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Based on assumptions of the Job Demands-Resources model, we investigated employees' willingness to use prescription drugs such as methylphenidate and modafinil for nonmedical purposes to enhance their cognitive functioning as a response to strain (i.e., perceived stress) that is induced by job demands (e.g., overtime, emotional demands, shift work, leadership responsibility). We also examined the direct and moderating effects of resources (e.g., emotional stability, social and instrumental social support) in this process. We utilized data from a representative survey of employees in Germany (N = 6454) encompassing various job demands and resources, levels of perceived stress, and willingness to use nonmedical drugs for performance enhancement purposes. By using Structural Equation Models, we found that job demands (such as overtime and emotional demands) and a scarcity of resources (such as emotional stability) increased strain, consequently directly and indirectly increasing the willingness to use prescription drugs for cognitive enhancement. Moreover, emotional stability reduced the effect of certain demands on strain. These results delivered new insights into mechanisms behind nonmedical prescription drug use that can be used to prevent such behaviour and potential negative health consequences., Author(s): Myriam Baum [sup.1] [sup.2] , Sebastian Sattler [sup.1] [sup.3] , Mareike Reimann [sup.4] Author Affiliations: (1) grid.6190.e, 0000 0000 8580 3777, Institute for Sociology and Social Psychology, University of [...]

In the context of technological change and the ongoing transformation of the labour market, this paper investigates firms' employer-provided continuing training provision for employees with different skill requirements. Following human capital theory, firms invest in training when expecting higher returns than costs. From a theoretical point of view, only investment in employees in high-skilled jobs is reasonable. Empirically, this is not always the case. Using firm-level data from the BIBB Establishment Panel on Training and Competence Development, a fractional logit model is applied to answer which role technology use and task profiles play in employees' training participation. The results suggest that firms with a higher proportion of digital technology users provide more training. On the contrary, more working time spent with digital technologies is associated with less training. A potential explanation could be that after initial training in using digital technologies, there are substantial learning effects and employees become more experienced. Additionally, employees who more frequently perform complex tasks receive more training independent of their jobs' general skill requirements.

With the seventh edition of the publication manual of the American Psychological Association (APA), the APA style now prescribes bias‐free language and encourages accessibility even to non‐academic audiences. However, even with the newest guidelines, the way we credit authors in psychology remains anachronistic, intransparent, and prone to conflict. It still relies on a sequence‐determines‐credit approach in the byline, which concurrently is contradicted by the option to consider the last author as the position of the principal investigator depending on the field or journal. Scholars from various disciplines have argued that relying on such norms introduces a considerable amount of error when stakeholders rely on articles for career‐relevant decisions. Given the existing recommendations towards a credit‐based system, ignoring those issues will further promote bias that could be avoided with rather minor changes to the way we perceive authorship. In this article, we introduce a set of easy‐to‐implement changes to the manuscript layout that value contribution rather than position. Aimed at fostering transparency, accountability, and equality between authors, establishing those changes would likely benefit all stakeholders in contemporary psychological science. [ABSTRACT FROM AUTHOR]

The German Twin Family Panel (TwinLife) is a German longitudinal study of monozygotic and dizygotic same-sex twin pairs and their families that was designed to investigate the development of social inequalities over the life course. The study covers an observation period from approximately 2014 to 2023. The target population of the sample are reared-together twins of four different age cohorts that were born in 2009/2010 (cohort 1), in 2003/2004 (cohort 2), in 1997/1998 (cohort 3) and between 1990 and 1993 (cohort 4). In the first wave, the study included data on 4097 twin families. Families were recruited in all parts of Germany so that the sample comprises the whole range of the educational, occupational and income structure. As of 2019, two face-to-face, at-home interviews and two telephone interviews have been conducted. Data from the first home and telephone interviews are already available free of charge as a scientific use-file from the GESIS data archive. This report aims to provide an overview of the study sample and design as well as constructs that are unique in TwinLife in comparison with previous twin studies - such as an assessment of cognitive abilities or information based on the children's medical records and report cards. In addition, major findings based on the data already released are displayed, and future directions of the study are presented and discussed. [ABSTRACT FROM AUTHOR]

In recent years, the scientific community has called for improvements in the credibility, robustness and reproducibility of research, characterized by increased interest and promotion of open and transparent research practices. While progress has been positive, there is a lack of consideration about how this approach can be embedded into undergraduate and postgraduate research training. Specifically, a critical overview of the literature which investigates how integrating open and reproducible science may influence student outcomes is needed. In this paper, we provide the first critical review of literature surrounding the integration of open and reproducible scholarship into teaching and learning and its associated outcomes in students. Our review highlighted how embedding open and reproducible scholarship appears to be associated with (i) students' scientific literacies (i.e. students' understanding of open research, consumption of science and the development of transferable skills); (ii) student engagement (i.e. motivation and engagement with learning, collaboration and engagement in open research) and (iii) students' attitudes towards science (i.e. trust in science and confidence in research findings). However, our review also identified a need for more robust and rigorous methods within pedagogical research, including more interventional and experimental evaluations of teaching practice. We discuss implications for teaching and learning scholarship., Competing Interests: We declare we have no competing interests., (© 2023 The Authors.)