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Central goals of higher education in STEM domains include learning of problem solving and self-assessment skills. To achieve these goals, we propose a novel self-assessment method called the Solve-Correct-Assess-Negotiate (SCAN) method of assessing problem solving that includes both formative and summative elements. We study students' learning experiences in courses involving different methods of assessing problem solving (Course 1 including teacher-led assessment, N[subscript trad] = 53; Course 2 including SCAN method, N[subscript SCAN] = 56) and specifically associations between these learning experiences and students' perceptions of the SCAN method. We found that the students relied on teacher-led assessment more than the self-assessment. The perceived utility of the self-assessment was positively associated with a deeper approach to learning in Course 2 than in Course 1. Students who found the self-assessment less beneficial also perceived less support from the learning environment. Our findings suggest that the successful implementation of novel self-assessment-based practices for problem-solving requires personalized support for self-assessment, teachers' awareness of the different perceptions that students have towards these practices, and discussion among teachers and students on the rationale, utility, and reliability of the different practices.

Abstract Coastal areas are at the centre of human–nature relationship, shaped by recreation, tourism and aesthetic values. However, socioeconomic drivers of biodiversity change in coastal areas have received less attention. Soft sediment seafloors support diverse species communities and contribute to ecosystem functionality. One of the main threats is dredging, which sweeps resident organisms. Dredgings are commonly done to deepen waterways, but also for the purposes of private housing. The ecological impacts of these small‐sized dredgings are not well known over broad environmental and geographical gradients. We developed a simple approach for spatial integration of ecological and socioeconomic system, to describe how recreational land use change contributes to the loss of marine biodiversity. It shows how human behaviour, such as preference for a location of second home, can be derived from spatial data and coupled with ecological change. We characterize typical locations of second homes based on accessibility, aesthetics and environment, and with the information identified suitable areas for new second homes. We also quantified typical areas of dredging, based on the depth and substrate of the sea floor, and the extent of the reed beds, influencing the access to properties. We then simulate an annual increase of new second homes and expected land‐use change, namely dredging of shores. Finally, we quantified the realized and projected loss of marine biodiversity from dredged sites, based on species distribution models, relying on extensive ecological data collected from over 170,000 underwater sites. We found that small‐sized dredging can be detrimental to coastal biodiversity, as dredging targets shallow, photic bays and lagoons, with diverse algal and aquatic plant communities, with limited recovery potential. Dredgings also had broad impacts on benthic faunal habitats, which maintain ecosystem processes and functions. Our results reveal a significant ecological change driven by recreational land use. Reversing the trend of biodiversity loss requires a holistic understanding of socioecological systems. Our results highlight the need for integrating land–sea interactions into conservation policies and reforming current land‐use regulation for the benefit of marine biodiversity. Read the free Plain Language Summary for this article on the Journal blog.

Abstract Background Poverty is a well-known risk factor for poor health. This scoping review (ScR) mapped research linking early childhood caries (ECC) and poverty using the targets and indicators of the Sustainable Development Goal 1 (SDG1). Methods We searched PubMed, Web of Science, and Scopus in December 2023 using search terms derived from SDG1. Studies were included if they addressed clinically assessed or reported ECC, used indicators of monetary or multidimensional poverty or both, and were published in English with no date restriction. We excluded books and studies where data of children under 6 years of age could not be extracted. We charted the publication year, study location (categorized into income levels and continents), children age, sample size, study design, measures of ECC, types and levels of poverty indicators and adjusted analysis. The publications were also classified based on how the relation between poverty and ECC was conceptualized. Results In total, 193 publications were included with 3.4 million children. The studies were published from 1989 to 2023. Europe and North America produced the highest number of publications, predominantly from the UK and the US, respectively. Age-wise, 3–5-year-olds were the most studied (62.2%). Primary studies (83.9%) were the majority, primarily of cross-sectional design (69.8%). Non-primary studies (16.1%) included reviews and systematic reviews. ECC was mainly measured using the dmf indices (79.3%), while poverty indicators varied, with the most common used indicator being income (46.1%). Most studies measured poverty at family (48.7%) and individual (30.1%) levels. The greatest percentage of publications addressed poverty as an exposure or confounder (53.4%), with some studies using poverty to describe groups (11.9%) or report policies or programs addressing ECC in disadvantaged communities (11.4%). In addition, 24.1% of studies requiring adjusted analysis lacked it. Only 13% of publications aligned with SDG1 indicators and targets. Conclusion The ScR highlight the need for studies to use indicators that provide a comprehensive understanding of poverty and thoroughly examine the social, political, and economic determinants and impact of ECC. More studies in low and middle-income countries and country-level studies may help design interventions that are setting- and economic context-relevant.

Auroral electron precipitation during a substorm exhibits complex spatiotemporal variations which are still not fully understood, especially during the very dynamic phase immediately following the onset. Since during disturbed times, the auroral oval typically extends across several hundreds of kilometres in the latitudinal direction, one may expect that precipitating electron spectra differ at locations close to the open–closed field line boundary (OCB) compared to the central part of the auroral oval. We carry out a statistical study based on 57 auroral breakups associated with substorm onsets observed above Tromsø (66.7° N geomagnetic latitude, i.e. central oval) and 25 onsets occurring above Svalbard (75.4° N geomagnetic latitude, i.e. poleward boundary) between 2015 and 2022. The events were selected based on the availability of both optical observations and field-aligned incoherent scatter radar measurements. Those are two sets of different substorms; hence, we compare solar wind driving conditions and geomagnetic indices for the two event lists in the statistical sense. Using the ELectron SPECtrum (ELSPEC) method (based on the inversion of the electron density profile) on the radar data, we retrieve precipitating electron fluxes within 1–100 keV around each onset time, and we apply the superposed epoch analysis method to the electron spectra at each location. We compare the statistical precipitation characteristics above both sites in terms of the peak differential flux, the energy of the peak, the integrated energy flux, and their time evolution during the minutes following the onset. We find that the integrated energy flux associated with events occurring in the central part of the auroral oval (Tromsø) exhibit a sharp peak of up to 25 mW m−2 in the first 2 min following the auroral breakup before decreasing and maintaining stable values of around 7 mW m−2 for at least 20 min. In turn, no initial peak is seen near the open–closed field line boundary (Svalbard), and values remain low throughout (1–2 mW m−2). A comparison of the median spectra indicates that the precipitating flux of > 10 keV electrons is lower above Svalbard than above Tromsø by a factor of at least 10, which may partly explain the differences. However, it proves difficult to conclude whether the differences originate from the latitude at which the auroral breakup takes place or from the fact that the breakups seen from Svalbard occur Equatorward from the radar beam, which only sees expansion-phase precipitation after a few minutes.

Abstract Background The COVID-19 pandemic has increased worldwide mental health conditions, substantially affecting the demand and provision of mental health services. To continue services and safeguard the health and well-being of mental health service users, service providers have responded to the pandemic with the adoption of remote services. The objective of our study was to identify and compare the promoters and challenges of the adoption of remote mental health services experienced by service users in Finland and the Netherlands during the COVID-19 pandemic with help of the FITTE framework. Methods The study adopted a qualitative descriptive approach, consisting of in-depth semi-structured interviews with mental health service users in Finland (n = 12) and the Netherlands (n = 13) during the COVID-19 pandemic. Qualitative content analysis with both inductive and deductive approach was utilized, and the extended FITTE framework was applied to identify the factors related to the fit between individual, task, technology, and environment that influenced the adoption of remote services. Results Overall, the adoption of remote mental health services during the COVID-19 pandemic involved several promoters related to easy access to mental health services, support for mental health and well-being, and benefits of the home environment such as not having to leave outside for services and having less risk of getting the corona virus. Most of the challenges were related to lack of non-verbal communication, difficulties with expressing oneself and interpreting others, technological issues, the organization of remote services, usability and suitability of services, affinity of the health professional with the provision of remote services, and the safety and security of remote services. Conclusions While remote services are accessible, support our well-being and mental health and protect us against the coronavirus, our findings also show that face-to-face contact was often indispensable when adopting mental health services. Therefore, the design of future mental health services should include both remote and face-to-face delivery. Further research should be done on blended approaches and on ways in which the challenges and development needs which emerged from this study can be tackled to improve remote mental health services.

Context is considered to greatly impact student engagement. However, little is known about the association between students' situational engagement in a particular lesson and their overall engagement with school and learning over time. The current study aims to validate the InSitu measure of situational engagement in a Norwegian context and to explore the relation between situational and overall engagement to add empirical evidence about the association between them. The sample consisted of 419 students (grades 8-10, ages 13-16), who reported their situational engagement through a web-based questionnaire at the end of six separate lessons. In addition, they answered a questionnaire concerning their overall engagement twice. The results supported the current factor structure of the InSitu instrument in a Norwegian lower secondary school context. The results showed substantial variation in student engagement between lessons. Structural equation modelling indicated significant associations between situational engagement and overall engagement.

The outcomes of studies on the effectiveness of special education (SE) remain unclear. There are only a few studies on the effects of SE that have used advanced methodology to minimise the influence of potential selection bias. This study examined the plausible effects of SE on students' affective and motivational outcomes using a quasi-experimental method of propensity score matching with longitudinal data within the context of the Finnish multi-tiered support system. The participants of this study were fifth- and sixth-grade students from 30 primary schools who took part in a larger study of school inclusion in Eastern Finland (ISKE). Data from 553 students included information from questionnaires on students' emotional engagement with school, self-concepts, and goal orientations from themselves, academic achievement from their teachers, and socioeconomic status from their parents. We examined the effects of receiving SE service by following students from fifth and sixth grade using three different regression models in ANCOVA. Results revealed not only the influence of selection bias on outcomes but also that when comparing matched groups of students, SE did not have effects on students' affective or motivational outcomes.

Teacher-student interactions are considered to influence student engagement. As such, building on the teaching through interaction framework, this study presents an investigation of specific features of teacher-student interactions (regard for adolescent perspectives, productivity, and instructional learning formats) and their association with student engagement in a particular lesson. The sample consisted of 404 8th-10th grade students from 18 classrooms. The data comprised 87 videorecorded lessons, divided into 216 observation cycles, coded using the Classroom Assessment Scoring System -- Secondary observational instrument. Additionally, the students' self-reports of their situational engagement were collected using the web-based In Situations (InSitu) instrument at the end of six separate lessons. The data were analysed with cross-classified multilevel structural equation modelling, with engagement ratings cross-classified by students and lessons. In line with the study hypothesis, the results revealed positive associations between situational engagement and the two dimensions of regard for adolescent perspectives and instructional learning formats, yet there were unexpected negative associations with productivity.

This study explores Finnish chemical engineering students' peer and self-assessment perceptions. It is divided into two substudies. In Study I, we investigate students' perceptions of peer and self-assessment based on their responses to open questions and Likert-items adopted from existing literature. We identify six perception dimensions from these open responses: Learning and reflection, Motivation and participation, Self-efficacy, Exhaustion and workload, Cynicism, and Self-criticism. In Study II, we develop a new questionnaire for engineering students' peer and self-assessment perceptions, as pre-existing questionnaires fail to adequately capture these dimensions. Exploratory factor analysis is used to investigate how student perceptions form larger factors, and how they relate to theoretically connected pedagogical measures like study-related burnout, self-efficacy, and learning approaches. We find that negative perceptions correlate with study-related burnout and an unreflective approach to learning. Meanwhile, positive perceptions of self-efficacy and learning in peer and self-assessment are associated with the deep approach, underlining the importance of facilitating positive assessment experiences in students.