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King AL, Bell-Huff C, Airhihenbuwa C, Ogletree S, Wright C. The EMPOWER program: a history and guide for increasing diversity using integrated research and education. ADVANCES IN PHYSIOLOGY EDUCATION 2024; 48:395-406. [PMID: 38385193 DOI: 10.1152/advan.00123.2023] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/20/2023] [Revised: 01/05/2024] [Accepted: 02/14/2024] [Indexed: 02/23/2024]
Abstract
The prevalence and pervasive nature of emerging chemicals of concern have created widespread environmental injustice apprehensions in vulnerable communities. To alleviate and address these concerns, identifying, engaging, and training a diverse environmental health research workforce will be critical and necessary steps to combat and prevent the consequences of environmental injustice. While there is an obvious need to enhance diversity in environmental health research, this process is hampered by facets of systemic racism that reduce access to educational resources needed to build interest and knowledge in students and teachers. We present here a historical perspective to offer a guide for building programs and relationships with underserved schools to help overcome limiting factors that have plagued certain public school systems. With the proper training and mentorship, the untapped workforce present within these schools will be empowered to understand and address current and emerging environmental health and safety threats. Through this transformative 8-week high school research program, we will develop well-prepared, ethical researchers committed to scientific inquiry, intensive fieldwork, and collaborative problem solving to address environmental health challenges. Following the four-step risk assessment process, students, teachers, and faculty mentors will work collaboratively to identify toxicants, potential hazards and risks, and environmental disparities in urban neighborhoods, which provides the necessary training to formulate critical thinking skills for use in academic or nonacademic careers.NEW & NOTEWORTHY The Engaging Multidisciplinary Professional Opportunities for Women in Environmental Research (EMPOWER) program is a one-of-a-kind research summer experience for minority female high school students in the state of Georgia. In addition, this program provides high school teachers with hands-on experiences that can be adapted to use in the classrooms. This combination of lab and field research immerses participants in understanding urban environmental exposures and their health effects. The EMPOWER program was established to meet the critical need for increasing diversity in science, technology, engineering, and mathematics.
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Affiliation(s)
- Adrienne Lester King
- School of Public Health, Georgia State University, Atlanta, Georgia, United States
| | - Cristi Bell-Huff
- Chemical Insights Research, UL Research Institutes, Marietta, Georgia, United States
| | - Collins Airhihenbuwa
- School of Public Health, Georgia State University, Atlanta, Georgia, United States
| | - Susan Ogletree
- College of Education and Human Development, Georgia State University, Atlanta, Georgia, United States
| | - Christa Wright
- School of Public Health, Georgia State University, Atlanta, Georgia, United States
- Chemical Insights Research, UL Research Institutes, Marietta, Georgia, United States
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2
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Dye LR. JMT Musings: From the Impostor Syndrome to Humility. J Med Toxicol 2024:10.1007/s13181-024-01012-1. [PMID: 38806887 DOI: 10.1007/s13181-024-01012-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/14/2024] [Revised: 05/14/2024] [Accepted: 05/15/2024] [Indexed: 05/30/2024] Open
Affiliation(s)
- Leslie R Dye
- OneFifteen, Dayton, OH, USA.
- Department of Emergency Medicine, Wright State University Boonshoft School of Medicine, 257 Hopeland Street, Dayton, OH, 45417, USA.
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3
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Rastogi C, Stelmakh I, Beygelzimer A, Dauphin YN, Liang P, Wortman Vaughan J, Xue Z, Daumé III H, Pierson E, Shah NB. How do authors' perceptions of their papers compare with co-authors' perceptions and peer-review decisions? PLoS One 2024; 19:e0300710. [PMID: 38598482 PMCID: PMC11006147 DOI: 10.1371/journal.pone.0300710] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/01/2023] [Accepted: 03/04/2024] [Indexed: 04/12/2024] Open
Abstract
How do author perceptions match up to the outcomes of the peer-review process and perceptions of others? In a top-tier computer science conference (NeurIPS 2021) with more than 23,000 submitting authors and 9,000 submitted papers, we surveyed the authors on three questions: (i) their predicted probability of acceptance for each of their papers, (ii) their perceived ranking of their own papers based on scientific contribution, and (iii) the change in their perception about their own papers after seeing the reviews. The salient results are: (1) Authors had roughly a three-fold overestimate of the acceptance probability of their papers: The median prediction was 70% for an approximately 25% acceptance rate. (2) Female authors exhibited a marginally higher (statistically significant) miscalibration than male authors; predictions of authors invited to serve as meta-reviewers or reviewers were similarly calibrated, but better than authors who were not invited to review. (3) Authors' relative ranking of scientific contribution of two submissions they made generally agreed with their predicted acceptance probabilities (93% agreement), but there was a notable 7% responses where authors predicted a worse outcome for their better paper. (4) The author-provided rankings disagreed with the peer-review decisions about a third of the time; when co-authors ranked their jointly authored papers, co-authors disagreed at a similar rate-about a third of the time. (5) At least 30% of respondents of both accepted and rejected papers said that their perception of their own paper improved after the review process. The stakeholders in peer review should take these findings into account in setting their expectations from peer review.
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Affiliation(s)
- Charvi Rastogi
- Machine Learning Department, Carnegie Mellon University, Pittsburgh, Pennsylvania, United States of America
| | | | | | | | - Percy Liang
- Department of Computer Science, Stanford University, Stanford, California, United States of America
| | | | | | - Hal Daumé III
- Department of Computer Science, University of Maryland, College Park, Maryland, United States of America
| | - Emma Pierson
- Jacobs Technion-Cornell Institute, Cornell Tech, New York, New York, United States of America
| | - Nihar B. Shah
- Machine Learning Department, Carnegie Mellon University, Pittsburgh, Pennsylvania, United States of America
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4
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Pierce J, Shaikh S, Zubieta CS, Zhu G. The Pain Research Enrichment Program (PREP): Developing an immersive program for research assistants at an academic medical center. J Clin Transl Sci 2024; 8:e50. [PMID: 38510693 PMCID: PMC10951918 DOI: 10.1017/cts.2024.489] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/01/2023] [Revised: 02/05/2024] [Accepted: 02/20/2024] [Indexed: 03/22/2024] Open
Abstract
Research experience is often important for academic and career development. This paper describes the implementation and impact of a training program for temporary research assistants (RAs) at an academic medical center. The program includes a 9-month didactic lecture series covering research and professional development skills, a Quality Improvement project focused on improving research processes, and manuscript writing. Overall, the program goals of increasing confidence, self-efficacy, job satisfaction, and well-being, as well as providing an opportunity for career exploration, were met. Thus, this program has the potential to support temporary RAs and enhance their early research experiences.
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Affiliation(s)
- Jennifer Pierce
- Department of Anesthesiology, University of Michigan, Ann Arbor, MI, USA
| | - Sana Shaikh
- Department of Anesthesiology, University of Michigan, Ann Arbor, MI, USA
| | | | - Guohao Zhu
- Department of Anesthesiology, University of Michigan, Ann Arbor, MI, USA
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5
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King E, Cordrey T, Gustafson O. Exploring individual character traits and behaviours of clinical academic allied health professionals: a qualitative study. BMC Health Serv Res 2023; 23:1025. [PMID: 37741969 PMCID: PMC10517465 DOI: 10.1186/s12913-023-10044-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/28/2023] [Accepted: 09/17/2023] [Indexed: 09/25/2023] Open
Abstract
BACKGROUND Clinical academic allied health professionals can positively impact patient care, organisational performance, and local research culture. Despite a previous national drive to increase these roles, they remain low in number with no clear strategy for growth. Reported barriers to this growth cite organisational and economic factors with little recognition of the challenges posed to individuals. There is a lack of research to help allied health professionals understand the personal challenges of clinical academic training and practice. The aim of this study is to explore the character traits and behaviours of clinical academic allied health professionals to understand the individual attributes and strategies taken to pursue a career in this field. METHODS A semi-structured interview study design was used to collect data from aspiring and established clinical academic allied health professionals. Participants were recruited voluntarily through social media advertisement (aspiring) and purposively through direct email invitation (established). Participants were asked about their experience of pursuing a clinical academic career. The interviews were conducted virtually using Zoom and were audio recorded. The data were transcribed verbatim prior to reflexive thematic analysis. Informed consent was gained prior to data collection and the study was approved by the university's research ethics committee. RESULTS Twenty participants from six allied health professions were interviewed. We developed five themes: risk and reward, don't wait to be invited, shifting motivations, research is a team sport, and staying the course. Clinical academic allied health professionals demonstrated traits including inquisitiveness, intuition, motivation, and resilience. The source of their motivation was rooted in improving clinical services, conducting research, and personal achievement. CONCLUSION Clinical academic allied health professionals describe personal traits of high inquisitiveness, opportunism, motivation, and determination in pursuing their career ambitions. The tolerance of rejection, failure, and risk was considered important and viewed as an essential source for learning and professional development. Future research should concentrate on ways to reduce the over-reliance on individual strength of character to succeed in this field and explore programmes to increase the preparedness and support for clinical academics from these professions.
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Affiliation(s)
- Elizabeth King
- Oxford Allied Health Professions Research and Innovation Unit, Oxford University Hospitals NHS Foundation Trust, Oxford, OX3 9DU, UK.
- Centre for Movement, Occupational, and Rehabilitation Sciences, Oxford Brookes University, Oxford, OX3 0BP, UK.
| | - Terry Cordrey
- Oxford Allied Health Professions Research and Innovation Unit, Oxford University Hospitals NHS Foundation Trust, Oxford, OX3 9DU, UK
- Centre for Movement, Occupational, and Rehabilitation Sciences, Oxford Brookes University, Oxford, OX3 0BP, UK
| | - Owen Gustafson
- Oxford Allied Health Professions Research and Innovation Unit, Oxford University Hospitals NHS Foundation Trust, Oxford, OX3 9DU, UK
- Centre for Movement, Occupational, and Rehabilitation Sciences, Oxford Brookes University, Oxford, OX3 0BP, UK
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6
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Stella G. Sharing Failure as a Graduate Student. Chembiochem 2023; 24:e202300104. [PMID: 37485743 DOI: 10.1002/cbic.202300104] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/08/2023] [Revised: 03/28/2023] [Indexed: 07/25/2023]
Abstract
Graduate students face failure on a regular basis. Should they keep these failures hidden away or share them with others? One graduate student contemplates this question and shares her own experiences.
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Affiliation(s)
- Gianna Stella
- Tri-Institutional PhD Program in Chemical Biology, New York, NY 10065, USA
- Laboratory of Bacteriology, The Rockefeller University, 1230 York Avenue, New York, NY 10065, USA
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7
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LeBaron V. Moving the needle further and faster: Policy and leadership opportunities to support early career nurse faculty and build resilience in establishing and growing their programs of research. Nurs Outlook 2023; 71:101997. [PMID: 37454624 DOI: 10.1016/j.outlook.2023.101997] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/31/2023] [Revised: 06/07/2023] [Accepted: 06/11/2023] [Indexed: 07/18/2023]
Abstract
Nurse scientists play a critical role in advancing the nursing field and improving health, but early career faculty can enter the academic ranks with little training in how to effectively establish, manage, and grow a program of research (POR) or weather the storms that accompany a research-intensive academic path. This can lead many nurse scientists to leave academic positions or even abandon their POR altogether. This is problematic at a societal level because nurse scientists bring a unique and valuable holistic perspective to scientific inquiry and an orientation towards community-based work, team science, intersectionality, and participatory approaches essential to address urgent health challenges. To enhance the impact of nurse scientists as a collective on academic research and human health, more attention should be given to the concept of resilience in the context of a research-focused career and the necessary structural changes that effectively support early career faculty in establishing thriving PORs. This article offers considerations relevant to administrative leaders, policymakers, and established faculty, at both the institutional and disciplinary level, to support early career faculty in establishing PORs that take root and flourish.
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Affiliation(s)
- Virginia LeBaron
- Department of Acute and Specialty Care, University of Virginia School of Nursing, Kluge-Schakat Associate Professor of Compassionate Care, Charlottesville, VA.
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8
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Guardia CM, Kane E, Tebo AG, Sanders AAWM, Kaya D, Grogan KE. The power of peer networking for improving STEM faculty job applications: a successful pilot programme. Proc Biol Sci 2023; 290:20230124. [PMID: 37122256 PMCID: PMC10130717 DOI: 10.1098/rspb.2023.0124] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/16/2023] [Accepted: 03/22/2023] [Indexed: 05/02/2023] Open
Abstract
To attain a faculty position, postdoctoral fellows submit job applications that require considerable time and effort to produce. Although mentors and colleagues review these applications, postdocs rarely receive iterative feedback from reviewers with the breadth of expertise typically found on an academic search committee. To address this gap, we describe an international peer-reviewing programme for postdocs across disciplines to receive reciprocal, iterative feedback on faculty applications. A participant survey revealed that nearly all participants would recommend the programme to others. Furthermore, our programme was more likely to attract postdocs who struggled to find mentoring, possibly because of their identity as a woman or member of an underrepresented population in STEM or because they changed fields. Between 2018 and 2021, our programme provided nearly 150 early career academics with a diverse and supportive community of peer mentors during the difficult search for a faculty position and continues to do so today. As the transition from postdoc to faculty represents the largest 'leak' in the academic pipeline, implementation of similar programmes by universities or professional societies would provide psycho-social support necessary to prevent attrition of individuals from underrepresented populations as well as increase the chances of success for early career academics in their search for independence.
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Affiliation(s)
- Carlos M. Guardia
- Neurosciences and Cellular and Structural Biology Division, Eunice Kennedy Shriver National Institute of Child Health and Human Development, National Institutes of Health, Bethesda, MD, USA
- Reproductive and Developmental Biology Laboratory, National Institute of Environmental Health Sciences, National Institutes of Health, Research Triangle Park, Durham, NC, USA
| | - Erin Kane
- Department of Medicine, Chobanian & Avedisian School of Medicine, Boston University, Boston, MA, USA
| | - Alison G. Tebo
- Howard Hughes Medical Institute—Janelia Research Campus, Ashburn, VA, USA
| | - Anna A. W. M. Sanders
- Department of Biochemistry and Molecular Biology, Roy J. and Lucille A. Carver College of Medicine, University of Iowa, Iowa City, IA, USA
| | - Devrim Kaya
- School of Chemical, Biological, and Environmental Engineering, Oregon State University, Corvallis, OR, USA
| | - Kathleen E. Grogan
- Departments of Anthropology and Biological Sciences, University of Cincinnati, Cincinnati, OH, USA
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9
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Wanat M, Redmond P, Barry T, Chakraborty S, Foley T, Gonzalez-Chica D, Johnson R, Manski-Nankervis JA, Nicholson BD, Parretti H. Ten things I wish I had known about academic primary care. Br J Gen Pract 2023; 73:176-177. [PMID: 36997225 PMCID: PMC10049592 DOI: 10.3399/bjgp23x732465] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/01/2023] Open
Affiliation(s)
- Marta Wanat
- Nuffield Department of Primary Care Health Sciences, University of Oxford, Oxford, UK.
| | - Patrick Redmond
- Department of General Practice, RCSI University of Medicine and Health Sciences, Dublin, Ireland.
| | - Tomas Barry
- UCD Centre for Emergency Medical Science, University College Dublin, Ireland
| | - Samantha Chakraborty
- Department of General Practice, Monash University, Melbourne, Victoria, Australia
| | - Tony Foley
- Department of General Practice, University College Cork, Ireland
| | - David Gonzalez-Chica
- Discipline of General Practice, Adelaide Medical School, South Australia, Australia
| | - Rachel Johnson
- NIHR Clinical Lecturer and GP, Bristol Medical School, Bristol, UK
| | | | - Brian D Nicholson
- Nuffield Department of Primary Care Health Sciences, University of Oxford, Oxford, UK
| | - Helen Parretti
- Consultant Clinical Associate Professor in Primary Care and GP, Norwich Medical School, Norwich, UK
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10
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Neufeld A, Babenko O, Lai H, Svrcek C, Malin G. Why Do We Feel Like Intellectual Frauds? A Self-Determination Theory Perspective on the Impostor Phenomenon in Medical Students. TEACHING AND LEARNING IN MEDICINE 2023; 35:180-192. [PMID: 35435084 DOI: 10.1080/10401334.2022.2056741] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/17/2021] [Accepted: 01/14/2022] [Indexed: 06/14/2023]
Abstract
Theory: Impostor phenomenon (IP) refers to people's feelings of intellectual fraudulence and fear of being "discovered," despite contradicting evidence of success. Due to its association with burnout and distress, it is progressively being studied in medicine. While various explanations for IP have been discussed in the literature, the role of motivation has largely been neglected. Hypotheses: Using self-determination theory (SDT) as a lens, it was hypothesized that different general causality orientations (impersonal, control, autonomy), domain-specific types of motivation (autonomous vs. controlled) toward going to medical school, and levels of satisfaction of basic psychological needs (autonomy, competence, relatedness) in the medical program, would each predict severity of IP symptoms. Method: A total of 1,450 medical students from three Canadian institutions were invited to complete a survey containing the Clance Impostor Phenomenon Scale and scales derived from SDT's mini theories: basic psychological needs theory, causality orientations theory, and organismic integration theory. We explored the prevalence of IP among the students and used regression to capture variable relationships, accounting for gender effects. Results: Data from 277 (19.1%) students were assessed, 73% of whom reported moderate or worse IP symptoms. Having an impersonal general causality orientation, more controlled motivation toward going to medical school, and lower need satisfaction in the medical program, each related to increased IP severity. Together, these motivational factors accounted for 30.3%, 13.6%, and 21.8% of the variance in students' IP severity, respectively. Conclusions: Findings from this study suggest that students who are more self-determined (both in general and in medical school), and whose basic psychological needs are more supported in their medical program, will experience less frequent and severe IP symptoms. Preliminary explanations and implications of these findings are discussed within the medical education context.
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Affiliation(s)
- Adam Neufeld
- Department of Family Medicine, Cumming School of Medicine, University of Calgary, Calgary, Alberta, Canada
| | - Oksana Babenko
- Department of Family Medicine, Medical Education Research, University of Alberta, Edmonton, Alberta, Canada
| | - Hollis Lai
- Department of Dentistry, Faculty of Medicine and Dentistry, University of Alberta, Edmonton, Alberta, Canada
| | - Clark Svrcek
- Department of Family Medicine, Cumming School of Medicine, University of Calgary, Calgary, Alberta, Canada
| | - Greg Malin
- Department of Academic Family Medicine, Undergraduate Medical Education, University of Saskatchewan, Saskatoon, Saskatchewan, Canada
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11
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Argan M, Dinç H, Argan MT, Özer A. What does rejection look like? A photovoice study on emotions and coping regarding manuscript rejection. CURRENT PSYCHOLOGY 2023:1-19. [PMID: 36684459 PMCID: PMC9842215 DOI: 10.1007/s12144-023-04253-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 01/07/2023] [Indexed: 01/17/2023]
Abstract
The study aimed to illustrate the emotions related to manuscript rejection experiences and coping strategies. We conducted individual interviews and focus groups with academics receiving at least one rejection in the last year using the photovoice method. The data were analyzed using a thematic analysis based on the pictures and interviews. The findings indicated that the participants had negative emotional responses to desk rejections and peer-review rejections. We observed that the participants resorted to three strategies; avoidant strategies, neutral (neither approach nor avoidant) strategies, and approach strategies to cope with manuscript rejection. Avoidant strategies consisted of denial, self-distraction, and venting, while approach strategies included acceptance, support, planning, and positive reframing. Our study revealed that neutral strategies had humor as the only dimension. It also highlighted the significance of addressing the emotions and opinions of academics with rejection experiences. The findings also guide the coping strategies. The implications include awareness-raising activities at both individual and institutional levels.
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Affiliation(s)
- Metin Argan
- Department of Sports Management, Faculty of Sport Sciences, Eskişehir Technical University, Tepebaşı 26555 Eskişehir, Turkey
| | - Halime Dinç
- Faculty of Sport Sciences, Afyon Kocatepe University, Gazligol Yolu, 03200 Afyonkarasihar, Turkey
| | - Mehpare Tokay Argan
- Faculty of Applied Sciences, Bilecik Şeyh Edebali University, Bilecik 11300 Bozüyük, Turkey
| | - Alper Özer
- Faculty of Political Sciences, Ankara University, Çankaya, 06590 Ankara, Turkey
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12
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Wang B, Andrews W, Bechtoldt MN, Rohrmann S, de Vries RE. Validation of the Short Clance Impostor Phenomenon Scale (CIPS-10). EUROPEAN JOURNAL OF PSYCHOLOGICAL ASSESSMENT 2022. [DOI: 10.1027/1015-5759/a000747] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/23/2022]
Abstract
Abstract. We readdressed the multidimensionality of the Clance Impostor Phenomenon Scale (CIPS) by reanalyzing Rohrmann et al.’s (2016) dataset, which led to the development of an improved 10-item CIPS (CIPS-10). The validity of the CIPS-10 was further examined by correlating it with HEXACO personality traits and work-related outcomes in a newly collected working adult sample ( N = 294). Factor analyses, reliability coefficients, and validity coefficients indicated that reporting and interpreting the total scores of both the CIPS and CIPS-10 was sufficient. We found the CIPS-10 to be positively related to Emotionality, job stress, turnover intention, and negatively related to Conscientiousness, Honesty-Humility, Extraversion, Agreeableness, and job satisfaction. The findings offer support for the validity of the CIPS-10.
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Affiliation(s)
- Bo Wang
- Department of Experimental and Applied Psychology, Vrije Universiteit Amsterdam, The Netherlands
| | - Wendy Andrews
- Department of Experimental and Applied Psychology, Vrije Universiteit Amsterdam, The Netherlands
| | - Myriam N. Bechtoldt
- Department of Management and Economics, EBS Universität für Wirtschaft und Recht, Oestrich-Winkel, Germany
| | - Sonja Rohrmann
- Differential Psychology and Psychological Diagnostics, Goethe University, Frankfurt/Main, Germany
| | - Reinout E. de Vries
- Department of Experimental and Applied Psychology, Vrije Universiteit Amsterdam, The Netherlands
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13
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Ten simple rules for failing successfully in academia. PLoS Comput Biol 2022; 18:e1010538. [PMID: 36520776 PMCID: PMC9754284 DOI: 10.1371/journal.pcbi.1010538] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/23/2022] Open
Abstract
Failure is an integral part of life and by extension academia. At the same time, failure is often ignored, with potentially negative consequences both for the science and the scientists involved. This article provides several strategies for learning from and dealing with failure instead of ignoring it. Hopefully, our recommendations are widely applicable, while still taking into account individual differences between academics. These simple rules allow academics to further develop their own strategies for failing successfully in academia.
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14
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Diele-Viegas LM, Sales LP, Slobodian V, Virginio F, de Araújo Sousa S, Pareja-Mejía D, Bacon CD, Mugarte ASX, Amati-Martins I, Dias-Silva F, Araújo OGS, Nassif J, Carvalho M, Luz C, Soares BE, Pêgas RV, Souza LG. Productivity in academia: When the rules determine the losers. Front Ecol Evol 2022. [DOI: 10.3389/fevo.2022.1021812] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022] Open
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15
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Long NJ, Hunter A, Appleton NS, Davies SG, Deckert A, Sterling R, Tunufa’i L, Aikman PJ, Fehoko E, Holroyd E, Jivraj N, Laws M, Martin-Anatias N, Pukepuke R, Roguski M, Simpson N, Trnka S. The Research Imagination During COVID-19: Rethinking Norms of Group Size and Authorship in Anthropological and Anthropology-Adjacent Collaborations. ANTHROPOLOGICAL FORUM 2022. [DOI: 10.1080/00664677.2023.2169250] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/07/2023]
Affiliation(s)
- Nicholas J. Long
- Department of Anthropology, London School of Economics and Political Science, London, UK
| | - Amanda Hunter
- School of Social Sciences and Public Policy, Auckland University of Technology, Auckland, New Zealand
| | | | - Sharyn Graham Davies
- School of Social Sciences and Public Policy, Auckland University of Technology, Auckland, New Zealand
- School of Languages, Literatures, Cultures, and Linguistics, Monash University, Melbourne, Australia
| | - Antje Deckert
- School of Social Sciences and Public Policy, Auckland University of Technology, Auckland, New Zealand
| | | | - Laumua Tunufa’i
- School of Social Sciences and Public Policy, Auckland University of Technology, Auckland, New Zealand
| | | | - Edmond Fehoko
- School of Māori Studies and Pacific Studies, University of Auckland, Auckland, New Zealand
| | - Eleanor Holroyd
- School of Clinical Sciences, Auckland University of Technology, Auckland, New Zealand
| | - Naseem Jivraj
- Department of Anthropology, London School of Economics and Political Science, London, UK
| | - Megan Laws
- Department of Anthropology, London School of Economics and Political Science, London, UK
| | - Nelly Martin-Anatias
- School of Social Sciences and Public Policy, Auckland University of Technology, Auckland, New Zealand
| | - Reegan Pukepuke
- School of Social Sciences and Public Policy, Auckland University of Technology, Auckland, New Zealand
| | | | - Nikita Simpson
- Department of Anthropology, London School of Economics and Political Science, London, UK
| | - Susanna Trnka
- School of Social Sciences, University of Auckland, Auckland, New Zealand
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16
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Itescu Y, Bernard-Verdier M, Moesch SS, Mrugała A, Mrugała K, Musseau CL, Jeschke JM. The Ecologist's Career Compass: A game to explore career paths. Ecol Evol 2022; 12:e9259. [PMID: 36177125 PMCID: PMC9478519 DOI: 10.1002/ece3.9259] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/24/2022] [Revised: 08/02/2022] [Accepted: 08/06/2022] [Indexed: 11/07/2022] Open
Abstract
One of the most challenging endeavors for students is choosing a career path that best fits their interests, wills and skills, and setting their professional goals accordingly. Such decisions are often made from within the culture of academia, in which mentors and peers are mainly familiar with the academic job market and lack the knowledge necessary to consult about other types of careers. We aimed to address this gap for ecology and related fields by creating an engaging and effective tool to help students and professionals to familiarize themselves with the diversity of potential career paths available to ecologists. The tool is an applied card game - the Ecologist's Career Compass - which is provided here freely. The game is played as a trump card game and includes 33 cards, each representing a combination of one of four job-market sectors and one of nine types of positions. Each card indicates the level of seven skill categories required to likely be hired and succeed in the focal position at the focal sector, as well as more specific examples for typical jobs in the focal combination. The information in the game largely relies on input from a global survey we conducted among 315 ecologists from 35 countries. While the challenges faced by early-career ecologists in developing their professional path are substantial and diverse, this game can assist in gaining a broad comparative overview of the whole ecology job market and the skills required to likely excel in different paths. We hope this applied game will act as a conversation starter about the diversity of aspirations and opportunities in ecology classrooms and labs.
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Affiliation(s)
- Yuval Itescu
- Leibniz Institute of Freshwater Ecology and Inland Fisheries (IGB) Berlin Germany.,Institute of Biology Freie Universität Berlin Berlin Germany
| | - Maud Bernard-Verdier
- Leibniz Institute of Freshwater Ecology and Inland Fisheries (IGB) Berlin Germany.,Institute of Biology Freie Universität Berlin Berlin Germany
| | - Simon S Moesch
- Institute of Biology Freie Universität Berlin Berlin Germany.,Geography Department Humboldt Universität zu Berlin Berlin Germany
| | - Agata Mrugała
- Leibniz Institute of Freshwater Ecology and Inland Fisheries (IGB) Berlin Germany.,Institute of Biology Freie Universität Berlin Berlin Germany
| | | | - Camille L Musseau
- Leibniz Institute of Freshwater Ecology and Inland Fisheries (IGB) Berlin Germany.,Institute of Biology Freie Universität Berlin Berlin Germany
| | - Jonathan M Jeschke
- Leibniz Institute of Freshwater Ecology and Inland Fisheries (IGB) Berlin Germany.,Institute of Biology Freie Universität Berlin Berlin Germany
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17
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Boddez Y, Van Dessel P, De Houwer J. Learned helplessness and its relevance for psychological suffering: a new perspective illustrated with attachment problems, burn-out, and fatigue complaints. Cogn Emot 2022; 36:1027-1036. [PMID: 36107793 DOI: 10.1080/02699931.2022.2118239] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/14/2023]
Abstract
We develop a new perspective on various forms of psychological suffering - including attachment issues, burn-out, and fatigue complaints - by drawing on the construct of learned helplessness. We conceptualise learned helplessness in operant terms as the behavioural effects of a lack of reinforcement and in goal-directed terms as the dysregulation of goal-directed behaviour. Our central claim is that if one fails to reach a goal (e.g. the goal to secure a job), then not only this goal but also other related goals (e.g. the goal to maintain social relationships) may lose their motivating effects. The similarity relation between goal stimuli can therefore shed light on how failure in one life domain can come to affect various other life domains. We detail the relation between our proposal and existing theories and discuss new research and clinical directions.
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Affiliation(s)
- Yannick Boddez
- Department of Experimental Clinical and Health Psychology, Ghent University, Ghent, Belgium.,Center for the Psychology of Learning and Experimental Psychopathology, KU Leuven, Leuven, Belgium
| | - Pieter Van Dessel
- Department of Experimental Clinical and Health Psychology, Ghent University, Ghent, Belgium
| | - Jan De Houwer
- Department of Experimental Clinical and Health Psychology, Ghent University, Ghent, Belgium
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18
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Freese J, Rauf T, Voelkel JG. Advances in transparency and reproducibility in the social sciences. SOCIAL SCIENCE RESEARCH 2022; 107:102770. [PMID: 36058608 DOI: 10.1016/j.ssresearch.2022.102770] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/03/2022] [Revised: 06/23/2022] [Accepted: 06/24/2022] [Indexed: 06/15/2023]
Abstract
Worries about a "credibility crisis" besieging science have ignited interest in research transparency and reproducibility as ways of restoring trust in published research. For quantitative social science, advances in transparency and reproducibility can be seen as a set of developments whose trajectory predates the recent alarm. We discuss several of these developments, including preregistration, data-sharing, formal infrastructure in the form of resources and policies, open access to research, and specificity regarding research contributions. We also discuss the spillovers of this predominantly quantitative effort towards transparency for qualitative research. We conclude by emphasizing the importance of mutual accountability for effective science, the essential role of openness for this accountability, and the importance of scholarly inclusiveness in figuring out the best ways for openness to be accomplished in practice.
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19
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Falkenberg R, Fochler M, Sigl L, Bürstmayr H, Eichorst S, Michel S, Oburger E, Staudinger C, Steiner B, Woebken D. The breakthrough paradox. EMBO Rep 2022; 23:e54772. [PMID: 35620860 PMCID: PMC9253743 DOI: 10.15252/embr.202254772] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/02/2022] [Revised: 04/20/2022] [Accepted: 05/18/2022] [Indexed: 11/09/2022] Open
Affiliation(s)
- Ruth Falkenberg
- Research Platform Responsible Research and Innovation in Academic Practice University of Vienna Vienna Austria
| | - Maximilian Fochler
- Department of Science and Technology Studies University of Vienna Vienna Austria
| | - Lisa Sigl
- Research Platform Responsible Research and Innovation in Academic Practice University of Vienna Vienna Austria
| | - Hermann Bürstmayr
- Department of Agrobiotechnology University of Natural Resources and Life Sciences Tulln Austria
| | - Stephanie Eichorst
- Department of Microbiology and Ecosystem Science University of Vienna Vienna Austria
| | - Sebastian Michel
- Department of Agrobiotechnology University of Natural Resources and Life Sciences Tulln Austria
| | - Eva Oburger
- Institute of Soil Research University of Natural Resources and Life Sciences Vienna Austria
| | - Christiana Staudinger
- Institute of Soil Research University of Natural Resources and Life Sciences Vienna Austria
| | - Barbara Steiner
- Department of Agrobiotechnology University of Natural Resources and Life Sciences Tulln Austria
| | - Dagmar Woebken
- Department of Microbiology and Ecosystem Science University of Vienna Vienna Austria
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20
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Suart C, Neuman K, Truant R. The impact of the COVID-19 pandemic on perceived publication pressure among academic researchers in Canada. PLoS One 2022; 17:e0269743. [PMID: 35731739 PMCID: PMC9216619 DOI: 10.1371/journal.pone.0269743] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/23/2021] [Accepted: 05/27/2022] [Indexed: 12/23/2022] Open
Abstract
The phenomenon of “publish-or-perish” in academia, spurred on by limited funding and academic positions, has led to increased competition and pressure on academics to publish. Publication pressure has been linked with multiple negative outcomes, including increased academic misconduct and researcher burnout. COVID-19 has disrupted research worldwide, leading to lost research time and increased anxiety amongst researchers. The objective of this study was to examine how COVID-19 has impacted perceived publication pressure amongst academic researchers in Canada. We used the revised Publication Pressure Questionnaire, in addition to Likert-type questions to discern respondents’ beliefs and concerns about the impact of COVID-19 on academic publishing. We found that publication pressure increased across academic researchers in Canada following the pandemic, with respondents reporting increased stress, increased pessimism, and decreased access to support related to publishing. Doctoral students reported the highest levels of stress and pessimism, while principal investigators had the most access to publication support. There were no significant differences in publication pressure reported between different research disciplines. Women and non-binary or genderfluid respondents reported higher stress and pessimism than men. We also identified differences in perceived publication pressure based on respondents’ publication frequency and other demographic factors, including disability and citizenship status. Overall, we document a snapshot of perceived publication pressure in Canada across researchers of different academic career stages and disciplines. This information can be used to guide the creation of researcher supports, as well as identify groups of researchers who may benefit from targeted resources.
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Affiliation(s)
- Celeste Suart
- Department of Biochemistry and Biomedical Sciences, McMaster University, Hamilton, Ontario, Canada
| | - Kaitlyn Neuman
- Department of Biochemistry and Biomedical Sciences, McMaster University, Hamilton, Ontario, Canada
| | - Ray Truant
- Department of Biochemistry and Biomedical Sciences, McMaster University, Hamilton, Ontario, Canada
- * E-mail:
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21
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Community voices: sowing, germinating, flourishing as strategies to support inclusion in STEM. Nat Commun 2022; 13:3219. [PMID: 35680892 PMCID: PMC9184504 DOI: 10.1038/s41467-022-30981-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/13/2021] [Accepted: 05/23/2022] [Indexed: 11/29/2022] Open
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22
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Gee DG, DeYoung KA, McLaughlin KA, Tillman RM, Barch DM, Forbes EE, Krueger RF, Strauman TJ, Weierich MR, Shackman AJ. Training the Next Generation of Clinical Psychological Scientists: A Data-Driven Call to Action. Annu Rev Clin Psychol 2022; 18:43-70. [PMID: 35216523 PMCID: PMC9086080 DOI: 10.1146/annurev-clinpsy-081219-092500] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Abstract
The central goal of clinical psychology is to reduce the suffering caused by mental health conditions. Anxiety, mood, psychosis, substance use, personality, and other mental disorders impose an immense burden on global public health and the economy. Tackling this burden will require the development and dissemination of intervention strategies that are more effective, sustainable, and equitable. Clinical psychology is uniquely poised to serve as a transdisciplinary hub for this work. But rising to this challengerequires an honest reckoning with the strengths and weaknesses of current training practices. Building on new data, we identify the most important challenges to training the next generation of clinical scientists. We provide specific recommendations for the full spectrum of stakeholders-from funders, accreditors, and universities to program directors, faculty, and students-with an emphasis on sustainable solutions that promote scientific rigor and discovery and enhance the mental health of clinical scientists and the public alike.
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Affiliation(s)
- Dylan G Gee
- Department of Psychology, Yale University, New Haven, Connecticut, USA;
| | - Kathryn A DeYoung
- Department of Psychology, Neuroscience and Cognitive Science Program, and Maryland Neuroimaging Center, University of Maryland, College Park, Maryland, USA
| | - Katie A McLaughlin
- Department of Psychology, Harvard University, Cambridge, Massachusetts, USA
| | - Rachael M Tillman
- Department of Psychology, Neuroscience and Cognitive Science Program, and Maryland Neuroimaging Center, University of Maryland, College Park, Maryland, USA
| | - Deanna M Barch
- Department of Psychological and Brain Sciences, Washington University in St. Louis, St. Louis, Missouri, USA
| | - Erika E Forbes
- Departments of Psychiatry, Psychology, and Pediatrics, University of Pittsburgh, Pittsburgh, Pennsylvania, USA
| | - Robert F Krueger
- Department of Psychology, University of Minnesota, Minneapolis, Minnesota, USA
| | - Timothy J Strauman
- Department of Psychology and Neuroscience, Duke University, Durham, North Carolina, USA
| | | | - Alexander J Shackman
- Department of Psychology, Neuroscience and Cognitive Science Program, and Maryland Neuroimaging Center, University of Maryland, College Park, Maryland, USA
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23
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Ledgerwood A, Hudson SKTJ, Lewis NA, Maddox KB, Pickett CL, Remedios JD, Cheryan S, Diekman AB, Dutra NB, Goh JX, Goodwin SA, Munakata Y, Navarro DJ, Onyeador IN, Srivastava S, Wilkins CL. The Pandemic as a Portal: Reimagining Psychological Science as Truly Open and Inclusive. PERSPECTIVES ON PSYCHOLOGICAL SCIENCE 2022; 17:937-959. [PMID: 35235485 DOI: 10.1177/17456916211036654] [Citation(s) in RCA: 15] [Impact Index Per Article: 7.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/20/2022]
Abstract
Psychological science is at an inflection point: The COVID-19 pandemic has exacerbated inequalities that stem from our historically closed and exclusive culture. Meanwhile, reform efforts to change the future of our science are too narrow in focus to fully succeed. In this article, we call on psychological scientists-focusing specifically on those who use quantitative methods in the United States as one context for such conversations-to begin reimagining our discipline as fundamentally open and inclusive. First, we discuss whom our discipline was designed to serve and how this history produced the inequitable reward and support systems we see today. Second, we highlight how current institutional responses to address worsening inequalities are inadequate, as well as how our disciplinary perspective may both help and hinder our ability to craft effective solutions. Third, we take a hard look in the mirror at the disconnect between what we ostensibly value as a field and what we actually practice. Fourth and finally, we lead readers through a roadmap for reimagining psychological science in whatever roles and spaces they occupy, from an informal discussion group in a department to a formal strategic planning retreat at a scientific society.
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Affiliation(s)
| | | | | | | | | | | | | | - Amanda B Diekman
- Department of Psychological and Brain Sciences, Indiana University
| | - Natalia B Dutra
- Laboratory of Evolution of Human Behavior, Department of Physiology and Behavior, Federal University of Rio Grande do Norte
| | - Jin X Goh
- Department of Psychology, Colby College
| | - Stephanie A Goodwin
- Department of Psychology, Wright State University.,Department of Social Sciences, Stevens Institute of Technology
| | - Yuko Munakata
- Department of Psychology, University of California, Davis
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24
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Kuss DJ, Kristensen AM, Williams AJ, Lopez-Fernandez O. To Be or Not to Be a Female Gamer: A Qualitative Exploration of Female Gamer Identity. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19031169. [PMID: 35162194 PMCID: PMC8835226 DOI: 10.3390/ijerph19031169] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 12/30/2021] [Revised: 01/18/2022] [Accepted: 01/19/2022] [Indexed: 02/01/2023]
Abstract
The literature on online gaming has generally focused on male gamers and has been dominated by negative aspects of gaming. The present study addresses the gender gap in this field by exploring experiences of female gamers further by unravelling several positive experiences alongside some potentially harmful tendencies connected to gaming, including female gamers' wishes and ambitions for their future gaming. A total of 20 female adult gamers across Europe were interviewed and results were analysed using thematic analysis. Four main themes were identified: (i) to be or not to be a (female) gamer; (ii) improving social skills and levelling up on mental health; (iii) not always a healthy escape; and (iv) there is more to explore. The present study is one of few empirical studies regarding the construction of self-image, and experiences of female gamers. It has showed participants have a history as gamers from adolescence, but still face problems derived from the stigmatised internal gender self-image. Externally, female gamer stigmatisation may result in sexism, gender violence, harassment, and objectification. Additionally, females may decide against identifying as gamers, engaging in social gaming interaction, or hold back from online gaming in general, thereby missing out on the opportunities for recreation as well as social and psychological benefits that gaming brings. There is, therefore, urgent need for more research and actions to promote change, equity, education, and security for female gamers as well as their male counterparts. Game developers would benefit from understanding this large gamer demographic better and tailoring games for women specifically.
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Affiliation(s)
- Daria J. Kuss
- International Gaming Research Unit, Cyberpsychology Research Group, Department of Psychology, Nottingham Trent University, Nottingham NG1 4FQ, UK
- Correspondence: (D.J.K.); (O.L.-F.)
| | - Anne Marie Kristensen
- Center for Visual Cognition, Department of Psychology, University of Copenhagen, 1165 Copenhagen, Denmark;
| | - A. Jess Williams
- School of Psychology, Institute for Mental Health, University of Birmingham, Birmingham B15 2SQ, UK;
| | - Olatz Lopez-Fernandez
- Foundation Health Research Institute, Fundación Jiménez Díaz University Hospital, 28040 Madrid, Spain
- Correspondence: (D.J.K.); (O.L.-F.)
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25
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The impact of threats to belonging on health, peripheral physiology, and social behavior. ADVANCES IN EXPERIMENTAL SOCIAL PSYCHOLOGY 2022. [DOI: 10.1016/bs.aesp.2022.11.005] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/23/2022]
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26
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Brault C, Thomas I, Moro MR, Benoit L. School Refusal in Immigrants and Ethnic Minority Groups: A Qualitative Study of Adolescents' and Young Adults' Experiences. Front Psychiatry 2022; 13:803517. [PMID: 35479494 PMCID: PMC9035588 DOI: 10.3389/fpsyt.2022.803517] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/28/2021] [Accepted: 03/14/2022] [Indexed: 11/15/2022] Open
Abstract
BACKGROUND School refusal is one cause of school absenteeism along with truancy, and the two can be difficult to distinguish. School absenteeism behaviors among students in transcultural situations (immigrants or children of immigrants) and from ethnic minority groups are subject to misdiagnosis and decreased access to care. To improve the care provided, this exploratory study addresses the experience of adolescents and young adults engaging in school refusal, from immigrant and ethnic minority groups. METHODS Sixteen participants between the ages of 16 and 20 years old presenting with school refusal were interviewed for this qualitative study. All participants were either immigrants, children of immigrants, or from an ethnic minority group. We conducted a qualitative analysis based on Interpretative Phenomenological Analysis. RESULTS Participants experienced school refusal as a loss of identity and as a failure to achieve what was perceived as parental expectations of success, which triggered feelings of worthlessness, shame, and guilt. The loss of a peer group, namely their classmates, as a result of school absenteeism was experienced as a marginalization from the larger society. Although participants denied having personally experienced racism, some of them recalled their parents experiencing racism at school. CONCLUSION School refusal complicates identity construction, autonomy, and integration into society. For adolescents and young adults from immigrant and ethnic minority backgrounds, it also triggers guilt, transgenerational traumatic memories, and the fear of marginalization. In addition to validated therapies for school refusal, sociological, intersectional, and cross-cultural tools would be a valuable addition to treatment.
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Affiliation(s)
- Camille Brault
- Etablissement Public de Santé Ville-Evrard, Neuilly sur Marne, Paris, France
| | - Isaiah Thomas
- Yale Child Study Center, Yale School of Medicine, New Haven, CT, United States
| | - Marie Rose Moro
- Maison des Adolescents-Maison de Solenn, Hôpital Cochin, AP-HP, Paris, France.,University of Paris, Faculty of Psychology, Boulogne-Billancourt, Paris, France.,Inserm U1018, Team DevPsy, CESP, Paris Saclay University, Paris, France
| | - Laelia Benoit
- Yale Child Study Center, Yale School of Medicine, New Haven, CT, United States.,Maison des Adolescents-Maison de Solenn, Hôpital Cochin, AP-HP, Paris, France.,Inserm U1018, Team DevPsy, CESP, Paris Saclay University, Paris, France
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27
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Ibrahim F, Münscher JC, Herzberg PY. Examining the Impostor-Profile-Is There a General Impostor Characteristic? Front Psychol 2021; 12:720072. [PMID: 34566801 PMCID: PMC8458651 DOI: 10.3389/fpsyg.2021.720072] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/03/2021] [Accepted: 08/11/2021] [Indexed: 12/03/2022] Open
Abstract
The Impostor-Profile (IPP) is a six-dimensional questionnaire measuring the Impostor Phenomenon facets. This study aims to test (a) the appropriateness of a total score, (b) measurement invariance (MI) between gender, (c) the reliability of the IPP, and (d) the convergent validity of the IPP subscales. The sample consisted of N = 482 individuals (64% female). To identify whether the scales of the IPP form a total score, we compared four models: (1) six correlating subscales, (2) a general factor model, (3) a second-order model with one second-order factor and six first-order factors, and (4) a bifactorial model with six group factors. The bifactorial model obtained the best fit. This supports the assumption of a total impostor score. The inspection of structural validity between gender subgroups showed configural, metric, and partial scalar MI. Factor mean comparisons supported the assumption that females and males differ in latent means of the Impostor Phenomenon expressions. The omega coefficients showed sufficient reliability (≥0.71), except for the subscale Need for Sympathy. Overall, the findings of the bifactor model fit and construct validity support the assumption that the measurement through total expression is meaningful in addition to the theoretically formulated multidimensionality of the Impostor Phenomenon.
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Affiliation(s)
- Fabio Ibrahim
- Department of Personality Psychology and Psychological Assessment, Helmut-Schmidt-University, Hamburg, Germany
| | - Johann-Christoph Münscher
- Department of Personality Psychology and Psychological Assessment, Helmut-Schmidt-University, Hamburg, Germany
| | - Philipp Yorck Herzberg
- Department of Personality Psychology and Psychological Assessment, Helmut-Schmidt-University, Hamburg, Germany
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28
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Satinsky EN, Kimura T, Kiang MV, Abebe R, Cunningham S, Lee H, Lin X, Liu CH, Rudan I, Sen S, Tomlinson M, Yaver M, Tsai AC. Systematic review and meta-analysis of depression, anxiety, and suicidal ideation among Ph.D. students. Sci Rep 2021; 11:14370. [PMID: 34257319 PMCID: PMC8277873 DOI: 10.1038/s41598-021-93687-7] [Citation(s) in RCA: 33] [Impact Index Per Article: 11.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/31/2021] [Accepted: 06/24/2021] [Indexed: 02/06/2023] Open
Abstract
University administrators and mental health clinicians have raised concerns about depression and anxiety among Ph.D. students, yet no study has systematically synthesized the available evidence in this area. After searching the literature for studies reporting on depression, anxiety, and/or suicidal ideation among Ph.D. students, we included 32 articles. Among 16 studies reporting the prevalence of clinically significant symptoms of depression across 23,469 Ph.D. students, the pooled estimate of the proportion of students with depression was 0.24 (95% confidence interval [CI], 0.18-0.31; I2 = 98.75%). In a meta-analysis of the nine studies reporting the prevalence of clinically significant symptoms of anxiety across 15,626 students, the estimated proportion of students with anxiety was 0.17 (95% CI, 0.12-0.23; I2 = 98.05%). We conclude that depression and anxiety are highly prevalent among Ph.D. students. Data limitations precluded our ability to obtain a pooled estimate of suicidal ideation prevalence. Programs that systematically monitor and promote the mental health of Ph.D. students are urgently needed.
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Affiliation(s)
- Emily N Satinsky
- Center for Global Health, Massachusetts General Hospital, Boston, MA, USA.
| | - Tomoki Kimura
- San Mateo County Behavioral Health and Recovery Services, San Mateo, CA, USA
| | - Mathew V Kiang
- Department of Epidemiology and Population Health, Stanford University, Palo Alto, CA, USA
- Center for Population Health Sciences, Stanford University School of Medicine, Palo Alto, CA, USA
| | - Rediet Abebe
- Harvard Society of Fellows, Harvard University, Cambridge, MA, USA
- Department of Electrical Engineering and Computer Science, University of California Berkeley, Berkeley, CA, USA
| | - Scott Cunningham
- Department of Economics, Hankamer School of Business, Baylor University, Waco, TX, USA
| | - Hedwig Lee
- Department of Sociology, Washington University in St. Louis, St. Louis, MO, USA
| | - Xiaofei Lin
- Department of Microbiology, Immunology, and Molecular Genetics, Institute for Quantitative and Computational Biosciences, University of California Los Angeles, Los Angeles, CA, USA
| | - Cindy H Liu
- Departments of Newborn Medicine and Psychiatry, Brigham and Women's Hospital, Boston, MA, USA
- Harvard Medical School, Boston, MA, USA
| | - Igor Rudan
- Centre for Global Health, Edinburgh Medical School, Usher Institute, University of Edinburgh, Edinburgh, Scotland, UK
| | - Srijan Sen
- Department of Psychiatry, University of Michigan, Ann Arbor, MI, USA
| | - Mark Tomlinson
- Department of Global Health, Institute for Life Course Health Research, Stellenbosch University, Cape Town, South Africa
- School of Nursing and Midwifery, Queens University, Belfast, UK
| | - Miranda Yaver
- Fielding School of Public Health, Los Angeles Area Health Services Research Training Program, University of California Los Angeles, Los Angeles, CA, USA
| | - Alexander C Tsai
- Center for Global Health, Massachusetts General Hospital, Boston, MA, USA.
- Harvard Medical School, Boston, MA, USA.
- Mongan Institute, Massachusetts General Hospital, Boston, MA, USA.
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29
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Juggling slow and fast science. Nat Hum Behav 2021; 5:409. [PMID: 33707656 DOI: 10.1038/s41562-021-01080-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
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30
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O’Donnell JL, Sadlier ST. University as Secret Society: Becoming Faculty Through Discretion. SOCIETY 2021; 58:213-220. [PMID: 34075263 PMCID: PMC8161712 DOI: 10.1007/s12115-021-00585-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 05/04/2021] [Indexed: 06/12/2023]
Abstract
Becoming a professor is complicated by a lack of clear guidelines for promotion to permanent status and, paradoxically, a surplus of mechanisms for institutional transparency. Drawing on Lilith Mahmud's anthropologies of discretion applied to secret societies like the Italian Freemasons, this paper compares becoming a professor to an initiate's journey toward becoming a member of a secret society. Membership in both requires a balance between knowing who to know and knowing the codes of what goes said and unsaid. These ways of knowing may manifest in mentor/mentee relations, in informal networks and communities of practice, or in acts of compliance and resistance to the neoliberal university.
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31
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Diele-Viegas LM, Cordeiro TEF, Emmerich T, Hipólito J, Queiroz-Souza C, Sousa E, Vançan AC, Leite L. Potential solutions for discrimination in STEM. Nat Hum Behav 2021; 5:672-674. [PMID: 33875839 DOI: 10.1038/s41562-021-01104-w] [Citation(s) in RCA: 10] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Affiliation(s)
- Luisa Maria Diele-Viegas
- Kunhã Asé Network of Women in Science, Salvador, Brazil. .,Biology Department, University of Maryland, College Park, Maryland, USA.
| | - Tábata Elise Ferreira Cordeiro
- Kunhã Asé Network of Women in Science, Salvador, Brazil.,Programa de Pós-Graduação em Biologia Comparada, Faculdade de Filosofia, Ciências e Letras de Ribeirão Preto, Ribeirão Preto, Brazil
| | - Tatiana Emmerich
- Programa de Pós graduação em Direito, Universidade do Estado do Rio de Janeiro, Rio de Janeiro, Brazil
| | - Juliana Hipólito
- Kunhã Asé Network of Women in Science, Salvador, Brazil.,Coordenação de Biodiversidade, Instituto Nacional de Pesquisas da Amazônia, Manaus, Brazil.,National Institute of Science and Technology in Inter and Transdisciplinary Studies in Ecology and Evolution - INCT IN- TREE, Salvador, Brazil
| | - Caren Queiroz-Souza
- Kunhã Asé Network of Women in Science, Salvador, Brazil.,National Institute of Science and Technology in Inter and Transdisciplinary Studies in Ecology and Evolution - INCT IN- TREE, Salvador, Brazil.,Programa de Pós-Graduação em Ecologia, Universidade Federal da Bahia, Salvador, Brazil
| | - Erilda Sousa
- Kunhã Asé Network of Women in Science, Salvador, Brazil.,Universidade Federal do Pará, Altamira, Brazil
| | - Alianna Cardoso Vançan
- Instituto de Ciências Humanas e Sociais, Programa de Pós-graduação em Filosofia, Universidade Federal de Pelotas, Pelotas, Brazil.,Faculdade de Ciências Jurídicas, Programa de Pós-graduação em Direito, Universidade Federal do Mato Grosso, Cuiabá, Brazil.,500 Mulheres Cientistas Cuiabá, 500 Women in Science, Cuiabá, Brazil
| | - Luciana Leite
- Kunhã Asé Network of Women in Science, Salvador, Brazil.,Programa de Pós-Graduação em Ecologia, Universidade Federal da Bahia, Salvador, Brazil.,School of Psychological Science, Oregon State University, Corvallis, Oregon, USA
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Slade M. Management of a High-Performing Mental Health Recovery Research Group. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:4007. [PMID: 33920382 PMCID: PMC8070016 DOI: 10.3390/ijerph18084007] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 03/26/2021] [Revised: 04/08/2021] [Accepted: 04/09/2021] [Indexed: 11/16/2022]
Abstract
A personal perspective is given on the processes involved in managing and sustaining a high-performing mental health recovery research group. The broader context of scholarship in the United Kingdom is outlined, in which academic productivity is commodified specifically in relation to peer-reviewed journal papers. Four leadership choices in developing a high-performing research group are discussed: optimal group size; sharing the workload; maintaining a programmatic focus; and performance expectations. Approaches to maximising innovation are identified, including emotional and intellectual engagement of team members, working with diverse stakeholders and convening communities of practice. We use a highly managed approach to publications from inception to acceptance, which is described in detail. The use of these approaches is illustrated in relation to the Recovery Research Team which was formed in 2009. Specific recovery-related issues covered include demonstrating the ability to develop a significant recovery research portfolio (our four current large [>UK£2 m] studies relate to recovery narratives, global mental health peer support work, digital interventions and Recovery Colleges); the positive implications of actively recruiting researchers with mental health lived experience; how performance issues are managed; our approach to involving lived experience co-authors in papers; and our decision to conduct mixed-methods rather than solely qualitative studies.
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Affiliation(s)
- Mike Slade
- School of Health Sciences, Institute of Mental Health, University of Nottingham, Triumph Road, Nottingham NG7 2TU, UK
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Arleo EK, Wagner-Schulman M, McGinty G, Salazar G, Mayr NA. Tackling impostor syndrome: A multidisciplinary approach. Clin Imaging 2021; 74:170-172. [PMID: 33478806 DOI: 10.1016/j.clinimag.2020.12.035] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/29/2020] [Revised: 12/28/2020] [Accepted: 12/30/2020] [Indexed: 10/22/2022]
Abstract
What is Imposter Syndrome, whom does it affect, and when, and why is it important to recognize? In this multidisciplinary article, the phenomenon is defined and discussed by a psychiatrist, followed by strategic advice by a radiologist, interventional radiologist and radiation oncologist.
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Affiliation(s)
- Elizabeth Kagan Arleo
- Weill Cornell Imaging, 425 East 61st Street, 9th floor, New York, NY 10065, United States of America.
| | - Melissa Wagner-Schulman
- University of Cincinnati College of Medicine, Department of Psychiatry and Behavioral Neuroscience, 260 Stetson St. Suite 3200, Cincinnati, OH 45219, United States of America
| | - Geraldine McGinty
- Weill Cornell Imaging, 425 East 61st Street, 9th floor, New York, NY 10065, United States of America
| | - Gloria Salazar
- Department of Radiology, Massachussets General Hospital, Harvard Medical School, Boston, MA, United States of America
| | - Nina A Mayr
- University of Washington School of Medicine, Department of Radiation Oncology, 1959 NE Pacific St, Seattle, WA 98195, United States of America
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Vogt RL, Cheng JT, Briley DA. Childhood growth in math and reading differentially predicts adolescent non-ability-based confidence: An examination in the SECCYD. LEARNING AND INDIVIDUAL DIFFERENCES 2020; 83-84. [PMID: 33281424 DOI: 10.1016/j.lindif.2020.101933] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Non-ability-based confidence is one of the most pervasive human psychological biases. It is a part of a family of confidence judgments, including overconfidence and metacognitive calibration accuracy, defined by a discrepancy between self-perception of ability and actual ability. Across many domains, most people exhibit some degree of miscalibration in their confidence. Some people may be overconfident and others are underconfident. Despite the prevalence of non-ability-based confidence, relatively little research has investigated how non-ability-based confidence develops and why some people are more or less confident than others despite sharing the same level of ability. We use a longitudinal dataset to explore the childhood predictors of adolescent non-ability-based confidence. Achievement growth in math and reading in childhood was modeled and used to predict adolescent non-ability-based confidence in math and reading. Results show that the initial level of achievement predicts lower non-ability-based confidence in math. On the other hand, a faster rate of achievement growth across childhood predicts greater non-ability-based confidence in reading. These results highlight how previous experiences inform people's self-perceptions over and above their true abilities. Discussion focuses on the factors that shape non-ability-based confidence over the lifespan and the limitations of the current findings.
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Rokach A, Boulazreg S. The Road to Becoming a Psychologist: Indicators of Success and Hardship during the University Years. THE JOURNAL OF PSYCHOLOGY 2020; 154:632-661. [PMID: 32644034 DOI: 10.1080/00223980.2020.1771538] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022] Open
Abstract
In order to become a full-fledged psychologist, one must undertake a long, demanding, and quite difficult journey in academia. The academic journey holds a promise of delivering knowledge, interesting theories, and strategies on helping those who need psychological assessment and/or treatment. However, the constant expectation of keeping up with the material, of succeeding in tests and exams, and of preparing to proceed to the next educational level can be daunting and exhausting. In line with the topic of this special issue, this paper addresses factors contributing to academic success at the undergraduate, graduate, and post-graduate levels of psychology. Utilizing the available literature on the Big Five personality classification scheme, high conscientiousness was found to be the most consistent predictor of success, although curiously, this relationship was only found to be reliable at the undergraduate level. Less robust findings included high agreeableness and low neuroticism as predictors of general academic success in all tertiary levels of education. The importance of mentorship figures in psychology, and a highlight of its lack of widespread implementation at the undergraduate level, are also addressed. Additionally, we discuss the negative implications of the impostor phenomenon and of loneliness, which students at all levels may experience as common barriers to scholastic success in psychology. Following a discussion of each factor as outlined above, there is a brief literature review regarding ways that its constraining effects may be limited or its positive effects possibly enhanced.
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