University students' profiles of burnout symptoms amid the COVID-19 pandemic in Germany and their relation to concurrent study behavior and experiences.

Burnout symptoms are prevalent among university students. This study examined students' understudied profiles of burnout symptoms and their relation to procrastination, dropout intentions, and study- and life satisfaction. We used cross-sectional data from two online-studies conducted in Germany in April 2020 amid the COVID-19 pandemic (  = 597,  = 857).

Study satisfaction among university students during the COVID-19 pandemic: Longitudinal development and personal-contextual predictors.

The COVID-19 pandemic challenges the well-being and academic success of many students. Yet, little is known about students' study satisfaction during the COVID-19 pandemic, a multilayered construct which accounts for students' subjective cognitive well-being and academic success. Besides, previous studies on study satisfaction are mostly cross-sectional and hardly consider the distinct subdimensions of this construct.

More Evidence for Three Types of Cognitive Style: Validating the Object-Spatial Imagery and Verbal Questionnaire Using Eye Tracking when Learning with Texts and Pictures.

There is some indication that people differ regarding their visual and verbal cognitive style. The Object-Spatial Imagery and Verbal Questionnaire (OSIVQ) assumes a three-dimensional cognitive style model, which distinguishes between object imagery, spatial imagery and verbal dimensions. Using eye tracking as a means to observe actual gaze behaviours when learning with text-picture combinations, the current study aims to validate this three-dimensional assumption by linking the OSIVQ to learning behaviour.

A longitudinal study of teachers' occupational well-being: Applying the job demands-resources model.

The job demands-resources model (JD-R model; Bakker & Demerouti, 2014) is well established in occupational research, and the proposed processes it posits have been replicated numerous times. Thus, the JD-R model provides an excellent framework for explaining the occupational well-being of beginning teachers-an occupation associated with particularly high levels of strain and consequently, high attrition rates. However, the model's assumptions have to date mostly been tested piecewise, and seldom on the basis of longitudinal models.

Applying the Rasch sampler to identify aberrant responding through person fit statistics under fixed nominal α-level.

Testing hypotheses on a respondent's individual fit under the Rasch model requires knowledge of the distributional properties of a person fit statistic. We argue that the Rasch Sampler (Verhelst, 2008), a Markov chain Monte Carlo algorithm for sampling binary data matrices from a uniform distribution, can be applied for simulating the distribution of person fit statistics with the Rasch model in the same way as it used to test for other forms of misfit. Results from two simulation studies are presented which compare the approach to the original person fit statistics based on normalization formulas.

Assessment of cognitive load in multimedia learning using dual-task methodology.

In two pilot experiments, a new approach for the direct assessment of cognitive load during multimedia learning was tested that uses dual-task methodology. Using this approach, we obtained the same pattern of cognitive load as predicted by cognitive load theory when applied to multimedia learning: The audiovisual presentation of text-based and picture-based learning materials induced less cognitive load than the visual-only presentation of the same material. The findings confirm the utility of dual-task methodology as a promising approach for the assessment of cognitive load induced by complex multimedia learning systems.