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BackgroundPeople obtain information on the coronavirus disease (COVID-19) from the internet and other sources. Understanding the factors related to such information sources aids health professionals in educating individuals. ObjectiveThis study used data collected from the online survey study on COVID-19 in Taiwan to examine what major COVID-19 information sources are available and which sources are significantly related to the self-confidence of people in coping with COVID-19 in Taiwan. MethodsA total of 1904 participants (1270 non–health-care workers and 634 health care workers) were recruited from the Facebook advertisement. Their major sources of information about COVID-19, the relationships between the sources and demographic factors, and the relationships between the sources and the self-confidence in coping with COVID-19 were surveyed. ResultsMost Taiwanese people relied on the internet for COVID-19 information. Many respondents also used a variety of sources of information on COVID-19; such variety was associated with sex, age, and the level of worry toward COVID-19, as well as if one was a health care worker. For health care workers, the use of formal lessons as an information source was significantly associated with better self-confidence in coping with COVID-19. The significant association between receiving information from more sources and greater self-confidence was found only in health care workers but not in non–health-care workers. ConclusionsMedical professionals should consider subgroups of the population when establishing various means to deliver information on COVID-19.

To solve mathematical modelling problems, students must translate real-world situations, which are typically presented in text form, into mathematical models. To complete the translation process, the problem-solver must first understand the real-world situation. Therefore, reading comprehension can be considered an essential part of solving modelling problems, and fostering reading comprehension might lead to better modelling competence. Further, ease of comprehension and involvement have been found to increase interest in the learning material, and thus, improving reading comprehension might also increase interest in modelling. The aims of this study were to (a) determine whether providing students with reading comprehension prompts would improve the modelling sub-competencies needed to construct a model of the real-world situation and their interest in modelling and (b) analyze the hypothesized effects in two different educational environments (Germany and Taiwan). We conducted an experimental study of 495 ninth graders (201 German and 294 Taiwanese students). The results unexpectedly revealed that providing reading comprehension prompts did not affect the construction of a real-world model. Further, providing reading comprehension prompts improved students' situational interest. The effects of providing reading comprehension prompts on the construction of a real-world model were similar in Germany and Taiwan. Students' interest in modelling improved more in Germany. An in-depth quantitative analysis of students' responses to reading prompts, their solutions, and their interest in the experimental group confirmed the positive relation between reading comprehension and modelling and indicated that the reading comprehension prompts were not sufficient for improving reading comprehension. Implications for future research are discussed.

Multidimensional causes of insufficient sleep among adolescents are not fully explored, particularly, the association between substance use and sleep duration. The 2017 Youth Risk Behavior Surveillance System (YRBSS) of high school students (N = 14,638; 51% female, 14-18 years old) was used to examine the association between substance use, namely cigarette, electronic vapor, alcohol, and marijuana use in the past 30 days, and insufficient sleep (<8 hr) using logistic regression analyses. Findings suggest that the use of alcohol (adjusted odds ratio [AOR], 1.42; 95% CI [1.22, 1.65]) and marijuana (AOR, 1.19; 95% CI [1.00, 1.41]) was significantly associated with having insufficient hours of sleep adjusting for age, sex, race, and computer use [greater than or equal to]3 hr per day. Moreover, interaction effects were examined for sex and age, which revealed that the association between marijuana use and having insufficient sleep was stronger for male and younger students. It highlights the potential value of sleep assessment among adolescent substance users.

This qualitative study was conducted to understand how gay and bisexual men (GBM) in Taiwan cope with childhood bullying because of their sexual orientation or gender nonconformity. We explored their journey from feeling disturbed to receiving social support, developing coping strategies, and achieving self-growth. Colaizzi’s phenomenological approach was used to investigate subject experiences. Semi-structured interviews were conducted with 21 GBM who had experienced high-level sexual bullying in childhood. Relevant data were collected to assess their experiences of sexual bullying, their coping strategies, and subjective effects of corresponding adjustments in interpersonal interactions. Subject experiences concentrated on six themes related to sexual bullying and coping strategies: bullying at developmental stages, bullying everywhere, facing bullying alone, various impacts of bullying, overcoming challenges of interpersonal relationships, and building a strong and carefree self. Our findings can provide mental health professionals with key insights into the contexts of sexual bullying and the associated psychological distress in GBM. This study further clarifies the coping responses of these individuals and their psychological growth following such adverse experiences. [ABSTRACT FROM AUTHOR]

Background and Aim Methods Results Conclusions Understanding the dynamics of serum Mac‐2 binding protein glycosylation isomer (M2BPGi) remains pivotal for hepatitis C virus (HCV) patients' post‐sustained virologic response (SVR12) through direct‐acting antivirals (DAAs).We compared areas under receiver operating characteristic curves (AUROCs) of M2BPGi, FIB‐4, and APRI and assess M2BPGi cutoff levels in predicting fibrosis stages of ≥F3 and F4 utilizing transient elastography in 638 patients. Variations in M2BPGi levels from pretreatment to SVR12 and their association with pretreatment alanine transaminase (ALT) levels and fibrosis stage were investigated.The AUROCs of M2BPGi were comparable to FIB‐4 in predicting ≥F3 (0.914 vs 0.902, P = 0.48) and F4 (0.947 vs 0.915, P = 0.05) but were superior to APRI in predicting ≥F3 (0.914 vs 0.851, P = 0.001) and F4 (0.947 vs 0.857, P < 0.001). Using M2BPGi cutoff values of 2.83 and 3.98, fibrosis stages of ≥F3 and F4 were confirmed with a positive likelihood ratio ≥10. The median M2BPGi change was −0.55. Patients with ALT levels ≥5 times ULN or ≥F3 demonstrated more pronounced median decreases in M2BPGi level compared to those with ALT levels 2–5 times ULN and <2 times ULN (−0.97 vs −0.68 and −0.44; P < 0.001) or with < F3 (−1.52 vs −0.44; P < 0.001).Serum M2BPGi is a reliable marker for advanced hepatic fibrosis. Following viral clearance, there is a notable M2BPGi decrease, with the extent of reduction influenced by ALT levels and fibrosis stage. [ABSTRACT FROM AUTHOR]

Mathematization is critical in providing students with challenges for solving modelling tasks. Inadequate assumptions in a modelling task lead to an inadequate situational model, and to an inadequate mathematical model for the problem situation. However, the role of assumptions in solving modelling problems has been investigated only rarely. In this study, we intentionally designed two types of assumptions in two modelling tasks, namely, one task that requires non-numerical assumptions only and another that requires both non-numerical and numerical assumptions. Moreover, conceptual knowledge and procedural knowledge are also two factors influencing students' modelling performance. However, current studies comparing modelling performance between Western and non-Western students do not consider the differences in students' knowledge. This gap in research intrigued us and prompted us to investigate whether Taiwanese students can still perform better than German students if students' mathematical knowledge in solving modelling tasks is differentiated. The results of our study showed that the Taiwanese students had significantly higher mathematical knowledge than did the German students with regard to either conceptual knowledge or procedural knowledge. However, if students of both countries were on the same level of mathematical knowledge, the German students were found to have higher modelling performance compared to the Taiwanese students in solving the same modelling tasks, whether such tasks required non-numerical assumptions only, or both non-numerical and numerical assumptions. This study provides evidence that making assumptions is a strength of German students compared to Taiwanese students. Our findings imply that Western mathematics education may be more effective in improving students' ability to solve holistic modelling problems.

Language plays an important role in word problem solving. Accordingly, the language in which a word problem is presented could affect its solution process. In particular, East-Asian, non-alphabetic languages are assumed to provide specific benefits for mathematics compared to Indo-European, alphabetic languages. By analyzing students' eye movements in a cross-linguistic comparative study, we analyzed word problem solving processes in Chinese and German. 72 German and 67 Taiwanese undergraduate students solved PISA word problems in their own language. Results showed differences in eye movements of students, between the two languages. Moreover, independent cluster analyses revealed three clusters of reading patterns based on eye movements in both languages. Corresponding reading patterns emerged in both languages that were similarly and significantly associated with performance and motivational-affective variables. They explained more variance among students in these variables than between the languages alone. Our analyses show that eye movements of students during reading differ between the two languages, but very similar reading patterns exist in both languages. This result supports the assumption that the language alone is not a sufficient explanation for differences in students' mathematical achievement, but that reading patterns are more strongly related to performance.

Solving word problems is challenging in elementary schools, both for the teacher in teaching students to solve word problems and for the student in learning to solve them. This paper examines how the ideas of learning trajectory and variation pedagogy could be integrated as an instructional principle for teaching this content in the context of solving additive comparison problems. Based on research literature, a learning trajectory for solving additive comparison problems was identified. Informed by variation pedagogy and using a lesson study approach, a research team explored how to teach solving comparison word problems based on this learning trajectory. Data included lesson plans, videotaped research lessons, students' pre- and post-tests, and students' interviews. A fine-grained analysis of the data demonstrated that the lessons unfolded through exploration of a series of deliberate tasks along the learning trajectory, focusing on the structure of comparison problems and targeted at objects of learning. Purposefully constructed patterns of variation and invariance provided students with necessary conditions to discern and experience the objects of learning. Students were actively engaged in making sense of comparison problems and articulating their thinking using multiple representations. While the post-test and interview data show students' understanding of key aspects of solving additive comparison problems to be at various levels, students' gains in overall performance from pre- to post-test were statistically significant. Implications for teaching comparison word problems are discussed.