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Little research has been conducted to examine the influence of various methods of providing nest materials-such as dispersing them, providing them as single units, or clustering them-on the behavior and welfare of group-housed mice. In this study, 6 wk-old C57BL/6NCrl mice were housed 3 per cage and randomized into 1 of 3 nest-material groups: 1) one facial tissue per cage (control; female mice, 3 cages; male mice, 3 cages); 2) an 8-g 'puck' of compressed nesting material and a facial tissue (females, 3 cages; males, 3 cages); or 3) 8 g of dispersed paper strips and a facial tissue (females, 3 cages; males, 3 cages). Mouse behavior (agonistic, stereotypic, nesting), physical examination data, and nest scores were evaluated over 16 d. The results showed that mice in the puck and control groups spent more time manipulating nest materials after cage changes than did mice in the paper-strip group. Average nest scores were highest in the paper-strip group compared with controls and puck cages. Female cages with pucks showed no barbering, whereas all other female mice cages demonstrated barbering. Overall, nest pucks may provide a time-consuming activity for mice and may help protect female C57BL/6 mice from barbering. However, more research is needed to replicate and expand these study results.

When two cognitive processes contribute to a behavioral output-each process producing a specific distribution of the behavioral variable of interest-and when the mixture proportion of these two processes varies as a function of an experimental condition, a common density point should be present in the observed distributions of the data across said conditions. In principle, one can statistically test for the presence (or absence) of a fixed point in experimental data to provide evidence in favor of (or against) the presence of a mixture of processes, whose proportions are affected by an experimental manipulation. In this paper, we provide an empirical diagnostic of this test to detect a mixture of processes. We do so using resampling of real experimental data under different scenarios, which mimic variations in the experimental design suspected to affect the sensitivity and specificity of the fixed-point test (i.e., mixture proportion, time on task, and sample size). Resampling such scenarios with real data allows us to preserve important features of data which are typically observed in real experiments while maintaining tight control over the properties of the resampled scenarios. This is of particular relevance considering such stringent assumptions underlying the fixed-point test. With this paper, we ultimately aim at validating the fixed-point property of binary mixture data and at providing some performance metrics to researchers aiming at testing the fixed-point property on their experimental data., (© 2023. The Author(s).)

The Repetitive Behaviours Questionnaire for Adults (RBQ-2A) measures two factors of restricted and repetitive behaviours (RRBs) associated with autism. However, the Diagnostic and Statistical Manual of Mental Disorders (DSM-5) provides four criteria for RRBs: repetitive motor behaviours, insistence on sameness, restricted interests, and interest in sensory aspects of the environment (or atypical sensitivity). The current paper aimed to examine whether the RBQ-2A is a psychometrically sound measure of these four factors. Study 1 had university students (N = 368) complete the RBQ-2A and other related measures online and revealed that the RBQ-2A can assess the factors highlighted in the DSM-5 and that these four factors comprise a general RRB construct. Study 2 had individuals disclosing a diagnosis of autism (N = 283) complete the RBQ-2A and other related measures online and supported that this four-factor structure provided good psychometric properties. While the current paper provides findings for an online autistic population, further research is needed to generalize these findings to autistic individuals less likely to partake in online studies (e.g., those with intellectual or language disabilities). Overall, the results suggest that the RBQ-2A reliably and validly assesses RRBs.

This study aims to reveal the perceptions of Anatolian High School and Vocational High School students towards their schools using metaphors. For this purpose, the following questions were sought. What are the metaphoric perceptions of Anatolian High School and Vocational High School students towards their schools? How are metaphorical perceptions of Anatolian high school and Vocational High School students' schools conceptualized? What are the likes and dislikes of Anatolian and Vocational High School students about their schools? In this research, maximum diversity sampling was employed to reflect the views of students from different sampling areas and purposeful sampling methods. The study group consisted of students from an Anatolian High School and a Vocational High School in Ankara in the 2016-2017 academic year. The research was conducted with a total of two hundred students, one hundred from each high school. It was found that the students in both groups perceived the school with supervision and rules. [This study was presented as a paper at the 8th International Forum of Educational Administration.]

Abstract Prader-Willi syndrome (PWS) is a rare neurodevelopmental genetic disorder associated with a characteristic behavioral phenotype that includes severe hyperphagia and a variety of other behavioral challenges such as temper outbursts and anxiety. These behaviors have a significant and dramatic impact on the daily functioning and quality of life for the person with PWS and their families. To date, effective therapies addressing these behavioral challenges have proven elusive, but several potential treatments are on the horizon. However, a limiting factor for treatment studies in PWS is the lack of consensus in the field regarding how to best define and measure the complex and interrelated behavioral features of this syndrome. The International PWS Clinical Trials Consortium (PWS-CTC, www.pwsctc.org ) includes expert PWS scientists, clinicians, and patient advocacy organization representatives focused on facilitating clinical trials in this rare disease. To address the above gap in the field, members of the PWS-CTC “Behavior Outcomes Working Group” sought to develop a unified understanding of the key behavioral features in PWS and build a consensus regarding their definition and description. The primary focus of this paper is to present consensus definitions and descriptions of key phenotypic PWS behaviors including hyperphagia, temper outbursts, anxiety, obsessive–compulsive behaviors, rigidity, and social cognition deficits. Patient vignettes are provided to illustrate the interrelatedness and impact of these behaviors. We also review some available assessment tools as well as new instruments in development which may be useful in measuring these behavioral features in PWS.

Contrarian investment behavior on paper or Demat gold by private investors, India as a country cherishes the status of holding a large number of private investors in gold. Gold as a common term usually takes to the picture of multiple shaped ornaments made up of shiny yellow metal carrying huge value in society since ages to explore the search bit wider gives the option of Gold available in paper or Demat format. The concept of paper gold which has value without physical existence is quite a new concept to the current existing trend. The study focuses on such contrarian investment and their behavioral science on financial investment in the Indian Market amidst COVID-19 Pandemic. The objective of the study is to identify independent factors influence on contrarian investment on paper gold and investor's psychological behavior on decision making when rejecting the current trends over new instrument or investment pattern. This paper also identifies the role of gender in gold investment pattern and knowledge on gold being private investors who care higher rate of risk. The study has been conducted with the sample of 110 individuals through structured questionnaire and with the help of statistical tools "two way anova and correlation" has been carried. The study concluded how the contrarian investment was not based on the age of a private investor but qualification makes much difference on their behaviorin the Indian Market amidst COVID-19 Pandemic and the same type of influence on gender over preference of gold is limited. [ABSTRACT FROM AUTHOR]

Behavioural psychology is to connect our minds and activities. Our intentions and actions must be such that they do not affect others. Education is changing to digital education so we force to act with good behaviour. Nowadays, text mining is to be challenged for educationists. This paper addresses the ethical behaviour of avoiding text mining in digital education in the twenty-first century such as have explained how to act with ethical behaviour in others' text data in the current situation. This article advises following ethical behaviour in an educational text message, information, materials, etc. Further, this article explains what text mining is and how to use it with ethical behaviour. We will hope that text mining protection will get to everyone in future. Beginning with an overview of text data mining, this paper concludes with how to play with good behaviour.

Abstract Positive academic climates are critical to helping students thrive, and kindness innovations might enhance these climates. This conceptual paper’s purpose is to share insights from a consensus building event focused on fostering relationships and knowledge-sharing among an international group of multidisciplinary students, faculty, and staff who explored ways to bring a kindness framework into post-secondary education. Participants underscored kindness as critical for students’ experiences and university culture, and identified several levels of influence requiring intervention focus. Ideas and strategies emerging from the event might serve to encourage student-led kindness initiatives and prompt university personnel to integrate kindness into post-secondary institutions. [ABSTRACT FROM AUTHOR]

We studied the avoidance behaviour of the earthworm Eisenia fetida towards Cd, Cu, and Zn, trace elements (TEs) tested as chloride, nitrate and sulphate salts. Sub adults were exposed individually using dual-cell chambers at 20 + 2 °C in the dark. Recordings were realised at different dates from 2 h to 32 h. We used filter paper and extruded water agar gel as exposure media to evaluate the contribution of the dermal and the digestive exposure routes on the avoidance reactions. Exposures to Cu or Cd (10 mg metal ion L −1 ) resulted in highly significant avoidance reactions through the exposure duration. Worms avoided Zn poorly and reactions towards Zn salts varied along the exposure. Worm sensitivity towards TEs differed between salts and this could result from differential toxicity or accessibility of these TE salts to earthworms. The anion in itself was not the determinant of the avoidance reactions since exposures to similar concentrations of these anions using calcium salts did not result in significant avoidance worm behaviour. Avoidance responses towards TEs were higher in the case of water agar exposures than in filter paper exposures. Thus, dermal contacts with TE solutions would elicit worm avoidance but signals from receptors located inside the digestive tract could reinforce this behaviour. The use of extruded water agar gels as the substrate allows checking the real sensitivity of earthworm species towards TEs since the TE concentrations leading to significant avoidance reactions were below those reported in the literature when using TE-spiked soils. [ABSTRACT FROM AUTHOR]

Autism spectrum disorder and intellectual disability (ID) are linked to atypical sensory processing, but consensus lacks on the impact of their co-occurrence. We studied the impact of the presence of ID in autistic individuals on (1) sensory processing and (2) the relation between sensory processing and behavioral outcomes. A systematic review was performed on English-language peer-reviewed studies. Eleven papers were included. Papers based on overall and sensory subscales reported no impact of the presence of ID. Papers based on subtypes reported hyporesponsiveness and sensory seeking related to the presence of ID; hyporesponsiveness showed the poorest behavioral outcomes. Findings regarding the impact of the presence of ID are contradictory. More research regarding sensory subtypes is needed to investigate the needs of autistic individuals with ID.

Surveys are a fundamental tool of empirical research, but they suffer from errors: in particular, respondents can have difficulties recalling information of interest to researchers. Recent technological developments offer new opportunities to collect data passively (i.e., without participant's intervention), avoiding recall errors. One of these opportunities is registering online behaviors (e.g., visited URLs) through tracking software ("meter") voluntarily installed by a sample of individuals on their browsing devices. Nevertheless, metered data are also affected by errors and only cover part of the objective information, while subjective information is not directly observable. Asking participants about such missing information by means of web surveys conducted in the moment an event of interest is detected by the meter has the potential to fill the gap. However, this method requires participants to be willing to participate. This paper explores the willingness to participate in in-the-moment web surveys triggered by online activities recorded by a participant-installed meter. A conjoint experiment implemented in an opt-in metered panel in Spain reveals overall high levels of willingness to participate among panelists already sharing metered data, ranging from 69% to 95%. The main aspects affecting this willingness are related to the incentive levels offered. Limited differences across participants are observed, except for household size and education. Answers to open questions also confirm that the incentive is the key driver of the decision to participate, whereas other potential problematic aspects such as the limited time to participate, privacy concerns, and discomfort caused by being interrupted play a limited role., (© 2022. The Author(s).)

This paper presents "rational inattention" as a new, transdiagnostic theory of information seeking in neurodevelopmental conditions that have uneven cognitive and socio-emotional profiles, including developmental language disorder (DLD), dyslexia, dyscalculia and autism. Rational inattention holds that the optimal solution to minimizing epistemic uncertainty is to avoid imprecise information sources. The key theoretical contribution of this report is to endogenize imprecision, making it a function of the primary neurocognitive difficulties that have been invoked to explain neurodivergent phenotypes, including deficits in auditory perception, working memory, procedural learning and the social brain network. We argue that disengagement with information sources with low endogenous precision (e.g. speech in DLD, orthography-phonology mappings in dyslexia, numeric stimuli in dyscalculia and social signals in autism) constitutes resource-rational behaviour. We demonstrate the strength of this account in a series of computational simulations. In experiment 1, we simulate information seeking in artificial agents mimicking an array of neurodivergent phenotypes, which optimally explore a complex learning environment containing speech, text, numeric stimuli and social cues. In experiment 2, we simulate optimal information seeking in a cross-modal dual-task paradigm and qualitatively replicate empirical data from children with and without DLD. Across experiments, simulated agents' only aim was to maximally reduce epistemic uncertainty, with no difference in reward across information sources. We show that rational inattention emerges naturally in specific neurodivergent phenotypes as a function of low endogenous precision. For instance, an agent mimicking the DLD phenotype disengages with speech (and preferentially engages with alternative precise information sources) because endogenous imprecision renders speech not conducive to information gain. Because engagement is necessary for learning, simulation demonstrates how optimal information seeking may paradoxically contribute negatively to an already delayed learning trajectory in neurodivergent children.

Multimodal learning analytics (MMLA) research has made significant progress in modelling collaboration quality for the purpose of understanding collaboration behaviour and building automated collaboration estimation models. Deploying these automated models in authentic classroom scenarios, however, remains a challenge. This paper presents findings from an evaluation of collaboration quality estimation models. We collected audio, video and log data from two different Estonian schools. These data were used in different combinations to build collaboration estimation models and then assessed across different subjects, different types of activities (collaborative-writing, group-discussion) and different schools. Our results suggest that the automated collaboration model can generalize to the context of different schools but with a 25% degradation in balanced accuracy (from 82% to 57%). Moreover, the results also indicate that multimodality brings more performance improvement in the case of group-discussion-based activities than collaborative-writing-based activities. Further, our results suggest that the video data could be an alternative for understanding collaboration in authentic settings where higher-quality audio data cannot be collected due to contextual factors. The findings have implications for building automated collaboration estimation systems to assist teachers with monitoring their collaborative classrooms.

This paper describes the development of the "Flourishing Classroom System Observation Framework and Rubric," which provides a framework and practical approach to defining and describing multiple interconnected observable characteristics of a classroom system that individually and together can be targeted to cultivate collective flourishing within schools. Beginning with a working theoretical model based on existing literature, a three-round Delphi study was used to develop the framework and related rubric. In round 1, 35 experts answered open-ended questions regarding observable behaviours of collective wellbeing in the classroom. Analysis of responses resulted in a framework with five dimensions, each with three sub-dimensions. In round 2, 23 experts sorted and categorised statements that potentially described each of the 15 sub-dimensions. Analyses created definitions of each sub-dimension and statements describing how they manifest for teachers, students, and the class, along with a description of the learning environment for each dimension. In round 3, 18 experts reviewed the definitions and descriptions, resulting in a final 15-dimension framework with a related rubric of 45 descriptive statements. The resulting framework and rubric provide an organising structure to identify observable system elements that shape a flourishing classroom culture.

Traditional approaches to financial education -- with curricula and strategies designed by a developer oftentimes disengaged from the lived-worlds of all the students - increasingly populate the literature. For example, characteristics of participant, venue, timing, and content are chronicled that when analysed, result in on-going disappointing behaviour. In light of the shortcomings of traditional curricula and strategies, strategically combining the seminal theories of John Dewey, Paulo Freire, and David Kolb, the purpose of this paper is to conceptually outline a lived-world, experiential approach to contemporary financial education, financial literacy, and their behavioural objectives. Because experiential learning has been successful in myriad other education settings, its application in financial education in pursuit of financial capability (i.e., education, literacy, and access) is proposed. Through the employment of educator roles, the paper seeks to refocus on the purpose of education specifically, to teach the student to learn and think.

Service learning (SL) engages students in intentional, collaborative service experiences that promote civic citizenship. The COVID-19 pandemic forced traditional face-to-face SL courses to transition into virtual service learning (e-SL). This paper examines the academic and civic outcomes of an e-SL binational sustainable tourism course for undergraduate students. The course was designed to deliver disciplinary knowledge in sustainable tourism and transborder civic citizenship competencies in the following areas: 1) Ethos, 2) Literacy, 3) Inquiry, 4) Action, 5) Leadership, and 6) Partnership. A post-course student survey was deployed to assess student perspectives regarding the achievement of course outcomes. The findings revealed significant (positive) academic and civic transformations among the students due to the intentionality of the e-SL course design and implementation. Results indicate that e-SL in sustainable tourism education can be an effective pedagogy for inculcating civic learning, responsibility, and engagement among students and future professionals in the field of tourism.

Background: In the past decade, scholars of information science have started to conduct research on information behaviour in serious leisure. Presently, these studies lack common concepts and terms and empirical discoveries are not easy to assemble into theory. Aim: This conceptual and methodological paper surveys the aforementioned research area and introduces Anders Hektor's model of information behaviour in conjunction with the serious leisure perspective as a means to systematically study information behaviour in serious leisure. Method: Three methods are employed. The first is a selective literature review and intellectual history of research into information behaviour in serious leisure. The second is a conceptual analysis of Hektor's model that relates its key features to the serious leisure perspective. The third consists of a deductive audit of three forms of serious leisure (the liberal arts hobby, amateur musicianship, and the hobby of running), utilising the frameworks, concepts, and terms outlined in the paper. Results: Studies of information behaviour in serious leisure have increased and deepened in the past decade, largely through idiographic case studies. Hektor's model of information behaviour, with its locus in everyday life and precise delineation of eight information activities, can complement such research designs. A deductive audit guided by Hektor's model illuminated information activities within the three forms of serious leisure and enabled comparative observations. Conclusions: When combined with the serious leisure perspective, Hektor's model enables research that is comparative and more precise. However, the extent to which this model captures physical or embodied information should be further examined. [Paper presented at the Information Seeking in Context (ISIC): The Information Behaviour Conference, Part 1 (11th, Zadar, Croatia, September 20-23, 2016).]

An evolutionary model for emergence of polygynous foundation in polistine paperwasps is proposed. Adapted from Hamilton's model, the model is based on selection through affinity, a process of genetic assortment. This would involve selective association of founding wasps on the basis of common possession of a behavioural trait. The model, therefore, invokes a form of behavioural screening in a genetically heterogeneous population. The validity of the hypothesis and the nature of the trait concerned are considered in relation to observations on formation of Polistine polygynous associations and between species comparisons.

The presence of cyberspace in the lives of young people is such that we can no longer distinguish between online and offline spheres. They live a process of onlife development that is not always equitable in terms of gender. This paper aims to account for the online behaviour of Spanish adolescents according to gender and age, the decisions they make when constructing their virtual identity, and the effects that this has on them. A quantitative study has been carried out at a national level (N=2,076, 12-18 years old) following a non-experimental ex post facto design by means of a survey study. The results show that there are gender differences in the preference for one or other social network. A high percentage of girls make different choices when it comes to their online presence. Unlike boys, girls state that their virtual self and their behaviour significantly influence the opinion that they have of themselves and their need to feel integrated. In conclusion, the decisions that adolescents make when creating their virtual selves do not only have negative consequences derived from poor management, but are also plagued by mandates and stereotypes that determine how they should be and what they should do online; something that is especially pressing for girls.

Abstract: Circulating hemocytes from larval stages of the paper wasp Polistes dominulus were characterized by light and transmission electron microscopy. Three types were identified: prohemocytes, plasmatocytes and granulocytes. The first two are agranular cells while the latter present typical cytoplasmic inclusions called granules. Plasmatocytes differ from prohemocytes being larger, showing lower nucleus/cytoplasm ratio and they possess many phagolysosomes. The substantial uniformity of most subcellular features and the presence of “intermediate forms” support the “single-cell theory” i.e., there is only one cell line that originates from the prohemocyte and leads to the granular cell passing through the plasmatocyte. This hypothesis seems to be confirmed by functional tests. Indeed, most part of cells adheres to the glass and is able to phagocytize fluorescent microspheres. [Copyright &y& Elsevier]

Values are conceptualized as the standards individuals use to determine the status of events and actions and are considered to influence individuals' behaviours, reasoning, and perceptions. Based on a synthesis of six school-based student values enhancement programs, this paper reports on the development of the Children's Values Questionnaire (CVQ). This Questionnaire was conceptualized as composing of seven dimensions: Self-Concept; Behaviour; Healthy Life; Social; School Climate; Emotional Intelligence; World View and 26 related sub-dimensions. A total of 848 co-educational students (52% male, 48% female) from Years (Grades) 4 to 7, ages 9 to 13+ years, across 11 Australian schools completed the 95-item CVQ Questionnaire. The Cronbach alpha coefficient of the instrument was 0.94, indicating that the questionnaire had good internal consistency. The inter-correlation between its seven dimensions clustered at Pearson r = 0.55. An exploratory factor analysis was supportive of the CVQ's theoretical construct (Norm Fit Index of the data to the theoretical construct, 0.09). Girls rated themselves higher than boys (p < 0.001) on items related to Playing by the Rules, Responsibility, Creativity, Empathy, and Communication, and boys rated themselves higher than girls on Physical Activities items (p < 0.001). Older students (Years 6 and 7) compared to younger students (Years 4 and 5) demonstrated greater discernment and differentiation of context (p < 0.05), the growing influence of peer friendship in their value beliefs and an increase in confidence in social settings (p < 0.001). The relationship of the CVQ to Schwartz's Universal Valued Goals is reported in the paper, along with examples of the application of the CVQ in schools.

The aim of the study is to investigate the work-family conflict experienced by female teachers working from home due to COVID-19. The case study was used in the study. The study group of the research consists of teachers who are married and have children, working from home due to the pandemic process, working in Istanbul. 17 female teachers who met the criteria of teaching by distance education, being married and having children constituted the study group of the study. A semi-structured interview form developed by the researchers was used to collect the data. Thematic analysis technique was used in analyzing the data. According to the findings, the work-family conflict experienced by female teachers working from home during the pandemic process was grouped under three themes: time-based, strain-based and behavior-based conflict. Most of the female teachers working from home stated that they could not get administrative support during the distance education process. On the other hand, it was found that female teachers were emotionally tired during the process of working from home, their job satisfaction decreased, they were stressed, they had low motivation, and they had balancing concerns between home and work. [This article was presented at International Conference on Lifelong Education and Leadership for All (ICLEL 2020).]

The instrumentality and standardization of education may be important for functioning in contemporary societies. However, reducing education to measurable competencies may result in the loss of human value. Indeed, education becomes real when it relates to the reality of individuals. Existentialist education focuses on students' freedom and agency; however, it is criticized for not having coherent and convincing educational guides. This analytical comparison paper argues that the premises of Existentialism and the components of metacognition may interact. While metacognitive awareness and thinking for essence lays the ground for individuality and autonomy, metacognitive knowledge relates to self-knowledge and not accepting ready-made concepts through self-questioning and dialogic encounters. Also, metacognitive experiences might mimic existential crises where individuals engage in highly conscious thinking during which metacognitive knowledge and regulation simultaneously help the individual deal with failure or anxiety. During such experiences, metacognitive regulation might facilitate individuals' free choices and responsible engagement when building the self or handling difficulties. In this sense, enhancing metacognition may help individuals' transition to the existing phase by building adequate self-knowledge and regulating thinking. This paper, finally, describes a set of pedagogies for fostering metacognition that could potentially facilitate existential attitudes or behaviors in mainstream classrooms.

This is a concept paper to review the needs of holistic life planning as a new pathway towards retirement preparation. It is based on the review of literature on the importance of this knowledge to fulfil individual successful planning and preparation for retirement. It includes the review on a planning process theory by Friedman and Scholnick (1997) which provides the basis for generation of retirement preparation. Meanwhile Hansen's Integrative Live Planning (ILP) theory is embedded within the theoretical framework to help better understanding on the domains of planning and preparation for retirement. The purpose is to develop a theoretical model for measuring employees' retirement preparation in government organizations. The primary problem in retirement preparation is the lack of theory to show the development of retirement preparation process. Although prior research has theories explained on retirement thoughts, behaviors, attitudes or goals undertaken to fulfil the retirement preparation, none of it measures applied in the studies were established to directly test the theories according to the process and development of retirement. According to the process theory, individuals acquire an understanding of the problem, goals will be set in making a decision to start preparing and finally behaviors is considered necessary to fulfil the goals (Noone et al., 2009). This raises intriguing questions: What factors influence retirement preparation? Which stages in retirement planning and preparation require intervention and support? (Noone et al., 2009) Which domain in life is significant to retirement preparation? The theory is discussed throughout the paper in the context of the needs of retirement preparation. This paper would be useful for policy makers, practitioners and employees in considering their own retirement preparation for future well-being.

During the advancement of COVID-19, many safety protocols, including facial masks, were incorporated into public settings. The Centers for Disease Control and Prevention (CDC) (2021), due to safety regulations, recommended wearing face masks when in close contact with other people in public environments, such as in a classroom, where social distancing was difficult. Many industries smoothly transitioned to daily use of traditional cloth masks, but other industries that served children sought masking alternatives. This study examined related research to explore whether wearing masks had any impact on student engagement, particularly in Early Childhood Education (ECE) and Education of Students with Exceptionalities (ESE) settings. The synthesis of research here suggested that masks influenced children's engagement, including intellectual, emotional, social, behavioral, and physical aspects, and recommended the use of transparent masks with young children and children with exceptionalities. The paper also provides recommendations for future research.

In this study, we apply theories about self-efficacy, empowerment and motivation to account for the phenomena that people with diabetes Mellitus type 1 express as being influential for people with diabetes' behaviour regarding self-regulation. They must make significant changes to their lifestyle, to keep the disease stabilized. The changes can be cumbersome and hard to implement why people with diabetes receive training in self-regulation. For many people it can be challenging to comply with the recommendations. We conducted field observations and surveys to understand how people with diabetes experience their perceived self-efficacy, and what motivates them to perform blood sugar measurements and physical activities. We found differences in people with diabetes' ability to follow the recommendation based on gender, motivation, and their level of self-efficacy. We also found indications on how a motivational dialog may affect both professionals and people with diabetes. Thus, we suggest that guidance of people with diabetes should be based on an emancipating motivational approach such enabling the possibility of strengthening the people with diabetes' motivation and thereby their self-efficacy. Through these processes, the people with diabetes may become able to achieve a higher level of health literacy such experiencing a better outcome of their self-regulation. With this paper we contribute to the contemporary overall knowledge about the diabetes field, such our investigation focus on people with diabetes ability to act upon information provided by healthcare professionals and how to best approach the issues people with diabetes experience as being essential for their general well-being and everyday lives.

Professional learning networks (PLN) in Higher Education represent new social configurations for networked workplaces in which education, research and innovation can be combined. Here academic staff engages with others outside of their everyday organisational community. This study identifies and conceptualizes essential behaviours that facilitators of professional learning networks use to promote value creation of various kinds. The two-phase study started with an empirical field study on the value creation stories of 11 participants within 3 professional networks to investigate essential facilitator behaviours. A panel study including 30 researchers, lecturers and practitioners representing a wide range of learning and innovation networks, was conducted to validate and enrich the findings derived from the field study. From the field study 54 facilitator behaviours were identified. The panel study raised 68 complementary statements on essential facilitator behaviours. Qualitative data analysis lead to five themes of facilitator behaviour. Facilitators? contributions to value creation in networked workplace contexts can be understood as the interplay of five foci of facilitative behaviour: 1. relationship, 2. space, 3. ownership, 4. direction, 5. result. Findings concerning facilitator behaviours are synthesised in an conceptualisation of the process dynamic of value creation in networked workplaces: The Facilitator Compass. This paper provides insight on what plays a major role in the success of professional networks: the way they are facilitated. While the role of a facilitator is acknowledged in literature and in practice, this study adds to the knowledge base by showing how academic staff can navigate for value creation in networked workplaces.

Purpose: This paper aims to examine whether happiness at workplace (HAW) impacts organisational citizenship behaviour (OCB) and whether this impact can be further improved by promoting learning capabilities in organisations, thus investigating the mediating role of organisational learning capabilities (OLC). Design/methodology/approach: This study was conducted on knowledge-intensive workers (employees of EdTech companies) in India. Responses were collected via questionnaire in online mode, and after discarding the incomplete responses, 500 replies were considered for data analysis with PLS-SEM technique. Findings: The outcomes reveal that the HAW has a significant influence on OCB. The outcomes also reveal that this impact is further enhanced with the presence of OLC, thus confirming that OLC operates as a mediator in the link connecting HAW and OCB. Originality/value: This study makes a distinctive contribution by bringing out the significance of workplace learning in the connection between the workplace happiness and citizenship behaviour of employees that will provide impetus to the practitioners to formulate strategies in such a manner that the employees voluntarily perform the actions beyond their designated roles.

Mathematical dispositions, or an individual's behavioral (i.e., things they say and do), cognitive (i.e., attention and memory), and affective (i.e., emotions and beliefs) tendencies related to mathematics, are critical to the learning of mathematics and choices related to STEM. Previous research has suggested that adult learners may possess unproductive mathematical dispositions, such as high math anxiety and low math self-efficacy. This paper argues that unproductive mathematical dispositions may serve as a barrier to adult learners' STEM choices and provides strategies and techniques to help move adult learners towards productive mathematical dispositions and potentially stronger attraction to STEM fields.

Purpose: This research paper aims to evaluate the sustainability knowledge and background of students, staff and faculty regarding current university sustainability practices and individual behaviors at Central Michigan University (CMU); to compare sustainability background and knowledge based on academic discipline of enrollment or employment; and to assess sustainability awareness and interest of the campus community to guide future sustainability initiatives and resources at CMU. Design/methodology/approach: An electronic cross-sectional survey was used to collect anonymous responses through Qualtrics, and then results were analyzed through SPSS. Analyses were performed based on the academic structures at CMU. Findings: This research has found that students in STEM fields are more inclined to have pro-sustainability attitudes, knowledge and behaviors, compared to those studying the arts and business. Additionally, results indicate that there is a significant difference in knowledge between the students, and the staff and faculty respondents regarding sustainability knowledge and application, with the staff and faculty consistently demonstrating more pro-sustainability knowledge and behavior. Originality/value: While research has previously been conducted on sustainability attitudes and behaviors, this research is unique because it ties sustainability knowledge to academic discipline. Additionally, it serves to gauge which sustainability programs and topics members of the campus community are most interested in, and which areas they are most willing to support.

This paper examines how humans judge the capabilities of artificial intelligence (AI) to evaluate human attributes, specifically focusing on two key dimensions of human social evaluation: morality and competence. Furthermore, it investigates the impact of exposure to advanced Large Language Models on these perceptions. In three studies (combined N = 200), we tested the hypothesis that people will find it less plausible that AI is capable of judging the morality conveyed by a behavior compared to judging its competence. Participants estimated the plausibility of AI origin for a set of written impressions of positive and negative behaviors related to morality and competence. Studies 1 and 3 supported our hypothesis that people would be more inclined to attribute AI origin to competence-related impressions compared to morality-related ones. In Study 2, we found this effect only for impressions of positive behaviors. Additional exploratory analyses clarified that the differentiation between the AI origin of competence and morality judgments persisted throughout the first half year after the public launch of popular AI chatbot (i.e., ChatGPT) and could not be explained by participants' general attitudes toward AI, or the actual source of the impressions (i.e., AI or human). These findings suggest an enduring belief that AI is less adept at assessing the morality compared to the competence of human behavior, even as AI capabilities continued to advance.

One's attachment style forms early in life and can aid in dealing with future setbacks. Equally, Coping and resilience are two specific psychological mechanisms that form how one deals with problems and recovers from stressful situations. These three concepts are well-known interrelated concepts within psychology but to what extent they overlap is still unclear. The present study investigated attachment, resiliency and coping using structural equation modeling. Participants (N = 390), aged between 9 and 12 y old, completed an paper survey including Experiences in Close Relationship-Revised questionnaire (ECR-RC-12), Resiliency Scales for Children & Adolescents (RSCA), and the Brief-CPE (Coping Orientation to Problems Experienced). Path analysis revealed strong associations between attachment and resiliency as well as strong associations between resiliency and coping. Specifically, the predictive value of anxious attachment on resiliency was seen for all three resiliency sub-scales. However, the predictive value of avoidance attachment on resiliency was only revealed for two of the resiliency sub-scales. The two resiliency protective factors (sense of mastery and sense of relatedness) have a positive predictive value for three coping strategies. Equally, the resiliency risk factor (emotional reactivity) also positively predicted two coping strategies. The current findings demonstrate clear associations between these three concepts. Equally, the theoretical connections are discussed in light of these findings. Equally, stemming from this study, clinical implications are discussed that can inform practice in terms of approaching psychopathologies from different angles (resilience, coping, and attachment) as well as, the development of coping and resilience skills in order to support healthy development.

Purpose: Building on the theories of social learning and social information processing, this paper aims to examine the effect of green servant leadership (GSL) on green voice behavior among staff working in Qatari higher education. In this relationship, the climate for green initiative (CFGI) was used to act as a mediating mechanism. Design/methodology/approach: Data in this study were collected from 275 staff working in Qatari higher education. Structural equation modeling was used to analyze the data. Findings: The results suggest that GSL positively influences green voice behavior, whereas CFGI mediated this link. Practical implications: The results can be beneficial to higher education pertaining to the importance of GSL in generating positive green behaviors such as green voice behavior. Furthermore, the results highlight the significant role CFGI plays in motivating such behaviors. Originality/value: To the best of the authors' knowledge, this is the first study that examines the link between GSL and green voice behavior in the higher education context. Furthermore, research on CFGI has received limited attention so far.

Co-regulation refers to warm, receptive, and supportive interactions between caregiver and child that provide guidance and modulation of the child's emotions, behaviours, and thoughts. This study identifies basic elements of co-regulation between parents and children in relatively well-functioning interactions. The data material consists of 24 video clips of eight dyadic parent-child relationships (child age = 2-8 years), drawn from the Marte Meo therapeutic method. The video analysis indicates that parental responses to an initiative, negotiation, and parental attunement emerge as basic elements and form part of a complex interplay with each other. The findings further imply that parental attunement represents a key element in defining the quality of the processes of initiation and negotiation between children and adults. The issue of balance between power/responsibility vested in adults and children's right to autonomy during these co-regulative interactions is also discussed. The paper ends with potential avenues for future research.