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Ahn JS, Busque-Carrier M, Cho S, Rivard G. Value change across adolescent years: How do adolescents’ intrinsic and extrinsic values develop? JOURNAL OF RESEARCH IN PERSONALITY 2022. [DOI: 10.1016/j.jrp.2022.104263] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
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Tkacz J, Brady BL. Increasing rate of diagnosed childhood mental illness in the United States: Incidence, prevalence and costs. PUBLIC HEALTH IN PRACTICE 2021; 2:100204. [PMID: 36101631 PMCID: PMC9461637 DOI: 10.1016/j.puhip.2021.100204] [Citation(s) in RCA: 13] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/20/2021] [Revised: 10/01/2021] [Accepted: 10/09/2021] [Indexed: 11/21/2022] Open
Abstract
Objective This study examined the rate and economic burden of pediatric mental illness from 2012 to 2018. Study design Observational, retrospective analysis of administrative healthcare data. Methods This retrospective study of the MarketScan Commercial Research Database included calendar year-based samples (2012-2018) of children aged 4-17 with continuous medical, pharmacy, and mental health/substance abuse coverage for the year of interest and prior year. Incidence and prevalence rates of overall and specific mental illness diagnoses were calculated based on the appearance of diagnosis codes on claims: alcohol/substance abuse, depression, anxiety, eating disorders, bipolar, schizophrenia, developmental disorders, attention deficit/hyperactivity, and conduct disorders. Annual direct medical costs were compared between children with any mental illness and a matched non-mental illness control population. Results Between 2.4 and 4.1 million children qualified for each calendar year sample. From 2012 to 2018, there was a 34.6% increase in the prevalence of mental illness. Attention deficit/hyperactivity, conduct disorders, anxiety, and depression were the most common conditions, while eating disorders, anxiety, and depression presented the greatest increases at 96%, 95%, and 73% respectively. Children with a mental illness incurred significantly greater medical costs compared to matched controls in all years assessed (2018 comparison: $6,055±$27,198 vs. $1,629±$7,274; p < 0.001). Conclusions Childhood mental illness diagnoses have increased substantially in the United States from 2012 to 2018. In addition to patient impacts, mental health diagnoses also place a notable burden on the healthcare system via increased medical costs. As mental illness is known to be underdiagnosed, the true rate of mental illnesses among children is likely even greater.
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The Work Values of Portuguese Generation Z in the Higher Education-to-Work Transition Phase. SOCIAL SCIENCES 2021. [DOI: 10.3390/socsci10080297] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022] Open
Abstract
The cohort of young people born with or after the Internet has been dubbed Generation Z (Gen Z, or post-millennials). They are now entering the higher education-to-work transition phase, although this is yet to be studied. Previous studies have found that work values and work preferences vary across generations and national cultures, justifying regular and localised examination. However, very little is known to date about the work values of Portuguese Gen Zs. In this study, we describe the work values of Portuguese university students in the higher education-to-work transition phase and examine their influence on salient work-related preferences. We surveyed over 3000 students attending university degrees from eight main Portuguese universities. We find that Portuguese Gen Zs value social values above all, followed by intrinsic and then extrinsic work values, potentially configuring a unique profile. Work values partially explain work preferences such as employer size and salary expectations. Gender differences mark our results, with women expressing higher work values in all three dimensions and lower entry salary expectations. These results can be useful for employers seeking to attract the best university graduates, facilitate their integration and promote their development.
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Hudig J, Scheepers AWA, Schippers MC, Smeets G. Motivational Mindsets and Reasons for Studying: Development and Validation of a Classification Tool. Front Psychol 2020; 11:535801. [PMID: 33391065 PMCID: PMC7773725 DOI: 10.3389/fpsyg.2020.535801] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/17/2020] [Accepted: 10/26/2020] [Indexed: 12/02/2022] Open
Abstract
First-year university students have multiple motives for studying and these motives may interact. Yet, past research has primarily focused on a variable-centered, dimensional approach missing out on the possibility to study the joint effect of multiple motives that students may have. Examining the interplay between motives is key to (a) better explain student differences in study success and wellbeing, and (b) to understand different effects that interventions can have in terms of wellbeing and study success. We therefore applied a student-centered, multidimensional approach in which we explored motivational profiles of first-year university students by combining three dimensions of motives for studying (self-transcendent, self-oriented, and extrinsic) which have been shown to be differently related to academic functioning. Using cluster analysis in two independent, consecutive university student cohorts (n = 763 and n = 815), we identified four meaningful profiles and coined them motivational mindsets. We validated the four mindset profiles not only within each student sample but also found almost identical profiles between the student samples. The motivational mindset profiles were labeled: high-impact mindset, low-impact mindset, social-impact mindset, and self-impact mindset. In addition to validating the paradigm, we developed a mindset classification tool to further use these mindsets in practice and in future research.
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Affiliation(s)
- Job Hudig
- Erasmus School of Social and Behavioural Sciences, Erasmus University, Rotterdam, Netherlands
| | - Ad W. A. Scheepers
- Rotterdam School of Management, Erasmus University, Rotterdam, Netherlands
| | | | - Guus Smeets
- Erasmus School of Social and Behavioural Sciences, Erasmus University, Rotterdam, Netherlands
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Moore MF, Montgomery L, Cobbs T. Increasing student success through in-class resilience education. Nurse Educ Pract 2020; 50:102948. [PMID: 33316617 DOI: 10.1016/j.nepr.2020.102948] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/16/2020] [Revised: 11/29/2020] [Accepted: 11/30/2020] [Indexed: 01/26/2023]
Abstract
Student performance can be affected by internal and external stressors, so we explored the effects of an experiential psychiatric/mental health nursing class designed to present methods of stress reduction. Mixed methods to assess the effects of experiential learning about self-care in a baccalaureate psychiatric nursing class were used with 113 nursing students. Students were exposed in class each week to one of 6 techniques: deep breathing, progressive muscle relaxation, mindfulness & exercise, aromatherapy, guided imagery, and yoga. Students used the method at home and journaled about the experience weekly. Journals and free-text responses from a post-intervention assessment were examined with qualitative content analysis. The Beck Anxiety Inventory, the Ten-Item Personality Inventory, and the Skovholt Practitioner Professional Resiliency and Self-Care inventory were used. Moderate to strong negative correlations between emotional stability (Ten-Item) and anxiety scores (Beck) was seen. Themes included physical/emotional effects of stress, lack of control during nursing school, and fears about communicating with psychiatric patients. Preferred coping methods were easy to perform, portable, and low cost; students used them to alleviate anxiety and promote relaxation before sleep. Family/friend support and self-care promoted professional vitality. Lack of time for self-care, sleep problems, and financial problems were negatives for students.
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Affiliation(s)
| | | | - Tonia Cobbs
- School of Nursing, Sam Houston State University, USA
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Clemmons AW, Timbrook J, Herron JC, Crowe AJ. BioSkills Guide: Development and National Validation of a Tool for Interpreting the Vision and Change Core Competencies. CBE LIFE SCIENCES EDUCATION 2020; 19:ar53. [PMID: 33001766 PMCID: PMC8693931 DOI: 10.1187/cbe.19-11-0259] [Citation(s) in RCA: 29] [Impact Index Per Article: 7.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/13/2019] [Revised: 08/11/2020] [Accepted: 08/15/2020] [Indexed: 05/24/2023]
Abstract
To excel in modern science, technology, engineering, and mathematics careers, biology majors need a range of transferable skills, yet competency development is often a relatively underdeveloped facet of the undergraduate curriculum. We have elaborated the Vision and Change core competency framework into a resource called the BioSkills Guide, a set of measurable learning outcomes that can be more readily implemented by faculty. Following an iterative review process including more than 200 educators, we gathered evidence of the BioSkills Guide's content validity using a national survey of more than 400 educators. Rates of respondent support were high (74.3-99.6%) across the 77 outcomes in the final draft. Our national sample during the development and validation phases included college biology educators representing more than 250 institutions, including 73 community colleges, and a range of course levels and biology subdisciplines. Comparison of the BioSkills Guide with other science competency frameworks reveals significant overlap but some gaps and ambiguities. These differences may reflect areas where understandings of competencies are still evolving in the undergraduate biology community, warranting future research. We envision the BioSkills Guide supporting a variety of applications in undergraduate biology, including backward design of individual lessons and courses, competency assessment development, and curriculum mapping and planning.
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Affiliation(s)
| | - Jerry Timbrook
- Department of Sociology, University of Nebraska–Lincoln, Lincoln, NE 68588
| | - Jon C. Herron
- Department of Biology, University of Washington, Seattle, WA 98195
| | - Alison J. Crowe
- Department of Biology, University of Washington, Seattle, WA 98195
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Xiong R, Spaccarotella K, Quick V, Byrd-Bredbenner C. Generational Differences: A Comparison of Weight-Related Cognitions and Behaviors of Generation X and Millennial Mothers of Preschool Children. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2019; 16:ijerph16132431. [PMID: 31323912 PMCID: PMC6651214 DOI: 10.3390/ijerph16132431] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 05/24/2019] [Revised: 07/04/2019] [Accepted: 07/06/2019] [Indexed: 01/25/2023]
Abstract
A ‘generation’ is an identifiable group sharing birth years and significant life events at critical developmental ages. There is a paucity of literature examining how parental cognitions and lifestyle behaviors differ by generation and whether generational differences are substantial enough to warrant consideration during the development of health interventions. This study compared generational differences in weight-related cognitions and lifestyle behaviors of mothers of young children who were categorized as Generation X (born 1965–1981, n = 158) and Generation Y (aka Millennials; born 1982–1999, n = 162). Survey results indicated that Generation X had significantly higher family affluence; thus, this was controlled in subsequent analyses. Analysis of covariance indicated that Millennials had more positive expectations about the benefits of engaging in healthy eating and physical activity than comparators, but not significantly so. Millennial mothers placed significantly higher value on physical activity for themselves than Generation X mothers, but both generations were neutral on the value of personal physical activity. No generational differences were noted in self-efficacy of mothers for promoting childhood obesity-prevention practices to children and self-efficacy for personally engaging in weight-protective behaviors. Millennial mothers had significantly more family meals/week, however generations did not differ on the value placed on family meals, where family meals were eaten, or whether media devices were used at mealtime. Few differences were noted between the generations for most child feeding behaviors, except that Millennials reported placing significantly less pressure on children to eat. Mothers’ modeling of weight-related behaviors as a means for children’s observational learning about healthy eating, physical activity, and sedentary behaviors did not differ by generational group. The eating behaviors of mothers differed little between generations. Millennial mothers allowed significantly more media devices in children’s bedrooms and personally engaged in more screen time daily than comparators. Overall, the two generational groups were more similar than different in weight-related cognitions as well as for personal and parenting lifestyle behaviors. The results suggest that tailoring interventions for individuals at a similar life-stage (e.g., mothers of young children) by generation may not be warranted.
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Affiliation(s)
- Ruiying Xiong
- School of Medicine, University of Pennsylvania, Blockley Hall, Philadelphia, PA 19104, USA
| | - Kim Spaccarotella
- Department of Biological Sciences, Kean University, 1000 Morris Avenue, Union, NJ 07082, USA
| | - Virginia Quick
- Department of Nutritional Sciences, Rutgers University, 26 Nichol Avenue, New Brunswick, NJ 08901, USA
| | - Carol Byrd-Bredbenner
- Department of Nutritional Sciences, Rutgers University, 26 Nichol Avenue, New Brunswick, NJ 08901, USA.
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Hodge B, Wright B, Bennett P. Balancing Effort and Rewards at University: Implications for Physical Health, Mental Health, and Academic Outcomes. Psychol Rep 2019; 123:1240-1259. [PMID: 31060461 DOI: 10.1177/0033294119841845] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
BACKGROUND The effort-reward imbalance model suggests that, when the efforts required within the workplace are disproportionately large in comparison to the rewards resulting from those efforts, there is an increased risk of stress-related health issues. The model posits that higher levels of "overcommitment," in addition to a high effort-reward imbalance ratio, magnifies this risk of ill-health. While work has been conducted to assess the validity of this model within the school setting, research in the higher education sector is limited. OBJECTIVES This study explored the validity of the effort-reward imbalance model for explaining burnout, poor health, and academic productivity among university students. DESIGN AND METHODS This study utilized a cross-sectional survey of Australian university students (n = 395) from a range of universities. RESULTS An imbalance of effort and reward was associated with poorer physical health, increased burnout, and reduced productivity. Effort-reward imbalance mediated a relationship between overcommitment and burnout; those high in overcommitment were more likely to experience an imbalance of effort and reward at university. CONCLUSION The relationships between effort-reward imbalance, health, burnout, and academic productivity support the generalizability of this model to the university setting. In addition, the personal characteristic of overcommitment also appears to have an important relationship with burnout.
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Affiliation(s)
- Brad Hodge
- School of Psychological Science & Public Health, La Trobe University, Bundoora, Australia
| | - Brad Wright
- School of Psychological Science & Public Health, La Trobe University, Bundoora, Australia
| | - Pauleen Bennett
- School of Psychological Science & Public Health, La Trobe University, Bundoora, Australia
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Greene NR, Jewell DE, Fuentes JD, Smith CV. Basic need satisfaction in the parental relationship offsets millennials’ worries about the transition to college. The Journal of Social Psychology 2019; 159:125-137. [DOI: 10.1080/00224545.2019.1570905] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
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Heyns MM, Kerr MD. Generational differences in workplace motivation. SOUTH AFRICAN JOURNAL OF HUMAN RESOURCE MANAGEMENT 2018. [DOI: 10.4102/sajhrm.v16i0.967] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/01/2022] Open
Abstract
Orientation: Despite increasing age diversity in the workforce, organisations still know relatively little about how potentially diverging motivational needs of the various generations might influence motivational strategies and organisational performance.Research purpose: To explore the relationship between multigenerational workforces and employee motivation within a South African workplace setting from a self-determination theory perspective.Motivation for the study: The pursuit of performance excellence requires an understanding of the enablers of optimal performance. In South Africa, the workplace landscape is changing fast as younger generations are joining the workforce in rapidly growing numbers. These younger employees are often believed to differ quite drastically from the older generations in terms of their values and priorities, which necessitates a deeper understanding of the motivational drivers of the different cohorts as these manifest within a workplace environment.Research approach/design and method: A cross-sectional survey approach and a quantitative research design were used (N = 164). Two questionnaires founded on self-determination theory were administered, namely the Work-Related Basic Need Satisfaction Scale and the Work Extrinsic and Intrinsic Motivation Scale.Main findings: Findings contradict the popular notion that generational cohorts differ significantly from each other in terms of diverging intrinsic and extrinsic motivational preferences that may influence their behaviour at work. With regard to the degrees of satisfaction of the basic psychological needs that drive autonomous, intrinsically motivated behaviour specifically, no practically significant differences were found either. There was, however, one notable difference, namely in the indicated degree of satisfaction of the psychological need for autonomy between Generation Y and Generation X cohorts.Practical/managerial implications: Management is advised to cultivate a motivational climate that promotes autonomously motivated behaviour in general and to focus on specific known individual motivational preferences that may exist within groups rather than approaching generational cohorts as homogenous groups.Contribution/value-add: This study contributes to the limited research regarding similarities and differences in the intrinsic versus extrinsic motivational stance of three different generations as these manifest within a workplace setting in an emerging economy country. Findings afford management insight into motivational processes that are most influential among generational cohorts and assist them in adapting suitable motivational strategies that can ultimately improve retention of valued employees.
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Pinelli NR, Sease JM, Nola K, Kyle JA, Heldenbrand SD, Penzak SR, Ginsburg DB. The Importance of Authentic Leadership to all Generations Represented within Academic Pharmacy. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2018; 82:6694. [PMID: 30181676 PMCID: PMC6116864 DOI: 10.5688/ajpe6694] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/20/2017] [Accepted: 12/28/2017] [Indexed: 06/08/2023]
Abstract
Academic pharmacy spans several generations including traditionalists, baby boomers, Generation X, and Generation Y, commonly referred to as millennials. It has been suggested that leadership styles must change to accommodate these generational differences in academic pharmacy, yet there are no data of which we are aware, that support this assertion. We contend that leadership styles are derived from one's authentic self and are based on core beliefs and values; therefore, leadership styles must not change to accommodate a specific generation or other subset of academic pharmacy. Instead, effective leaders must change tactics (ie, methods or processes) to reach and influence a specific cohort. This article develops and supports the argument that leadership styles should not change to accommodate generational differences in academic pharmacy.
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Affiliation(s)
- Nicole R. Pinelli
- The University of North Carolina at Chapel Hill, UNC Eshelman School of Pharmacy, Chapel Hill, North Carolina
| | - Julie M. Sease
- Presbyterian College, School of Pharmacy, Clinton, South Carolina
| | - Kamala Nola
- Lipscomb University, College of Pharmacy, Nashville, Tennessee
| | - Jeffrey A. Kyle
- Samford University, McWhorter School of Pharmacy, Birmingham, Alabama
| | - Seth D. Heldenbrand
- University of Arkansas for Medical Sciences, College of Pharmacy, Little Rock, Arkansas
| | - Scott R. Penzak
- University of North Texas Health Science Center, System College of Pharmacy, Fort Worth, Texas
| | - Diane B. Ginsburg
- The University of Texas at Austin, College of Pharmacy, Austin, Texas
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Wilkinson RG, Pickett KE. The enemy between us: The psychological and social costs of inequality. EUROPEAN JOURNAL OF SOCIAL PSYCHOLOGY 2017. [DOI: 10.1002/ejsp.2275] [Citation(s) in RCA: 114] [Impact Index Per Article: 16.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/01/2023]
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