Unveiling the longitudinal reciprocal relationship between burnout and engagement among adolescent athletes in sport schools.

Introduction: Burnout and engagement are pivotal for adolescents' well-being and have received extensive attention in the educational literature. However, less is known about how these factors develop and interact within and between school and sport when adolescent athletes follow dual (school and sport) careers. The aim of this study was to examine the reciprocal relationship between engagement and burnout in school and sport through a cross-lagged analysis of longitudinal associations.

Modeling the stress and forces on multi-channel TMS coil arrays in high-field MRI scanners.

Transcranial magnetic stimulation (TMS) is a non-invasive method for stimulating the cortex. Concurrent functional magnetic resonance imaging can show changes in TMS-induced activity in the whole brain, with the potential to inform brain function research and to guide the development of TMS therapy. However, the interaction of the strong current pulses in the TMS coil in the static main magnetic field of the MRI produces high Lorentz forces, which may damage the coil enclosure and compromise the patient's safety.

Arithmetic fluency and number processing skills in identifying students with mathematical learning disabilities.

Background: Students with mathematical learning disabilities (MLD) struggle with number processing skills (e.g., enumeration and number comparison) and arithmetic fluency.

Developmental associations of fundamental motor skills and executive functions in preschoolers - The role of the physical activity and the effects on early numeracy.

Background: Physical activity, fundamental motor skills, executive functions and early numeracy have shown to be related, but very little is known about the developmental relations of these factors.

Procedure: We followed 317 children (3-6 years) over two years. Fundamental motor skills and executive functions (inhibition+switching, updating) were measured at all time points (T1, T2, T3) and physical activity at T1 and early numeracy at T3.