BMC Psychology最新文献

Background: This study examines the relationship between secondary school students' reading culture and their critical reading self-efficacy (CRSE), addressing a gap in the literature on affective factors associated with critical literacy. Understanding this relationship is crucial for promoting sustainable reading practices and fostering critical engagement among adolescents.

Methods: A correlational survey design was employed with 214 secondary school students (ages 11-14) from public schools in Türkiye. Data were collected using the Critical Reading Self-Efficacy Scale (19 items, four subdimensions) and the Reading Culture Scale (30 items, multidimensional). Reliability coefficients were satisfactory (α = .80 and α = .89, respectively). After confirming normality assumptions, Pearson correlation and multiple regression analyses were conducted to examine the relationships between variables.

Results: Students' mean CRSE scores were above average, while their reading culture levels were moderate. CRSE did not differ significantly by grade level or gender, whereas reading culture levels were higher among Grade 8 students compared to Grade 7. A strong positive correlation was found between CRSE and reading culture (r ≈ .63, p < .001). Multiple regression analysis revealed that reading culture was significantly associated with CRSE, accounting for 39% of the variance. Among the subdimensions, personal development and reading relations and basic reading skills were significantly associated with CRSE, whereas visual reading and book selection were not (p > .05).

Conclusions: The findings demonstrate a significant relationship between students' reading culture and their CRSE. These results suggest that students with higher levels of reading culture tend to report higher levels of critical reading self-efficacy. Educational programs may benefit from considering activities related to the difficulty and research dimensions of CRSE. Future studies are recommended to examine these relationships across diverse populations using longitudinal or experimental designs.

Background: Studies have demonstrated that medical students' anti-fat prejudice increases over the course of training, although the mechanisms through which these prejudicial attitudes are heightened are not well understood. The present study aims to empirically examine a theoretical model that posits that the observation of weight stigma in the medical training context drives anti-fat dislike via its effects on trainees' body image and subsequent activation of weight-based stereotypes (i.e., controllability beliefs).

Methods: Data were collected from the Medical Student Cognitive Habits and Change Evaluation Study (CHANGES), a national longitudinal study conducted between 2010 and 2017. Medical students from 49 allopathic U.S. medical schools were surveyed at year 4 of medical school (MS4; N = 3,976), year 2 of residency (PGY2; N = 3,579), and year 3 of residency (PGY3; N = 3,057). A serial parallel mediation analysis using structural equation modeling was used to evaluate our model.

Results: Our model was largely supported; observations of weight stigma during medical school were directly and indirectly associated with greater anti-fat dislike at PGY3 via fear of weight gain and controllability beliefs about weight.

Conclusions: Anti-fat prejudice reduction interventions in the medical training environment should (1) emphasize the importance of, and increase adherence to, positive attitudinal role modeling among faculty and residents, (2) promote body self-acceptance among trainees, and (3) provide education around the complex interplay of genetic and environmental contributors to combat blame-based stereotypes surrounding weight.

Methods: Data were collected from the Medical Student Cognitive Habits and Change Evaluation Study (CHANGES), a national longitudinal study conducted between 2010 and 2017. Medical students from 49 allopathic U.S. medical schools were surveyed at year 4 of medical school (MS4; N = 3,976), year 2 of residency (PGY2; N = 3,579), and year 3 of residency (PGY3; N = 3,057). A serial parallel mediation analysis using structural equation modeling was used to evaluate our model.

Results:  Our model was largely supported; observations of weight stigma during medical school were directly and indirectly associated with greater anti-fat dislike at PGY3 via fear of weight gain and controllability beliefs about weight.

Conclusions: Anti-fat prejudice reduction interventions in the medical training environment should 1) emphasize the importance of, and increase adherence to, positive attitudinal role modeling among faculty and residents, 2) promote body self-acceptance among trainees, and 3) provide education around the complex interplay of genetic and environmental contributors to combat blame-based stereotypes surrounding weight.