Previous research highlighted that pupils actively involved in bullying and victimization are prone to develop diverse psychological problems. The overall aim of our study was to investigate effects of different forms of bullying and victimization on coping with interpersonal stressors and psychological adjustment among children and adolescents. Moreover, the additional contribution of coping in the prediction of effects of direct and relational bullying on psychological adjustment was examined. Four hundred and nine 6th to 9th graders (aged 10—16 years) completed self-report measures, which assessed experiences with bullying and victimization, coping strategies and psychological problems. All forms of victimization were characterized by an increased maladaptive coping as well as heightened emotional and behavioural problems with the most unfavourable pattern among pupils confronted with direct as well as relational victimization. Direct aggressors only and pupils bullying others directionally and relationally showed enhanced externalizing problems. Regression analyses indicated that the adverse effects of direct and, to a lesser degree, relational bullying and victimization on psychological adjustment were primarily enhanced by maladaptive coping among girls and boys. By applying preventive interventions, which are tailored to special needs of the groups actively involved in bullying and victimization, the risk for the development of psychological problems may be effectively diminished.
The introduction of admission testing significantly decreased the cumulative probability for dropout. In openly admitted students a significantly higher risk for dropout was found in female students and in older students, whereas no such effects can be detected after admission testing. Future research should focus on the sex dependence, with the aim of improving success rates among female applicants on the admission tests.
Medical Education 2010: 44 : 205–214 Context Although admission to university in Austria is generally open for applicants who have successfully completed secondary school, in some areas of study, including human medicine and dentistry, the selection of students by additional criteria has become legally possible as a result of a decision by the European Court in 2005. We studied the impact of this important change on the temporal pattern of medical students’ progress through the study programme. Methods All 2532 regular students admitted to the diploma programme in human medicine at the Medical University of Graz during the academic years 2002/03–2007/08 were included in the analysis. Non‐parametric and semi‐parametric survival analysis techniques were employed to compare the time required to complete the first two study semesters (first part of the curriculum) before and after the implementation of admission tests. Temporal patterns of dropout before this goal was achieved were also investigated. Sex, age and nationality of students were assessed as potential confounding variables. Results The cumulative probability of study success was dramatically better in selected students versus those who were admitted openly (P < 0.0001). Whereas only 20.1–26.4% of openly admitted students completed the first two study semesters within the scheduled time of 1 year, this percentage rose to 75.6–91.9% for those selected by admission tests. Similarly, the cumulative probability for dropping out of study was also significantly lower in selected students (P < 0.0001). By univariate as well as multivariate techniques, student nationality, age and sex were also identified as partly significant, albeit weak, predictors. Discussion The analysis convincingly demonstrates that, by contrast with open admission, performance‐based selection of medical students significantly raises the probability of successful study progress. Additionally, the proportion of dropouts is significantly reduced. Thus, admission tests save considerable costs, in terms of both student time and public resources.
Results suggest an impaired interpersonal coping style in ADHD and point to the potential benefit of stress management and social skills training for boys with ADHD. (
Due to ameliorated surgery as well as better immunosuppression, the recipient age after liver transplantation has been extended over the past years. This study aimed to investigate the health related quality of life after liver transplantation in recipients beyond 60 years of age. The SF-36 was used to evaluate the recipients' health-related quality of life as standardized tool. It comprises 36 items that are attributed to 8 subscales attributed to 2 components: the physical component score and the mental component score. Differences in the health-related quality of life between the included aged recipients and age-matched general population as well as among female and male recipients. Aged recipients showed significantly lower scores in physical functioning (29 vs. 76, p=0.001), role physical (42 vs. 73, p=0.003), bodily pain (34 vs. 71, p=0.003), general health (28 vs. 59, p=0.001), vitality (25 vs. 61, p=0.001), social functioning (36 vs. 87, p=0.001), role emotional (46 vs. 89, p=0.001) as well as the physical component score (28 vs. 76, p= 0.001). Aged female recipients showed lower results as compared to males in social functioning, physical functioning, role physical, and social functioning (p= 0.03 respectively) but comparable results in the remaining. Quality of life seems to be an issue among aged recipients and should be assessed on a regular basis.
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