Due to the passage of the Gainful Employment Rule of 2015, for-profit schools must ensure graduate employability, which forces vocational schools to make student success a priority. The concepts of stress mindset from the cognitive activation theory of stress and stress management self-efficacy from social cognitive theory were used in this study to assess the relationship of each to the employability of graduates. This study utilized a nonrandomized convenience sampling method and a multiple logistic regression with categorical dependent/criterion variables (gainful employment versus not) and continuous predictor variables (stress management self-efficacy, stress mindset) to compare the relationships. Stress mindset levels were measured using the stress mindset measure while stress management self-efficacy levels were measured by the stress management self-efficacy measure with 66 participants. The results of this study indicated that while both increased levels of stress management self-efficacy and a positive stress mindset were associated with a significantly increased likelihood of gainful employment, on its own, stress management self-efficacy was a better indicator than was stress mindset, on its own. The implications for positive social change from the results of this study, are a greater understanding of the importance of stress management self-efficacy and a positive stress mindset on the employability of technical school graduates. This knowledge could lead to the creation of improved stress management and stress mindset assistance for technical school students, which could lead to increased employability in these graduates.

Student practice and the influences that shape self-regulated behavior (habits) remain of interest among educators. This self-regulated behavior includes factors such as what informs a student’s selection of a goal during self-regulated practice, the motivation to engage in an activity, and the value attributed to an activity. Interest exists concerning the discrepancy, if any, in student-versus-teacher evaluation as informed by these factors. Through the application of Bandura’s (1986) social cognitive theory, I examined the motivators, informers, values, and sustainers of the practice habits of eight university undergraduate performance and music education majors during self-regulated practice. The instructors came from five applied lesson studios in which the students were enrolled. Using a primarily descriptive methodology, the source of the data I collected was two pre-arranged applied lessons and two pre-arranged practice sessions for each student during the fall semester of 2018. I contrasted the information taken from the practice sessions with the goal-directed and instructor-modeled activities typical of the applied lessons. To compare the self-assessment of competencies with the assessment of the instructor, I employed a survey in the form of a questionnaire and reviewed videotapes of the participants in both applied lessons and self-regulated practice. The data collected for applied lessons and self-regulated practice were then separately coded and placed into one of two categories, musical or non-musical behavior. I then compared this data among and within the participating applied lesson studios. My analysis revealed that the preponderance of instructional time was spent in musical activities. The same was true, but to a slightly lesser degree, for students during self-regulated practice. I observed that motivation and the value attributed to an activity were informed by modeling of goal-directed activities (habits) during applied lessons. The students carried this goal-directed activity into self-regulated practice. These practice habits maintained the behavior that supported the goals, the achievement of which informed students’ self-assessment of their performance competencies. Students were less satisfied with their level of performance competency than were their instructors. This lack of satisfaction occurred despite the alignment of the observed selection of practice habits with the activities modeled by the instructor in applied lessons and was contrary to previous research (Varela et al., 2016) that found students’ assessment of their competencies higher than the assessment of their instructors. One implication of this study is the importance of instructors’ training of students in task analysis regarding practice habits. Such training, combined with modeling, may enable students to choose goals wisely and to self-assess accurately to affect the self-regulation necessary to achieve musical proficiency. The differences in goals between students and instructors, practice-room behavior, and self-assessment warrant further exploration.

Bakgrund: Fall hos äldre personer är vanligt förekommande och får ofta allvarliga konsekvenser för individen såsom svårigheter att bo kvar sin bostad, sjukdom och död. Fall hos äldre innebär också stor belastning på sjukvården och stora samhällskostnader. I den kommunala hemsjukvården arbetar fysioterapeuter med att förebygga fall genom olika åtgärder i hemmet.  Syfte: Att beskriva hur fysioterapeuter upplever att de arbetar vid fallförebyggande hembesök för äldre i hemsjukvården. Metod: Studien genomfördes med en kvalitativ design och induktiv ansats. Sex fysioterapeuter rekryterades till individuella intervjuer genom ett ändamålsenligt bekvämlighetsurval från en kommun i mellersta Sverige. Materialet från intervjuerna analyserades genom en kvalitativ innehållsanalys. Resultat: Resultatet delades upp i fem kategorier med tillhörande underkategorier, två respektive fem. Informanterna belyste hur de identifierade individens egna behov och resurser, skapade ett förtroende, identifierade individens omgivningsfaktorer, informerade om fallförebyggande och identifierade svårigheter och hinder vid hembesök. Slutsats: Fysioterapeuterna beskrev att genom att ta hänsyn till fysiska, psykologiska faktorer och omgivningsfaktorer hos individen möjliggörs genomförandet av fallförebyggande åtgärder.

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Background: Today, people tend to be less physically active than before, much because of thesociety we live in with cars and technology. Research shows a reduction in physical activity, even more with people who have some form of visual impairment. People visual impairment can experience limitations in everyday life such as not being able to get around or fear. Purpose: The purpose of the study is to identify motivational factors and perceived barriers in persons with visual impairment of physical activity habits. Method: The study is of a qualitative nature where 6 interviews have been made on persons with visual impairment. Result: The results of this study have been analyzed with help of the social cognitive theory; it's a theory where three themes are in focus, environment, behavior and personal factors. The result of the study has shown that the persons with visual impairment are physically active in some form, but all are not sufficiently active to reach the WHO’s recommendations. At the same time, the biggest motivation factors are from internal character, but some have external as a major motivation factor. However, it turned out that the primary goal for everyone was health, which is an internal motivational factor. As far as perceived obstacles are concerned, environment was the largest category of barrier, but also personal factors and behavior influenced in the results section. Conclusion: In summary, it can be said that there are many influencing factors about why a person with visual impairment is more or less active and what perceived obstacles exist. It could be due to geographical place of residence or what one has for psychological thinking. However, one cannot take away from the fact that the environment can often be adapted to make physical activity more accessible to everyone.

The prevalence of tobacco smoking among persons with recurrent pain is approximately twice that observed in the general population. Smoking has been associated with the development and exacerbation of several chronically painful conditions. Conversely, there is both experimental and cross-sectional evidence that pain is a potent motivator of smoking. A recent study provided the first evidence that laboratory-induced pain could elicit increased craving and produce shorter latencies to smoke (Ditre & Brandon, 2008). To further elucidate interrelations between pain and smoking, and to identify potential targets for intervention, the current study tested whether several constructs derived from social-cognitive theory influence the causal pathway between pain and increased motivation to smoke. Smokers (N = 132) were randomly assigned to one of four conditions in this 2 X 2 between-subjects experimental design. Results indicated that manipulations designed to (a) challenge smoking-related outcome expectancies for pain reduction, and (b) enhance pain-related coping, each produced decreased urge ratings and increased latencies to smoke, relative to controls.

In the past decade, the military has deployed approximately 1 million members into combat, and a factor that plagues the military veterans returning from combat is the prevalence of posttraumatic stress disorder (PTSD). A factor to examine is preparedness training before combat because the research has shown that postcombat resilience training has been effective in reducing symptoms of PTSD. Using the social cognitive theory, the purpose of this study was to determine whether self-reported preparedness training before deployments was related to lower severity of self-reported PTSD. Based on prior research, age and gender are other variables that this study examined. Participants were a sample population of veterans who completed a quantitative survey, which included demographics, the Posttraumatic Stress Disorder Check List, and the Training and Deployment Preparation survey, Section H of the DRRI-2. Data collected from the survey were input into the SPSS program and analyzed using multiple linear regressions. Results reflected that preparedness training had an inverse correlation relationship to self-reported PTSD severity, age had a predictive relationship, and gender did not show a significant relationship. It appears that preparedness training for combat does help reduce self-reported severity of PTSD in veterans returning with PTSD symptoms. Providing preparedness training before combat may help in reducing this phenomenon. The results of the present study, developing procedures and therapeutic measures to help veterans in need can be generalized into the mainframe of social and behavioral change for all individuals dealing with PTSD, including first responders.

This study examined the social cognitive theory factors of home availability of fruits and vegetables, nutrition knowledge, food preparation ability, and cooking self-efficacy and the demographic factors of race/ethnicity, age, gender, marital status, living situation, and meal plan participation in relation to college students' fruit and vegetable consumption. The study sample was comprised of students attending on-campus classes at Utah State University during spring semester of 2009. Data were collected via traditional pencil-and-paper surveys distributed during classes with students in varying stages of their college education and from different fields of study. In total, 207 surveys were used for the linear regression analysis. Race/ethnicity was not included in the regression model due to lack of sufficient racial/ethnic diversity. Of the remaining variables, availability of fruits and vegetables in the home, cooking self-efficacy, and meal plan participation were found to be significant predictors of college students' fruit and vegetable consumption. Availability in the home was the strongest predictor of fruit and vegetable intake in this sample.

Indiana University-Purdue University Indianapolis (IUPUI) / In the United States, over 30 percent of children are categorized as overweight or obese. Comorbid conditions, such as cardiovascular disease and other health complications related to obesity, are also on the rise. This public health issue is often related to disproportionate dietary intake and lack of physical activity. Efforts that promote fruits and vegetables (F/V) as preferred food choices over high fat and high sugar foods may help combat the increasing incidence of overweight and obesity. Other benefits from F/V include prebiotics or fiber that helps to create and maintain a healthy microbiota, which is now recognized as essential for long-term positive health outcomes. Many children, however, fall short in consuming the recommended daily amounts of F/V servings, and therefore, lack key nutrients such as vitamins, minerals, phytonutrients and fiber. This study is a pilot, quasi-experimental design that provides information related to the importance of eating F/V to children, ages 11-12 years, who attend a parochial school in Indianapolis, Indiana. The data from this study describe the amounts of F/V servings in home-prepared school lunches. The primary aim of this study is to determine if eight interactive multimedia lessons and activities delivered to one group of students (intervention) and a single lesson delivered to a different group of students in the same school and grade (control), affects the amount of lunch F/V servings, student knowledge, attitude, and self-efficacy/perception. This baseline data will contribute to the design and implementation of a health curriculum for middle school age students. Focus groups, adapted validated assessment tools as well as the on-site observation of F/V servings brought in lunches and consumed at lunch are compared between both groups to document any effects of the instruction. The results show that a statistically significant change in knowledge occurred within the intervention group following the implementation of this F/V education series. Favorable findings, with a positive upward trend in relative amounts of F/V, were identified and more research in this area is warranted.

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