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While field experiments are valuable in their ability to objectively analyse patterns of discrimination, research that focuses on reducing discrimination is systematically lacking. The present study addresses this gap. Building on both cognitive and behavioural processes that steer discriminatory decision-making and insights from diversity literature, we develop and test the effectiveness of a training intervention which is tailored to the specific context of the housing market, with 113 students in real estate. We develop our training around three theoretical mechanisms of discrimination that are measured through a specified vignette experiment in pre- and post-tests. Our results show a reduction in statistical and customer taste-based discrimination after the training, but no change in agent taste-based discrimination. The driver for this reduction in discrimination is being more selective on majority candidates rather than increasing the chances of ethnic minority candidates. Additionally, we found that training has no effect on taste and that most of these effects remain present on the long term. [ABSTRACT FROM AUTHOR]

In problem-based learning students are responsible for their own learning process, which becomes evident when they must act independently, for example, when selecting literature resources for individual study. It is a matter of debate whether it is better to have students select their own literature resources or to present them with a list of mandatory instructor-selected literature resources. The current study investigated the effect of using instructor-selected literature resources or student-selected literature resources (from a predetermined set of literature) on several learning outcome variables. The results demonstrated that students in the student-selected literature condition scored higher on autonomous motivation and perceived competence, and lower on perceptions of mental effort during studying. Students in the instructor-selected condition had better test performance on factual test items, whereas no difference was found for the conceptual questions. Overall, the results indicate that letting students select their own literature resources can be beneficial in terms of autonomous motivation, perceived competence, and perceptions of mental effort invested during learning and does not differentially affect conceptual knowledge.

Two studies investigated the importance of initial topic interest (i.e., expectation of interest) and tutors' autonomy-supportive or controlling instructional styles for students' motivation and performance in problem-based learning (PBL). In Study 1 (N = 93, a lab experiment), each student participated in a simulated group discussion in which tutor instructions were manipulated to be autonomy supportive, internally controlling, or externally controlling. Controlling tutor instructions led to higher controlled motivation, but autonomy-supportive instructions did not relate to students' autonomous motivation and performance measures. Higher topic interest resulted in higher autonomous motivation and contributed indirectly to more self-study time and persistence. Self-study time was in turn associated with better test performance. A field study (N = 287, Study 2) supported the findings of Study 1. Tutor-provided autonomy support was unrelated to autonomous motivation, while a controlling instructional style led to higher controlled motivation and negatively affected performance. Again, topic interest positively influenced autonomous motivation and subsequent performance. Both studies demonstrate the importance of students' initial topic interest for subsequent performance in PBL. Results also indicate that in PBL, tutor-provided autonomy support does not improve autonomous motivation and performance, whereas controlling tutoring can promote controlled motivation and hamper performance. Implications and further research opportunities are discussed.

Recent studies have explored hiring discrimination as an obstacle to former burnout patients. A substantial share of the burned-out working population, however, returns to the same employer, where they face an even more severe aftermath of burnout syndrome: promotion discrimination. To our knowledge, we are the first to directly address this issue. More specifically, we conducted a vignette experiment with 406 managers, testing the potential of the main burnout stigma theoretically described in the literature as potential mediators of promotion discrimination. Estimates reveal that compared to employees without an employment interruption, former burnout patients are assigned a 34 per cent lower promotion propensity score. Moreover, negative perceptions are associated with a history of job burnout. Four of these perceptions, namely lower leadership capacities, stress tolerance, abilities to take on an exemplary role, and chances of finding another job explain almost half the burnout effect on promotion propensities. [ABSTRACT FROM AUTHOR]

This study examines whether tutors (N?=?15) in a problem-based learning curriculum were able to predict students' success in their first year and their entire bachelor programme. Tutors were asked to rate each student in their tutorial group in terms of the chance that this student would successfully finish their first year and the entire bachelor programme. The results indicated that tutors can predict students' first-year success and attrition in the bachelor programme, even on top of prior grades. Moreover, tutors seem to be better at predicting completion of the first year and bachelor programme versus failure or non-completion. The results suggest that tutors can assess whether students will be successful at an early stage of the programme. Tutor judgments of students' future success have the potential to be used as an additional source of information to identify students at risk of leaving college without a degree.

This study examines the effects of two learning environments (i.e., problem-based learning [PBL] versus lecture-based [LB] environments) on undergraduates' study motivation. Survey results demonstrated that PBL students scored higher on competence but did not differ from LB students on autonomous motivation. Analyses of focus groups further indicated that active learning aspects, such as collaboration are perceived as motivating. However, controlling elements (i.e., mandatory presence) and uncertainty (i.e., in selecting the correct and sufficient literature) were described as detrimental for students' motivation. In conclusion, PBL does not always seem to lead to higher intrinsic motivation. It is therefore crucial to build in the right amount of structure in learning environments and balance controlling elements versus autonomy, even in learning environments that are intended to be motivating for students.

The present study investigates the joint effect of the quantity and quality of out-of-school activities (i.e., employment and leisure) on academic outcomes (i.e., well-being, study attitude, and academic performance) among 230 undergraduates. A series of hierarchical regression analyses show that spending too much time in both employment and leisure activities has negative relations with undergraduates' academic outcomes. Work-study interference fully mediated the effect of time engagement in student employment on students' reported well-being. These findings support a conflict perspective on multiple role engagement. However, results also show positive effects of activities depending on job demand and autonomy and level of autonomous motivation to engage in these activities. We conclude that out-of-school activities can be beneficial for students' academic outcomes and preparation for the labor market when perceived as relevant for their academic study and performed in a balanced, autonomous way. (Contains 3 figures and 5 tables.)

This article considers personnel selection from a counseling perspective by investigating applicants' and recruiters' perceptions of the selection procedure. A survey was conducted among 700 applicants and 140 recruiters to investigate whether applicants' and recruiters' preferences for and expectations of the selection procedure were similar or dissimilar. Results of analyses of variance and t tests showed that applicants preferred a tailor-made treatment, facilitating transparency and negotiation. Recruiters preferred a standardized objective approach to negotiation. Applicants' expectations of the selection procedure differed from the way recruiters actually treated applicants during the selection procedure. Apparently, applicants' and recruiters' perceptions do not correspond. Theoretical and practical considerations for employment counselors are discussed. (Contains 2 tables.)