Although previously the Job-Demand–Control–Support model has been successfully applied in many studies in the field of health care and education, the model was never used for the evaluation of the nursing students' well-being. The aim of this study was to promote nursing students' well-being. The objective was to verify whether the Job-Demand–Control–Support model is appropriate for the evaluation of their well-being. The Job-Demand–Control–Support model was implemented and investigated in a multiple-case study, which consisted of two phases. In phase I the students' well-being along with the perceived levels of control, support, and demand for each individual student during their study were identified. These results were used in phase II, where the usefulness of the presented model was evaluated. The study was performed at the end of the academic year 2009/2010 in two institutions: Tampere University of Applied Sciences, School of Health Care, Finland (institution 1); and the University of Primorska, Faculty of Health Sciences, Slovenia (institution 2). Participants of the study were nursing graduates who finished their studies in 2009/2010 and the Vice-Deans for education of both institutions. The final sample included 83 students in institution 1 and 79 students in institution 2. Although the students' well-being in these two institutions was different, most students of both institutions perceived their studies as low strain, placid, and only some of the students in both institutions had a high risk of malaise.
COBISS.SI-ID: 6211425
The article presents the design based research study which was conducted to identify how students, including those with low fine motor skills and those with learning difficulties, develop geometry concepts when learning by tangible user interface (TUI) combining cognitive and physical representations. A relationship between diverse students’ needs and geometry concept learning in relation to computer supported learning by TUI was discovered. Two dimensions were identified: (1) TUIs support concept development, with physical and virtual representations based on dynamic geometry assisted by TUI; (2) TUI manipulative properties support students who have low motor skills and difficulties in their geometry learning as well as in their inclusion in classroom activities. The article was selected by Slovene National research Agency as exceptional achievement in science in 2012 in Slovenia (early view).
COBISS.SI-ID: 9276500
Item specificity and contextual cues are one of the potential sources of measurement error in personality measures. The term frame of reference represents an implicit or explicit context that affects individual%s answers while answering personality items. The paper discusses the consequences of standardizing the contextual understanding of items on the psychometric characteristics of the Big Five personality measures. Although highly related, contextspecific measures can result in different personality profiles compared to general measures. Furthermore, different types of contextualization of personality questionnaires can result in different personality profiles. Item contextualization may also affect the reliability of personality measures, even though the effect is not entirely clear and different studies report different effects. When the context is conceptually relevant to the criterion measure, adding item specificity may also affect predictive validity. Research therefore implies some potential benefits for personality assessment through using context specific measures. However, there are still some open questions, namely contextualised measures can also be susceptible to potential distortions, which are further described in this paper. At the end we discuss potential implications and limitations of context-related personality assessment.
COBISS.SI-ID: 54053474