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Enkel een band?:Over de regeling en toepassing van elektronisch toezicht in het Nederlandse sanctiestelsel in relatie tot artikel 8 EVRM
No full textCareer coaching to support medical student career decision-making:a randomized controlled trial
No full textThis study investigated whether career coaching can reduce medical students' career decision-making stress through clarifying students' self-concept, increasing career decision self-efficacy, and lowering perceived time pressure to make a career decision. We evaluated the effectiveness of a coaching intervention (including five individual coaching sessions over eight months) using a randomized-waitlist controlled trial design. Participating medical master's students completed a first survey (T1). The intervention condition (n = 94) started the coaching program right away. The waitlist-control condition (n = 130) started after 8.5 months. Participants in the intervention condition completed a second (T2) survey three weeks after their last coaching session. Participants in the waitlist-control condition received the second survey 8.5 months after registration. Data were analyzed using multilevel path modelling. The total effect of coaching on career decision-making stress was significantly negative (-0.17; 95% CI [-0.31, -0.06]), reflecting a small to moderate effect size. This total effect was partially mediated (i.e., explained) by career decision self-efficacy (-0.02; 95% CI [-0.06, -0.00]). Exploratory analyses suggested that coaching only clarified the self-concept of students with a relatively negative coaching attitude at T1. Moreover, coaching resulted in more changes in career choices and an increase in students' career choice certainty. This study demonstrates that coaching is effective in reducing medical students' career decision-making stress and increasing their career decision self-efficacy and career choice certainty. High-quality career decision-making is important because it is associated with higher job satisfaction, well-being, and performance. Medical schools may consider providing coaching to students to support their career decision-making.</p
Formal Versus Self-Identified Neurodivergence:A Comparative Study in Work Environments
No full textThis study investigated the added value of using self-identification of neurodivergence next to formal diagnosis in predicting cognitive differences. We collected and analyzed data from neurodivergent and neurotypical employees in a sample of 357 participants in 19 organizations across seven industries. Our results are aligned with previous results that support a systematic information processing tendency in highly gifted and autistic employees and decision impulsiveness in those with ADHD and ADD. Supporting previous findings, our results show different cognitive profiles of dyslexia and dyscalculia. Finally, our results show that self-identified neurodivergence adds to the predictive value of formally diagnosed conditions and that in empirical organizational research, self-identified neurodivergence is sufficient to capture the cognitive differentiation tied to neurodivergence
The Effect of Fostering a Growth Mindset in Primary School Children:Does Intervention Approach Matter?
No full textPromoting a growth mindset may positively influence learner motivation andenhance learning outcomes among primary school children. Previous studies have predominantly focused on secondary and undergraduate students, investigating the efficacy of areading and writing intervention related to intelligence. Introducing effort-based praiseduring the learning process also aligns with a growth mindset and may further facilitatethe development of a growth mindset in primary education. To evaluate the effects ofthese intervention approaches, we conducted a two-by-two between-subjects experimentalstudy with a sample of 161 Dutch primary school children aged 10 to 12 years. This studyaimed to assess the effects of two interventions both independently (main effects) andin combination (interaction effect): a growth mindset reading and writing assignment(factor 1) and effort-based praise (factor 2) on mindset beliefs and learning performance,specifically in terms of retention and transfer within the probability calculation domain.While a positive effect on growth mindset beliefs was observed, neither the individualinterventions nor their combination significantly influenced learning performance
A Meta-Analysis of Neighbourhood Interventions on Subjective Wellbeing and Mental Health
No full textResearch in urban planning demonstrates that the built environment holds significant power to shape individuals’ subjective wellbeing and quality of life outcomes. In contrast, a substantial body of psychological research suggests that circumstantial and geographical environments play a relatively minor role in explaining variations in happiness. To reconcile these contrasting findings, we conducted a meta-analysis to provide a quantitative synthesis. This study adopts a sequential design. First, we systematically search for and evaluate quantitative evidence from 54 studies examining 29 policy interventions. Based on the included studies, we then identify relevant covariates, focusing on the type of interventions, associated neighbourhood environments, population subgroups, duration, and methodological design, for a meta-regression analysis. Estimates from our meta-regressions reveal that place-based neighbourhood interventions are more likely to produce short-term mental health and wellbeing impacts compared to people-based interventions, such as subsidised residential mobility programmes. However, the wellbeing effects are unequally distributed among population subgroups. Girls are more likely to experience beneficial effects, while boys are more likely to experience detrimental ones. Additionally, the results from our meta-regressions suggest that among various types of neighbourhood environments, the social environment is more likely to be associated with neighbourhood effects than the economic environment.</p
Verwachte ecologische effecten en de juridische houdbaarheid van diverse voorstellen voor een koerswijziging in het stikstofbeleid.:Reflectie op de notitie “'Meer dan papier' Voorstellen voor de stikstofpraktijk die de papieren werkelijkheid doorbreken”, die door Houthoff is geschreven in opdracht van LTO.
Get PDFIn februari 2025 heeft Houthoff de notitie “’Meer dan papier’ Voorstellen voor de stikstofpraktijk die de papieren werkelijkheid doorbreken” gepubliceerd (Houthoff, 2025). Die notitie is geschreven in opdracht van Land- en Tuinbouw Organisatie Nederland (LTO). In de notitie wordt een aantal voorstellen gedaan voor een koerswijziging in het stikstofdossier. Het is echter maar de vraag of die voorstellen wel een oplossing bieden voor de stikstofproblematiek én of ze wel juridisch houdbaar zijn.In deze reflectie wordt de juridische houdbaarheid van de verschillende voorstellen beoordeeld. Daarbij wordt tevens een inschatting gemaakt van de mogelijke ecologische effecten van de voorstellen, omdat die effecten mede bepalen of een voorstel juridisch houdbaar is.De conclusies van de reflectie is dat de in de notitie ‘Meer dan papier’ (Houthoff, 2025) beschreven voorstellen haaks staan op de opgave die er ligt om te voldoen aan de minimale verplichtingen van de Vogel- en Habitatrichtlijn, de Omgevingswet en op de opgave om de achteruitgang van biodiversiteit een halt toe te roepen op grond van de Natuurherstelverordening. De voorstellen lijken eenzijdig gericht op het nog verder minimaliseren van wettelijke verplichtingen. Van het merendeel van de voorstellen zullen de verwachte ecologische effecten negatief zijn. Bovendien zijn de meeste voorstellen niet juridisch houdbaar
Naming South African frogs and reptiles in nine Indigenous languages
No full textScientific taxonomy, as a standardised means of communicating about wildlife, might have limited use or relevance for wildlife conservation stakeholders with minimal understanding of scientific names. Indigenous language names can improve species-specific communication with non-expert conservation stakeholders due to their familiarity. Indigenous names for wildlife are, however, not specific to all scientifically described species and are seldom documented for wider use. To have a folk-formal taxonomy that is familiar to non-expert stakeholders in herptile (amphibians and reptiles) conservation and useable by experts, we conducted the first comprehensive analysis of nine South African Indigenous cultures’ naming and classification of herptiles based on Indigenous language names recorded from an online questionnaire and existing literature. Etic and emic analyses of the collected names revealed the underlying guidelines of folk taxonomy and its comparability to scientific taxonomy respectively. Furthermore, taxonomic correspondence analysis provided an understanding of the correspondence between scientific species and Indigenous language delineation of herptile diversity. Multiple scientific species are generally grouped together into a single folk taxon based on observed similarities and only a few Indigenous language names are specific to scientific species. The underlying guidelines of folk taxonomy and their comparability and correspondence to scientific taxonomy were the basis for extending the generalised Indigenous names of herptiles into a comprehensive list of names for South Africa’s 543 scientifically described herptile species (136 frog and 407 reptile species) in the nine official South African Indigenous languages.</p
A sustainable career path for cancer survivors returning to work:new theorising from an inductive qualitative case study
No full textWorkplace learning of teacher educators:validation of a measurement instrument
No full textTeacher educators’ workplace learning is often neglected despite its sub-stantial contribution to the development of teacher educators’ profes-sional practice and better-quality experiences for student teachers. Theavailability of a sound instrument will contribute to gaining a completeunderstanding of teacher educators’ participation in workplace learningactivities and their underlying mechanisms. Therefore, the purpose of thisstudy was to examine the validity of the Teachers’ ProfessionalDevelopment at Work questionnaire among a sample of Dutch teachereducators (n = 119). The results of confirmatory factor analysis providedevidence for the construct validity of the instrument. Similarly, examiningits correlations with other constructs mostly supported convergent, diver-gent, and connectedness validity. Finally, Cronbach’s alpha coefficientsdemonstrated that the data obtained using this instrument was ade-quately reliable. In conclusion, it was revealed that the Teachers’Professional Development at Work questionnaire can be used amongteacher educators. Thus, it is expected that this instrument can be bene-ficial to explore the activities that teacher educators participate in forworkplace learning and determine in future research which factors con-tribute to or hinder teacher educators’ participation in workplace learning activities
Music therapy for the treatment of anxiety:a systematic review with multilevel meta-analyses
No full textBackgroundA considerable number of published clinical trials have examined the anxiety-reducing effects of music therapy interventions across several settings, including mental health care, medical environments, and work- and study-related contexts. Music therapy involves personally tailored music interventions that are designed and implemented by qualified music therapists to meet the specific health needs of individual patients.MethodsTo summarise this evidence base, we conducted a linear restricted maximum likelihood multilevel meta-analysis searching multiple electronic databases (CINAHL, Cochran Central Register of Controlled Trials, PubMed, Embase, PsycInfo, Web of Science core collection), from inception to 12th February 2025. The primary measure was the effects of music therapy on 7 psychological anxiety outcomes and physiological outcomes. The secondary measures were outcome, study, sample, or intervention design factors that moderate the effects of music therapy interventions. Meta-analyses were performed on 93 effect sizes (ES) from 51 studies to assess the magnitude of effects of music therapy targeting anxiety outcomes, and to compare effects across key intervention and study design factors. PROSPERO registration (CRD42024495801).FindingsOf the 10,210 identified records, 6147 records were screened and 51 articles meeting the research criteria were included. Results showed an overall medium effect of music therapy across all anxiety outcomes (g = 0.357, [0.201, 0.514]; 51 trials, 93 ES), of which a medium effect was found in participants’ self-reported anxiety (g = 0.410, [0.236, 0.585]; 50 trials, 61 ES) and a small non-significant effect in physiological outcomes (g = 0.153 [−0.153, 0.400]; 13 trials, 32 ES). Subgroup analyses showed significant larger effects for receptive and combination of active and receptive interventions when compared with active interventions.InterpretationThe findings suggest that music therapy, particularly receptive methods or combinations of receptive and active approaches, offer effective, flexible, and scalable interventions for reducing anxiety symptoms, offering psychological benefits that enhance patient autonomy and quality of life, though its impact on physiological outcomes and long-term effects requires further research.FundingThis work was supported by a McKenzie Postdoctoral Fellowship from the University of Melbourne (MdW), and NHL Stenden University of Applied Sciences through internal postdoctoral research funding (SA)