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A cornerstone of well-being research is that the resource-rich are happier with their lives than the resource-poor and better positioned to cope with stressful life events. This paper addresses the role of various resources—human, economic, social, and psychological capital—in life satisfaction during the coronavirus pandemic, using panel data from Germany and the United Kingdom for 2020 and 2021. Cross-sectionally, we find life satisfaction to be clearly related to all these forms of capital, with psychological capital being the strongest predictor of life satisfaction. Longitudinally, the capital endowments in 2020 did not predict changes in life satisfaction within individuals from 2020 to 2021, except for psychological capital. Our results suggest two things: first, the unfolding pandemic did not heighten well-being inequalities; and second, weathering the pandemic required psychological resources in the first place. [ABSTRACT FROM AUTHOR]

Individual perceptions of pay satisfaction and pay justice are closely related social indicators. Notwithstanding their apparent resemblance, there are essential theoretical differences between those two concepts. Yet, we know little if people merely consider pay satisfaction and pay justice as two sides of the same coin. This paper theorizes two situations in which people's perceptions of pay satisfaction and pay justice should differ in meaningful ways. First, their pay level should affect people's self-interest and thus have a stronger effect on their pay satisfaction than on pay justice. Second, pay inequality in the workplace should affect people morally and thus should have a stronger effect on their pay justice perception than on pay satisfaction. These hypotheses were tested with linked employer-employee data collected in Germany (N = 2.695). Results of regression analyses with multiple dependent variables show that people's pay satisfaction and pay justice perceptions increased with the level of their individual pay and decreased with the degree of workplace inequality. The pay effect was significantly stronger on pay satisfaction than on pay justice while the workplace inequality effects did not differ significantly. These results suggest that people under specific circumstances differentiate between pay satisfaction and pay justice. Consequently, researchers should consider that their results and conclusions might differ if they analyze pay satisfaction instead of pay justice and vice versa. [ABSTRACT FROM AUTHOR]

Background This paper explores the role of providing structure for students within a new blended-learning family medicine curriculum at Saarland University. This study intends to clarify the role of different structural elements for different learning approaches (deep vs. structured vs. surface learning). Methods This study is based on a mixed-methods approach. Fifth year medical students' (n = 84) learning approaches, measured by a shortened version of the ASSIST questionnaire, were correlated with students' academic performance in state exams and the family medicine exam. Based on learning approaches and age, participants were purposefully sampled into two semi-structured group interviews with seven participants each. Results Although surface approach learning weakly correlated with lower performance in the first state exam (rho = 0.231), surface approach learning did not correlate with lower performance in the family medicine assessment. Based on qualitative results, the structural design of the curriculum seemed to have a high impact on students' satisfaction and motivation to learn. The reduction of extraneous cognitive load was identified as effective in motivating students to study. Deep-learning students highlighted the positive effects of curriculum activities that foster germane cognitive load through schema- based learning. Conclusions Especially for surface approach learners it may be important to provide structured guidance and provide a clear alignment of course content in a blended-learning curriculum, even in higher education. Deep and structured approach learners also benefit from a clear course structure that keeps extraneous cognitive load low and fosters schema acquisition. [ABSTRACT FROM AUTHOR]

Thirty years after reunification, East and West Germany are still characterized by a considerable difference in satisfaction with democracy (SWD). This paper proposes and tests a model which assumes SWD to be shaped by the interests (economic and cultural) and moral values individuals demand to see fostered by the democratic system. Empirical application of the model reveals substantial differences between the East and West German SWD function in that the satisfaction of economic interests is much more important in the East than the West whereas the opposite applies to moral concerns. Demands on redistribution and immigration policies—conceptualized as proximate drivers of SWD—also shape SWD differently in the East and the West, in addition to being shaped by interests and morals in different ways. East–West differences in the relationship between economic demands and SWD are more important than differences in the levels of demand. [ABSTRACT FROM AUTHOR]

This paper analyzes how people's subjective well-being adapts to income poverty in Switzerland and Germany and presents two empirical findings. First, financial satisfaction (FS) does not adapt in either country. However, life satisfaction fully adapts in Switzerland but not in Germany. Second, people in income poverty have income lower than their reference income. In the long run, those who remain in income poverty are trapped in the situation of insufficient income. Therefore, FS has limited, if any, adaptation. [ABSTRACT FROM AUTHOR]