Introduction. Alpine skiing is one of the most dangerous winter sports that entails a high number of injuries, most commonly affecting the knee. Kinesiophobia is a condition in which an individual experiences fear of physical movement and activity as a result of feeling susceptible to injuries or recurrent injuries. The objective was to examine the level of kinesiophobia in skiers who have sustained knee injuries. Material and methods. The sample consisted of 22 female and 11 male professional skiers, with the average age of 24 ± 7.391 years. For the purpose of the assessment, the Tampa scale for kinesiophobia (TSK) was employed. Results. The number of knee injuries in skiers totals at least 1 and 11 at most, on average 2.45, most commonly involving the anterior cruciate ligament and meniscus. There were no significant differences between the left and the right knee or bilateral injuries. The average score in the TSK totals 36 points, which is close to the critical threshold of 37 points. 36% of the participants possess a high level of kinesiophobia. With respect to the general level of kinesiophobia, no significant differences were found in relation to gender, with regard to the number of surgeries or whether one or both knees were affected by injuries. Older skiers have also been found to have significantly lower fear of recurrent injuries. Conclusions. The number of knee injuries in skiing is high and aggravating, in such a way that almost one third of skiers that have sustained knee injuries experience a critical level of kinesiophobia, and that requires intervention. During rehabilitation, psychological support should also be provided to athletes in order to prevent or reduce kinesiophobia and thus prevent recurrent or new injuries.
AimTo assess the psychometric properties of the Croatian version of a Work Ability Index Questionnaire (WAIQ-CRO) in the population of nurses by using a specific methodological approach.MethodsA cross-sectional survey was conducted in a sample of 711 Croatian nurses in 2018 in Zagreb, Croatia. The instrument’s internal consistency was assessed by using Cronbach’s alpha coefficient (α). The factor structure was verified by confirmatory (CFA) and exploratory factor analysis (EFA), with the assumption of a single-factor structure. To ensure the equality of importance of items in the assessment, the item-specific scores were transformed.ResultsThe internal consistency of the instrument was satisfactory (α=0.71). CFA showed poor first model (Model-1) compatibility data (p<0.001, CFI=0.85, GFI=0.93, RMSEA=0.13). The modificated indexes suggested the introduction of correlation parameters residual variances of results from WAIQ-CRO Item-1 and Item-2. After introducing these covariances, the index model assentation (Model-2) showed desirable assentation measures (p<0.001, CFI=0.95, GFI=0.97, RMSEA=0.08). Comparison showed better compatibility of Model-2 (p<0.001). The implementation of EFA has identified three factors. Replication of this model in CFA resulted in relatively good model assentation approaches with data (p<0.001, CFI=0.96, GFI=0.98, RMSEA=0.07). Comparison of this model (Model-3) with Model-2 showed a significantly better compatibility of Model-3 (p<0.001).ConclusionThe WAIQ-CRO proved to be a reliable and valid instrument which can be used in research among Croatian nurses. The results suggest that it would be better to consider a three-factor structure than a single-factor structure, as a three-factor structure can direct decision-makers to which segment to locate interventions.
Academic honesty is rarely investigated among Croatian students, despite the extremely high prevalence of unethical behavior at all levels of education, according to previous research. In this study, we examined the self-reported behavior, attitudes and values related to academic honesty of 1088 higher education students. The results indicate a moderate prevalence of dishonest behavior, especially in examinations. Students often show dishonest behavior due to poor supervision during exams while the main motivation for cheating is passing the exam or getting a higher score. Having examined the significant predictors of academic dishonesty, we can conclude that senior students behave more honestly. For students who are more honest in academic situations, cheating is less acceptable, and they provide more reasons for not cheating and less for cheating. However, students are not willing to take responsibility for their own honest behavior, and expect to be controlled by teachers and educational institutions. The paper introduces recommendations for the promotion and adoption of honest academic conduct in higher education institutions.Key words: attitude; cheating; perception; responsibility; students.---SažetakAkademsko poštenje studenata u nas se rijetko istražuje unatoč iznimno visokoj prevalenciji nečestitog ponašanja na svim razinama obrazovanja, kako pokazuju dosadašnja istraživanja. U ovom istraživanju ispitan je osobni doživljaj ponašanja, stavova i vrijednosti povezan s akademskom čestitošću 1088 studenata nekoliko veleučilišnih studija. Rezultati ukazuju na umjerenu pojavnost nečestitog ponašanja, osobito na ispitima znanja. Studenti se najčešće ponašaju nepošteno zbog slabog nadzora na ispitu, a osnovni motivator je prolaz na ispitu ili dobivanje više ocjene. Uvidom u značajne prediktore akademskog nepoštenja zaključujemo da se stariji studenti ponašaju čestitije. Ujedno, što im je nepoštenje u izvedbi akademskih zadataka manje prihvatljivo i što navode manje razloga za nepošteno ponašanje, a više za pošteno, to je njihovo ponašanje čestitije. Ipak, studenti nisu spremni preuzeti odgovornost za vlastito čestito ponašanje, te očekuju kontrolu nastavnika i obrazovne institucije. U radu su iznijete preporuke za poticanje i usvajanje čestitog akademskog ponašanja u visokoobrazovnim ustanovama.Ključne riječi: odgovornos; percepcija; stav; student; varanje.
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