.55). Sample attrition was primarily because students were not available at the time when the questionnaires were administered. To check whether the attrition was selective and affected the results, mean differences in adolescents' perceived parent-child relationship, teacher-student relationship, academic pressure, cognitive autonomy, and self-esteem were examined between the attrition sample and the longitudinal sample. No significant differences were found. Participants who attended all the three waves of data collection were included in the further data analysis. Repeated Measures Analysis of Variance was used to examine the developmental patterns of independent variables of adolescents' perceived parent-child relationship, teacher-student relationship, academic pressure, cognitive autonomy, and the dependent variable of self-esteem. Hierarchical Linear Modeling(HLM) was used to analyze the prediction of independent variables(e.g., perceived parent-child relationship) to the dependent variable of self-esteem. Results showed that adolescents' perceived parent-child relationship and academic pressure were overall stable across the three years of middle school and showed a positive and negative prediction to the development of self-esteem, respectively. Adolescents' perceived teacher-student relationship declined with grade and had no impact on the development of self-esteem. Adolescents' self-esteem and cognitive autonomy significantly increased with grade and cognitive autonomy had a significant and positive prediction to the development of self-esteem. No gender difference was found in the development of self-esteem. The findings of the present study provided empirical support for both the concept of "contingent self-esteem" and "true self-esteem". Self-esteem is not only contingent on the external factors of adolescents' perceived parent-child relationship and academic pressure but also dependent on satisfactions of internal psychological needs, such as cognitive autonomy. Specifically, the internal need of cognitive autonomy stabilizes and promotes the development of young adolescents' self-esteem while the external factors of adolescents' perceived parent-child relationship and academic pressure play a role of facilitator and inhibitor in the process, respectively.

Contribution of parental attachment and involvement to the academic, emotional and social adjustment to college: A three-year longitudinal study

This three-year longitudinal study explored the effects of parental attachment and initial college adjustment on students' perception of parental involvement in academic functioning as well as contributions of several parenting dimensions to academic, emotional and social adjustments after three years of college. A total of 171 Croatian college students (118 females) completed questionnaires related to their parental attachment, parental involvement in academic functioning, and adjustment to college. Data were analyzed by hierarchical regression analysis. Results suggested that parental involvement in academic functioning in the second year is more related to the quality of attachment to parents than to the initial adjustment to college. While attachment was a significant predictor of only emotional adjustment, parental support in academic functioning predicted academic and social adjustment to college after three years of college. Results suggest that various factors related to parenting continue to play an important role in different aspects of students' adjustment to college.

Social Innovation in Rural Taiwan: The Case of a Public-Private Partnership

How can governments, universities, and industries collaborate to create new value through new business models for service-based businesses? To answer this question, this paper takes a qualitative approach based on a three-year longitudinal study of a triple helix-structured public-private partnership (PPP) in Yilan county, Taiwan. In this case, the entrepreneurship initiative of a university-based non-profit organization connected the local government, the tourism and taxi industries, and community stakeholders with the aim of implementing a new business model for rural taxi tourism. Examining the use of advanced technology as a tool for efficient business delivery, this study demonstrates how new business models can reconnect stakeholders and redefine the taxi and tourism businesses while also enhancing the roles and careers of service providers. Making use of data from three years of field study, this paper puts forth a number of ideas with regard to what can be changed in the PPP structure such that it more effectively results in value creation for each of the participating partners. The theoretical and practical implications of this study are discussed at the end of the paper.

Persistence and desistance in heavy cannabis use: the role of identity, agency, and life events

Many cannabis users ‘mature out’ of their drug use, and factors of cannabis use cessation have been identified. However, very little in-depth knowledge is available about the mechanisms underlying this phenomenon. Criminological studies have gained interesting insights in desistance from crime, yet these perspectives are rarely used in drug research. This qualitative, three-year longitudinal study explored the processes involved in desistance from frequent cannabis use for young adults. Using a narrative approach, desisters (frequent users who successfully quit their cannabis use) and persisters (frequent users with a persistent desire and unsuccessful attempts to quit) were compared. In the course of the study, desisters mainly exhibited increasing agency and goal setting, established strategies to achieve these goals, and could envision another self. Desistance was generally induced by life events that became turning points. Persisters experienced largely similar events, but lacked goals and strategies and held external factors responsible for their life course and failed quit attempts. Identity change is at the core of desistance from frequent cannabis use, and the meaning-giving to life events and experiences is essential. Agency is a necessary ingredient for desistance, develops over time and through action, and leads to a new drug-free identity with desistance in turn increasing agency.

The Influence of Spanish Vocabulary and Phonemic Awareness on Beginning English Reading Development: A Three-Year (K–2nd) Longitudinal Study

This investigation examined the influence of varying levels of Spanish receptive vocabulary and phonemic awareness ability on beginning English vocabulary, phonemic awareness, word reading fluency, and reading comprehension development across kindergarten through second grade. The 80 respondents were Spanish speaking children with no English language skills at the start of kindergarten and varying attainments in Spanish. They were divided into four groups based on Spanish-language ability in receptive vocabulary and phonemic awareness. Analyses of the group’s scores on an array of assessments in English revealed four significant results: (1) the development of English vocabulary favored the groups with at or above Spanish receptive vocabulary, (2) Spanish phonemic awareness helped the acquisition of English phonemic awareness but appeared not to influence other assessment results unless combined with Spanish receptive vocabulary, (3) the advantages of Spanish phonemic awareness in the absence of Spanish receptive vocabulary only applied to English word reading fluency and phonemic awareness and not English vocabulary and comprehension, (4) initial Spanish receptive vocabulary ability had the greatest impact on 2nd-grade reading comprehension. The researchers link the implications and importance of these findings to existing scholarship.

Empathetic attitudes of undergraduate paramedic and nursing students towards four medical conditions: A three-year longitudinal study

In the healthcare context empathy is the cognitive ability to understand a patient's perspectives and experiences and to convey that understanding back to the patient. Some medical conditions are frequently stigmatised or otherwise detrimentally stereotyped with patients often describing healthcare practitioners as intolerant, prejudiced and discriminatory. The purpose of this study was to find how a group of paramedic students and nursing/paramedic double-degree students regard these types of patients and to note any changes that may occur as those students continued through their education. The 11-questions, 6-point Likert scale version of the Medical Condition Regard Scale was used in this prospective cross-sectional longitudinal study. This study included paramedic students enrolled in first, second, third and fourth year of an undergraduate paramedic or paramedic/nursing program from Monash University. A total of 554 students participated. Statistically significant differences were found between double-degree and single-degree students (p<0.0001), year of course (p<0.0001) and gender (p=0.02) for patients presenting with substance abuse. Similar results were found for patients with intellectual disability and attempted suicide. No statistically significant results were found for acute mental illness. This study has demonstrated significant differences in empathy between paramedic and nursing/paramedic double-degree students in regard to patients with these complex medical conditions. Paramedic/nursing students generally showed a positive change in empathy towards these complex patients by their third year of study; however, they also showed some alarming drops in empathy between second and third year.

The Effects of Gender and Country on Stress and Resilience: A Comparative Study of Police Academy Recruits from Australia, China and Canada

Policing is a stressful career. It not only involves shift work and working directly with the general public but is often a thankless, unpredictable and violent occupation. It is difficult to argue against the reality that police officers experience a range of unavoidable day-to-day stressors in undertaking their duties that the police organisation is unable to prevent or mitigate. It is important therefore to recruit people with good resilience skills and who can manage their stress levels in a positive way. The purpose of the research study was to examine the effects of gender and country on stress and coping in police recruits. Three classes of police recruits at academies in Australia, Canada and China completed a questionnaire that the authors developed to assess the longitudinal experiences of stress and resilience, and to identify lifestyle factors that might exacerbate stress or conversely contribute to better coping and greater stress resilience. This article reports on the first year of a three-year longitudinal study. As expected, it shows that resilience levels are high and stress levels are low in police recruits in the academy in all countries, except for Chinese males who showed significantly higher stress levels than their male and female counterparts. Social expectations for men in China may be a possible explanation for this difference.

Autonomy issues for young adults dealing with psychic disorders

This paper describes and analyses the social uses of the notion of autonomy in the life courses of young adults confronting psychic disorders. It is based on a three-year longitudinal study, conducted under the auspices of doctoral research in sociology, with 21 young adults receiving treatment in psychiatric and medico-social institutions. We describe how the shared and divergent meanings attributed to autonomy lead to issues relating to young clients’ engagement in the work to support them.

Frequency of contact with non-cohabitating adult children and risk of depression in elderly: A community-based three-year longitudinal study in Korea

PurposeOur study aimed to assess the longitudinal association of frequency of contact with non-cohabitating adult children and risk of depression in the elderly. MethodsElderly aged ≥60 years were included from Living Profiles of Older People Survey (LPOPS) in Korea. The baseline assessment, Wave 1, was conducted in 2008, and follow-up assessment, Wave 2, was conducted in 2011. We included participants who completed both waves and excluded those who met the following criteria: no adult children, living with adult children, cognitive impairment at either waves, and depression at baseline (n=4398). We defined infrequent contact as <1 time per month face-to-face contact or <1 time per week phone contact and classified participants into four groups based on contact method and frequency. Depression was measured using the 15-item geriatric depression scales (SGDS-K). ResultsIn multivariable logistic regression analysis, infrequent face-to-face and phone contact group had adjusted odds ratio (OR) of 1.86 (95% CI, 1.44–2.42) when compared with frequent face-to-face and phone contact group. Frequent face-to-face contact with infrequent phone contact group and infrequent face-to-face contact with frequent phone contact group had adjusted OR of 1.49 (95% CI, 1.12–1.98) and 1.44 (95% CI, 1.15–1.80), respectively, when compared with frequent face-to-face and phone contact group. ConclusionThese results propose that the risk of subsequent depression in elderly is associated with frequency of contact with non-cohabitating adult children. Moreover, the efficacy of face-to-face contact and that of phone contact were similar, while the group lacking both types of contact demonstrated the highest risk of depression.

Language of Instruction as a Moderator for Transfer of Reading Comprehension Skills Among Spanish-Speaking English Language Learners

This three-year longitudinal study investigated the role of language of instruction in moderating the relationships between initial levels of English oral language proficiency and Spanish reading comprehension and growth in English reading comprehension. The study followed Spanish-speaking English language learners in English-only literacy instruction, an early-exit bilingual program, or a late-exit bilingual program, from third through fifth grade. Students in all groups experienced significant growth in English reading comprehension. For the English-only group, initial levels of Spanish reading comprehension were not related to growth in English reading comprehension. However, for students in the two bilingually instructed groups, those who began with stronger Spanish reading comprehension skills grew faster in English reading comprehension than students without initial strong Spanish reading comprehension skills.

Changes in functional capacity in older adults living alone: a three-year longitudinal study in a rural area of Japan.

The purposes of this research were to clarify three-year changes in functional capacity and to investigate related physical health, psychological/mental health, and social health factors in older adults living alone in a rural area of Japan. Home visit interviews were conducted in 2000 (the baseline survey: n = 128) and in 2003 (the follow-up survey: n = 101) with older adults living alone in a town in Ishikawa prefecture. Seventy nine subjects were analyzed using logistic regression analysis at the follow-up survey. Of these 79 subjects, 40 persons had scores for functional capacity decreased by one or more points, the "Lowered" group (50.6%), while 27 persons were "Unchanged" (34.2%), and 12 persons were "Improved" (15.2%). Factors at the baseline survey were compared between the "Lowered" group and the "Unchanged/Improved" group. Significant factors that caused a decreased functional capacity were age (75 years old and over), no participation in social activities, and contact with friends/neighbors over the phone less than once a week. This research has shown that participation in social activities and contact with friends/neighbors maintain a higher functional capacity in older adults living alone.

A three-year longitudinal study of affective temperaments and risk for psychopathology

BackgroundAffective temperaments are presumed to underlie bipolar psychopathology. The TEMPS-A has been widely used to assess affective temperaments in clinical and non-clinical samples. Cross-sectional research supports the association of affective temperaments and mood psychopathology; however, longitudinal research examining risk for the development of bipolar disorders is lacking. The present study examined the predictive validity of affective temperaments, using the TEMPS-A, at a three-year follow-up assessment. MethodsThe study interviewed 112 participants (77% of the original sample) at a three-year follow-up of 145 non-clinically ascertained young adults psychometrically at-risk for bipolar disorders, who previously took part in a cross-sectional examination of affective temperaments and mood psychopathology. ResultsAt the reassessment, 29 participants (26%) met criteria for bipolar spectrum disorders, including 13 participants who transitioned into disorders during the follow-up period (14% of the originally undiagnosed sample). Cyclothymic/irritable and hyperthymic temperaments predicted both total cases and new cases of bipolar spectrum disorders at the follow-up. Cyclothymic/irritable temperament was associated with more severe outcomes, including DSM-IV-TR bipolar disorders, bipolar spectrum psychopathology, major depressive episodes, and substance use disorders. Hyperthymic temperament was associated with bipolar spectrum psychopathology and hypomania, whereas dysthymic temperament was generally unassociated with psychopathology and impairment. LimitationsThe present sample of young adults is still young relative to the age of onset of mood psychopathology. ConclusionsThese results provide the first evidence of the predictive validity of affective temperaments regarding risk for the development of bipolar psychopathology. Affective temperaments provide a useful construct for understanding bipolar psychopathology.

Poster #T11 REDUCTION IN THE USE OF SECLUSION WITH THE INTRODUCTION OF RECOVERY PRINCIPLES IN AN ACUTE PSYCHIATRIC UNIT

There is widespread international interest in the use of clinical supervision in nursing as well as recognition of the need to introduce nursing students to its concepts and value. This article reports on a three-year longitudinal qualitative focus group study which explored students' views and experiences of a group clinical supervision initiative. Students attended supervision groups facilitated by teaching staff over their three year pre-registration mental health nursing course, with a main aim of developing skills, knowledge and attitudes as supervisees. The findings showed that students derived benefit from the experience, gained greater awareness of the nature of supervision and became active supervisees within their groups. These benefits took time to emerge and were not universal however. While the findings support the value of exposing students to the experience of group clinical supervision educators wishing to implement such a programme need to address a host of issues. These include; the preparation of students, structural and resource concerns, and issues relating to group dynamics.

Fostering Positive Youth Development through Work-Based Learning: The Cristo Rey Model

This chapter presents findings of a three-year longitudinal study of academic motivation and school engagement among low-income high school students enrolled in a corporate work–study program. Our findings demonstrate ways in which the workplace functioned for students as a conduit of emotional resources, offering instrumental support from caring and competent adults, knowledge about the connection between work and school, and an opportunity to occupy the essential adult role of worker.

Discrepancies Regarding the Quality of Life of Patients with Alzheimer's Disease: A Three-Year Longitudinal Study

Cross-sectional studies report notable discrepancies between patient and caregiver ratings of the quality of life of patients (QoL-p) with Alzheimer's disease (AD). This study aimed to identify the factors associated with any changes in QoL-p ratings and any discrepancies between patient and caregiver ratings of QoL-p. Three-year follow-up of a cohort of non-institutionalized patients (n = 119). QoL-p was assessed by the Quality of Life in AD (QoL-AD) scale. We analyzed the influence of functional and cognitive status and behavioral problems in patients, and burden and mental health in caregivers. Repeated measures analysis was applied to the scores of patients and caregivers on the QoL-AD, and to the discrepancies between them. Generally, patients' own ratings remained stable over time (F3,116 = 0.9, p = 0.439), whereas caregiver ratings showed a decline (F3,116 = 9.4, p < 0.001). In the analysis of discrepancies, patients with anosognosia gave higher ratings (F1,117 = 11.9, p = 0.001), whereas caregiver ratings were lower when the patient showed greater agitation (F1,117 = 13.0, p < 0.001), apathy (F1,117 = 15.4, p < 0.001), and disabilities (F1,117 = 17.1, p < 0.001), and when the caregiver experienced greater burden (F1,117 = 9.0, p = 0.003) and worse mental health (F1,117 = 10.1, p = 0.003). Patient ratings of QoL-p remain generally stable over time, whereas those of caregivers show a decline, there being significant discrepancies in relation to specific patient and caregiver factors.

The Pedagogical Value of an Integrated Approach to Legal Research Instruction: Overcoming Student Resistance to the Use of Print Sources and Striking a Balance That Instills an Appreciation of the Strengths and Weaknesses of Both Print and Online Sources

The ABA Legal Technology Survey Reports from 2006 to 2012 reported that, on average, 51% of attorneys “regularly” used print materials. Given the propensity of law students to default to online research, this article describes the results of a three-year longitudinal study of an integrated approach to teaching first-year legal research. This approach required students conduct legal research tasks both online and in print sources, and to evaluate their experience. The objective of this approach was to transform the legal research experience from a “treasure hunt” into a much higher level of engagement based on Benjamin Bloom's Taxonomy of Learning.