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The purpose of this paper is to investigate psychometric properties of the Self-Efficacy for Therapeutic Use of Self (SETUS) scales, a questionnaire based on the Intentional Relationship model, and to investigate the factor structure and internal consistency of the English version of three-part SETUS questionnaire in occupational therapy students.

The sample of this cross-sectional study included 155 students with age range 18–30 years, of which 95% were women. Principal Components Analysis (PCA) was performed on the questionnaire scales, including the Self-Efficacy for Therapeutic Mode Use (SETMU), Self-Efficacy for Recognizing Interpersonal Characteristics (SERIC) and Self-Efficacy for Managing Interpersonal Events (SEMIE). The internal consistencies were calculated. Pearson correlation analysis was used to evaluate the strength of correlation among the scales.

The PCA confirmed that the items of each of the three proposed scales loaded strongly on one factor (self-efficacy for three factors of therapeutic mode use, recognizing interpersonal characteristics and managing interpersonal events). The Cronbach’s alpha for the SETMU, SERIC and SEMIE was 0.85, 0.95 and 0.96, respectively. The three scales significantly inter-correlated strongly (r ranging 0.74–0.83, all p < 0.001).

The SETUS questionnaire comprises three valid and reliable scales. It can be used by occupational therapy supervisors as a means to reflect on students’ self-efficacy in components of therapeutic use of self.

In the present study, the authors examined whether academic performance [grade point average (GPA)] can be predicted by self-reported frequency of memorization and recitation, verbatim memory performance, and self-efficacy in a sample of college students from Saudi Arabia.

Students' verse memory, word memory, experience with memorization and recitation, as well as general self-efficacy were measured. GPA was provided by the Office of the Registrar.

Verbatim memory performance for individual words and verses moderately predicted GPA.

To be determined is the extent to which memory skills for different materials are related to memorization and recitation practice as well as encoding preferences.

The findings indicate that even though in college a premium is placed on activities that transform the format of the materials to be learned, activities that replicate materials may still be helpful.

In Western pedagogy, memorization and recitation are considered counterproductive modes of information acquisition. The findings of this study illustrate that retention is an essential processing step upon which the complex cognitive activities that are embedded in college-level curricula rely.

The extant literature illustrates the benefits of exceptional memorization and recitation training. The findings suggest that academic success is positively related to what would be judged as moderate practice, thereby supporting the notion that benefits exist.

To construct a risk score using both clinical and intra-oral variables and to determine a risk score to screen individuals according to their risk of hyperglycemia.

A cross-sectional study was carried out among 690 Thai dental patients who visited the Special Clinic, Faculty of Dentistry, Mahidol University and a mobile dental unit of His Majesty the King of Thailandss Dental Service Unit. Participants aged ≥25 years without a previous history of type 2 diabetes mellitus were included in the study. Participants diagnosed with severe anemia and polycythemia were excluded. Questionnaires were used to collect demographic data. Point-of-care HbA1c, body mass index (BMI), blood pressure and periodontal status were analyzed.

A total of 690 participants were included in the study. A risk scoring system including five variables was developed. It exhibited fair discrimination (area under the curve = 0.72, 95%CI 0.68–0.71). The risk score value of 9 was used as the cut-off point for increased risk of abnormal HbA1c. Subjects that had a total risk score of 9 or more had a high probability of having abnormal HbA1c and were identified for referral to physicians for further investigation and diagnosis.

A risk score to predict hyperglycemia using a dental parameter was developed for convenient evaluation in dental clinics.

India has over half a million diabetics, with many others at risk. The Indian Diabetes Risk Score (IDRS) is a simple and validated tool used for mass screening of diabetes mellitus type 2 at the community level. This study assessed the vulnerability of developing diabetes in adults of a rural community of West Bengal using the IDRS and finds out the relationship of the risk of developing diabetes with socioclinical variables.

Multi-stage sampling was employed to select one eligible nondiabetic adult from selected families residing in the rural field practice area of a medical college in West Bengal. They were interviewed with a predesigned and pretested data collection schedule and examined.

Among 197 participants, 83.8% were female, 51.8% were illiterate and 57.4% came from Class IV of Prasad's socioeconomic scale. Of participants, 22.8% had existing known morbidities, and 23.9% had some form of substance addiction. In total, 46.8% of the participants on whom the IDRS could be applied (n = 175) were at high risk of developing diabetes (Score = 60). Gender and existing comorbidities significantly predicted a high risk of diabetes.

A large proportion of the Indian population yet to be diagnosed with diabetes are at a high risk of having the disease. Early detection of the disease can help curtail its complications and reduce its clinical, social and economic burden. Mass screening tools like the IDRS thus become a very important tool in India's attempts to fight diabetes.

The aging of the population is changing the composition of the workforce in most developed countries. With increasingly older and age-diverse workforces, organizations need to redesign jobs to keep their workers healthy, happy and productive across the lifespan. In the current research, the authors integrate socioemotional selectivity theory and selection, optimization and compensation theory with job design to investigate how certain job characteristics influence the work engagement of older and younger workers.

In a two-wave survey with age-diverse employees from multiple organizations (N = 372), the authors explore how autonomy and feedback contribute to the engagement of older and younger workers, depending on levels of task variety.

In the case of older workers the relationships between autonomy and engagement, and feedback and engagement are positive when task variety is low but non-significant when task variety is high. Conversely, in the case of younger workers the relationships between autonomy and engagement, and feedback and engagement are positive when task variety is high but non-significant when task variety is low.

The research contributes to the growing body of knowledge on aging and work, particularly the lifespan perspective on job design. Nonetheless, the correlational design warrants caution about drawing causal inferences.

The findings inform managers on how to combine autonomy, feedback and task variety to design jobs that can engage the multi-age workforce.

The research is among the first to investigate the combined effects of different job characteristics on age-diverse employees' engagement at work.

Understanding students’ preferences for teaching and course design is important for educators in higher education when planning courses and teaching activities. The purpose of this study was to explore changes in occupational therapy students’ preferences for teaching and courses across the three-year study program.

A total of 263 students participated in a longitudinal study, where preferences were measured with the Approaches and Study Skills Inventory for Students. The data were analyzed with linear mixed effect models for repeated measures.

The results indicated no significant changes in preferences for courses and teaching over the three-year period. Also, there were no significant differences between the six involved study programs. Preferences for the courses and teaching type “supporting understanding” were associated with higher age and higher study effort. Preferences for the courses and teaching type “transmitting information” were associated with lower age and female gender.

In summary, the findings of this study suggest that preferences for teaching and courses are stable and may be challenging to alter during a three-year undergraduate study program.