How do occupational therapy students' professional identities develop through specific pedagogical approaches? A methodological framework, comprising six stages, was applied in a scoping review to encompass various pieces of evidence elucidating the conceptualization and integration of professional identity within the occupational therapy curriculum, highlighting a connection to professional intelligence. Ovid MEDLINE, CINAHL, PsycINFO, ProQuest ERIC, Scopus, Web of Science, CSIC, Dialnet, PubMed, PubMed Central, OTDBASE, and Scielo were among the databases incorporated. In order to categorize learning outcomes into five components of professional identity, the studies' pedagogical practices were analyzed using qualitative content analysis. The database documented 58 peer-reviewed journal articles. selleck The breakdown of articles included 31 intervention studies (53.4% of the total), 12 review articles (20.7%), and 15 theoretical articles (25.9%). To confirm the practicality of collecting and reporting study results, we limited our analysis to 31 intervention studies (n=31), offering details about instructional methods and learning achievements regarding professional identity development among students. This scoping review examines the different contexts in which students' education takes place, the multifaceted nature of identity development, and the range of teaching approaches used. These findings provide the groundwork for developing and implementing formative curricula that cultivate and support professional identity.

In addition to crystallized intelligence (Gc), domain-specific knowledge (Gkn) constitutes a crucial element within the nomological network of acquired knowledge. Even though the predictive capacity of GKN for important life outcomes has been established, there are relatively few standardized tests for assessing GKN, especially among adults. selleck GKN tests, originating from various cultural contexts, require adaptation to their respective cultures and cannot be directly translated. This study aimed to cultivate a German-specific Gkn test, sensitive to cultural nuances, and to provide initial evidence of the psychometric validity of the derived scores. GKN tests frequently reflect the educational materials and standards typically found within a school curriculum. Operationalizing Gkn, our approach avoided a typical curriculum, allowing us to investigate the curriculum's role in shaping the structure of the resulting Gkn. Online, 1450 participants, divided into a high-Gf (fluid intelligence) group (n = 415) and a larger, unselected Gf subsample (n = 1035), received a presentation of newly developed items from diverse knowledge areas. The hierarchical model, mirroring the structure of curriculum-based test scores, is supported by the results. At the apex is a single overarching factor, with three subsidiary factors (Humanities, Science, and Civics), each further divisible into discrete knowledge facets. Not only is initial structural validity demonstrated, but also the reliability of the scale scores is reported, along with a known-groups approach used to establish criterion validity. A detailed discussion of the results concerning the psychometric qualities of the scores ensues.

Although certain research indicates that older adults' engagement with information and communication technologies (ICT) positively impacts their emotional well-being, contrasting findings exist. Past research suggests that the fulfillment of essential psychological needs might clarify the relationship between older adults' ICT usage and their emotional trajectory. This study explored the moderating effect of older adults' basic psychological needs fulfillment on the link between ICT use and emotional experience, utilizing the experience sampling method, specifically through the Line application. The initial stage of the investigation involved surveying each participant's age, gender, and satisfaction with basic psychological requirements. Participants then meticulously documented their daily experiences for the subsequent ten days. selleck A hierarchical linear modeling (HLM) approach was used to examine 788 daily experiences from 32 participants (average age 6313; standard deviation of age 597, aged 52 to 75; 81% female). Findings suggest that the integration of information and communication technologies positively impacted the emotional well-being of older adults. ICT's use or non-use did not affect the stable, positive emotional states of those who had met their competence needs, but those who had not met their competence needs could use ICT to further enhance their positive emotional experiences. Positive emotional responses were more frequently reported by those whose relatedness needs were satisfied while using ICT; those whose relatedness needs were not met, however, experienced similar emotional experiences with or without ICT engagement.

Academic success, as measured by school grades, is primarily linked to conscientiousness and fluid intelligence. Besides the principal effect, researchers have indicated the potential for interaction between these two traits in the context of predicting school achievement. Interactions, both synergistic and compensatory, have been posited, but previous findings have been inconsistent. A large proportion of prior research in this field has utilized cross-sectional approaches, frequently concentrating on older adolescents or adults pursuing upper secondary or university studies. A longitudinal study of 1043 German students, aged 11 to 15, was undertaken to investigate the main and interaction effects of fluid intelligence and conscientiousness on their math and German grades. Latent growth curve models incorporating latent interaction terms revealed a minimal compensatory interaction effect for baseline mathematics grades, yet no such effect was observed concerning their developmental trajectory. The analysis of German grades revealed no interaction effect. Against the backdrop of potentially synergistic interplay between intelligence and conscientiousness, these findings are scrutinized in the context of older secondary school or university students.

A significant portion of the research exploring the link between intelligence and job performance has modeled intelligence in terms of its general factor, g. However, recent discoveries have supported the theory that more distinct measures of intelligence are pivotal to predicting job performance levels. Prior studies on specific cognitive skills serve as the foundation for this research, which investigates the relationship between ability tilt, a measurement of the relative strengths in two particular cognitive areas, and job performance outcomes. Ability tilt was hypothesized to have a varying impact on job performance, contingent upon whether the tilt mirrored the job's aptitude demands. The further hypothesis was that ability tilt would contribute incremental predictive power for performance, surpassing the predictive value of general and specific abilities when the tilt aligned with job requirements. A substantial cohort from the General Aptitude Test Battery (GATB) database served as the foundation for evaluating the hypotheses. Job performance exhibited a trend consistent with ability tilt in 27 of 36 assessed tilt-job combinations, resulting in a mean effect size of .04 when the tilt matched the job's needs. A mean incremental validity of 0.007 was observed for ability tilt. G is exceeded by .003. Taking into account individual talents and particular capabilities, tilt, on average, explained 71% of the total variance in job performance. The findings show restricted evidence that ability skew could act as a beneficial predictor in addition to ability level, thereby adding to our awareness of the significant roles particular skills have in professional settings.

Prior studies indicate a correlation between musical aptitude and linguistic processing, encompassing the articulation of foreign languages. Has the association between musical aptitude and the production of comprehensible, unfamiliar verbalizations been researched? Moreover, the perception of unfamiliar languages is seldom linked to musical aptitude. Eighty healthy adults, comprising 41 women and 39 men, with an average age of 34.05 years, were part of our study. To evaluate musical capacity and foreign language comprehensibility, we administered batteries of perceptual, generational music, and language assessments. Regression analysis demonstrated that five variables correlated with the degree to which unfamiliar foreign speech could be interpreted. The attributes examined included short-term memory capacity, melodic singing talent, speech understanding skills, and the perceived melodic and memorability of participants' utterances. Musical aptitude demonstrated correlations with melodic understanding and the memorability of unfamiliar vocalizations, whereas singing aptitude was linked to the perceived difficulty of the language material itself. Original evidence linking musical and speech proficiencies is showcased in these findings. Intelligibility measurements are demonstrably related to a person's singing ability and the perceived melodic nature of a language. Given the relationship between musical ability and foreign language perception, perceptual language parameters present a unique view of the interplay between music and language in general.

Academic performance, mental health, and well-being can suffer significantly due to high test anxiety. Accordingly, careful consideration of those psychological attributes that can protect against test anxiety and its negative outcomes is critical to paving the way for a potentially successful future. An attribute of academic resilience, the ability to effectively handle academic pressures and setbacks, provides a safeguard against the debilitating effects of high test anxiety. Our starting point is a clear articulation of test anxiety, complemented by a summary of literature that underscores its harmful aspects. Subsequently, a review of academic buoyancy is presented, followed by an exploration of its beneficial nature through a survey of existing literature.