Study design: Cross-sectional survey. Objective: To examine factors that contribute to the process of positive adjustment, or resilience, in an adult community sample with spinal cord injury (SCI). Setting: South Australian Spinal Cord Injury Service, Hampstead Rehabilitation Centre, South Australia, Australia Methods: A postal survey comprising standardised measures of resilience (Connor-Davidson Resilience Scale-10 item), self-efficacy (Moorong Self-Efficacy Scale), locus of control (Locus of Control of Behaviour Scale) and psychological distress (Depression Anxiety Stress Scale-21 item). Results: Of 60 respondents, 58% reported moderate to high levels of resilience. Resilience correlated significantly with high selfefficacy (r ¼ 0.68, Po0.01), internal locus of control (r ¼ À0.52, Po0.01) and low psychological distress (depression r ¼ À0.68, Po0.01; anxiety r ¼ À0.55, Po0.01; stress r ¼ À0.67, Po0.01). In comparison, resilience was not significantly influenced by degree of neuropathic pain (r ¼ À0.23, P40.05), time since injury (r ¼ À0.14, P40.05), gender (t (58) ¼ À0.92, P40.05), lesion completeness (t (57) ¼ À0.86, P40.05), or SCI diagnosis (t (58) ¼ À1.21, P40.05). A multiple regression indicated that psychological distress and self-efficacy were the only two variables that uniquely contributed to resilient behaviour. Conclusion: Resilience is an important psychological process in the longer-term management of SCI which can be promoted by targeting rehabilitation interventions towards mood management in addition to self efficacy beliefs. Larger-scale research will help to validate these results.
Due to the COVID-19 pandemic, Turkey's 19 million students and 1.2 million teachers rely entirely on online instruction. This study looks at the perspectives of math teachers on the teacher, school, curriculum, and student hurdles to E-learning deployment during the COVID-19 epidemic. It also evaluates the connection between the degree of barriers and teachers' backgrounds. Furthermore, it assesses the relationship between barrier levels with teachers’ demographic backgrounds. This study collected data through an online questionnaire, and random sampling was employed. The sample consisted of 364 participants (210 male and 154 female) who were middle school and elementary school mathematics teachers. According to the study's findings, the student-level barrier had the biggest influence on adopting e-learning. The school- and curriculum-level barriers are positively connected with the student-level barrier. The study found that barriers were unaffected by the backgrounds of teachers. This study highlights the significance of student voices in overcoming e-learning challenges and utilizing its advantages during this epidemic and beyond.
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