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COVID-19, the disease caused by the novel coronavirus (SARS-CoV-2), first emerged in Wuhan, China late in December 2019. Not long after, the virus spread worldwide and was declared a pandemic by the World Health Organization in March 2020. This caused many changes around the world and in the United States, including an educational shift towards online learning. In this paper, we seek to understand how the COVID-19 pandemic and the increase in online learning impact college students' emotional wellbeing. We use several machine learning and statistical models to analyze data collected by the Faculty of Public Administration at the University of Ljubljana, Slovenia in conjunction with an international consortium of universities, other higher education institutions, and students' associations. Our results indicate that features related to students' academic life have the largest impact on their emotional wellbeing. Other important factors include students' satisfaction with their university's and government's handling of the pandemic as well as students' financial security. [ABSTRACT FROM AUTHOR]

As in our everyday lives, we use digital elements as part of formal and informal education. To serve their educational purpose well, systematic research is desirable to identify and measure their characteristics. This study focuses on science practicals, which are complex and vary in organizational settings and specific arrangements, including usage of digital elements. We describe the digital resources on which the online instruction of science practicals during the COVID-19 forced lockdowns was built, and their key characteristics were identified. Data were collected from science teachers in Slovakia, Czechia, Slovenia, France, and Spain. The teachers shared the web resources they used and that they would recommend, together with a description of the resources. We recorded 89 inputs representing 50 unique resources. Teachers preferred free resources, mostly for knowledge revision, and newly discovered 36% of them due to forced distant teaching. The best evaluated resources were those supporting interaction (especially among peers), focused on teaching subjects and/or ICT, ready to use, and with a clear structure. The resource most frequently mentioned and used in more than half of the countries was PhET (Interactive Simulations for Science and Math) which provides free simulations of scientific principles. Other characteristics mentioned in the literature (e.g., supporting creativity and independent solving, connecting different levels of organization, authenticity, flexibility) were not that important for the overall rating. [ABSTRACT FROM AUTHOR]

Objectives: This study aimed to investigate the associations between day-to-day work-related stress exposures (i.e., job demands and lack of job control), job strain, and next-day work engagement among office workers in academic settings. Additionally, we assessed the influence of psychological detachment and relaxation on next-day work engagement and tested for interaction effects of these recovery variables on the relationship between work-related stressors and next-day work engagement. Methods: Office workers from two academic settings in Belgium and Slovenia were recruited. This study is based on an Ecological Momentary Assessment (EMA) with a 15-working day data collection period using our self-developed STRAW smartphone application. Participants were asked repeatedly about their work-related stressors, work engagement, and recovery experiences. Fixed-effect model testing using random intercepts was applied to investigate within- and between-participant levels. Results: Our sample consisted of 55 participants and 2710 item measurements were analysed. A significant positive association was found between job control and next-day work engagement (β = 0.28, p < 0.001). Further, a significant negative association was found between job strain and next-day work engagement (β = −0.32, p = 0.05). Furthermore, relaxation was negatively associated with work engagement (β = −0.08, p = 0.03). Conclusions: This study confirmed previous results, such as higher job control being associated with higher work engagement and higher job strain predicting lower work engagement. An interesting result was the association of higher relaxation after the working day with a lower next-day work engagement. Further research investigating fluctuations in work-related stressors, work engagement, and recovery experiences is required. [ABSTRACT FROM AUTHOR]

This study aims to explore the relation between conflict in the project team and user resistance to change in software projects. Following a cross-sectional research design, a survey was conducted among 1,000 largest companies in Slovenia (N = 114). The results of PLS-SEM analysis indicate that task and process conflicts in the project team are associated with user resistance. This study is among the first to associate conflict within the project team and user resistance in the implementing organization. It is also one of the first studies to investigate the relations between different types of conflict and user resistance. Project managers may invest resources into adequately managing conflicts within the project team related to tasks in which the project team interacts with users of developed software to lower user resistance. Project with poorly defined roles (e.g., agile and information security projects) may be more prone to user resistance than projects with clearly defined roles. [ABSTRACT FROM AUTHOR]

The emergence of a pandemic is usually accompanied by different measures–economic, social, preventive, and (self)protective. In the case of the COVID-19, several preventive measures were formally enforced by state authorities in the majority of countries worldwide. Thus, during the COVID-19 pandemic, the intertwining of formal and informal social control could be observed. Hence, in this study a cross-sectional design was chosen to explore the issue in Slovenia. To the best of our knowledge, this research is the first in the current literature to empirically test the general deterrence theory in pandemic circumstances (as external factors predicting individuals' compliance with the COVID-19 preventive measures). The results suggest an important role of informal punishment, with perceived informal severity being the only statistically significant factor from the general deterrence theory. In contrast to external factors, internal factors play a significantly greater role in promoting people's self-protective behavior in pandemic circumstances. During the unknown, the uncertain and delicate situations with which people have no previous experience, both personal beliefs about the effectiveness of measures and perceived self-efficacy are more important than fear of formal sanctions. [ABSTRACT FROM AUTHOR]