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Replication data for: Online news commenting as a means for social listening? A thematic analysis on the AstraZeneca vaccine suspension as case study
No full textNu.nl discussion data on the topic of the final halt of AstraZeneca's COVID-19 vaccine in the Netherlands, coded for thematic analysis. The data are original comments posted in a discussion on NU.nl about the final halt of AstraZeneca’s COVID-19 vaccine for those below the age of 60. These comments are coded for thematic analysis and additional information such as agreement with the decision, the commenters age, and vaccination intention for AstraZeneca’s vaccine, if mentioned
Data and code for the paper: Prefrontal cortex responses to conflicting information, Biro and Collin
No full textThis is the code and data from the article: Prefrontal Cortex Responses to Conflicting Information. Human brain mapping. (See also the related publication field). /processed_fnirs: per_ch_avg_d2.csv is the pre-processed fNIRS data separately for control and for switch trials. per_ch_avg_d2_file2.csv is the pre-processed fNIRS data when split across schema-consistent, schema-violating and schema-updating conditions. per_ch_avg_d1.csv is the pre-processed day 1 fNIRS data. /code: fNIRS_Statistics.R has the code for all models and all plots. /code/preprocessingCode: Contains the Jupyter notebooks used to preprocess the fNIRS data of day 1 and day 2 using the MNE package in Python. It uses functions_d1.py and functions_d2.py. /raw_fnirs: Raw fnirs output (data) from g.tec. /eprime_data: Data output from eprime, used to determine the stimulus order for each participant (which was randomized across participants).</p
"We are no drawings, no clay dolls":A qualitative exploration of adolescents' attitudes towards cosmetic procedures
No full textMost previous research into cosmetic surgery acceptance/intention is quantitative in nature and focuses on (female) adults. Yet, qualitative explorations of adolescents are required, as they form the next generation of cosmetic consumers and are growing up in a culture in which procedures are unprecedentedly normalized. Moreover, the number of young people undergoing cosmetic procedures is increasing. This study explores adolescents’ attitudes towards cosmetic procedures and (future) cosmetic procedure intention through 13 focus groups with a total of 42 adolescents (aged 15–19). The sample included variation in terms of gender identity, educational level/attainment, and regionality. The focus groups were analyzed using reflexive thematic analysis, which resulted in five main themes, providing a comprehensive overview of adolescents’ attitudes towards cosmetic procedures. The first theme, information (sources) illustrates adolescents’ knowledge of cosmetic procedures and how adolescents obtain information related to cosmetic procedures, which may also explain some of their views and attitudes. The second theme, normalization of a commercial industry, explores the adolescents’ discussion of the normalized status of cosmetic procedures, both in the Netherlands and abroad. The third theme, attitudes towards cosmetic procedures, engages with the varied, variable, and context-specific (dis)approval and evaluation of cosmetic procedures. Following this, the fourth theme – cosmetic procedure intention – elaborates on the adolescents’ expressions of their own (lack of) intention to undergo cosmetic procedures. The fifth and final theme was construction and identification of ‘the cosmetic consumer’, where adolescents distanced themselves from the cosmetic surgery industry and/or shared particular (stereotypical) constructions of recipients of cosmetic procedures. This study provides an examination of adolescents’ perceptions of and attitudes towards cosmetic procedures. Importantly, we found that adolescents’ attitudes can be characterized as complex and ambiguous. To explain this ambiguity, we consider insights from Cultivation Theory (Gerbner et al., 2002), the cosmetic surgery paradox (Bonell et al., 2021), and connect the adolescents’ discussions to issues of diversity
Resale royalty in non-fungible token marketplaces: Blessing or burden for creators and platforms?
No full textNon-fungible token (NFT) marketplaces enable users to mint and trade digital assets, such as collectibles, trading cards, and digital artwork. Many of these platforms accommodate resale royalties, which return a predetermined percentage of the proceeds from future resales of the digital asset to the creator. Although the adoption of resale royalties may seem beneficial for NFT creators by providing a recurring source of income, it could have unintended consequences on the sales price and the liquidity of the underlying NFT, potentially affecting both the platform’s commission revenue and the creator’s short-term return. In this paper, we aim to understand the antecedents and consequences of resale royalties. Specifically, we empirically investigate the impact of minting costs on royalty rates and subsequently, the effects of resale royalties on primary market sales prices and liquidity. Our identification strategy combines a difference-in-differences model that leverages a policy change that eliminated up-front minting fees for creators and an instrumental variables approach. We find that NFT creators reduce royalty rates when they mint an NFT without incurring minting costs. Furthermore, we observe that higher royalty rates lead to reduced sales prices in the primary market, suggesting the presence of a delayed gratification effect as creators hope for future royalty payments. We also investigate the underlying mechanisms, and we find that NFT creators who are more confident about future resales tend to lower their primary sale prices but are unable to recoup those losses in the short term, providing evidence of an overconfidence effect. Surprisingly, we find that the presence of resale royalties also negatively affects market liquidity despite reduced sales prices. Our findings offer immediate implications for creators and platforms regarding resale royalty strategies and whether to enforce royalties
Wirksamkeit eines mentalisierungsbasierten trainings für lehrkräfte und pädagogische fachkräfte:Ergebnisse einer pilotstudie
No full textHintergrund. Die Arbeit von pädagogischen Fachkräften beinhaltet die professionelle Gestaltung pädagogischer Interaktionen und das intrapersonelle Verarbeiten des Berufsalltags. Die Mentalisierungsfähigkeit der Fachkräfte – die Fähigkeit, eigene und fremde mentale Zustände zu erkennen und zu interpretieren – wird hierbei als wichtige Voraussetzung konzeptualisiert. Ziel der Studie. Das Trainingsprogramm „Curriculum Mentalisierungstraining“ des Netzwerks MentEd.net verfolgt das Ziel, in einem fünfmonatigen Training Mentalisierungsfähigkeiten, epistemisches Vertrauen und Gesundheitserleben von Lehrkräften zu fördern. Eine Evaluation des Trainings liegt bisher nicht vor. Methode. Zur Überprüfung der Wirksamkeit erfolgten Datenerhebungen in einem kontrollierten Längsschnittdesign zwischen Oktober 2023 (t1) und März 2024 (t2) in Hochschulseminaren. Die Experimentalgruppe bestand aus 35, die Kontrollgruppe aus 69 Personen. Es wurden standardisierte Selbsteinschätzungsverfahren (Fragebögen) eingesetzt. Erfasst wurden die Mentalisierungsfähigkeit mit dem Reflective Functioning Questionnaire und der Attributional Complexity Scale, das epistemische Vertrauen mit dem Epistemic Trust, Mistrust, and Credulity Questionnaire sowie das Gesundheitserleben mit der Symptom-Checkliste. Die Analyse der Daten erfolgte mithilfe von Korrelationsanalysen, gepaarten t-Tests und Regressionsanalysen. Ergebnisse. Im Vergleich zur Kontrollgruppe zeigten sich innerhalb der Treatmentgruppe signifikante Zunahmen hinsichtlich epistemischem Vertrauen und der Komplexität von mentalisierenden Zuschreibungen. Das Training hatte keinen Einfluss auf das Gesundheitserleben der Teilnehmenden. Diskussion. Aufgrund der geringen Stichprobengröße sind die Ergebnisse als erste Hinweise zu interpretieren, die in umfassenderen Studien zu replizieren sind. Schlussfolgerung. Die Studie liefert erste Belege zur Wirksamkeit des Trainings. Die Förderung der Mentalisierungsfähigkeit kann pädagogischen Fachkräften helfen, pädagogische Interaktionen bewusster wahrzunehmen und zu gestalten, um so die Beziehungsqualität zu Kindern und Jugendlichen zu verbessern._Background. Mentalization-promoting training for educational staff is considered promising for pedagogical work in schools. Mentalizing ability-the capacity to recognize and interpret one's own and others' mental states-is conceptualized as a key prerequisite for this work. Objective. The training program "Curriculum Mentalization Training" by the MentEd network aims to enhance teachers' mentalizing abilities, their epistemic trust, and their mental health through a 5-month training. To date, there has been no scientific evaluation of the Curriculum Mentalization Training. Methods. To assess effectiveness, data collection (self-assessments using standardized questionnaires) was conducted in a controlled longitudinal design between October 2023 (t1) and March 2024 (t2) in university seminars. The experimental group consisted of 35 participants, while the control group included 69 participants. The study measured mentalizing ability with the Reflective Functioning Questionnaire and the Attributional Complexity Scale, epistemic trust with the Epistemic Trust, Mistrust, and Credulity Questionnaire, and mental health with the Symptom Checklist. Data were analyzed using correlation analyses, paired t-tests, and regression analyses. Results. The treatment group showed significant increases in the complexity of mentalizing attributions and epistemic trust compared to the control group. The training had no impact on participants' mental health as measured by symptom distress. Discussion. Given the small sample size, the results should be interpreted as preliminary findings that need to be replicated in larger samples. Conclusion. The study provides initial evidence regarding the effectiveness of the Curriculum Mentalization Training program. Enhancing teachers' mentalizing ability may help them engage more reflectively in pedagogical interactions, thereby improving the quality of teacher-student relationships
Internet memes, populist campaigns:Nationalism, populism, and online visual protests in China
No full textThis study examines how socially and culturally ingrained visual semiotic resources are used to demonstrate netizens’ affinities with ‘the people’ and dislikes of ‘the elite’ in expressions of online and bottom-up national populism in China. Using a methodological framework that integrates multimodal discourse analysis with a study of ideology, semiotics, and intertextuality, we study ‘weaponized’ Internet memes that were generated during three Diba Expeditions in 2016, 2018 and 2019. We identify three major social-culturally embedded visual semiotic themes: the Jiong playful style, nostalgia, and the strategic use of colour. These themes reflect the negotiation between populist dynamics, emerging online in China to express dissatisfaction with elites and nationalist appeals which emerge to push back against external ‘threats’. This study enhances our understanding of populist visual mobilization and visual protest by examining the Diaosi self-image constructed by the people in online and bottom-up populism in China. Traditionally, populist discourse has depicted ‘the people’ as pure, hardworking, and morally upright, mediated through the rhetoric of populist leaders and parties in top-down approaches. However, our research reveals a more complex and self-reflective portrayal, where the Diaosi subculture presents ‘the people’ as vulnerable, marginalized, and socio-economically disadvantaged. This self-construction challenges conventional populist narratives and highlights the dynamic and context-specific nature of populist identities
The effects of special educational needs and socioeconomic status on teachers' and parents' judgements of pupils' cognitive abilities
No full textBackgroundTeachers' and parents' judgements of pupils' cognitive abilities influence pupils' daily learning opportunities and experiences, as these judgements affect the difficulty level of materials and instruction that teachers and parents provide. Over time, these judgements thus significantly shape educational success. However, pupils' characteristics, such as special educational needs (SEN), giftedness and socioeconomic status (SES) can influence and bias judgement accuracy. AimsThe present study aimed to investigate the relation between pupils' cognitive abilities and their teachers' and parents' judgements of these abilities, and potential bias in these judgements related to SEN, giftedness, and SES.SampleThe sample consisted of 1073 primary school pupils from grades 4-6 from 77 classes in 16 schools, and their teachers and parents.MethodsTeachers and parents rated their pupils' cognitive abilities. Pupils completed the COVAT-3, a cognitive ability test.ResultsMultilevel analyses revealed that parent judgements were significantly higher than teacher judgements, but both informants' judgements were equally strong related to the cognitive ability scores. When controlling for pupils' assessed cognitive abilities, the results revealed small judgement biases: negative for SEN, positive for giftedness, and finally positive for high SES, but only in teachers.ConclusionsOverall, the results indicated that teachers and parents can judge their pupils abilities to a moderate degree, but they also hold judgement biases related to SEN, giftedness and SES. As these biases can affect pupils' opportunities, it is important to increase teachers' and parents' awareness
Exploring nurses’ leadership and resilience in a complex daily work environment:A qualitative study
No full textBACKGROUND: The contemporary healthcare system is inherently complex, necessitating organizational and ward-level changes to address challenges. Continuous adaptations in daily practices are essential to meet unexpected patient needs. These dynamic changes require resilience from healthcare staff, including nurses. This paper explores how nurses show leadership in response to changes within a complex work environment that demands resilience in their daily practices. METHODS: An empirical qualitative study was employed. Non-participatory observations were conducted in February and March 2022 (n = 60 h), providing thick descriptions of nurses working across various shifts. Subsequently, two semi-structured group interviews were held: the first with nurses only and the second with multidisciplinary healthcare professionals. The interview transcripts and thick descriptions were analyzed using thematic analysis. Descriptive statistics were used to summarize participant characteristics. RESULTS: Responding to a changing work environment requires resilience from nurses who exhibit leadership showing four distinct behaviors: proactive, patient-centered care; investigative problem-solving; reflective learning; and profession-based approaches. CONCLUSION: Collaboration is a key factor in resilient nurse leadership, both among nurses, and in interaction with patients, other healthcare professionals, and management. This research highlights how nurses' considerations, beliefs, and interactions, make their leadership behavior visible in a context that demands situated, structural, and social resilience
The longitudinal association of optimism with quality of life after percutaneous coronary intervention for coronary heart disease:The THORESCI study
No full textBackground: Positive psychological factors such as optimism are predictive of favorable clinical outcomes in patients with cardiac disease. Evidence suggests that trait optimism can vary over time, especially after a coronary event. We therefore examined whether the level and change in optimism across the one-year time period after percutaneous coronary intervention (PCI) were associated with changes in quality of life (QoL) over time. The analyses were adjusted for negative psychological functioning and health behavior adherence as potential explanatory factors. Methods: Patients who underwent PCI (n = 1759, 21 % female, mean age = 64 +/- 10 years) filled out a psychological survey including positive (optimism; LOT-R) and negative psychological factors (depression (PHQ9) and anxiety (GAD7)), QoL (WHOQOL-BREF), and health behavior adherence (MOS-GAS) at inclusion and one year later (n = 1474). Data were analyzed using hierarchical linear mixed modeling with time-varying predictors and covariates.<br /> Results: Optimism levels increased from baseline (MeanBL = 7.6 (SD = 2.1) to 1-year follow-up in 43 % of the patients, whereas optimism decreased in 36 %; rintraclass = 0.53). Optimism was associated with a higher level of overall QoL (B = 1.96, se = 0.09, p < .001) and more positive 1-year change in QoL (B = 0.55, se = 0.09, p < .001), adjusting for demographic and clinical covariates, with similar findings for all subdomains. Adding depression and anxiety (both significant negatively correlated with of QoL) explained part of the associations of optimism with physical, psychological and environmental QoL, but not with social QoL. Health behavior adherence was significantly correlated with most QoL components, but adherence did not affect the association between optimism and QoL. Conclusion: These data indicate marked individual differences in the magnitude of changes in optimism following PCI. Both higher levels and increases in optimism were associated with higher and improving QoL. Depression and anxiety, but not health behavior adherence, explained part of this relationship. Optimism might be an important psychological factor to address in cardiac rehabilitation