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In March 2020, many schools worldwide were closed due to the COVID-19 pandemic. This closure confronted mathematics teachers with the challenging transition to emergency remote teaching (ERT). How did students experience ERT, and how did these experiences relate to context variables and to their teachers' beliefs and practices? In particular, what didactic approaches and formative assessment practices did secondary mathematics students experience, and which beliefs did they hold concerning digital mathematics education? How were these student experiences and beliefs related to student context variables (gender, need to support family, personal home equipment), teacher beliefs, delivery modes, and student appreciation of mathematics? To investigate these issues, we set out online questionnaires for mathematics teachers and their students in Flanders--the Dutch-speaking part of Belgium--, Germany, and the Netherlands. Data consisted of completed questionnaires by 323 mathematics teachers and 2126 of their students. Results show that even though students preferred regular face-to-face teaching, they were content with the quality of their teachers' distance mathematics teaching. Students reported that they were taught new topics often, but did not experience teachers initiating peer feedback. High student appreciation of mathematics, good home environment, and more synchronous delivery of ERT were related to ERT experiences and more positive beliefs concerning digital mathematics education. These findings have implications for ERT teaching strategies in future, as well as for hybrid teaching practices.

Purpose: The rise of online communication possibilities has revived the debate surrounding the impact of media on political participation, especially with respect to young people who are considered prime users of online communication technologies. Against that background this paper examines the relationship between the use of new and old media and institutionalized and non-institutionalized forms of political participation. Design: We rely on data of a representative sample of Flemish young people aged 14-30 (N=2488). Ordinal logistic regression models are used to model (1) institutional political participation and (2) alternative forms of political participation. We not only focus on whether young people used the Internet but also assess differences according to the purpose of Internet use. Findings: Even after taken into account a significant number of background characteristics, different views on politics and other media use, Internet use remains positively related to both conventional and alternative forms of political participation. Internet use for pleasure appears quite strongly associated with alternative political participation, but is not related to conventional political participation. Internet use directed towards gaining information is strongly related to both conventional and alternative forms of political participation by strengthening young people's political efficacy, interest and political competences.

The COVID-19 pandemic has confronted mathematics teachers with the challenge of developing alternative teaching practices--in many cases at a distance through digital technology--because schools were closed. To investigate what distance practices in secondary mathematics education have emerged and how teachers experienced them, we set out online questionnaires in Flanders--the Dutch-speaking part of Belgium--, Germany, and the Netherlands. The questionnaire focused on teaching practices, teacher beliefs, didactics, and assessment. Data consisted of completed questionnaires by 1719 mathematics teachers. Results show that the use of video conferencing tools increased massively, while the use of mathematics-specific tools that teachers used before the lockdown reduced substantially. Further findings are that teachers' confidence in using digital technologies increased remarkably during the lockdown and that their experiences and beliefs only marginally impacted their distance learning practices. Also, we observed some differences between the three countries that might be explained by differences in educational policies and in technological facilities and support. For future research, it would be relevant to investigate long-term changes in teachers' practices, as well as students' views and experiences related to the teacher's practices.

Even though boredom has been shown to be a distinct emotional experience that is prevalent among youth and that predicts a wide range of personal and societal problems, it remains often overlooked and poorly understood. Therefore, based on the Flemish data from the 2018 edition of the International Survey of Children's Well-Being, this article studies boredom proneness among young adolescents (average age = 12 years). Confirmatory factor analysis showed that the short version of the Boredom Proneness Scale--Child Version contains two dimensions referring to internal--a difficulty in keeping oneself interested and entertained--and external stimulation--the need for change and variety in the situations one encounters. Subsequent regression analyses demonstrated that both boredom proneness and social conditions predict aspects of subjective well-being (i.e., leisure boredom and life satisfaction). Our analyses revealed complex interactions between individual differences and social conditions with respect to aspects of well-being.

The current gap between traditional team research and research focusing on non-strict teams or groups such as teacher teams hampers boundary-crossing investigations of and theorising on teamwork and collaboration. The main aim of this study includes bridging this gap by proposing a continuum-based team concept, describing the distinction between strict teams and mere collections of individuals as the degree of team entitativity. The concept entitativity is derived from social psychology and further developed and integrated in team research. Based upon this concept and core team definitions, the defining features shaping teams' degree of entitativity are determined: shared goals and responsibilities; cohesion (task cohesion and identification); and interdependence (task and outcome). Furthermore, a questionnaire is developed to empirically grasp these features. The questionnaire is tested in two waves of data collection (N[subscript 1] = 1,320; N[subscript 2] = 731). Based upon a combination of Classical Test Theory analyses (exploratory and confirmatory factor analyses) and Item Response Theory analyses, the questionnaire is developed. The final questionnaire consists of three factors: shared goals and cohesion, task interdependence, and outcome interdependence. Further psychometric analyses include the investigation of validity, longitudinal measurement invariance, and test-retest reliability. This manuscript describes frontline research by: (1) developing a new conceptualisation transcending the variety in terminology and definitions used in team and group research by creating a shared language and opening up team research to non-strict teams and (2) combining two methodological traditions regarding questionnaire development and validation (Classical Test Theory and Item Response Theory).

It is widely believed that the school context plays a crucial role in teacher burnout. Against that background, we (1) critically review existing empirical multilevel studies on teacher burnout and (2) use data from the Teaching and Learning International Survey (TALIS) 2018 to assess the school-level variance and its correlates in emotional exhaustion, cynical depersonalization, and personal accomplishment in 2,300 primary (183 schools) and 2,700 lower secondary (190 schools) teachers in the Flemish-speaking community of Belgium, and 2,135 lower secondary (120 schools) teachers in the French-speaking community of Belgium. Our results reveal that (1) conceptual confusion exists surrounding school-context variables and (2) the between-school variance in teacher burnout is small. Implications for educational policy and teacher burnout research are discussed.

Research on civic education, for the most part, investigates the alleged outcomes of deliberate civic education programs. Remarkably, few types of research have investigated how the outcomes of group process (e.g. based on religion) in schools, and more specifically, the pressure to conform to in-group norms, relate to civic educational goals (e.g. promoting tolerance for Lesbian, Gay, Bisexual, Transgender people). Against that background, this paper has two objectives. First, we assess social variation in perceived social pressure for religious conformity among Christian and Muslim Youth enrolled in secondary education in Flanders (N = 2765). Second, we investigate the relationship between perceived social pressure for religious conformity and anti-gay sentiment. Our analyses are guided by social identity theory and rely on multilevel analysis. We find that for both Christian and Muslim youth, anti-gay sentiment is higher among young people who experience higher social pressure through the perceived expectations from talking with significant others about religion.

The aim of this study was to examine the differential effects of specific types of supervisor support on transfer of training, taking into account established trainee characteristics, such as trainees' motivation to learn, motivation to transfer, and training self-efficacy. More specifically, nine types of supervisor support were examined (pre-training information, role modelling & facilitation, request sharing, favourable attitude, coaching & feedback, openness, involvement & accountability, work coverage, and training participation). In addition, the mediating effect of training retention is explored, as learning outcomes may present an intervening variable that connects supervisor support to transfer of training. A time-lagged design was used to investigate the relationships in the proposed model and it was evaluated using partial least squares path modelling (PLS-PM). Data was gathered in Belgium through online questionnaires at three points in time from 111 participants of work-related training. Participants were employees from a retail organisation and different government agencies. Results indicate that only supervisors' accountability and involvement positively predicted employees' transfer of training three months after training. In addition, it was found that supervisors' involvement and accountability had an indirect effect on transfer of training through training retention.

This paper argues that whereas the social relevance of attitudes towards education is commonly confined to their direct impact on educational aspirations or attainment, attitudes may also impact on educational success in a way similar to cultural capital. Survey data were used to assess the support for three different attitudes with respect to the perceived value of attending school among youngsters (n = 853) following secondary education in Flanders (the Dutch-speaking part of Belgium). The results revealed substantial differences according to the pupils' cultural capital, time perspective, personal educational experiences and social mobility. These findings are taken as a starting point for a broader discussion about how attention to attitudes may enable us to account for the power struggles in which the educational field and the teaching profession are involved.

Based on Self-Determination Theory (Deci & Ryan, 2000), this study tested whether changes in autonomous motivation toward physical education (AMPE) during the transition from elementary to secondary school can be predicted by changes in perceived need support from the physical education (PE) teacher and perceived physical school environment. Self-reported data were gathered from 472 Flemish (northern part of Belgium) students in 6th grade (2009) and again in 8th grade (2011). Mediation analyses showed that an increase in perceived need support from the PE teacher was related to an increase in AMPE (boys: ß = 0.42; girls: ß = 0.50). In boys, this relation was mediated by changes in perceived competence (ß = 0.08). In girls, this relation was mediated by changes in perceived autonomy (ß = 0.12), perceived competence (ß = 0.14), and perceived relatedness (ß = 0.05). This study shows that PE teachers should be need-supportive to maintain a good quality of motivation in students.

In the psychology and educational science programs at Ghent University, only 36.1% of the new incoming students in 2011 and 2012 passed all exams. Despite availability of information, many students underestimate the scientific character of social science programs. Statistics courses are a major obstacle in this matter. Not all enrolling students master the basic mathematical skills needed to pass statistics courses. Therefore, we propose a test that measures these skills. Our aim is to examine the predictive validity of the test with regard to the statistics course and also as to overall academic success. The results indicate that a test of very basic mathematics skills helps identify at-risk students at and before the start of the academic year. The practical implications of these results are discussed. The test aids the efficient use of means for remedial interventions and supports future students in choosing a higher education program that suits their potential.

During the past decade, both qualitative and quantitative research have documented strong feelings of fatalism amongst pupils enrolled in technical and vocational tracks in secondary education. Whereas those feelings have been shown to predict decreased school involvement and school misconduct, relatively little is known about their exact origins. In this paper, we explore to what extent they should be considered a stigma consciousness caused by the demeaning impact of perceived contempt to which pupils from technical and vocational tracks are exposed. Data from the "International Civic and Citizenship Education Study" from Flanders (the Dutch-speaking part of Belgium, N: 1967) were used to explore the distribution and consequences of perceived contempt with regard to one's choice of study. About 20% of the pupils enrolled in technical and vocational education reported that some people looked down on them due to their studies. Moreover, even after taking into account different ability measures and social background characteristics, a strong direct relationship remained between perceived contempt and feelings of futility. In the conclusion, we elaborate on the implications of our findings.

Sport appears to present a powerful tool for engaging socially vulnerable youth in an organised context, which offers an opportunity to work with them. However, we have little understanding regarding participation of socially vulnerable young people in the "traditional" sport sector (i.e. sports clubs). Nor do we have sufficient insights into how vulnerable young people experience their participation in sports clubs and how they best feel supported. In order to address this question, we interviewed 50 young people and 13 key witnesses (mostly coaches, but also board members and club coordinators) within 15 Flemish (northern Dutch-speaking region of Belgium) traditional sport settings, using semi-structured interviews. Throughout the interviews we noticed that the selected sports clubs offered young people an environment where they could find support, meaning, appreciation, security and caring. The coach played a key role but was not the only factor, since his/her guidance was influenced and steered by the broader organisational and cultural context of the club. From the perspectives and experiences of interviewed youngsters we have identified some aspects that are related to the organisational context, such as first impressions/feelings when joining the sports club, differences between other sports clubs, valued experiences, motives for (non-)participation and dropout. Interviewed young people were, however, rather reserved, perhaps realistic, about popular beliefs in the power of sport to change things for the better.

Students' workload has been recognised as a major factor in the teaching and learning environment. This paper starts by structuring the different conceptualisations of workload described in the scientific literature. Besides the traditional distinction between objective and subjective or perceived workload, a distinction between conceptualisations focusing on the perception of quantitative and qualitative aspects of workload comes to the fore. This qualitative study investigates what workload means for students in higher education. Forty Civil Engineering and Educational Sciences Master's students were interviewed. The results show that "having time" is a precondition for experiencing a manageable workload. When this precondition is fulfilled, the interest of a student and the ability to plan and set priorities play an important role in the perception of workload. Finally, the results show that several aspects of the learning environment can influence this interest and the perception of workload.

Cognitive theories on consciousness propose a strong link between consciousness and working memory (WM). This link is also present at the neural level: Both consciousness and WM have been implicated in a prefrontal parietal network. However, the link remains empirically unexplored. The present study investigates the relation between consciousness and WM by studying the impact of WM load on one aspect of consciousness, the threshold for subjective visibility. At the same time, we investigated how WM affects cognitive control, a function that has been implicated to consciousness. Results showed an increase in the threshold of subjective visibility when WM load increased. Furthermore, the impact of a prime stimulus on the response to the target was also modulated by WM load. We propose that the observed interference is caused by the functional and neural overlap of these functions.

Background: Research in higher education on the effects of student-centred versus lecture-based learning environments generally does not take into account the psychological need support provided in these learning environments. From a self-determination theory perspective, need support is important to study because it has been associated with benefits such as autonomous motivation and achievement. Aim: The purpose of the study is to investigate the effects of different learning environments on students' motivation for learning and achievement, while taking into account the perceived need support. Sample: First-year student teachers ("N"= 1,098) studying a child development course completed questionnaires assessing motivation and perceived need support. In addition, a prior knowledge test and case-based assessment were administered. Method: A quasi-experimental pre-test/post-test design was set up consisting of four learning environments: (1) lectures, (2) case-based learning (CBL), (3) alternation of lectures and CBL, and (4) gradual implementation with lectures making way for CBL. Results: Autonomous motivation and achievement were higher in the gradually implemented CBL environment, compared to the CBL environment. Concerning achievement, two additional effects were found; students in the lecture-based learning environment scored higher than students in the CBL environment, and students in the gradually implemented CBL environment scored higher than students in the alternated learning environment. Additionally, perceived need support was positively related to autonomous motivation, and negatively to controlled motivation. Conclusions: The study shows the importance of gradually introducing students to CBL, in terms of their autonomous motivation and achievement. Moreover, the study emphasizes the importance of perceived need support for students' motivation. (Contains 4 tables and 1 figure.)

In times of teacher shortage, well-considered, goal-oriented teacher recruitment is important. An understanding of the reasons why different groups of students undertake teacher training would be useful in developing targeted campaigns. Against this background, the research question is as follows: what are the motivations prompting students to enter primary teacher training and do these motivations vary according to student characteristics? A questionnaire based on the reasons and expectations included in the Learning and Studying Questionnaire was administered during a compulsory course. Participants were 1,805 pre-service primary education teachers starting their first year of study at 14 different schools in Flanders (Belgium). Results show that students mainly undertake teacher training for intrinsic and altruistic reasons such as developing skills and knowledge that will be useful in their future teaching career, attending interesting and well-taught courses, gaining an understanding of the subject and helping children and making a difference in the world. In addition, students also take into account extrinsic factors such as good working conditions, long holidays and the ability to balance work and family responsibilities. Significant differences in motivation were found to be related to student characteristics such as gender, age, educational background and self-reported academic achievement, suggesting that teacher recruitment could benefit from population-specific approaches aimed at increasing the attractiveness of teaching and teacher training.

The relationships between two measures proposed to describe personality pathology, that is the Revised NEO Personality Inventory (NEO-PI-3) and the Personality Inventory for "DSM"-5 (PID-5), are examined in an undergraduate sample (N = 240). The NEO inventories are general trait measures, also considered relevant to assess disordered personality, whereas the PID-5 measure is specifically designed to assess pathological personality traits, as conceptualized in the "DSM"-5 proposal. A structural analysis of the 25 PID-5 traits confirmed the factor structure observed in the U.S. derivation sample, with higher order factors of Negative Affectivity, Detachment, Antagonism, Disinhibition, and Psychoticism. A joint factor analysis of, respectively, the NEO domains and their facets with the PID-5 traits showed that general and maladaptive traits are subsumed under an umbrella of five to six major dimensions that can be interpreted from the perspective of the five-factor model or the Personality Psychopathology Five. Implications for the assessment of personality pathology and the construction of models of psychopathology grounded in personality are discussed.

In the continuously changing society and knowledge-intensive economy, the demand for the recurrent updating of competencies is coming to the fore for all employees, including low-qualified employees. Employees are considered low qualified when they do not have a starter qualification for higher education. Although many educational studies have focused on fostering learning under favorable circumstances, learning under less favorable circumstances--such as fewer career prospects and restricted possibilities for professional and personal development associated with low qualifications--has received fairly little attention. Participants in this cross-sectional, survey-based study were 246 low-qualified employees from eight different organizations. Results of the multilevel analyses show gender differences and differences between employees with different types of employment contracts. In addition, the seniority of employees showed a negative relation with learning intentions. Finally, learning intentions were positively predicted by self-directedness, financial satisfaction, and perceived support for learning. (Contains 2 figures and 7 tables.)

The present study constructed empirically derived subtypes of adolescent offenders based on general traits and examined their associations with psychopathology and psychopathic traits. The sample included 342 detained minors (172 boys and 170 girls; mean age 15.85 years, SD = 1.07) recruited in various Youth Detention Centers across the Flemish part of Belgium. All adolescents provided self-reports on the quick big five, the youth self report, and the youth psychopathic traits inventory to assess general traits, psychopathology, and psychopathic traits respectively. Latent class analyses based on general personality traits were performed and suggested three personality types, consisting of an "emotionally labile," "close-minded and goal-oriented" class, an "undercontrolled" class, and an "emotionally labile-careless" class. These three personality types within detained minors showed particular constellations of general traits and differed meaningfully in terms of their mean-scores on externalizing psychopathology and psychopathy measures.

Purpose: Teams, teamwork and team learning have been the subject of many research studies over the last decades. This article aims at investigating and confirming the Team Learning Beliefs and Behaviours (TLB&B) model within a very specific population, i.e. police and firemen teams. Within this context, the paper asks whether the team's beliefs about the interpersonal context and the occurrence of three team learning behaviours (construction, co-construction and constructive conflict) play a role in building and maintaining mutually shared cognition in a collaborative learning environment leading to a higher effectiveness. Self-efficacy was added to the original model. Furthermore, the effect of team meeting frequency on the TLB&B model was investigated. Design/methodology/approach: All constructs were measured using the validated Team Learning Beliefs and Behaviours Questionnaire completed with the self-efficacy scale. Data were collected from 126 teams (n[subscript individuals] = 769) and analysed using stepwise multi-level regression analyses and analyses of variance. Findings: The results show that the examined model generally applies to the data. Furthermore, self-efficacy was found to be a valuable addition to the model. Originality/value: This article validates an existing team learning model in a new context, namely that of response teams. Furthermore, it adds self-efficacy as a predictor for team learning behaviours and team effectiveness. A multilevel-approach was used as a valuable alternative of aggregating individual perceptions to team constructs. (Contains 4 tables and 2 figures.)

Purpose: While the professional learning of high-qualified employees has received a lot of attention, research that focuses on low-qualified employees is limited. The purpose of this study is to investigate the learning intention of low-qualified employees as a proximal determinant of their actual participation in learning activities. Design/methodology/approach: This study applied a mixed method approach. The quantitative part of the section applied a cross-sectional survey design. In total 673 low-qualified participants completed the questionnaire. Regression and ANOVA analyses were calculated to answer the research questions. For the qualitative part of this study, 14 low-qualified employees were interviewed. These interviews were transcribed and encoded by means of descriptive coding and open coding, and split up into different categories using NVivo 8 software. Findings: The results show that self-directedness in career processes and financial satisfaction are positively related to the learning intentions of low-qualified employees. The qualitative part of the research shows that low-qualified employees primarily relate learning to formal learning activities, and that learning has a negative connotation for them due to prior negative experiences related to school learning. Research limitations/implications: The quantitative part of the research only considers formal learning, whereas the qualitative part of the research also allowed a discussion of informal learning experiences. Because of the negative connotation that low-qualified employees attach to learning, it seems that semi-structured interviews did not yield as much information as expected. Originality/value: Besides investigating possible antecedents of low-qualified employees' learning intentions, this research also explores what learning means for this group of employees, who traditionally have an educational background that is filled with negative experiences. (Contains 5 tables and 1 figure.)

Based on the self-determination theory, this study investigated the mediating role of the satisfaction of the three psychological needs (need for competence, relatedness and autonomy) in the relation between need support from the physical education (PE) teacher and autonomous motivation to engage in PE and between the physical school environment and autonomous motivation to engage in PE. Data were collected from 2418 6th grade children. Analyses were performed using bootstrapping. The results showed that perceptions of competence and autonomy mediated the relation between need support from the PE teacher and autonomous motivation. Moreover, the perception of autonomy also mediated the relation between the physical school environment and autonomous motivation. These findings suggest that not only the PE teacher but also the physical school environment is able to promote autonomous motivation by satisfying the need for autonomy. (Contains 1 figure and 3 tables.)

In the field of higher education, it has often been claimed that in culturally-diverse classes high levels of cross-cultural competence will result in better teaching performance among faculty. Unfortunately, to date this relationship has not been tested empirically. In this study, we examine the nature of this relationship using course-related survey data from faculty members (N = 46) teaching management-related courses to master's students (N = 1,219) in four EU countries (Belgium, France, Germany, and The Netherlands). Results demonstrate that cross-cultural competence (in particular showing a high degree of cultural empathy and being open-minded) is an important asset for faculty members whenever the educational program relies on (frequent) interactions between faculty members and students. (Contains 3 notes and 4 tables.)

This study starts with investigating the relation of perceived workload, motivation for learning and working memory capacity (WMC) with students' approaches to learning. Secondly, this study investigates if differences exist between different student profiles concerning their approach to the learning and the influence of workloads thereon. Results show a relation for workload and motivation but not for WMC. By means of a cluster analysis, three student profiles were identified based on WMC and motivation. Students characterised by high WMC and average motivation scored higher on surface approaches and lower on deep approaches than students with high autonomous motivation. These latter students also score higher on deep approaches than students characterised by low WMC. Finally, it was found that all student profiles responded the same to the influence of workload. In contrast with prior research, deep approaches were higher when the workload was higher. (Contains 5 tables and 2 figures.)

During lectures, some students are continuously focused and attentive, whereas others tend to be bored, jittery, or inattentive. The same might happen when students are given student-activating assignments. Some students simply love one type of instruction, whereas others tend to resent it. Moreover, it is not the context itself, but the context as it is perceived by the student that affects learning. This study sets out to discover how students view instruction, based on their experiences with a particular setting, and aims to investigate the effects of "context-by-student" characteristics, such as students' course experiences, and the effects of "student-by-context" features, such as approaches to learning. The research has a quasi-experimental design and compares a lecture-based setting with student-activating teaching methods (i.e. self-discovery learning by means of authentic tasks with the help of a scaffolding approach); followed by one of four assessment methods: a multiple-choice test, a case-based examination, a peer assessment or a portfolio assessment. Data (N = 579) were collected by means of validated questionnaires, comprising the ASSIST and LSQ instruments and the course experience questionnaire. Results demonstrate that students' appraisal of the assessment method, their course experiences and the teaching methods that are dominant in the setting contribute positively to students' appraisal of instruction. Interestingly, this conclusion applies to both the lecture-based and the student-activating groups and to both conventional assessment methods and new modes of assessment. Moreover, deep approaches to learning, monitoring studying and/or organized studying, as well as preferences for courses that support understanding, positively affect students' appraisal of student-activating teaching methods. In short, both student-by-context and context-by-student features prove to be strong predictors of students' appraisal of instruction and, as a consequence, student learning. (Contains 7 tables and 2 figures.)

This study investigated the decision-making process of three instructional groups (i.e., teacher-centered, student-centered with tactical questioning and student-centered without tactical questioning) in practical courses in volleyball among university students. All students (N = 122) performed a Tactical Awareness task on the correctness of the decision-making process at three testing phases (i.e., pretest, posttest and retention test). The results revealed that the tactical awareness of all students ameliorated after five lessons (posttest) and this effect persisted over time after six weeks (retention test). However, the tactical knowledge of the student-centered instructional group with tactical questioning improved significantly more than the two other instructional groups. These findings highlight the importance of a student-centered approach with an active involvement of students in evaluative skills to enhance the tactical decision-making process. (Contains 1 table and 3 figures.)

The current dominant discourse on social exclusion and youth work depicts inclusion in youth work as an instrument for inclusion in other more pivotal institutions of society. Recent studies have shown, however, that the participation of socially vulnerable young people does not necessarily yield the anticipated inclusions. Suggestions are subsequently been put forward to bring more structure into youth work initiatives. In this article, we assert that this technical reasoning fails to acknowledge the complexity of social reality. By means of a social pedagogical case study of the coming into being of a Flemish youth work field, we show how youth work actors in Flanders have come to reinforce the social exclusions they were so eager to solve. Our findings raise questions about individualistic fallacies and cultural biases in youth work practices and policies that have relevance well beyond the Flemish context. (Contains 2 notes.)

Psychometric properties of the Dutch version of the Affect and Arousal Scales (AFARS) were inspected in a combined clinical and population sample (N = 1,215). The validity of the tripartite structure and the relations between Negative Affect, Positive Affect, and Physiological Hyperarousal (PH) were investigated for boys and girls, younger (8-11 years) and older (12-14 years) children, and for children with high versus low levels of emotional/behavioral problems separately. Results demonstrated an adequate fit of the tripartite structure in each of the subgroups. Multigroup confirmatory factor analysis demonstrated parameter equivalence across sex, age, and psychopathology status. Furthermore, the assumption of invariant error variances of the indicator variables was tenable across sex, age, and psychopathology status. Invariant variances and covariances of the latent constructs (i.e., the tripartite factors) were supported across sex and psychopathology status but not across age. Finally, adequate item and scale properties and good convergent and moderate divergent validity of the Dutch AFARS subscales were demonstrated, except for the divergent validity of the PH subscale. (Contains 3 notes and 6 tables.)

The present study investigates five types of continuity of personality and internalizing and externalizing problems (i.e., structural, differential, mean-level, individual-level and ipsative continuity) in a sample of referred children and adolescents (N = 114) with a broad variety of psychological problems. Mothers were administered a child personality and psychopathology measure, i.e., the Hierarchical Personality Inventory for Children ["Handleiding hierarchische persoonlijkheidsvragenlijst voor kinderen" (manual hierarchical personality inventory for children). Ghent University, Department of Developmental, Personality, and Social Psychology, Ghent, 2005] and the Child Behavior Checklist [Handleiding voor de cbcl/4-18: (Manual of the CBCL/4-18), "Afdeling Kinder- en Jeugdpsychiatrie." Erasmus Universiteit Rotterdam, The Netherlands, 1996] at two measurement occasions, with a 26-months interval. Personality was substantially stable, paralleling findings for non-referred peers. Internalizing and Externalizing Problem Behavior were almost as stable as personality traits, suggesting that childhood psychopathology is more persistent than generally assumed. Strengths and limitations of the present study and implications for further research are discussed.

This study used principles underlying item generation theory to posit competing perspectives about which features of situational judgment tests might enhance or impede consistent measurement across repeat test administrations. This led to 3 alternate-form development approaches (random assignment, incident isomorphism, and item isomorphism). The effects of these approaches on alternate-form consistency, mean score changes, and criterion-related validity were examined in a high-stakes context (N = 3,361). Generally, results revealed that even small changes in the context of the situations presented resulted in significantly lower alternate-form consistency. Conversely, placing more constraints on the alternate-form development process proved beneficial. The contributions, implications, and limitations of these results for the development of situational judgment tests and high-stakes testing are discussed. (Contains 5 tables and 1 figure.)

In recent years, pay satisfaction has been increasingly studied in an international context, prompting the importance of examining whether the Pay Satisfaction Questionnaire (PSQ) is invariant across countries other than the United States. This study investigated the measurement invariance across three countries, namely, the United States (N = 321), Belgium (N = 301), and Cyprus (N = 132). Results showed that the measurement structure of the PSQ was invariant across these different countries because there was no departure from measurement invariance in terms of factor form, factor pattern coefficients, factor variances, and factor covariances. These results show promise for the equivalence of PSQ ratings across different countries. Future research is needed to test the equivalence further across other countries and samples. (Contains 3 tables.)

The purpose of this paper is to gain insight into the relationships between hands-on experiences with formative assessment, students' assessment preferences and their approaches to learning. The sample consisted of 108 university first-year Bachelor's students studying criminology. Data were obtained using the "Revised two-factor study process questionnaire" (R-SPQ-2F) and the "Assessment preferences inventory" (API). The study shows that differences in assessment preferences are correlated with differences in approach to learning. Students' preferences for assessment methods with higher-order thinking tasks are significantly lower after actual experience with a formative assessment. Moreover, students also changed their approaches to learning after hands-on experience with a formative mode of assessment. Surprisingly, this change evinced a more "surface approach" to learning. Nevertheless, this is in line with other recent research findings. The paper ends with some possible explanations, and new directions for research are proposed. (Contains 4 tables.)

Infections with SARS-CoV-2 continue to cause significant morbidity and mortality. Interleukin (IL)-1 and IL-6 blockade have been proposed as therapeutic strategies in COVID-19, but study outcomes have been conflicting. We sought to study whether blockade of the IL-6 or IL-1 pathway shortened the time to clinical improvement in patients with COVID-19, hypoxic respiratory failure, and signs of systemic cytokine release syndrome. We did a prospective, multicentre, open-label, randomised, controlled trial, in hospitalised patients with COVID-19, hypoxia, and signs of a cytokine release syndrome across 16 hospitals in Belgium. Eligible patients had a proven diagnosis of COVID-19 with symptoms between 6 and 16 days, a ratio of the partial pressure of oxygen to the fraction of inspired oxygen (PaO 2 :FiO 2) of less than 350 mm Hg on room air or less than 280 mm Hg on supplemental oxygen, and signs of a cytokine release syndrome in their serum (either a single ferritin measurement of more than 2000 μg/L and immediately requiring high flow oxygen or mechanical ventilation, or a ferritin concentration of more than 1000 μg/L, which had been increasing over the previous 24 h, or lymphopenia below 800/mL with two of the following criteria: an increasing ferritin concentration of more than 700 μg/L, an increasing lactate dehydrogenase concentration of more than 300 international units per L, an increasing C-reactive protein concentration of more than 70 mg/L, or an increasing D-dimers concentration of more than 1000 ng/mL). The COV-AID trial has a 2 × 2 factorial design to evaluate IL-1 blockade versus no IL-1 blockade and IL-6 blockade versus no IL-6 blockade. Patients were randomly assigned by means of permuted block randomisation with varying block size and stratification by centre. In a first randomisation, patients were assigned to receive subcutaneous anakinra once daily (100 mg) for 28 days or until discharge, or to receive no IL-1 blockade (1:2). In a second randomisation step, patients were allocated to receive a single dose of siltuximab (11 mg/kg) intravenously, or a single dose of tocilizumab (8 mg/kg) intravenously, or to receive no IL-6 blockade (1:1:1). The primary outcome was the time to clinical improvement, defined as time from randomisation to an increase of at least two points on a 6-category ordinal scale or to discharge from hospital alive. The primary and supportive efficacy endpoints were assessed in the intention-to-treat population. Safety was assessed in the safety population. This study is registered online with ClinicalTrials.gov (NCT04330638) and EudraCT (2020-001500-41) and is complete. Between April 4, and Dec 6, 2020, 342 patients were randomly assigned to IL-1 blockade (n=112) or no IL-1 blockade (n=230) and simultaneously randomly assigned to IL-6 blockade (n=227; 114 for tocilizumab and 113 for siltuximab) or no IL-6 blockade (n=115). Most patients were male (265 [77%] of 342), median age was 65 years (IQR 54–73), and median Systematic Organ Failure Assessment (SOFA) score at randomisation was 3 (2–4). All 342 patients were included in the primary intention-to-treat analysis. The estimated median time to clinical improvement was 12 days (95% CI 10–16) in the IL-1 blockade group versus 12 days (10–15) in the no IL-1 blockade group (hazard ratio [HR] 0·94 [95% CI 0·73–1·21]). For the IL-6 blockade group, the estimated median time to clinical improvement was 11 days (95% CI 10–16) versus 12 days (11–16) in the no IL-6 blockade group (HR 1·00 [0·78–1·29]). 55 patients died during the study, but no evidence for differences in mortality between treatment groups was found. The incidence of serious adverse events and serious infections was similar across study groups. Drugs targeting IL-1 or IL-6 did not shorten the time to clinical improvement in this sample of patients with COVID-19, hypoxic respiratory failure, low SOFA score, and low baseline mortality risk. Belgian Health Care Knowledge Center and VIB Grand Challenges program. [ABSTRACT FROM AUTHOR]

»Eine geradlinige Reise? Die Untersuchung der belgischen Flüchtlingspolitik auf Basis der Zentralregierungs-Archive (1945-1957)«. When looking at the "management" of refugee crises or violence induced mobility in Western Europe since the 1930s, one cannot help but notice that Belgium offers an interesting case study. In the second half of the 1940s, it recruited over 22,000 displaced persons (DPs) from Germany to work as miners, and by early 1954, it had become the first country to delegate its national competence for recognizing refugees on its territory to the representative of an international body - the Belgian delegate of the United Nations High Commissioner for Refugees (UNHCR). This historical evolution is of course only of interest in as much as it is reflected in the archives which, in the case of Belgium, are well preserved. This contribution uses the records of the Aliens Police and of various Belgian branches of international refugee organizations over the years 1945- 1957. The aim is to analyze how their archive production bears the traces of the evolving refugee mobility and Belgium's asylum regime. Interestingly, these archives have a dynamic of their own, which makes them much more than passive witnesses of the policy-making in the past. I will argue that the latter aspect is of crucial importance for a good understanding and efficient use of such archival sources. [ABSTRACT FROM AUTHOR]

The article focuses on Rwanda's deprivation from election opportunities since its independence from Belgium in 1962. It is stated that the country has been a democracy in name only. The significance of elections in post-genocide Rwanda and the role that the international community should play in support of the country's democracy and growth is discussed. As mentioned, Rwanda is not even a moderately functioning democracy. Also, the politics of exclusion result in widespread structural violence, and that the international community should act now to deter any future violence.

Abstract: In healthcare facilities, the prediction of mean thermal comfort perception of patients and staff is necessary to formulate requirements for the architectural and building systems design and control, and for establishing guidelines for the use of clothing and bedding systems. In this study thermal comfort of patients is evaluated by comparing objective (environmental and personal) parameters and subjective measurements (questionnaires) of thermal comfort for different groups of patients, according to the ward they are occupied in. The study involved 99 patients of maternity, oncology, neurology, gastro-enterology, abdominal surgery and thoraco-vascular surgery wards. T tests reveal no significant difference between Predicted Mean Vote (PMV) obtained from objective measurements and Actual Mean Vote (AMV) for all the different wards except for neurology. Binomial tests show that the difference between the predicted percentage of dissatisfied (PPD) obtained by application of the PPD-formula in ISO 7730 as function of Actual Mean Vote and PPD obtained from personal acceptability votes is not significant on a 5% level for all wards. This means that PMV and PPD indices may be used to adequately predict mean thermal responses for these wards except for neurology. [ABSTRACT FROM AUTHOR]

Abstract: Fish-based indices monitor changes in surface waters and are a valuable aid in communication by summarising complex information about the environment (). A zone-specific fish-based multimetric estuarine index of biotic integrity (Z-EBI) was developed based on a 13year time series of fish surveys from the Zeeschelde estuary (Belgium). Sites were pre-classified using indicators of anthropogenic impact. Metrics showing a monotone response with pressure classes were selected for further analysis. Thresholds for the good ecological potential (GEP) were defined from references. A modified trisection was applied for the other thresholds. The Z-EBI is defined by the average of the metric scores calculated over a one year period and translated into an ecological quality ratio (EQR). The indices integrate structural and functional qualities of the estuarine fish communities. The Z-EBI performances were successfully validated for habitat degradation in the various habitat zones. [Copyright &y& Elsevier]

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Background and Aim of the Study: The impact of a minimally invasive approach on patient-prosthesis mismatch (PPM) in patients undergoing aortic valve replacement (AVR) remains unknown. The study aim was to identify the impact of a minimally invasive approach for AVR on the incidence of PPM., Methods: The results of a single-center experience in 506 patients who underwent isolated AVR through a minimally invasive or conventional sternotomy were analyzed. Postoperative PPM was defined as an effective orifice area index < 0.85 cm2/m2, and was correlated with surgical approach, mortality and cardiac events after surgery., Results: Overall, postoperative PPM was present in 26.0% of the patients. The ratio of PPM was 24.1% in minimal access patients and 27.7% in conventional AVR patients (p = 0.35). Hospital mortality was similar in both groups (3.8% versus 3.4%, p = 0.62). The body mass index (BMI) was higher in patients with PPM (28.5 +/- 4.4 versus 25.3 +/- 3.6 kg/m2; p = 0.0001), but obesity was significantly associated with PPM (36.3% versus 9.4%; p = 0.0001). The PPM group included more patients with a left ventricular ejection fraction (LVEF) < 0.50 (12.8% versus 5.3%; p = 0.004). The independent risk factors for PPM were increased BMI (p = 0.0001), LVEF < 0.50 (p = 0.007) and preoperative aortic stenosis (p = 0.029). A LVEF < 0.50 increased the risk for PPM by 3.77-fold (95% CI: 1.4-9.9), while a high BMI increased the risk by 1.42-fold (95% CI: 1.3-1.5). Preoperative aortic insufficiency was associated with PPM, but did not significantly increase the risk., Conclusion: A minimally invasive approach for AVR did not lead to an increased incidence of PPM and associated adverse events following surgery.