Health Outcomes and Attitudes Toward Female Genital Cutting in a Community-Based Sample of West African Immigrant Women from High-Prevalence Countries in New York City

Female genital cutting (FGC), a deeply rooted cultural practice with high prevalence rates in many West African countries, is considered by many to represent systematic gender-based violence and human rights violation. Although short- and long-term health consequences of FGC have been examined in studies in Africa, the experiences of women who have immigrated to the Western countries such as the United States have remained largely unexplored. We sought to examine prevalence rates of FGC, as well as differences in demographic characteristics, health outcomes, and knowledge, attitudes, and beliefs among West African immigrants. This study employed audio computer-assisted self-interviewing with a community-based sample of 68 women from Gambia, Guinea, Mali, and Sierra Leone living in New York City. The rate of FGC was 68% overall and varied significantly by country, tribe or ethnicity, and marital status. Women with FGC had a significantly higher number of live births and were more likely to report a history of vaginal pain and decreased sexual arousal, but there were no other significant differences in gynecological and obstetric outcomes, sexual functioning, or psychological outcomes. Participants also had similar rates of opposition to FGC, although women with FGC were less likely to assert human rights as a reason to end the practice. Women reported a high level of surprise and unpreparedness for the FGC procedure, and 22% reported that it was done without their parents’ consent. Long-term health consequences of FGC among women who have immigrated remain unclear, although resistance to the practice is overwhelming.     

Motivation in a MOOC: a probabilistic analysis of online learners’ basic psychological needs

Self-determination theory (SDT) is one of the most well-known approaches to achievement motivation. However, the three basic psychological needs of SDT have not received equivalent attention in the literature: priority has been given to autonomy, followed by the need for competence, with research into relatedness lacking (Bachman and Stewart in Teach Psychol 38: 180–187, 2011. doi: 10.1177/0098628311411798). One new educational setting where relatedness may be particularly important is massive open online courses (MOOCs), which provide unprecedented opportunities for either relatedness or isolation. The purpose of the research was to use Bayesian networks (BN) to establish probabilistic relationships between learners’ basic psychological needs in the context of one MOOC. The majority (59 %) of participants (N = 1037; 50 % female and 50 % male) were under 45 (age range was 18–74 years). This sample represented approximately 88 regions and countries. Participants completed a revised Basic Student Needs Scale (Betoret and Artiga in Electron J Res Educ Psychol 9(2): 463–496, 2011). In order to reveal the best structural understanding of SDT within a MOOC learning environment, analysis of the data involved the development of a BN probabilistic model. The best fitting BN model included autonomy, competence, and relatedness—resulting in a probabilistic accuracy of 77.41 %. Analyses revealed participants with high autonomy had an 80.01 % probability of having a moderate level of competence. Relatedness was distinct from the autonomy and competence relationship. The strong inter-connections between autonomy and competence support existing research. The notion that relatedness may be a distinct need, at least in this context, was supported and warrants future research.     

Effects of Self-Perception of Reading Skill on Absolute Accuracy of Metacomprehension Judgements

The objective of this study is to investigate the role of self-perception of reading skill as a critical cue for metacomprehension assessment. To achieve our objective, we inspected how self-perception of reading skill explains judgements of reading comprehension and their absolute accuracy. The study results supported our hypotheses: (1) self-perception of reading skill was predictive of metacomprehension predictions even when actual reading skill was controlled for; (2) the extent to which self-perception of reading skill deviated from actual reading skill accounted for the degree to which absolute accuracy of predictions was limited; and (3) more-skilled readers were less likely to overestimate their general reading skill and their reading performance in specific texts than less-skilled readers. However, (4) self-perception of reading skill was more highly related to postdictions than predictions of test performance, which was counter to expectations. We conclude that self-perception of reading skill influences metacomprehension assessments and their absolute accuracy.     

Hospice Care and a Theology for Patients at the End of Life

In Richard Kearney's text Anatheism, he claims that one can respond to the call of the stranger in two ways, with hospitality or with hostility. However, because the stranger possibly bears the presence of the divine, he urges one to risk responding to the stranger's call with hospitality rather than hostility, opening oneself up to encountering the sacred in the form of the stranger. In the present analysis, I claim that hospitality toward the stranger is modeled in the hospice philosophy of care for dying patients. I note the distinctions between the biomedical model of health care and the biopsychosoical model of care, and draw on Kearney's framework and Dorothee Soelle's text Suffering to suggest that, with regard to how to interpret pain, the act of hosting can be an option more viable than that of demonstrating hospitality.     

A Unified Framework for the Comparison of Treatments with Ordinal Responses

Different latent variable models have been used to analyze ordinal categorical data which can be conceptualized as manifestations of an unobserved continuous variable. In this paper, we propose a unified framework based on a general latent variable model for the comparison of treatments with ordinal responses. The latent variable model is built upon the location-scale family and is rich enough to include many important existing models for analyzing ordinal categorical variables, including the proportional odds model, the ordered probit-type model, and the proportional hazards model. A flexible estimation procedure is proposed for the identification and estimation of the general latent variable model, which allows for the location and scale parameters to be freely estimated. The framework advances the existing methods by enabling many other popular models for analyzing continuous variables to be used to analyze ordinal categorical data, thus allowing for important statistical inferences such as location and/or dispersion comparisons among treatments to be conveniently drawn. Analysis on real data sets is used to illustrate the proposed methods.     

Intimacy and Complicated Grief among Chinese Elders Having Lost their Spouses: Mediating Role of Meaning Making

This study aims to investigate the mediating role of meaning making in the relationship between intimacy and complicated grief among bereaved elders. A sample of 352 bereaved elders in rural China participated in the study. Both the linear and quadratic effects of meaning making illustrated a model that mediated the effect of intimacy on complicated grief. Essentially, findings revealed that only high levels of meaning making predicted low levels of complicated grief. This study thereby supplements existing research about meaning-making theory.     

Early Childhood Teachers’ Perception of Creative Personality as a Predictor of Their Support of pedagogy important for fostering Creativity: A Chinese Perspective

Previous studies have suggested that teacher’s personality traits and pedagogy are the important areas of investigation in creativity research; however, little is known about the relationship between teachers’ personality traits and creativity-fostering pedagogy. This study proposed a model describing 3 types of perceived personality traits that contribute to teachers’ support of important creativity-fostering pedagogy. The model was tested on a sample of 875 Chinese early childhood teachers. This study first established factorial validity of the measurement scales, the Creative Personality Questionnaire (CPQ) and the Early Childhood Creative Pedagogy Questionnaire (ECCPQ). Confirmatory factor analysis supported the 4-factor structure of the ECCPQ, but failed to replicate the 5-factor structure of the CPQ. An alternative 3-factor model was obtained as a personality measure. The results of multiple regression and structural equation modeling analysis showed that the proposed model was partially supported by the data. Although cognitive abilities factor of creative personality, as expected, was the strongest predictor of self-reported important creative pedagogy, surprisingly openness did not explain unique variance in any of the creative pedagogy factors. One distinct path tapped a relation between the discipline personality traits and teacher-oriented pedagogy was identified, which was seldom addressed in Western creativity research. It may reflect a cultural-specific indigenous variations.     

Associations between GAD symptom severity and error monitoring depend on neural quenching variability

Motivation and Emotion - Generalized anxiety disorder (GAD) has been inconsistently associated with exaggerated threat monitoring measured via the error-related negativity (ERN). This suggests the...     

Social Innovation and Health-Related Well-Being of Left-Behind Children: Evidence from an Intelligent Robot Project in China

Applied Research in Quality of Life - In China, rural children, compared to their urban counterparts, are disadvantaged by less parental care and limited access to educational resources. This can...