Lack of autonomy and professional recognition as major factors for burnout in midwives: A systematic mixed-method review.

Aim: The aim of this study was to review the existing evidence on burnout levels in midwives and the main related factors.

Design: Mixed studies systematic review.

Data Sources: PubMed, Scopus and Web of Science were sourced from 2018 and 2023.

An analysis of the psychometric properties of the writing-specific cognitive strategies questionnaire for undergraduate students.

Writing strategies are needed to manage the complexity of writing tasks, especially at university, where writing tasks are for learning, professional, or scientific purposes and are highly demanding. The literature shows that many undergraduate students have defined, stable, writing strategies, although some lack proper strategic development and require explicit instruction in this regard. In both cases, adapting writing tasks to undergraduate students' preferences and instructing them effectively requires understanding their writing strategies, which will encourage optimal learning and writing proficiency.

Validation of the Writing Strategies Questionnaire in the Context of Primary Education: A Multidimensional Measurement Model.

Research has shown that writers seem to follow different writing strategies to juggle the high cognitive demands of writing. The use of writing strategies seems to be an important cognitive writing-related variable which has an influence on students' writing behavior during writing and, therefore, on the quality of their compositions. Several studies have tried to assess students' writing preferences toward the use of different writing strategies in University or high-school students, while research in primary education is practically non-existent.

Identifying Gifted Children: Congruence among Different IQ Measures.

This study has two main aims: (1) analysing the relationship between intellectual capacities and levels of creativity in a sample of Spanish students from the third and sixth grades; and (2) examining the discrimination capacities and degree of congruence among different tests of intellectual ability that are commonly used to identify high-ability students. The study sample comprised 236 primary school students. Participants completed different tests of intellectual ability, which were based on both fluid and crystallized intelligence, as well as creativity.

Comparison of reading-writing patterns and performance of students with and without reading difficulties.

Background: This paper analyses performance and the process used in carrying out a common hybrid task, such as, summarizing a text, from a developmental point of view and comparing the differences between students with and without reading difficulties.

Method: 548 students typically developing and 54 students with learning difficulties for reading (grades 5 to 8, ages 11 to 14) read and summarized a text using the triple task technique and then they did a comprehension questionnaire. Attention was paid to the various activities undertaken during this task, their cognitive cost, and the organization of reading and writing activities throughout the exercise, together with performance through evaluation of the summary and the reading comprehension questionnaire.