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In this essay, I reflect on my own experiences as a graduate student in applied anthropology working in the context of ongoing higher education legislation implemented under the DeSantis administration in the state of Florida. In particular, I focus on the ways Florida’s House Bill 7 and Senate Bill 266 have impacted my experiences as a graduate student teaching general education courses in anthropology. This commentary argues that these laws have promoted a culture of uncertainty and precarity by disrupting the academic freedoms of people in teaching positions, while potentially undermining critical and creative thinking in the classroom.

Background: As a major public health problem, cyberbullying has been received widespread attention in recent years. However, most researches on cyberbullying are mainly focused on adolescents and college students, the underlying mechanisms of cyberbullying among graduate students have been relatively less investigated. From the perspectives of the general aggression model and attachment theory, this study aims to explore the relationship between childhood psychological abuse and cyberbullying behavior among graduate students, as well as the mediating roles of negative coping style and trait anxiety. Materials and methods: A total of 482 graduate students were surveyed using measures including the Childhood Psychological Abuse Scale, Simplified Coping Style Questionnaire, Self-Rating Anxiety Scale, and Cyberbullying Behavior Scale. Results: (1) There were significant positive correlations between childhood psychological abuse, negative coping style, trait anxiety, and graduate students' cyberbullying behavior; (2) Childhood psychological abuse could forecast graduate students' cyberbullying behavior through the mediating effects of negative coping style and trait anxiety. This mediation process includes two pathways: the independent mediating effect of negative coping style and the chained mediating effect of negative coping style and trait anxiety. Conclusion: Negative coping style and trait anxiety play mediating roles in the relationship between childhood psychological abuse and cyberbullying behavior among graduate students. [ABSTRACT FROM AUTHOR]

This qualitative study examined how seven graduate students became prepared to teach in an unfamiliar online PBL environment through an experiential professional development program. During the 75-hour preparation program, graduate instructors completed readings and practice activities, immersed themselves in the student perspective, and completed learning tasks that mirrored the teaching tasks to be carried out during the live teaching. This enabled them to immediately apply theory into their own contexts while receiving support. Findings indicate that the most impactful learning methods were active experimentation and communication with peers and mentors. Results can inform academic developers who design and facilitate professional development for graduate students. [ABSTRACT FROM AUTHOR]

Objective: The current study explored differences in mental health problems, services utilization, and support of graduate students by gender, race/ethnicity, and year in school. Participants: Participants consisted of 734 graduate students from a large, Midwestern university. Methods: Graduate students answered a series of questionnaires in fall 2021 assessing their mental health, services utilization, and perception of services. Results: Women (vs men) and participants in their second year and beyond (vs first year) reported greater mental health problems, negative impact of the pandemic, and more services utilization. White (vs non-White) participants reported greater negative impact of the pandemic, greater services utilization, and less financial strain. Finances, lack of knowledge about resources, and inadequate communication from the university about services were reported as treatment barriers. Conclusion: Graduate students struggle with mental health, and universities may need to improve communication with and tailor their services to graduate students specifically to better support them. [ABSTRACT FROM AUTHOR]

Graduate students need a wide range of professional skills, and shaping is one of the critical skills they must learn. This study trained graduate students to acquire shaping skills in an immersive virtual reality environment using the Portable Operant Research Teaching Lab (PORTL). To date, no known study has (a) evaluated the effectiveness of shaping skills training for graduate students or (b) attempted to teach these skills in a virtual environment. We used a single-case A-B design across participants with three graduate students who learned shaping skills in an immersive virtual reality environment using the PORTL curriculum. The shaping skills comprised creating a teaching plan, setting up for a session, delivering reinforcement, and evaluating a session. For all participants, training resulted in improvement in shaping skills. Participants also maintained the shaping skills for a minimum of two weeks. Further, the effect of the training generalized to a novel confederate learner for all participants. Additionally, participants showed high satisfaction with learning shaping skills in an immersive virtual reality (iVR) environment. [ABSTRACT FROM AUTHOR]

The graduate course "Principles and Applications of Immunological Technology" at the University of Science and Technology of China abandons the traditional teaching ways of experimental technology courses and focuses on the cultivation of students' research ethics and styles based on their needs. In the course design, emphasis should be placed on the continuity of the course, and introduces the principles and applications of different experiments through published articles focusing on a single theme to cultivate students' logical thinking and experimental design abilities. The study of the course helps students to quickly adapt the research environment, and guides them to establish correct research concepts and moral standards. The course also teaches standardized experimental methods that cultivate good research qualities and rigorous logical thinking, and lays a solid foundation for their future research path. [ABSTRACT FROM AUTHOR]

Researchers have demonstrated that required, sustained professional development programs play an important role in developing instructors who are more student-focused, but financial constraints, time limitations, and lack of buy-in by faculty and/or administrators often serve as barriers to offering such programs. This special issue showcases several professional development programs situated in mathematics departments that aim to develop the teaching capacity of early-career instructors, primarily focusing on graduate students. Graduate teaching assistants (GTAs) who support other instructors and graduate student instructors (GSIs) are a vital part of the instructional workforce in many mathematics departments. Research programs alone of course do not prepare mathematics graduate students for the teaching that they will do during their programs or potentially after they graduate. We present below some of the findings of research on graduate students as instructors, and an overview of the articles in this issue that focus on how departments are addressing a lack of a variety of resources through their professional development programs. [ABSTRACT FROM AUTHOR]

E-learning is nothing but learning with the help of internet using device that poses hardware and software. Educational life worldwide has been shaken by the closure of schools due to the outbreak of the coronavirus pandemic. The ripple effects have been felt in the way both teachers and students have adapted to the constraints imposed by the new online form of education. And so, the platforms used for learning are nothing but e-learning platforms like Google meet, BYJU'S, JARO EDUCATIOON and much more. The term "e-learning" was used in 1999, at a systems seminar. And later numerous words place along began to grow in search of associate degree correct description like "online learning" and "virtual learning". However, the principles behind e-learning unit of measurement well documented throughout history, and there's even proof that means that early styles of elearning existed as approach back as results of the nineteenth century. As we are upgrading daily our education system is also upgrading and taking on a new way of learning. This new way of learning uses the internet and combination of applications termed as "platforms". Those applications were built with programming languages and are software in nature. This software makes use of hardware for physical interaction with the user. So, this research paper seeks out to find out what e-learning is meant to because e-learning is gaining popularity day by day and has many users. And which e-learning they preferred the most for learning and will the e-learning based learning will be a better option in future than traditional way of learning. The objectives are to explore the type of e-learning system for graduate students. To find the impact of e-learning system for the graduate students. The benefactors are students, lecturers and administrators. [ABSTRACT FROM AUTHOR]

This article presents a co-constructive narrative inquiry into the subjectivities of three female graduate student researchers (GSRs) from China, Vietnam, and Finland pursuing academic career paths in comparative and international education (CIE). Two American teacher researchers and their GSRs came to this research committed to collaborative action. They explored educational and professional journeys from the local to the global as teachers, educational administrators, cultural ambassadors, service-learners, and global volunteers. This article promotes scholarly conversations about how GSRs' positionalities, reflexivity, social representations, and cultural practices shape their perceptions of educational norms through reflexive learning. Then, this article proposes scholarly dialogues about the roles of teacher researchers and how their social scientific knowledge, limitations, and suggestions can bolster their GSRs' subjectivities in CIE research. Overall, this article provides implications for different transnational researchers and urges them to make collective endeavours to promote new insights about emancipatory research in the field of CIE. [ABSTRACT FROM AUTHOR]

Copyright of Bulletin of Ablai Khan KazUIRandWL: Series 'Pedagogical Sciences' is the property of Kazakh Ablai Khan University of International Relations & World Languages and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

BackgroundAs a major public health problem, cyberbullying has been received widespread attention in recent years. However, most researches on cyberbullying are mainly focused on adolescents and college students, the underlying mechanisms of cyberbullying among graduate students have been relatively less investigated. From the perspectives of the general aggression model and attachment theory, this study aims to explore the relationship between childhood psychological abuse and cyberbullying behavior among graduate students, as well as the mediating roles of negative coping style and trait anxiety.Materials and methodsA total of 482 graduate students were surveyed using measures including the Childhood Psychological Abuse Scale, Simplified Coping Style Questionnaire, Self-Rating Anxiety Scale, and Cyberbullying Behavior Scale.Results(1) There were significant positive correlations between childhood psychological abuse, negative coping style, trait anxiety, and graduate students’ cyberbullying behavior; (2) Childhood psychological abuse could forecast graduate students’ cyberbullying behavior through the mediating effects of negative coping style and trait anxiety. This mediation process includes two pathways: the independent mediating effect of negative coping style and the chained mediating effect of negative coping style and trait anxiety.ConclusionNegative coping style and trait anxiety play mediating roles in the relationship between childhood psychological abuse and cyberbullying behavior among graduate students.

In recent years, some sport psychology professionals have called for research and praxis embracing social justice, intersectionality, and inclusion. This special issue in the Journal of Clinical Sport Psychology also points toward the importance of embracing social justice work within the field. In the following article, I share my journey and reflections about my experience with social justice and sport psychology. The story is deeply personal and provides examples I have found integral in my journey. Recommendations from my personal journey will be provided for sport psychology professionals interested in social justice work. [ABSTRACT FROM AUTHOR]

Graduate education is a pivotal element in the cultivation of elite innovative talent and is central to the strategies of national rejuvenation through scientific and educational excellence, talent empowerment, and innovationdriven development. The acceleration of constructing an ideological and political education system within graduate programs, coupled with innovative methods of integrating this education, is imperative for solidifying the ideological foundation essential for student development and for fostering high-quality, innovative scientific and technological talents. Focusing on the Applied Chemistry curriculum, this paper draws on undergraduate ideological and political educational experiences to explore various practical methodologies, aiming to provide references for building a highcaliber chemistry talent cultivation system, and to contribute to the overall development of a modernized socialist nation. [ABSTRACT FROM AUTHOR]

Twenty years ago, pioneer Doctor of Nursing Practice (DNP) program students completed the first DNP projects. Today, DNP projects remain a requirement for graduation. This article illustrates how the DNP project can be integrated throughout the DNP curriculum to maximize effectiveness and promote the introduction, reinforcement, and evaluation of competencies in the new American Association of Colleges of Nursing Essentials. [ABSTRACT FROM AUTHOR]

Copyright of Bartin University Journal of Faculty of Education is the property of Bartin University Journal of Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Diálogos Pedagógicos is the property of Universidad Catolica de Cordoba and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

BackgroundIn recent years, the impact of the COVID-19 pandemic and various public crises has highlighted the importance of cultivating high-quality public health talents, especially those with innovative capabilities. This study focuses on the academic innovation ability of public health postgraduate students, which can provide important theoretical support for the cultivation of more public health workers with high innovative capabilities.MethodsFrom May to October 2022, a cluster sampling method was used to select 1,076 public health postgraduate students from five universities in Shandong Province. A self-designed questionnaire survey was conducted. A chi-square test and binary logistic regression analysis were used to analyze the influencing factors of students’ academic innovation ability. Based on these factors, a nomogram was constructed to intuitively demonstrate the impact of these complex factors on students’ innovation ability.ResultsThe results showed that gender, whether serving as a student leader, teacher-student relationship, academic motivation, learning style, academic environment, and teaching mode were the influencing factors of postgraduate students’ academic innovation ability. The column-line diagram (AUC = 0.892, 95% CI = 0.803 ~ 0.833) constructed based on the above influencing factors has good differentiation. The area under the ROC curve is 0.892 (95% CI = 0.803 ~ 0.833), and the calibration curve shows that the predicted value is the same as the measured value.ConclusionThe nomogram constructed in this study can be used to predict the academic innovation level of public health graduate students, which is helpful for university education administrators to evaluate students’ academic innovation ability based on nomogram scores and carry out accurate and efficient training.

Abstract Background The National Science Foundation Research Initiation in Engineering Formation (RIEF) program aims to increase research capacity in the field by providing funding for technical engineering faculty to learn to conduct engineering education research through mentorship by an experienced social science researcher. We use collaborative autoethnography to study the tripartite RIEF mentoring relationship between Julie, an experienced engineering education researcher, and two novice education researchers who have backgrounds in biomedical engineering—Paul, a biomedical engineering faculty member and major professor to the second novice, Deepthi, a graduate student. We ground our work in the cognitive apprenticeship model and Eby and colleagues’ mentoring model. Results Using data from written reflections and interviews, we explored the role of instrumental and psychosocial supports in our mentoring relationship. In particular, we noted how elements of cognitive apprenticeship such as scaffolding and gradual fading of instrumental supports helped Paul and Deepthi learn qualitative research skills that differed drastically from their biomedical engineering research expertise. We initially conceptualized our tripartite relationship as one where Julie mentored Paul and Paul subsequently mentored Deepthi. Ultimately, we realized that this model was unrealistic because Paul did not yet possess the social science research expertise to mentor another novice. As a result, we changed our model so that Julie mentored both Paul and Deepthi directly. While our mentoring relationship was overall very positive, it has included many moments of miscommunication and misunderstanding. We draw on Lent and Lopez’s idea of relation-inferred self-efficacy to explain some of these missed opportunities for communication and understanding. Conclusions This paper contributes to the literature on engineering education capacity building by studying mentoring as a mechanism to support technically trained researchers in learning to conduct engineering education research. Our initial mentoring model failed to take into account how challenging it is for mentees to make the paradigm shift from technical engineering to social science research and how that would affect Paul’s ability to mentor Deepthi. Our experiences have implications for expanding research capacity because they raise practical and conceptual issues for experienced and novice engineering education researchers to consider as they form mentoring relationships.

As a highly educated professional, medical postgraduates not only have the common trend of psychological development of postgraduates,but also have the personality characteristics of medical specialties.This study analyzes the factors affecting the mental health of postgraduates in clinical medicine from the aspects of academic,employment,emotion and family pressure,through enhancing the awareness of mental health education of postgraduates in medical medicine,strengthening the cultural construction of schools and hospitals,carrying out humanistic quality education related to the mental health of postgraduates in medical medicine,giving play to the guiding role of tutors in the mental health of postgraduates in medical medicine,effectively affecting the mental health problems of postgraduates in clinical medicine,ensuring the physical and mental health of postgraduates in medical medicine,so as to cultivate more comprehensive and excellent medical talents.

Graduate students need a wide range of professional skills, and shaping is one of the critical skills they must learn. This study trained graduate students to acquire shaping skills in an immersive virtual reality environment using the Portable Operant Research Teaching Lab (PORTL). To date, no known study has (a) evaluated the effectiveness of shaping skills training for graduate students or (b) attempted to teach these skills in a virtual environment. We used a single-case A-B design across participants with three graduate students who learned shaping skills in an immersive virtual reality environment using the PORTL curriculum. The shaping skills comprised creating a teaching plan, setting up for a session, delivering reinforcement, and evaluating a session. For all participants, training resulted in improvement in shaping skills. Participants also maintained the shaping skills for a minimum of two weeks. Further, the effect of the training generalized to a novel confederate learner for all participants. Additionally, participants showed high satisfaction with learning shaping skills in an immersive virtual reality (iVR) environment.

STEM graduate students have high rates of stress, burn-out, and depression fueled by the competitive nature of these programs, financial and job insecurities, and the isolation that often comes alongside graduate school. The purpose of this study is to explore the impact of a brief counseling support group provided to STEM graduate students across two university campuses. Using a phenomenological framework, analysis of focus group and individual interviews revealed the unique challenges of STEM graduate school education, the therapeutic benefits of counseling groups, and the potential difficulties of providing mental health support to this population. [ABSTRACT FROM AUTHOR]

Psychology trainees operate in high stress environments and supervisees with multiple marginalized identities, such as multiethnic women, must also navigate and/or resist discrimination. Resistance as a tool against oppression (positive resistance) is an emerging concept in psychology. Consensual qualitative research method was used to explore the ways multiethnic women engage in resistance during the supervision process. The central research question was, "How do multiethnic women engage in resistance to gender- and ethnicity-based inequities during supervision?" Participants (N = 12) identified as multiethnic women who were in, or had recently graduated from, clinical or counseling psychology programs. Participants sat for a 60–90 minute interview. Analyses of the interview transcripts yielded the primary domain, Resistance, and three subdomains: Motivation for Resistance, Capability for Engagement, and Forms of Resistance. Implications for supervision with women are discussed, including ways that supervisors may encourage and respond to positive resistance in the training of diverse future psychologists. [ABSTRACT FROM AUTHOR]

This research aims to try to determine the relationship between the practice of digital learning strategies and the development of technological skills for students of higher studies in social work, where digital learning strategies are represented in flipped education, learning contracts, self-direction, knowledge investigation, projects, educational games, programmed learning, electronic discovery, and electronic scientific statement strategies and the technological skills represented in online discussions, brainstorming, and participatory learning. The study also investigates the relationship between the use of these strategies and the development of technological skills among graduate students in the Department of Group work, Faculty of Social Work, Helwan University, where their number has reached (41), including (26) Master's and (15) PhD students. A statistically significant relationship was found between the online learning strategies and the development of technological skills for graduate students in the social work. [ABSTRACT FROM AUTHOR]

The adoption of the most recent information and communication technology has led to changes in supervision methods, with online supervisory processes replacing face-to-face approaches. A systematic literature review (SLR) was used to explore the effectiveness of online supervision for postgraduate students. The PRISMA statement (Preferred Reporting Items for Systematic Reviews and Meta-Analysis) recommendations were followed during the process to predict its systematic nature. After carefully and in-depth examining the full texts of the articles, 10 relevant papers were chosen and included in the review out of a total of 130 articles that were identified. The themes in each article were found using an inductive thematic approach. Six themes have been classified: tools for mentoring; communication, interaction or relation; the role of the supervisor; satisfaction; performance; and motivation or support. This study has a significant impact on the tools that can be used in the online supervision process. [ABSTRACT FROM AUTHOR]

Introduction: Academic misconduct among graduate students poses a significant challenge in graduate education. This study aims to explore the impact of innovative behavior on graduate student academic misconduct and its underlying mechanisms. Methods: A survey was conducted on 677 graduate students currently enrolled in Beijing universities to assess their innovative behavior, academic misconduct, academic anxiety, employment confidence, educational levels, among other factors. The study analyzed the mediating roles of academic anxiety, employment confidence, and educational levels in the relationship between innovative behavior and graduate student academic misconduct. Results: Graduate student innovative behavior exerts a negative predictive effect on academic misconduct, with a stronger emphasis on innovative behavior associated with a reduced likelihood of academic misconduct. Academic anxiety plays a mediating role in the relationship between graduate student innovative behavior and academic misconduct. Educational levels and employment confidence each play moderating roles in the latter stages of the mediation effects concerning graduate student innovative behavior, academic anxiety, and academic misconduct. Conclusion: This study reveals the mediating role of academic anxiety in the relationship between innovative behavior and graduate student academic misconduct. It also identifies the moderating roles of employment confidence and educational levels. These findings deepen our understanding of the relationship between innovative behavior and graduate student academic misconduct and are conducive to preventing such misconduct among graduate students. [ABSTRACT FROM AUTHOR]

This study examined the relationship between graduate student challenge-hindrance scientific research stress and creativity and the mediating role of creative self-efficacy in that relationship. Participants were 1 210 Chinese graduate students from a large university in Jiangsu, Zhejiang, and Shanghai (females = 57.1%; humanities = 22.2%, social sciences = 45.9%, science, agriculture, and medicine = 21.9%; doctoral = 38.3%; mean age = 25.50 years). Using structural equation modelling and the bootstrap method, the results showed that challenge scientific research stress had a direct positive effect on graduate students' creativity, while hindrance scientific research stress had a direct negative predictive effect on graduate students' creativity, but to a lesser extent. Creative self-efficacy partially mediated the relationship between graduate student challenge scientific research stress and creativity, strengthening the relationship. Also, creative self-efficacy fully mediated in hindrance scientific research stress on graduate student creativity. These results are related to the differences in graduate students' experiences of efficacy during individual perceptions of different stressors. The results of this study are consistent with social cognitive theory. These findings suggest a need for research managers to give graduate students suitable and challenging research tasks, a supportive research environment, resources, and material rewards for success. [ABSTRACT FROM AUTHOR]

Publications are the mainstay of academic success, yet scientific writing requires consistent feedback and practice to build and maintain skills. In this study, we surveyed 342 environmental biology trainees (i.e., graduate students and postdoctoral scholars) about their writing habits. Our objective was to explore whether trainee writing habits align with suggestions from scientific writing guide books and articles, and how individual habits and attitudes may impact writing output. We found that the majority of respondents (>65%) felt negatively about writing and publishing, and few adhered to established advice such as scheduling writing time, setting attainable goals, or joining a writing accountability group. Our results show that trainees who dedicated more hours to writing each week and individually tracked their writing progress had more first‐author publications. In particular, graduate students who regularly scheduled writing time during the week and participated in writing groups also had more first‐author publications. Conversely, trainees who felt negatively about writing, wrote mainly before deadlines, and relied on "check‐ins" with advisors or writing groups to monitor writing progress had fewer first‐author publications. We describe ways that individuals, advisors, and institutions could improve trainee writing habits and assist them in developing more positive attitudes toward writing to ultimately help trainees achieve their writing goals. [ABSTRACT FROM AUTHOR]

To address the rapidly increasing demand for culturally and linguistically diverse school psychologists and training needs for international school psychology students in the USA, this study was grounded in the risk and resilience framework and used semi-structured interviews to explore the nuanced experiences of Asian international trainees in school psychology programs in the USA. Participants included 11 Asian international students who were enrolled in or recently graduated from school psychology programs in the USA. Thematic analysis revealed that Asian international school psychology students identified some assets they have brought to the program, including their diverse perspectives and experiences, awareness and commitment to social justice, and the potential to diversify the school psychology workforce. Participants also identified several challenges they were facing, such as acculturative stress, microaggression and discrimination, training program-related issues, and working restrictions related to their visa status. Moreover, they identified some effective strategies (i.e., seeking resources and increasing internal strengths) they have used to cope with these challenges. The findings provide important implications for school psychology graduate programs in the USA to improve the training experiences and training outcomes for international students from Asia and other countries.

Graduate student-athletes are increasing in numbers on college and university campuses, though much of the research on student-athletes focuses on undergraduate student populations. This study examines how graduate student-athletes balance their identities as both a student-athlete and as a graduate student. Analysis of the data revealed three major themes: (a) life revolves around sport, (b) graduate student-athlete role conflicts, and (c) preparation for life after sport. Findings suggest that the graduate student-athlete participants in this study used their status as graduate students as a part of a strategy for transition, whereby they began to adopt new roles and routines in preparation for their lives after sport. Implications for practice and policy to support graduate student-athletes are discussed. [ABSTRACT FROM AUTHOR]

AbstractThis paper analyses the determinants or factors that best explain student research skills and success in the honours research report module during the COVID-19 pandemic in 2021. The study reported in this paper employed the mixed methods approach comprising a quantitative and qualitative analysis. The quantitative and econometric analysis of the dependent variable, namely, the final marks for the research report and the independent variables that explain it. The results show significance in terms of the assignments and existing knowledge marks in terms of their bachelor’s average mark. We extend the analysis to a qualitative and quantitative survey, which indicated that the mean statistical feedback was above average and therefore strongly agreed/agreed except for library use by the student. Students, therefore, need more guidance in terms of library use and the open questions showed a need for a research methods course in future. Furthermore, supervision tends to be a significant determinant in all cases. It is also here where supervisors can use social media instruments such as WhatsApp and Facebook to inform students further. This study contributes as the first to investigate the preparation and research skills of students for masters and doctoral studies during the COVID-19 pandemic in an online environment.

Abstract Publications are the mainstay of academic success, yet scientific writing requires consistent feedback and practice to build and maintain skills. In this study, we surveyed 342 environmental biology trainees (i.e., graduate students and postdoctoral scholars) about their writing habits. Our objective was to explore whether trainee writing habits align with suggestions from scientific writing guide books and articles, and how individual habits and attitudes may impact writing output. We found that the majority of respondents (>65%) felt negatively about writing and publishing, and few adhered to established advice such as scheduling writing time, setting attainable goals, or joining a writing accountability group. Our results show that trainees who dedicated more hours to writing each week and individually tracked their writing progress had more first‐author publications. In particular, graduate students who regularly scheduled writing time during the week and participated in writing groups also had more first‐author publications. Conversely, trainees who felt negatively about writing, wrote mainly before deadlines, and relied on “check‐ins” with advisors or writing groups to monitor writing progress had fewer first‐author publications. We describe ways that individuals, advisors, and institutions could improve trainee writing habits and assist them in developing more positive attitudes toward writing to ultimately help trainees achieve their writing goals.

Sport psychology (SP) is an academic discipline and a profession that has evolved over the years fromresearch grounded within motor learning and development (Gardner&Moore, 2006) to the application of psychological skills and principles to enhance athletes' and teams' sport performances (Williams & Straub, 1998). Because of the growing impact that athletes' psychological well-being may have on skill development and performance (Beable et al., 2017; McGraw et al., 2018) and the recent emphasis on athlete mental health within sport organizations (Sport Science Institute, 2016), some sport psychologists have argued for a more integrative and holistic approach when working with athletes--one that is grounded in mental health and counseling/clinical psychology (Petrie&Harmison, 2012). With this growth, training in psychology--specifically in mental health assessment and treatment--is becoming necessary for ethical and competent SP practice, yet has not been studied inmore than 25 years (Petrie&Watkins, 1994b). To address this gap, we surveyed 52 of the 75 training directors, or their designates (TDoDs), of American Psychological Association (APA)-Accredited Counseling Psychology (CP) programs to obtain a contemporary view of students' and faculty's interests and involvement in SP research, practice, and graduate education (Petrie&Watkins, 1994b). Our data indicate that these interests and involvements have increased in the last 25 years despite similar limitations (e.g., lack of resources) and are highly acceptable across programs, yet theymay not be as feasible in programs without existing formal training opportunities for a variety of reasons. Further results and implications are discussed. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of Social Science Research (2146-8257) is the property of International Journal of Social Science Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

To address the rapidly increasing demand for culturally and linguistically diverse school psychologists and training needs for international school psychology students in the USA, this study was grounded in the risk and resilience framework and used semi-structured interviews to explore the nuanced experiences of Asian international trainees in school psychology programs in the USA. Participants included 11 Asian international students who were enrolled in or recently graduated from school psychology programs in the USA. Thematic analysis revealed that Asian international school psychology students identified some assets they have brought to the program, including their diverse perspectives and experiences, awareness and commitment to social justice, and the potential to diversify the school psychology workforce. Participants also identified several challenges they were facing, such as acculturative stress, microaggression and discrimination, training program-related issues, and working restrictions related to their visa status. Moreover, they identified some effective strategies (i.e., seeking resources and increasing internal strengths) they have used to cope with these challenges. The findings provide important implications for school psychology graduate programs in the USA to improve the training experiences and training outcomes for international students from Asia and other countries.

Shanghai University School of Medicine was a newly established medical college in 2018. It is founded on the national health development policies, international medical development trends and the close relationship between the advantages of new medical courses and medical artificial intelligence, it is dedicated to using intelligent medicine as the breakthrough point, training graduate students in two interdisciplinary medical engineering subjects as the priority, and implementing the integrated medical curriculum teaching reform. In this paper, we introduce the background of the integrated medical curriculum system at the Shanghai University School of Medicine, the horizontal and vertical integration of medical courses in interdisciplinary medical engineering subjects, the cross-integration of traditional integrated medical courses with other disciplines and specialties, and the transformation mode of medical science and technology innovation led by artificial intelligence under the support of three-dimensional curriculum integration, putting forward the prospect of the curriculum integration system and providing experiences and references for other medical schools. KEY MESSAGESThis paper introduces the necessity and feasibility of implementing integrated medical course teaching in a newly established medical college.This paper introduces the strategies and concrete measures we took to implement integrated medical course teaching.The analysis of examination papers and other evaluations revealed that the integrated medical teaching for graduate students with non-medical professional backgrounds is feasible.