Relevant bibliographies by topics / Stages of concern questionnaire

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Academic literature on the topic 'Stages of concern questionnaire'

Author: Grafiati
Published: 4 June 2021
Last updated: 17 February 2022

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Journal articles on the topic "Stages of concern questionnaire"

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Rogan, John M., Gary D. Borich, and Helen P. Taylor. "Validation of the Stages of Concern Questionnaire." Action in Teacher Education 14, no. 2 (July 1992): 43–48. http://dx.doi.org/10.1080/01626620.1992.10462810.

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Bullard, Morgan B., Chayla D. Rutledge, and Patricia Kohler-Evans. "Using the Stages of Concern Questionnaire to Ensure Professional Development with Teachers and Teacher Candidates." International Research in Higher Education 2, no. 4 (November 21, 2017): 50. http://dx.doi.org/10.5430/irhe.v2n4p50.

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Classroom instruction is highly influenced by the quality of the professional development that teachers and teacher candidates receive. Instructional interventions at the classroom level must be research-based, and working with teachers and teacher candidates to implement interventions effectively is a daunting task. One way to help ensure professional development is effective involves gauging teachers’ and teacher candidates’ concerns, using the Stages of Concern Questionnaire (SOCQ) from the Concerns Based Adoption Model (CBAM). In the current study, teacher candidates received professional development at the pre-service level, and teachers received the same professional development at the in-service level. Both groups were taught specific interventions designed to target middle and secondary students using the Strategic Instruction Model Content Enhancement Routines. The SOCQ was administered prior to and following a professional development series that spanned several months. An analysis of results indicated that professional development is effective in reducing concern in both teachers and teacher candidates. Teachers and teacher candidates overall shared similar concerns on some areas yet were different in their levels of concern in other areas. The researchers suggest possible interpretations for the similarities and differences in results and offer areas for future study.
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Cheung, Derek, John Hattie, and Davis Ng. "Reexamining the Stages of Concern Questionnaire: A Test of Alternative Models." Journal of Educational Research 94, no. 4 (March 2001): 226–36. http://dx.doi.org/10.1080/00220670109598756.

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Behets, Daniel. "Concerns of Preservice Physical Education Teachers." Journal of Teaching in Physical Education 10, no. 1 (October 1990): 66–75. http://dx.doi.org/10.1123/jtpe.10.1.66.

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The purpose of this study was to identify and assess the concerns of preservice physical education teachers at the University of Leuven (Belgium). In two studies, data were obtained with two different methodologies, namely a questionnaire and the logbook. In the first study the Teacher Concerns Questionnaire (TCQ) was administered to 100 students on three occasions during their early field teaching experiences. Of the three types of concern—self, task, and impact—only impact concern increased significantly and could be identified as a stable factor. In line with related studies, data did not reveal the three stages of Fuller’s concern model. In the second study written concerns were gathered using the logbook method. Concerns about pupil control and organization were found most frequently. Finally, concerns obtained from the TCQ were compared with the written ones. The contradicting findings suggest there are both idealistic and realistic concerns. Further research into a valid instrument for assessing concerns of prospective physical educators is recommended.
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Conner, Nathan, Bryan Reiling, Christopher T. Stripling, Matt Kreifels, and Angie Monheim. "Examining inquiry-based learning stages of concern for high school agriscience teachers." Advancements in Agricultural Development 2, no. 1 (January 21, 2021): 14–25. http://dx.doi.org/10.37433/aad.v2i1.75.

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There is documented need for improvement of science comprehension amongst high school students in the United States, and inquiry-based learning (IBL) is a recommended teaching strategy to improve science comprehension. Several researchers have focused on examination of learning outcomes for students, but few have researched the concerns of teachers who may wish to adopt IBL methodology. This study used the stages of concern questionnaire to profile ten Midwest high school agriscience teachers’ concerns regarding implementation of IBL, before and after participation in a year-long professional development program where IBL lessons were developed and used in the participants’ high school classrooms. Results indicated that while some participants showed a positive progression in their stage of concern, most professional development program participants did not progress in their concern stage, and some developed increased resistance to IBL as a teaching strategy. This suggests that teachers may need more robust and tailored support when adopting IBL for their classrooms.
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Cheung, Derek. "Refining a Stage Model for Studying Teacher Concerns about Educational Innovations." Australian Journal of Education 46, no. 3 (November 2002): 305–22. http://dx.doi.org/10.1177/000494410204600305.

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This paper discusses the stages of concern that teachers pass through as they engage in the process of innovation adoption and implementation. A 24-item questionnaire was constructed to assess teachers' concerns on five sequential stages: (1) indifference, (2) informational-personal, (3) management, (4) consequence-collaboration, and (5) refocusing. Using the questionnaire, 290 Hong Kong teachers' concerns about school-based assessment as a component of the public examination system were surveyed. Results supported the 5-stage model of teacher concerns. However data collected from another sample of 53 teachers through an open-ended survey indicated that an additional stage of evaluation concerns should be inserted between the indifference and informational-personal stages. Teachers' evaluation concerns focused on the worth and necessity of school-based assessment, as well as support from the Hong Kong Examinations Authority. The revised 6-stage model can provide a more comprehensive framework for analysing teachers' concerns regarding innovations.
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Bailey, Donald B., and Sharon A. Palsha. "Qualities of the Stages of Concern Questionnaire and Implications for Educational Innovations." Journal of Educational Research 85, no. 4 (March 1, 1992): 226–32. http://dx.doi.org/10.1080/00220671.1992.9941120.

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Fischer, Christian, Ayana McCoy, Brandon Foster, Arthur Eisenkraft, and Frances Lawrenz. "Use of the stages of concern questionnaire in a national top-down reform effort." Teaching and Teacher Education 80 (April 2019): 13–26. http://dx.doi.org/10.1016/j.tate.2018.12.019.

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McBride, Ronald E., Theresa E. Boggess, and David C. Griffey. "Concerns of Inservice Physical Education Teachers as Compared with Fuller’s Concern Model." Journal of Teaching in Physical Education 5, no. 3 (April 1986): 149–56. http://dx.doi.org/10.1123/jtpe.5.3.149.

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The purpose of this study was to identify and assess the kinds of concerns expressed by experienced physical education teachers and to compare them to Fuller’s postulated developmental theory of teaching concerns. The study also sought to assess the applicability of the Teacher Concerns Questionnaire (TCQ) instrument in a physical education environment. Data were subjected to factor analysis, where it was found that, overall, the experienced teachers did follow Fuller’s three stages of development. Two distinct constellations were identified, as was a third, weaker constellation. This third factor corresponded to Fuller’s task scale and additional study is recommended to identify items more appropriate to an inservice physical education environment. The authors make recommendations for follow-up experiences in an inservice setting.
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Asiri, Abdullah Ali. "Teachers’ Concern and Professional Development Needs in Adopting Inclusive Education in Saudi Arabia, Based on Their Gender for Vision 2030." Journal of Education and Learning 9, no. 6 (October 23, 2020): 9. http://dx.doi.org/10.5539/jel.v9n6p9.

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This study looks into the concerns and the required professional development for adopting an inclusive education system, as expressed by elementary school teachers, based on their gender in Saudi Arabia. Participants in this research were special and general education teachers randomly selected from elementary schools in Riyadh, Saudi Arabia, which have special education programs. The theoretical framework of the study was the Concern Based Adoption Model (CBAM). Non-experimental cross-sectional survey was used to collect data. Data were obtained from 332 teachers, i.e., the response rate was 83%. The Stages of Concerns Questionnaire (SoCQ) provided by CBAM indicated that respondent stages of concern 0–2 (Unconcerned, Informational, and Personal) ranked the highest, while stages 4–6 (Consequence, Collaboration, and Refocusing) ranked the lowest. This profile was identified as a “non-user profile”, meaning respondents wanted more information about inclusive education. Teachers, in general, showed interest for professional development on inclusive education, including immediate training and seminars/workshops. The only significant difference in interest for professional development was by gender. The t-test indicated that female teachers have more interest for professional development compared to male teachers.
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Dissertations / Theses on the topic "Stages of concern questionnaire"

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DeVore, Toni Lynne. "West Virginia Education Information System users' concerns as measured by the stages of concern questionnaire." Morgantown, W. Va. : [West Virginia University Libraries], 1999. http://etd.wvu.edu/templates/showETD.cfm?recnum=491.

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Thesis (Ed. D.)--West Virginia University, 1999.
Title from document title page. Document formatted into pages; contains xiv, 158 p. : ill. (some col.) Vita. Includes abstract. Includes bibliographical references (p. 81-84).
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Michael, Kristine Treece. "Instructional Coaching and its Impact on Teachers’ Stage of Concern about a Curricular Initiative." Miami University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=miami1594071214292475.

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Livingston, Douglas Ron. "An Investigation of Utah Technology Education Teachers' Acceptance of an Emphasis on Engineering Education Content." BYU ScholarsArchive, 2009. https://scholarsarchive.byu.edu/etd/1763.

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The purpose of this study is to collect information documenting Utah technology education teachers' acceptance of an emphasis on engineering content in technology education. The Stages of Concern Questionnaire (SoCQ) was used to determine the level of acceptance of this change. It was found that a majority of technology and education teachers are more concerned about other unidentified tasks, activities or initiatives than they are about the addition of engineering content to their classes. They were also shown to be concerned with being able to organize, manage, and schedule the change effectively and were found to be least concerned about evaluating student outcomes including performance and competencies. Utah teachers were polarized with respect to collaborating and coordinating with others with regards to engineering.
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Turk, Carrie. "Stages of concern for implementing the electronic medical records." Menomonie, WI : University of Wisconsin--Stout, 2007. http://www.uwstout.edu/lib/thesis/2007/2007turkc.pdf.

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Aneke, Norbert O. "Teachers' stages of concern about a school-wide educational reform." Diss., This resource online, 1996. http://scholar.lib.vt.edu/theses/available/etd-06062008-144712/.

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Long, Brenda Yvonne Dingus. "Stages of concern in the implementation of tech prep programs in Virginia." Diss., Virginia Tech, 1994. http://hdl.handle.net/10919/26088.

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Curriculum innovations, such as Tech Prep, provide practitioners an avenue to change expectations, attitudes, teaching styles, and organizational structure. However, the benefits of educational innovations are not fully realized until those practitioners, such as administrators, academic teachers, vocational teachers, and guidance counselors, adopt and implement change in the classroom. The purpose of this study was to determine the concerns of Tech Prep practitioners at the secondary level in the state of Virginia as measured by the Concerns Based Adoption Model (CBAM). The population for this study was 322 individuals consisting of administrators, academic teachers, vocational teachers and guidance counselors involved in implementation of Tech Prep programs for two years or longer. Based on the findings of this study the following conclusions are presented. Based on the theory of the CBAM and the mean scores of the Stages of Concern, indications are these practitioners are becoming experienced users of the Tech Prep concept. The two highest SoC mean scores for the four groups were either Collaboration or Consequence Stage. It was concluded that staff development should relate to strategies necessary to increase student outcomes and cooperation and coordination of others. Practitioners involved with Tech Prep have passed the self-concerns (Awareness, Informational, and Personal Stages) and task-concerns (Management). The Stages of Concern for all groups evolved around impact-concerns (Consequence, Collaboration, and Refocusing Stages). It was concluded that the level of involvement by administrators, academic teachers, and vocational teachers during implementation of Tech Prep is related to the Stages of Concern. There was not a significant relationship between the Stages of Concern and level of involvement for counselors. Selected recommendations drawn from the findings and conclusions are: • Attention should continue to focus on concerns, attitudes and expectations of practitioners as they proceed with the continuation of Tech Prep in Virginia. • This study should be replicated with larger sample sizes and questionnaires submitted at the beginning of the innovation adoption and at designated periods after the implementation process. Such longitudinal studies may determine linkage between time, staff development activities, integration of vocational and academic studies, and the SoC of practitioners. • Focus by teacher educators, the Virginia Department of Education staff, vocational-technical and academic personnel, should concentrate on collaborative techniques and student competencies. It is recommended that policy be developed to include extensive professional development and increased dialogue among practitioners as they implement Tech Prep programs.
Ed. D.
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Huisman, Etta Joyce. "The relation between depression, a fitness measure, and stages of concern about exercise /." Access abstract and link to full text, 1987. http://0-wwwlib.umi.com.library.utulsa.edu/dissertations/fullcit/8721564.

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Widoe, Rebecca K. "Applying stages of change theory to an acute pain situation development of the Childbirth Stages of Change Questionnaire (CSOCQ) /." Morgantown, W. Va. : [West Virginia University Libraries], 2006. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=4910.

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Thesis (M.S.)--West Virginia University, 2006.
Title from document title page. Document formatted into pages; contains v, 157 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 76-88).
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Williams, Scott Allyn. "Stages of Concern of Teachers in North Carolina 4/4 Block Scheduled Public Schools." Diss., Virginia Tech, 2001. http://hdl.handle.net/10919/29967.

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As 4/4 block scheduling was implemented in North Carolina, many public schools offered staff development to help teachers make the transition from a six- or seven- period school schedule, but little is known about the staff development provided. The purposes of this study were to determine the Stages of Concern of North Carolina public school teachers related to 4/4 block scheduling, their perceived professional development needs, and the relationships among their Stages of Concern, professional development needs, and selected characteristics. By calling each school district's central office, the researcher determined that 248 North Carolina high schools had implemented 4/4 block scheduling as of fall 1998. A list was developed of 73 schools that implemented block scheduling in the fall of 1996, 1997, and 1998. From this list, five schools were randomly selected for each of the three years, resulting in a sample of 15 schools. At each school, five teachers were selected from each of three teaching areas: academic, workforce development, and special subjects. Thus, of the1086 teachers employed at the 15 participating schools, 225 teachers were included in the sample. The questionnaire for this study contained three parts: (a) the Hall and Loucks (1979) Stages of Concern questionnaire, (b) a professional development needs section, and (c) a teacher characteristics section. Results of the study indicated that the teachers were concerned about the success of students in the classroom and the impact of 4/4 block scheduling on their students. Consequence was the peak Stage of Concern for the largest percentage of responders, and collaboration was the peak for the second-largest percentage. Teachers with less experience had higher informational concerns than their peers with more teaching experience. On four of the nine professional development needs, more recent adopters of 4/4 block scheduling indicated significantly less need for professional development than those whose schools adopted this schedule in previous years. Thus, as teachers became more experienced with 4/4 block scheduling, they may have had problems that were unforeseen when this schedule was initially adopted. Implications for practice and further research based on the results of the study were suggested.
Ph. D.
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Bendixen-Noe, Mary Kay. "Teacher career development concern stages of traditional-aged and nontraditional-aged beginning secondary teachers /." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487775034176792.

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Books on the topic "Stages of concern questionnaire"

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Thompson, Ritzmann Carilyn, and King Claude V. 1954-, eds. Concentric circles of concern: Seven stages for making disciples. Nashville, Tenn: Broadman & Holman, 1999.

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Newton, Marguerite Anne. NURSING FACULTY'S STAGES OF CONCERN REGARDING A CURRICULUM INNOVATION. 1992.

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Training for Internet: Stages of concern among academic library staff in the AMIGOS Consortium. Ann Arbor, Mich: University Microfilms International, 1995.

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Eldridge, Roy E. Perceived stages of concern about the adoption of an innovation in a large urban school system. 1985.

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Halperin, Sandra, and Oliver Heath. 11. Surveys. Oxford University Press, 2017. http://dx.doi.org/10.1093/hepl/9780198702740.003.0011.

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This chapter discusses the principles of survey research as well as the issues and problems associated with different stages of the research design process. In particular, it examines questionnaire design, sample design, and interviewing techniques, along with the common sources of error that affect survey research and what can be done to try and avoid or minimize them. Although surveys have several weaknesses, they are widely used in political research to investigate a wide range of political phenomena. They combine two things: obtaining information from people by asking questions and random sampling. When done well, surveys provide an accurate and reliable insight into what ordinary people think about politics and how they participate in politics. The chapter considers the elements of a survey that need to be addressed, namely: questionnaire design, measurement error, sampling design, sampling error, and interview mode.
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Gestión de calidad y su impacto en la innovación ecológica del Distrito de Ica, Perú. Editora Acadêmica Periodicojs, 2021. http://dx.doi.org/10.51249/hp01.2021.21.

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The purpose of the study was to evaluate the existing impact between quality management and ecological innovation in the District of Ica, during 2018. The model used is a basic research of correlational and explanatory level, with a cross-sectional and non-experimental design. The sample determination technique was stratified by census type, consisting of 60 collaborators, of which 30 were administrative workers of the Municipality of Ica and the other 30, were administrative workers of the Regional Government of Ica to whom a questionnaire with in order to evaluate each of the study variables. The research concluded with an r2= 043, that there is a direct and positive relationship between quality management and ecological innovation. Likewise, the specific hypotheses could be verified, where the existing relationship between each of the stages of the continuous improvement cycle of the quality management system with respect to ecological innovation was tested, concluding that there is a direct and positive relationship in the stages of Plan, Do, Verify, Act and the ecological innovation variable.
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Schor, Paul. The First Developments of the National Census (1800–1830). Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780199917853.003.0003.

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This chapter discusses developments relating to the national census 1800–1830. The questionnaire of the 1800 census differed from that of 1790 as it classified white men and women into five classes by age: less than ten years old; ten to under sixteen; sixteen to twenty-six; twenty-six to forty-four; and over forty-five. No distinction by age was made for free blacks, who were thus counted only for the needs of apportionment, and not out of concern for collecting demographic information on this part of the population. The census of 1820 marked an initial break with the tradition begun in 1790, as marshals were told that beyond the enumeration they should ascertain in detail the circumstances of sex, color, age, condition of life: the names of heads and the characteristics of members of families, citizens or foreigners, and particularly the classes (including slaves) engaged in agriculture, commerce, and manufactures.
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Sousa, Ronald de. 3. Desire. Oxford University Press, 2015. http://dx.doi.org/10.1093/actrade/9780199663842.003.0003.

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Love essentially involves desire. But what is desire? And what sorts of desire are characteristic of love? ‘Desire’ explains that some of the things lovers want are features desirable in any friendly relationship: trust, intimacy, emotional resonance, companionship, concern for one another’s welfare. Erotic love adds more specific desires. The full cycle of desire and pleasure has five stages: (1) desire motivates us to pursue a goal; (2) pursuit secures the object of desire; (3) the object of desire causes pleasure; (4) pleasure triggers the reward mechanism; and (5) that mechanism reinforces the desire. The curse of satisfaction, the altruists’ dilemma, and two types of desire—reason-based and reason-free desire—are also considered.
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Cornwell, Hannah. Peace over Land and Sea. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198805632.003.0003.

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The focus of this chapter is on understanding the earliest stages of Augustus’ regime and its self-representation in terms of pax, exploring how peace fits into the profuse displays of triumphal ideology and rhetoric in the aftermath of the final decade of civil war. Augustus’ triple triumph cemented his position within the state in 29 BC. In this context the lack of a developed iconography for pax (compared to that of victoria) is tackled, particularly in reference to the monumental displays after Actium, to demonstrate the triumphal significance afforded to pax. The idea of expressing power not in relation to an opponent, but as an assertion of imperium over land and sea, as the achievement of peace, is a central concern of this chapter.
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Håkan, Friman. Part V Fairness and Expeditiousness of ICC Proceedings, 36 Trial Procedures—With a Particular Focus on the Relationship between the Proceedings of the Pre-Trial and Trial Chambers. Oxford University Press, 2015. http://dx.doi.org/10.1093/law/9780198705161.003.0036.

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The length of proceedings before the ICC has been an issue of concern. ICC proceedings at pre-trial and trial have been slow and can be improved. Based on a study of existing cases (e.g. Lubanga, Katanga and Ngudjolo Chui), this chapter highlights some areas that deserve closer review, in particular, consistency and coordination between the Pre-Trial and Trial Chambers, both of which are engaged in trial preparations. The chapter shows that the current combination of the two procedural stages is dysfunctional, and argues that the centre of gravity in criminal proceedings should be the first-instance trial, while the confirmation hearing should be seen as a supplementary process. The space of the Pre-Trial Chamber to prepare trial by resolving issues of disclosure, redactions, or admissibility of evidence is rather limited.
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Book chapters on the topic "Stages of concern questionnaire"

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Goldsmith, Tina R. "Ages and Stages Questionnaire, Second Edition." In Encyclopedia of Autism Spectrum Disorders, 90–93. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_283.

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Goldsmith, Tina R. "Ages and Stages Questionnaire, Second Edition." In Encyclopedia of Autism Spectrum Disorders, 128–31. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-91280-6_283.

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Datta, Poulomee. "Analysis of Stage 1 Data: Tennessee Self-Concept Questionnaire." In SpringerBriefs in Education, 53–63. Singapore: Springer Singapore, 2014. http://dx.doi.org/10.1007/978-981-287-017-9_5.

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Oerke, Britta. "Auseinandersetzung der Lehrpersonen mit der Einführung des Zentralabiturs: Stages of Concern." In Zentralabitur, 207–36. Wiesbaden: VS Verlag für Sozialwissenschaften, 2012. http://dx.doi.org/10.1007/978-3-531-94023-6_9.

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O’Regan, Maeve. "Networked in or Networked Out? What Can We Learn from Diverse Learners’ Experiences of Progressing with and Completing Doctoral Studies?" In European Higher Education Area: Challenges for a New Decade, 253–69. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56316-5_17.

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Abstract Socialisation of the doctoral candidate into a community of researchers has been identified as an important aspect of the doctoral process and key to the production of original and innovative research. Yet, access to research communities and learning networks can be difficult for non-traditional students, for example part-time, international and non-science-based doctoral candidates, compared to their full-time and science-based peers. Drawing on Actor-Network Theory and Psychosocial theories of Agency, the current Ph.D. research proposes a methodology (questionnaire and interview) to explore doctoral candidates’ experiences of interacting with the academic institution (face-to-face and online) and developing support networks as influencing doctoral progression and completion. This article will discuss the preliminary findings from the study, drawing on the experiences of a diverse body of participants (e.g. full-time, part-time and international students) within the university sector in Ireland. The findings from this study can provide insights to policymakers and practitioners on supporting learners within Higher Education in Europe, not just within the doctoral process, but at different stages within the Bologna Qualifications Framework.
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Dunn, Graham. "Statistics and the design of experiments and surveys." In New Oxford Textbook of Psychiatry, 137–43. Oxford University Press, 2012. http://dx.doi.org/10.1093/med/9780199696758.003.0017.

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Research into mental illness uses a much wider variety of statistical methods than those familiar to a typical medical statistician. In many ways there is more similarity to the statistical toolbox of the sociologist or educationalist. It would be a pointless exercise to try to describe this variety here but, instead, we shall cover a few areas that are especially characteristic of psychiatry. The first and perhaps the most obvious is the problem of measurement. Measurement reliability and its estimation are discussed in the next section. Misclassification errors are a concern of the third section, a major part of which is concerned with the estimation of prevalence through the use of fallible screening questionnaires. This is followed by a discussion of both measurement error and misclassification error in the context of modelling patterns of risk. Another major concern is the presence of missing data. Although this is common to all areas of medical research, it is of particular interest to the psychiatric epidemiologist because there is a long tradition (since the early 1970s) of introducing missing data by design. Here we are thinking of two-phase or double sampling (often confusingly called two-stage sampling by psychiatrists and other clinical research workers). In this design a first-phase sample are all given a screen questionnaire. They are then stratified on the basis of the results of the screen (usually, but not necessarily, using two strata—likely cases and likely non-cases) and subsampled for a second-phase diagnostic interview. This is the major topic of the third section. If we are interested in modelling patterns of risk, however, we are not usually merely interested in describing patterns of association. Typically we want to know if genetic or environmental exposures have a causal effect on the development of illness. Similarly, a clinician is concerned with answers to the question ‘What is the causal effect of treatment on outcome?’ How do we define a causal effect? How do we measure or estimate it? How do we design studies in order that we can get a valid estimate of a causal effect of treatment? Here we are concerned with the design and analysis of randomized controlled trials (RCTs). This is the focus of the fourth section of the present chapter. Finally, at the end of this chapter pointers are given to where the interested reader might find other relevant and useful material on psychiatric statistics.
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Sudakov, Dmitrii Valerievich, Danail Krasimirovich Nazliev, Evgenii Vladimirovich Belov, Oleg Valerievich Sudakov, and Artiom Nikolaevich Shevtsov. "Assessment of Some Aspects of Psychoemotional Status of Women Ill with Breast Cancer During Negative Epidemiological Environment." In Questions of Education and Psychology, 162–71. Publishing house Sreda, 2020. http://dx.doi.org/10.31483/r-97288.

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The paper deals with the issue of complex treatment of patients with various oncological pathologies. General concepts of modern, approved by the Ministry of Health, approaches to the therapy of cancer patients, as well as the concept of an oncological consultation are generalized. Possible disadvantages of existing treatment methods are indicated, including the lack of qualified psychological support for patients. Some authors advocate the need to introduce psychologists and psychoanalysts into the oncoconsilium, since a positive attitude of the patient himself can have a positive effect on the overall outcome of the disease. The aim of the work was an attempt to analyze some aspects of the psychoemotional state of women with breast cancer throughout: from the state of «well-being» to the establishment of a clinical diagnosis, followed by a period of treatment; the study also includes 2 periods of «waves» of new coronavirus infection. The subjects of the study were 150 female patients suffering from breast cancer. All of them were divided into 3 groups of 50 women, depending on age: 20–39 years old, 40–59 years old, 60–80 years old. The study was carried out using a questionnaire (according to a questionnaire specially developed by the authors), as well as using the Zung and Spielberg methods. We studied the level of anxiety of the patients, the level of their depressive states, depending on the «control point» (a total of 5 were allocated, in which the research stages were carried out) of the study and the age of the patients. There were identified 2 main «peaks» of psychoemotional states – the moment of clinical diagnosis and the period of the «first wave» of a new coronavirus infection. It was during these periods that the level of anxiety increased in patients, and depressive states developed. Some interesting features were also identified: for example, if the greatest fears during the «first wave» were caused by fear of Covid-19, then during the «second wave» the problems of financial security and, in fact, treatment were at the fore. The data obtained may be of interest both for doctors who treat cancer patients and healthcare organizers, and for psychologists and psychoanalysts.
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Marinho, Robson. "Faculty Development in Instructional Technology in the Context of Learning Styles and Institutional Barriers." In Cases on Technologies for Educational Leadership and Administration in Higher Education, 286–339. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-4666-1655-4.ch015.

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This chapter describes the within-case analysis of ten faculty members who agreed to share their learning experience and struggles in learning instructional technology. The case focuses on the in-depth description of each participant stressing their unique personal approach and learning styles, describing the main steps experienced and resources utilized by the participants during the learning process. It also highlights one dominant learning characteristic of each participant, which is compared with the participant’s result in the Index of Learning Styles Questionnaire of North Carolina State University, with potential implications for academic administrators in promoting the use of instructional technology by faculty members of diverse profiles. The case also discusses the institutional barriers faced by faculty members while learning how to use instructional technology at a public university in the United States. Three institutional barriers were a major concern for the participants: time, rewards, and cost. One hundred percent of the participants agreed that providing more time—along with financial and academic rewards—is critical to supporting the learning and implementation of instructional technology.
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Marinho, Robson. "Faculty Development in Instructional Technology in the Context of Learning Styles and Institutional Barriers." In Cases on Interactive Technology Environments and Transnational Collaboration, 1–38. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-61520-909-5.ch001.

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This chapter describes the within-case analysis of ten faculty members who agreed to share their learning experience and struggles in learning instructional technology. The case focuses on the in-depth description of each participant stressing their unique personal approach and learning styles, describing the main steps experienced and resources utilized by the participants during the learning process. It also highlights one dominant learning characteristic of each participant, which is compared with the participant’s result in the Index of Learning Styles Questionnaire of North Carolina State University, with potential implications for academic administrators in promoting the use of instructional technology by faculty members of diverse profiles. The case also discusses the institutional barriers faced by faculty members while learning how to use instructional technology at a public university in the United States. Three institutional barriers were a major concern for the participants: Time, rewards, and cost. One hundred percent of the participants agreed that providing more time—along with financial and academic rewards—is critical to supporting the learning and implementation of instructional technology.
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Farooq, Rayees. "How to Design and Frame a Questionnaire." In Advances in Standardization Research, 50–60. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3457-0.ch004.

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The present chapter explores the essential stages in designing and developing the questionnaires and offers a basic introduction to beginners who are at the preliminary stages of their research. The study was approached purely from a theoretical perspective and various issues and challenges have been addressed including the length of questionnaires, how to distribute a questionnaire and how to analyze the data. The study concluded that researchers often rely on the previously developed questionnaire rather than developing the new one because it requires the knowledge and expertise. For novice researchers, developing entirely a new questionnaire requires a basic understanding of the format of the questionnaire, length of the questionnaire and how to distribute a questionnaire. Therefore, the chapter presents a systematic way to develop a questionnaire keeping in view all the issues and problems faced by researchers who are engaged in study for a thesis or in other research projects.
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Conference papers on the topic "Stages of concern questionnaire"

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MOUDRÝ, Jan, Helena PROCHÁZKOVÁ, Tomáš CHOVANEC, and Eliška HUDCOVÁ. "SOCIAL FARMING – INTRODUCTION OF THE CONCEPT AND THE CURRENT SITUATION IN THE CZECH REPUBLIC." In RURAL DEVELOPMENT. Aleksandras Stulginskis University, 2018. http://dx.doi.org/10.15544/rd.2017.216.

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Historically, agriculture always fulfilled a social function as well. However, its intensification taking place in the 20th century brought about a number of changes accompanied by putting this and a number of other non-productive functions in the shade. However, recent years have seen the establishment of agricultural directions that contribute to their renewal. This also includes social farming. Social farming is the most complex component of the concept “green care”. In its current form, it creates room for providing for the people who have hardly any chances on the labour market and for their involving in farming activities. While in a number of European countries this concept has been used for many years, in the countries of Central and Eastern Europe it has still been in the early stages and has not been formally defined in many countries yet. In the Czech Republic, the concept of social farming has been developed approximately since 2013, growing and gaining in importance continuously. The article introduces the concept of social farming and describes its current situation in the Czech Republic. The data were obtained through questionnaire surveys and directed interviews in the field. As part of the analysis of the structure of social farming in the Czech Republic, the selected set of thirty entities involved in social farming is described in terms of the structure of the farming production, the main target groups of clients and the funding sources.
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Koizumi, Yusuke, Takeo Kondo, Kazukiyo Yamamoto, and Masato Arai. "Research on the Recommended Lighting Environment for the Safe Utilization of Marine Space." In 25th International Conference on Offshore Mechanics and Arctic Engineering. ASMEDC, 2006. http://dx.doi.org/10.1115/omae2006-92228.

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The Inland Sea (Seto Nai Kai) is a sea area with many cross-sea bridges and a very high level of sea traffic. There is concern regarding the adverse impacts of such illumination sources as road lighting, up-lighting and cable illumination for a number of cross-sea bridges on the operation of fishing boats and large liners. The possible effects of bridge illumination on the safety of sea traffic have been discussed by the Honshu-Shikoku Bridge Authority since the planning stage for bridges linking Honshu Island and Shikoku Island over the Inland Sea and detailed investigations and experiments have been repeatedly conducted. This study was initiated based on the belief that it is of crucial importance to verify the propriety of the standards for bridge illumination set by the Authority for fishermen and ship operators navigating around and under these bridges as some 10 years have now passed since the completion of all of the planned bridges. A questionnaire survey with fishermen and ship operators was conducted under the study to evaluate the effects of bridge illumination. As a result, it was found that bridge illumination poses no problems for the safe navigation of ships, proving the propriety of the road lighting standards set by the Authority.
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Dewi, Rizka Amalia, Ambar Mudigdo, and Eti Poncorini Pamungkasari. "The Biopsychosocial Determinants of Quality of Life in Patients with Breast Cancer: A Multilevel Logistic Regression Evidence from Surakarta, Central Java." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.01.47.

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ABSTRACT Background: A cancer diagnosis and its treatment can be expensive. So that cancer patients may suffer from mental and physical problems. Quality of life (QOL) is a major concern of patients with terminal cancer. This study aimed to investigate the biopsychosocial determinants of quality of life in patients with breast cancer. Subjects and Method: This was a cross sectional study. A sample of 200 patients with breast cancer was selected by a simple random sampling. The dependent variable was quality of life. The independent variables were age, marital status, stage of cancer, chemotherapy, length of disease, coping strategy, family income, and modal social. Quality of life was measured by WHO-QOL-BREF. The other variables were collected by a questionnaire. The data were analyzed by a multiple logistic regression run on Stata 13. Results: Strong modal social (b= 2.52; 95% CI= 0.82 to 4.22; p= 0.003), complete chemotherapy (b= 1.65; 95% CI= -0.05 to 3.35; p= 0.057), length of diagnosis ≥24 months (b= 2.39; 95% CI= 0.69 to 4.22; p= 0.006), family income ≥Rp 5,600,000 (b= 2.94; 95% CI= 1.24 to 4.64; p= 0.001), and good coping strategy (b= 1.70; 95% CI= 0.11 to 3.29; p= 0.036) increased quality of life of patients with breast cancer. Late stage of cancer (b= -2.09; 95% CI= -3.78 to -0.40; p= 0.015) and depression (b= -2.48; 95% CI= -4.26 to -0.69; p= 0.001) decreased quality of life of patients with breast cancer. Age decreased quality of life (b= -0.87; 95% CI= -2.94 to 2.77; p= 0.952), but it was statistically non-significant. Marital status increased quality of life (b= 1.32; 95% CI= -0.35 to 2.99; p= 0.123), but it was statistically non-significant. Conclusion: Strong modal social, complete chemotherapy, length of diagnosis ≥24 months, family income ≥Rp 5,600,000, and good coping strategy increase quality of life of patients with breast cancer. Late stage of cancer and depression decrease quality of life of patients with breast cancer. Age decreases quality of life, but it is statistically non-significant. Marital status increased quality of life, but it is statistically non-significant. Keywords: quality of life, breast cancer Correspondence: Rizka Amalia Dewi. Masters Program in Public Health, Universitas Sebelas Maret. Jl. Ir. Sutami 36A, Surakarta, Central Java 57126, Indonesia. Email: drizkaez@gmail.com. Mobile: +6282313121768. DOI: https://doi.org/10.26911/the7thicph.01.47
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Li, Rui Yong, and Shinyi Lin. "Stages of Concern and Parasocial Interaction: Perception, Attitude, and Adoption of Social Media." In 2018 1st IEEE International Conference on Knowledge Innovation and Invention (ICKII). IEEE, 2018. http://dx.doi.org/10.1109/ickii.2018.8569132.

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Animashaun, Aisha, and Gilberto Bernardes. "Noise promotes disengagement in dementia patients during non-invasive neurorehabilitation treatment." In 4th Symposium on Occupational Safety and Health. FEUP, 2021. http://dx.doi.org/10.24840/978-972-752-279-8_0009-0014.

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Introduction:The lack of engagement and the shortage of motivation and drive, also referred to as apathy, negatively impacts the effectiveness and adherence to treatment and the general well-being of people with neurocognitive disorders (NCDs), such as dementia. Methodology:The hypothesis raised states that the engagement of people with dementia during their non-invasive treatments for NCDs is affected by the noisy source levels and negative auditory stimuli present within environmental treatment settings. An online survey was conducted with the study objectives to assess 1) the engagement levels of dementia patients while interacting with others at home versus in therapy facilities, 2) the emotions perceived when interacting with people at home compared to therapy sessions, 3) the perceived loudness of the environment at home versus in therapy facilities, and 4) which source sounds negatively impact the patients at home and during therapy sessions. A purposive sampling (n=62) targeting relatives, friends, and caregivers of dementia patients was conducted via online community forums in the DACH region. Moreover, a recording session was conducted in a psychotherapist’s office to verify the answer tothe questionnaire on the noise sources perceived in therapy facilities. Results and Discussion:The raised hypothesis that disruptive auditory stimuli and noise levels influence the engagement levels of demented individuals during treatment is confirmed as the engagement is affected by the perceived noise disruptions when comparing perceived noise levels and engagement at home to those in treatment facilities.Significant statistical results were found between the lower engagement of demented individuals when interacting with people during therapy sessions compared to higher engagement in-home interactions. Furthermore, negatively perceived sound sources can be found in both therapy facilities and home settings. The noise sound sources identified, such as human voices, household appliances and household noises, while recording inthe psychotherapist’s office align with the questionnaire responses received on this topic. The findings indicate that the perceived heightened noise levels in therapy facilities stand in correlation with the lowered engagement rate perceived during the therapy session compared to the lower noise level and higher engagement encountered when demented individuals interact at home. Conclusion:If the identified noise elements are masked or replaced by other auditory stimuli that promote a soothing soundscape, the original disturbances encountered during therapy and the lack of engagement can possibly be minimized. Further studies need to be conducted in the prototyping of a noise intervention tool to analyze the impact on lack of engagement through noise disturbances.Keywords. Noise, Engagement, Dementia, Therapy, Apathy.INTRODUCTIONNeurocognitive disorders (NCDs) are a steadily rising global public health concern. In 2020, around 50 million people worldwide lived with major NCDs, specifically dementia, with nearly 10 million new cases per year1NCDs can be found in many diseases, including Alzheimer, Parkinson, Huntington, and Creutzfeldt-Jakob (Reith, 2018). The causes of NCDs are typically associated with advanced age. Still, it can occur from incidents such as traumatic brain injuries, infections, thyroid problems, damage to the blood vessels, and other causes (Kane et al., 2017), increasingly affecting a wide range of people and age groups. Successful treatment methods are limited and can be split into two main categories, invasive and non-invasive methods.Invasive treatment methods are surgical procedures, such as Deep Brain Stimulation (DBS), a neurosurgical procedure in which a neurotransmitter is placed in the brain to send electrical 1World Health Organization, Dementia [website] https://www.who.int/news-room/fact-sheets/detail/dementia(accessed 12 April 2021)
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Chu, Li-Hui, Elliot Wallace, and Jason Ramirez. "Changes in Late Adolescent Marijuana Use During the COVID-19 Outbreak Vary as a Function of Typical Use." In 2020 Virtual Scientific Meeting of the Research Society on Marijuana. Research Society on Marijuana, 2021. http://dx.doi.org/10.26828/cannabis.2021.01.000.17.

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Adolescent marijuana use is a significant public health concern given that many individuals first begin using during this developmental period and an earlier age of onset is prospectively associated with numerous marijuana misuse outcomes. The outbreak of COVID-19 has resulted in stay-at-home orders and social distancing guidelines across the United States. For many adolescents, these orders resulted in a number of changes that could alter one’s marijuana use including changes to marijuana availability, parental supervision, amount of free time, and stress levels. Despite these possible changes, the impacts of the COVID-19 outbreak on adolescent marijuana use are unknown. The aims of this analysis were to 1) assess changes to marijuana use among late adolescents related to the COVID-19 outbreak, and 2) examine whether these changes vary as a function of one’s pre-COVID-19 levels of use. Data described here come from a screening survey for a larger study which was completed by 156 adolescents (ages 14-18, 78% male) after the stay-at-home order was put in place in Washington state on March 23rd, 2020. All participants completed a self-report questionnaire that included demographic information, marijuana use, and changes to marijuana use following the state’s stay-at-home order. In the sample, 55 participants described themselves as never having tried marijuana, and none of these participants reported having used during the COVID-19 outbreak. Of the 101 participants who reported any prior marijuana use, 44 reported stopping or decreasing their use as a result of COVID-19, 30 reported using similar amounts as before, and 27 reported increased marijuana use as a result of COVID-19. A chi-square test of independence revealed that changes in use significantly varied as a function of pre-COVID-19 levels of use, X2 (2, N = 98) = 29.79, p < .001. The odds of irregular and light marijuana users decreasing their use was 13.73 times higher than moderate and heavy users. Moderate and heavy users had higher odds of maintaining their current use (5.04 times higher) and increasing their use (3.07 times higher) compared to irregular and light users during the COVID-19 outbreak. Primary reasons given for decreasing use included decreased availability and less socialization. Primary reasons for increasing use included more free time, fewer responsibilities, and coping with stress and anxiety. The findings suggest that although marijuana use may appear to decrease on average across a range of late adolescents that vary according to their regular use, these decreases are not likely among moderate and heavy users who may actually be at increased risk of marijuana misuse during the COVID-19 outbreak.
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Mazur, L., and L. Brodskaya. "Modeling the life cycle of a peasant family (on the materials of budget surveys)." In Historical research in the context of data science: Information resources, analytical methods and digital technologies. LLC MAKS Press, 2020. http://dx.doi.org/10.29003/m1791.978-5-317-06529-4/71-79.

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The article discusses the concept of family life cycle and methods of its study. A method for analyzing the life cycle of a peasant family based on the materials of budget surveys of peasant farms in 1928/1929 is proposed. The method is focused on the study of primary data on the composition of the family and its demographic characteristics, recorded in questionnaires and systematized using database technology. Based on information about the age of the head of the family, the number of children of preschool and school age, the composition of the family (demographic type), the stages of the life cycle were identified, the duration of individual stages and the entire cycle as a whole was determined.
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Mazur, L., and L. Brodskaya. "Modeling the life cycle of a peasant family (on the materials of budget surveys)." In Historical research in the context of data science: Information resources, analytical methods and digital technologies. LLC MAKS Press, 2020. http://dx.doi.org/10.29003/m1791.978-5-317-06529-4/71-79.

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The article discusses the concept of family life cycle and methods of its study. A method for analyzing the life cycle of a peasant family based on the materials of budget surveys of peasant farms in 1928/1929 is proposed. The method is focused on the study of primary data on the composition of the family and its demographic characteristics, recorded in questionnaires and systematized using database technology. Based on information about the age of the head of the family, the number of children of preschool and school age, the composition of the family (demographic type), the stages of the life cycle were identified, the duration of individual stages and the entire cycle as a whole was determined.
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Gudiel-Hermoza, Adriel, Jorge Gudiel-Hermoza, and Daniel Guillén-Pinto. "Adaptation, Validation and Cut-Off Values of Ages & Stages Questionnaire 3th Edition (ASQ-3) Spanish Version in a Lima-Perú Urban Setting." In AAP National Conference & Exhibition Meeting Abstracts. American Academy of Pediatrics, 2021. http://dx.doi.org/10.1542/peds.147.3_meetingabstract.62.

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Csernai, Zoltán. "Az informatikai gondolkodással kapcsolatos vélekedések az Eszterházy Károly Egyetem osztatlan informatikatanár szakos hallgatói körében." In Networkshop. HUNGARNET Egyesület, 2020. http://dx.doi.org/10.31915/nws.2020.14.

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The idea of Computational Thinking (CT) functions as an umbrella term impacting the STEM (Science, Technology, Engineering, Mathematics) areas. The concept entails algorithmic thinking, problem solving, programming instruction, and the application of simulation games. My three phase inquiry utilises a combined research paradigm facilitates research, development, and innovation. In an earlier stage of my research I relied on a deductive approach to explore the representations of this concept in the international arena. I analysed the manifestations of Computational Thinking in the DigComp 2.1 framework system accepted by the European Union according to set criteria and investigated the capability of Computational Thinking to facilitate a methodological shift in the education profession by the application of modern digital solutions via the Complex Basic Program. In the second and current stage of my research I turn to the combined paradigm method (Sántha, 2014) to perform an empirical examination focusing on Computational Thinking-related opinions of students enrolled in undivided Informatics teacher training programs at the Eszterházy Károly University. This attitude survey utilizes a self-developed questionnaire along with interviews. The survey aims to obtain a comprehensive evaluation of prospective teachers’ views on the given theme. Based upon the respective results, in the next stage of my research I will introduce various tools and programs facilitating the development of algorithmic thinking.
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