East is East: Socratic classroom communication is linked to higher stress in students from confucian heritage cultures.

East Asian students are often educated in a more instructor-led and less interactive manner than their North American and European peers. Therefore, as international students at Western universities, they need to adapt to unfamiliar teaching practices that involve classroom communication emphasising critical thinking, debating, and challenging others' views. We explored the stress from such communication by assessing the relationships between East Asian students' perceived ease of engaging in Socratic communication and stress.

Revisiting the relationship between constructive alignment and learning approaches: A perceived alignment perspective.

The constructive alignment (CA) of university teaching is designed to encourage students to adopt a deep learning approach, which supports meaningful learning. The evidence is mixed, however, with some studies showing that students may adopt a surface approach even when teaching promotes deep learning. To add to the understanding of the relationships between CA and learning approaches, we explored with quantitative measures two potential implications from prior qualitative research.

Help or hindrance? Day-level relationships between flextime use, work-nonwork boundaries, and affective well-being.

Flexible working time arrangements are becoming increasingly popular around the globe, but do they actually benefit employees? To address this question, we take a differentiated look at employees' day-specific use of flextime and its effect on the intersection of work and nonwork life. Specifically, we examined whether links between day-specific flextime use and affective well-being at work and at home can be explained by and the subjective boundaries around one's work and private life domains (i.e.

Emotional exhaustion and cognitive performance in apparently healthy teachers: a longitudinal multi-source study.

We investigate how emotional exhaustion (EE), the core component of burnout, relates to cognitive performance, job performance and health. Cognitive performance was assessed by self-rated cognitive stress symptoms, self-rated and peer-rated cognitive impairments in everyday tasks and a neuropsychological test of learning and memory (LGT-3); job performance and physical health were gauged by self-reports. Cross-sectional linear regression analyses in a sample of 100 teachers confirm that EE is negatively related to cognitive performance as assessed by self-rating and peer-rating as well as neuropsychological testing (all p < .

Lost in thought: cognitive load and the processing of addressees' feedback in verbal communication.

Two experiments tested if cognitive load interferes with perspective-taking in verbal communication even if feedback from the addressee is available. Participants gave instructions on the assembly of a machine model. In Experiment 1, cognitive load was demonstrated to be a function of the complexity of assembly steps.