Early career teachers' social and emotional competencies, self-efficacy and burnout: a mediation model.

Teacher well-being has increasingly become a prominent research topic due to its significant impact on various teacher and student outcomes. This focus is particularly crucial for early career teachers, who often encounter numerous challenges at the beginning of their careers, leading to elevated levels of stress and burnout. Our study aimed to examine the relationship between social and emotional competencies and burnout of early career teachers and the potential mediating role of teacher self-efficacy in this relationship.

On the relationship between valence and arousal in samples across the globe.

Affect is involved in many psychological phenomena, but a descriptive structure, long sought, has been elusive. Valence and arousal are fundamental, and a key question-the focus of the present study-is the relationship between them. Valence is sometimes thought to be independent of arousal, but, in some studies (representing too few societies in the world) arousal was found to vary with valence.

Specific Disease Knowledge as Predictor of Susceptibility to Availability Bias in Diagnostic Reasoning: a Randomized Controlled Experiment.

Background: Bias in reasoning rather than knowledge gaps has been identified as the origin of most diagnostic errors. However, the role of knowledge in counteracting bias is unclear.

Objective: To examine whether knowledge of discriminating features (findings that discriminate between look-alike diseases) predicts susceptibility to bias.

Developmental change in number line estimation: A strategy-based perspective.

The current study investigated developmental changes in children's benchmark-based strategy use in number line estimation. Third and fifth graders solved a 0-1,000 number line estimation task in one of three conditions. In the control condition, only the origin and endpoint were specified, the midpoint condition included an additional benchmark at 50%, and the quartile condition contained three additional benchmarks at 25%, 50%, and 75%.

Benchmark-based strategies in whole number line estimation.

In this study, we used verbal protocols to identify whether adults spontaneously apply quartile-based strategies or whether they need additional external support to use these strategies when solving a 0-1,000 number line estimation (NLE) task. Participants were assigned to one of three conditions based on the number of external benchmarks provided on the number line. In the bounded condition only the origin and endpoint were indicated, the mid-point condition included an additional external benchmark at 50%, and in the quartile condition three additional external benchmarks at 25%, 50%, and 75% were specified.

The Development of Symbolic and Non-Symbolic Number Line Estimations: Three Developmental Accounts Contrasted Within Cross-Sectional and Longitudinal Data.

Three theoretical accounts have been put forward for the development of children's response patterns on number line estimation tasks: the log-to-linear representational shift, the two-linear-to-linear transformation and the proportion judgment account. These three accounts have not been contrasted, however, within one study, using one single criterion to determine which model provides the best fit. The present study contrasted these three accounts by examining first, second and sixth graders with a symbolic and non-symbolic number line estimation task (Experiment 1).

Crossing boundaries: implementing an interprofessional module into uniprofessional Bachelor programmes.

In accordance with the curriculum reforms within health education in Norway, the Faculty of Health Sciences at Oslo University College introduced in 1998 an interprofessional module, entitled "VEKS", for eight different professional programmes. A shared module of 30 credits (15 for technically oriented programmes) was introduced into the three-year programmes. A problem-based and project-oriented format was chosen as the teaching and learning model to enhance the interactive, experiential and collaborative learning.