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Although research recognizes that student attitudes toward writing have the potential to influence a variety of writing outcomes, there is no consensus as to what writing attitude signifies. Further, disparities between conceptualizations of writing attitude make the extant literature difficult to reconcile. In the present study, we systematically review writing attitude research published between 1990 and 2017. Our search procedure and quality analysis led to the retention of 46 articles examining the writing attitudes of students and teachers. Relatively few studies (n = 10) provided an explicit definition of writing attitudes. Further, although the authors of many studies (n = 16) conceptualized writing attitude as including a measure of liking/disliking writing, there was considerable variability in both conceptualization and operationalization throughout the literature, with some studies including measures of self-efficacy, perceived value, and other related constructs. Student writing attitudes were measured in a majority of the included studies (n = 33), and teacher writing attitudes were measured in substantially fewer studies (n = 6). Based on the findings of this review, we offer suggestions for researchers making inferences from studies of writing attitudes. Themes of the reviewed literature and implications for future research are also discussed.

Self-efficacy is an essential component of students' motivation and success in writing. There have been great advancements in our theoretical understanding of writing self-efficacy over the past 40 years; however, there is a gap in how we empirically model the multidimensionality of writing self-efficacy. The purpose of the present study was to examine the multidimensionality of writing self-efficacy, and present validity evidence for the adapted Self-Efficacy for Writing Scale (SEWS) through a series of measurement model comparisons and person-centered approaches. Using a sample of 1,466 8th-10th graders, results showed that a bifactor exploratory structural equation model best represented the data, demonstrating that the SEWS exhibits both construct-relevant multidimensionality and the presence of a global theme. Using factor scores derived from this model, we conducted latent profile analysis to further establish validity of the measurement model and examine how students disaggregate into groups based on their response trends of the SEWS. Three profiles emerged, differentiated by global writing self-efficacy, with substantively varying factor differences among the profiles. Concurrent, divergent, and discriminant validity evidence was established through a series of analyses that assessed predictors and outcomes of the profiles (e.g., demographics, standardized writing assessments, and grades). Theoretical and practical implications and avenues for future research are discussed., Competing Interests: The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest., (Copyright © 2023 DeBusk-Lane, Zumbrunn, Bae, Broda, Bruning and Sjogren.)

Curiosity is widely acknowledged as a crucial aspect of children's development and as an important part of the learning process, with prior research showing associations between curiosity and achievement. Despite this evidence, there is little research on the development of curiosity or on promoting curiosity in school settings, and measures of curiosity promotion in the classroom are absent from the published literature. This article introduces the Curiosity in Classrooms (CiC) Framework coding protocol, a tool for observing and coding instructional practices that support the promotion of curiosity. We describe the development of the framework and observation instrument and the results of a feasibility study using the protocol, which gives a descriptive overview of curiosity-promoting instruction in 35 elementary-level math lessons. Our discussion includes lessons learned from this work and suggestions for future research using the developed observation tool., Competing Interests: The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest., (Copyright © 2022 Jirout, Zumbrunn, Evans and Vitiello.)

Though student engagement is hypothesized to be a factor in explaining student level differences in afterschool programs, the measurement of student engagement in this context is inconsistent, and findings from the small number of studies about how engagement impacts developmental and academic outcomes are mixed. In this study, we tested the factor structure of Wang and colleagues' school engagement scale with a sample of middle school students (N = 197) who attended an afterschool program in an urban setting. Results suggest that a bifactor model of engagement best fits the data, meaning that engagement consists of four specific factors (affective, behavioral, cognitive, social) and a global factor. We then used structural equation modeling to examine the relationship between engagement, academic outcomes, and positive youth development (PYD). Results also showed positive associations with student mathematics achievement and PYD, but no significant associations were found between engagement and English achievement. This study provides a theoretically aligned way to measure engagement and evidence to support engagement as a key factor in predicting youth outcomes in an out-of-school context., (© 2021 Society for Community Research and Action.)

AIMS OF THE STUDY: There is increasing interest in better understanding of long COVID, a condition characterised by long-term sequelae — appearing or persisting after the typical convalescence period — of coronavirus disease 2019 (COVID-19). Herein, we describe long-term outcomes regarding residual symptoms and psychological distress in hospitalised patients 1 year after COVID-19. METHODS: This prospective cohort study included consecutive adult patients hospitalised for confirmed COVID-19 in two Swiss tertiary-care hospitals between March and June 2020. The primary endpoint was evidence of long COVID 1 year after discharge, defined as ≥1 persisting or new symptom related to COVID-19, from a predefined list of symptoms. Secondary endpoints included psychological distress and symptoms of post-traumatic stress disorder (PTSD). RESULTS: Among 90 patients included in the study, 63 (70%) had symptoms of long COVID 1 year after hospitalisation, particularly fatigue (46%), concentration difficulties (31%), shortness of breath (21%) and post-exertion malaise (20%). Three predictors, namely duration of hospitalisation (odds ratio [OR] 1.11, 95% confidence interval [CI] 1.00–1.22; p = 0.041), severity of illness (OR 1.19, 95% CI 1.04–1.37; p = 0.013), and self-perceived overall health status 30 days after hospitalisation (OR 0.97, 95% CI 0.94–1.00; p = 0.027) were associated with long COVID. Regarding secondary endpoints, 16 (18%) experienced psychological distress and 3 (3.3%) patients had symptoms of PTSD. CONCLUSION: A high proportion of COVID-19 patients report symptoms of long COVID 1 year after hospitalisation, which negatively affects their quality of life. The most important risk factors were severe initial presentation of COVID-19 with long hospital stays.

Importance: Shortcomings in the education of patients at hospital discharge are associated with higher risks for treatment failure and hospital readmission. Whether improving communication at discharge through specific interventions has an association with patient-relevant outcomes remains unclear., Objective: To conduct a systematic review and meta-analysis on the association of communication interventions at hospital discharge with readmission rates and other patient-relevant outcomes., Data Sources: PubMed, EMBASE, PsycINFO, and CINAHL were systematically searched from the inception of each database to February 28, 2021., Study Selection: Randomized clinical trials that randomized patients to receiving a discharge communication intervention or a control group were included., Data Extraction and Synthesis: Two independent reviewers extracted data on outcomes and trial and patient characteristics. Risk of bias was assessed using the Cochrane Risk of Bias Tool. Data were pooled using a random-effects model, and risk ratios (RRs) with corresponding 95% CIs are reported. This study followed the Preferred Reporting Items for Systematic Reviews and Meta-analyses (PRISMA) reporting guideline., Main Outcomes and Measures: The primary outcome was hospital readmission, and secondary outcomes included adherence to treatment regimen, patient satisfaction, mortality, and emergency department reattendance 30 days after hospital discharge., Results: We included 60 randomized clinical trials with a total of 16 070 patients for the qualitative synthesis and 19 trials with a total of 3953 patients for the quantitative synthesis of the primary outcome. Of these, 11 trials had low risk of bias, 6 trials had high risk of bias, and 2 trials had unclear risk of bias. Communication interventions at discharge were significantly associated with lower readmission rates (179 of 1959 patients [9.1%] in intervention groups vs 270 of 1994 patients [13.5%] in control groups; RR, 0.69; 95% CI, 0.56-0.84), higher adherence to treatment regimen (1729 of 2009 patients [86.1%] in intervention groups vs 1599 of 2024 patients [79.0%] in control groups; RR, 1.24; 95% CI, 1.13-1.37), and higher patient satisfaction (1187 of 1949 patients [60.9%] in intervention groups vs 991 of 2002 patients [49.5%] in control groups; RR, 1.41; 95% CI, 1.20-1.66)., Conclusions and Relevance: These findings suggest that communication interventions at discharge are significantly associated with fewer hospital readmissions, higher treatment adherence, and higher patient satisfaction and thus are important to facilitate the transition of care.

Objective: COVID-19 causes psychological distress for patients and their relatives at short term. However, little research addressed the longer-term psychological outcomes in this population. Therefore, we aimed to prospectively assess clinically relevant psychological distress in hospitalized patients with COVID-19 and their relatives 90 days after hospital discharge., Methods: This exploratory, prospective, observational cohort study included consecutive adult patients hospitalized in two Swiss tertiary-care hospitals between March and June 2020 for confirmed COVID-19 and their relatives. The primary outcome was psychological distress defined as clinically relevant symptoms of anxiety and/or depression measured with the Hospital Anxiety and Depression Scale (HADS) 90 days after discharge., Results: Clinically relevant psychological distress 90 days after hospital discharge was present in 23/108 patients (21.3%) and 22/120 relatives (18.3%). For patients, risk and protective factors associated with clinically relevant psychological distress included sociodemographic, illness-related, psychosocial, and hospital-related factors. A model including these factors showed good discrimination, with an area under the receiver-operating characteristic curve (AUC) of 0.84. For relatives, relevant risk factors were illness-related, psychosocial, and hospital-related factors. Resilience was negatively associated with anxiety and depression in both patients and relatives and regarding PTSD in relatives only., Conclusion: COVID-19 is linked to clinically relevant psychological distress in a subgroup of patients and their relatives 90 days after hospitalization. If confirmed in an independent and larger patient cohort, knowledge about these potential risk and protective factors might help to develop preventive strategies., (Copyright © 2021 The Authors. Published by Elsevier Inc. All rights reserved.)

Background: The powerful role of self-efficacy on student achievement is clear. Less clear, however, is our understanding of the specific roles of the different factors of writing self-efficacy on student writing self-regulation and success., Aims: This study expands our knowledge about student writing self-efficacy - including its dimensions and the relationship between its dimensions and practical writing outcomes with students from different age groups., Sample: Participants were 992 elementary and 518 high school students across 65 teachers and 6 schools in the United States., Methods: Data were collected via online questionnaires, one assessing student writing self-efficacy and the others teachers' reports of student writing self-regulation and writing/ELA grades., Results: Confirmatory factor analysis (CFA) results demonstrated significantly improved model fit for a three-factor model of writing self-efficacy compared to a one-factor model. A measurement invariance analysis of the writing self-efficacy scale indicated scalar invariance between the elementary and secondary samples. Structural equation modelling (SEM) results indicated that the second self-efficacy factor, self-efficacy for writing conventions, was statistically significantly related to writing/ELA grades for elementary students (β = .33, p < .001) as well as for high school students (β = .27, p < .01). Conventions were also the only factor statistically significantly related to teacher-reported student writing self-regulation for both elementary students (β = .26, p < .01) and high school students (β = .37, p < .001). Self-efficacy for ideation and self-efficacy for self-regulation were not found to be significantly related to either student writing/ELA grades or teacher-reported self-regulation (all ps > .19)., Conclusions: Results support the multidimensionality of writing self-efficacy. In addition, findings emphasize a meaningful link between students' beliefs in their ability to conform to the rules of writing and their writing self-regulation and success., (© 2019 The British Psychological Society.)

Background and Objectives: There is substantial research on the effectiveness of ambulatory medical preceptors' teaching skills, but less is known about the student perspective on what contributes most to effective learning in a busy clinical practice., Methods: As part of a formative midpoint assessment during the third-year clerkship in family medicine, students were asked to respond to the following open-ended reflective prompt: "My preceptor contributed to my learning by..." A qualitative assessment of student responses was conducted to identify themes describing effective learning in the ambulatory setting. Responses for all clerkship students from the years 2012-2014 were examined (N=314)., Results: The most common characteristic of effective learning identified by respondents was Autonomy in Practice. Other prominent themes included Stimulating Critical Thinking and Feedback., Conclusions: Understanding student perceptions of the critical components of learning in ambulatory settings will allow medical educators to design meaningful student learning experiences and coach community teachers on effective teaching practices.