Browsing by Subject "Achievement"

Now showing 1 - 6 of 6
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    2014 Shaw-Hardy Taylor Achievement Award
    (2014-04-03) Indiana University Lilly Family School of Philanthropy
    Maureen Hackett is a deeply engaged and admirable philanthropist. We are proud to present her with the 2014 Shaw-Hardy Taylor Achievement Award for moving women’s philanthropy forward in profound and visionary ways.
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    Adolescent women's daily academic behaviors, sexual behaviors, and sexually related emotions
    (Elsevier, 2014-12) Hensel, Devon J.; Sorge, Brandon H.; Department of Pediatrics, IU School of Medicine
    PURPOSE: Emerging literature suggests that the emotional and behavioral experience in young women's romantic/sexual relationships may link to their academic success. However, existing studies' reliance on retrospective and/or global measures prevents detailed understanding of how and when specific academic experiences link to specific relationship experiences and whether these associations could vary over different school days. METHODS: Adolescent women (N = 387; 14-17 years at enrollment) were recruited from primary care adolescent clinics for a longitudinal cohort study of sexual relationships and sexual behavior. Participants provided daily diary information on academic behaviors, sexual emotions, and sexual behaviors. Chi-square and generalized estimating equation ordinal logistic or linear regression, respectively, assessed prevalence of sexual behaviors or differences in sexual emotions when academic behaviors did and did not occur. RESULTS: Young women's weekday reports of skipping school or failing a test were significantly linked to more frequent vaginal sex, less frequent condom use, and different levels of sexual emotions, on that same day. CONCLUSIONS: Our findings provide evidence that the emotional and behavioral experiences in young women's romantic/sexual relationships may impact young women's reaction to academic events.
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    The effects of higher order thinking on student achievement and English proficiency
    (Indiana Teachers of English to Speakers of Other Languages, 2016-11-11) Teemant, Annela; Hausman, Charles S.; Kigamwa, James Chamwada
    This quantitative study investigates the effect of urban teacher (N = 18) use of higher order thinking on language arts achievement and English development. Using Bloom’s six level hierarchy of higher order thinking, teachers were designated as high (levels 3 to 6) or low (levels 1 or 2) users of higher order thinking. Findings demonstrate statistically significant gains in coached teachers use of higher order thinking, and simultaneous gains in their students language arts achievement. Regardless of the coaching status of their teachers, when teachers used higher order thinking, their students made significant gains in both language arts achievement and English proficiency. Implications point to the value of increasing, not decreasing, the level of cognitive challenge when teaching culturally, linguistically, and economically diverse students.
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    Revolutions, coups, and clashes: Using implicit motivations to predict the severity of intranational political unrest
    (2014-08) Maguire, Alanna; Konrath, Sara H.
    Research has found that war is likely to break out in times when leaders are high in power motives and low in affiliation, however research has been limited to conflicts between Western countries. We examine 4 revolutionary movements in the Philippines to examine whether this pattern applies to political violence across cultures and conflict types (i.e., within-country vs. between-country). We also explore the role of achievement motives in intranational political unrest. We gathered speeches during 4 times of civil unrest in the Philippines to study implicit motives at various levels of threat. All 4 occurred in the same country, city, and street in the Philippines, with some of the same actors. We scored speeches for power, affiliation, and achievement motives. The highest power and lowest affiliation motives occurred during the most violent conflict. In addition, we found that higher violence was associated with lower achievement motives
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    The Role of Personal Accomplishment in General Surgery Resident Well-being
    (Wolters Kluwer, 2021) Khorfan, Rhami; Hu, Yue-Yung; Agarwal, Gaurava; Eng, Joshua; Riall, Taylor; Choi, Jennifer; Are, Chandrakanth; Shanafelt, Tait; Bilimoria, Karl Y.; Cheung, Elaine O.; Surgery, School of Medicine
    Objective: To investigate the association of personal accomplishment (PA) with the other subscales, assess its association with well-being outcomes, and evaluate drivers of PA by resident level. Background: Most studies investigating physician burnout focus on the emotional exhaustion (EE) and depersonalization (DP) subscales, neglecting PA. Therefore, the role of PA is not well understood. Methods: General surgery residents were surveyed following the 2019 American Board of Surgery In-Training Examination regarding their learning environment. Pearson correlations of PA with EE and DP were assessed. Multivariable logistic regression models assessed the association of PA with attrition, job satisfaction, and suicidality and identified factors associated with PA by PGY. Results: Residents from 301 programs were surveyed (85.6% response rate, N = 6956). Overall, 89.4% reported high PA, which varied by PGY-level (PGY1: 91.0%, PGY2/3: 87.7%, PGY4/5: 90.2%; P = 0.02). PA was not significantly correlated with EE (r = -0.01) or DP (r = -0.08). After adjusting for EE and DP, PA was associated with attrition (OR 0.60, 95%CI 0.46-0.78) and job satisfaction (OR 3.04, 95%CI 2.45-3.76) but not suicidality (OR 0.72, 95%CI 0.48-1.09). Although the only factor significantly associated with PA for interns was resident cooperation, time in operating room and clinical autonomy were significantly associated with PA for PGY2/3. For PGY4/5s, PA was associated with time for patient care, resident cooperation, and mentorship. Conclusion: PA is a distinct metric of resident well-being, associated with job satisfaction and attrition. Drivers of PA differ by PGY level and may be targets for intervention to promote resident wellness and engagement.
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    Understanding Career Success and Its Contributing Factors for Clinical and Translational Investigators
    (Ovid Technologies (Wolters Kluwer) - Lippincott Williams & Wilkins, 2016-04) Robinson, Georgeanna F. W. B.; Schwartz, Lisa S.; DiMeglio, Linda A.; Ahluwalia, Jasjit S.; Gabrilove, Janice L.; Department of Pediatrics, School of Medicine
    PURPOSE: To understand the factors that facilitate career success for career development awardees in clinical and translational science and reconceptualize understand ing of career success for this population. METHOD: In 2013-2014, the authors conducted semistructured interviews with former NIH KL2 or K12 scholars from nine Clinical and Translational Science Award-funded institutions. Participants either had or had not secured independent funding at least two years after the end of their last K award. Questions covered the factors that facilitate or hinder junior investigators' transition to independent funding. Interviews were recorded and transcribed, and the transcripts were analyzed thematically. RESULTS: Forty individuals participated, with equal representation by men and women and by independently and not independently funded investigators. Personal factors that facilitated success included networks, persistence and resilience, initiative, autonomy, and personal and professional balance. Organizational factors included appropriate mentorship, protected research time, and institutional resources and support.Even independently funded participants described challenges regarding career direction. Five participants without independent funding modeled a broad spectrum of successful career paths, having assumed leadership positions not reliant on grant funding. Alternative definitions of career success included improving public health, enjoying work, seeing mentees succeed, and receiving external acknowledgment of successes. CONCLUSIONS: Awareness of the factors that facilitate or hinder career success can help junior faculty, mentors, and institutional leaders support career development in clinical and translational science. New definitions of career success are needed, as are career paths for faculty who want to engage in research in roles other than principal investigator.