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Students' engagement could be described as the holy grail of learning, due to its relationship with positive educational outcomes both inside and outside of school. Academic engagement is widely conceived as a multidimensional construct, however, there are many discrepancies regarding the number and nature of the dimensions which compose it. The aim of this research was to establish if two of the most widely adopted traditions of engagement (the American and the European model) converge, or differ, in their results and structure. To test this, nine structural equation models were estimated and tested in a sample composed by 870 university students from Santo Domingo (Dominican Republic). Fit indexes pointed out at model eight as the best fitting model, a Bifactor ESEM model in which items explained variance was divided between a general underlying factor and the dimensions to which they correspond. Factor structure of both scales was congruent with previous literature, as well as convergent and discriminant validity, and reliability. We can conclude that although dimensions of engagement are empirically distinguishable, there is a big portion of common variance, thus, regardless the variety of conceptualizations of school engagement, there is strong empirical evidence that, although manifestations of engagement are different, the underlying mechanism of feeling engaged is the same., Author(s): Jose Manuel Tomás [sup.1] , Melchor Gutiérrez [sup.1] , Salvador Alberola [sup.1] , Sylvia Georgieva [sup.1] Author Affiliations: (1) grid.5338.d, 0000 0001 2173 938X, University of Valencia, , Av. [...]

Achievement in the academic settings has long lasting positive outcomes. In this study, hope, self-efficacy, and engagement are linked to academic success. The aims of this study were to test a model which predicts academic success in the Dominican Republic while testing for the mediator role of engagement. The sample was composed of 614 middle-school students. Scales of Dispositional Hope, Academic Self-Efficacy, Academic Self-concept, and Engagement were used. Academic performance was measured with students' grades in Spanish and Mathematics. Three structural equation models were tested. The retained model stated hope and self-efficacy as antecedents, engagement dimensions as mediators and grades and academic self-concept as final outcomes. There were significant effects of hope and self-efficacy on engagement, and behavioral engagement was the best predictor of academic success. These results point out that interventions should target variables, such as hope or engagement to increase academic success.

Carbapenemase-producing Enterobacter spp. Serratia marcescens, Citrobacter freundii, Providencia spp., and Morganella morganii (CP-ESCPM) are increasingly identified as causative agents of nosocomial infections but are still not under systematic genomic surveillance. In this study, using a combination of whole-genome sequencing and conjugation experiments, we sought to elucidate the genomic characteristics and transferability of resistance genes in clinical CP-ESCPM isolates from Bulgaria. Among the 36 sequenced isolates, NDM-1 (12/36), VIM-4 (11/36), VIM-86 (8/36), and OXA-48 (7/36) carbapenemases were identified; two isolates carried both NDM-1 and VIM-86. The majority of carbapenemase genes were found on self-conjugative plasmids. IncL plasmids were responsible for the spread of OXA-48 among E. hormaechei, C. freundii, and S. marcescens. IncM2 plasmids were generally associated with the spread of NDM-1 in C. freundii and S. marcescens, and also of VIM-4 in C. freundii. IncC plasmids were involved in the spread of the recently described VIM-86 in P. stuartii isolates. IncC plasmids carrying blaNDM-1 and blaVIM-86 were observed too. blaNDM-1 was also detected on IncX3 in S. marcescens and on IncT plasmid in M. morganii. The significant resistance transfer rates we observed highlight the role of the ESCPM group as a reservoir of resistance determinants and stress the need for strengthening infection control measures. [ABSTRACT FROM AUTHOR]

Assessment of child maltreatment has been inconsistent across literature due to its complexity, multidimensionality, and the variety of conceptualizations of this construct. Five instruments have recurrently examined psychometric properties across the last years of research: Childhood Trauma Questionnaire, Maltreatment and Abuse Chronology of Exposure, Child Abuse Potential Inventory, Identification of Parents at Risk for child Abuse and Neglect, and Psychosocial Screening Tool. This article aims to examine and wrap up the knowledge regarding the psychometric properties of these instruments. A systematic review was performed through three of the most relevant databases in order to identify the most validated instruments to assess child maltreatment from 2010 to 2020, and 19 research articles were identified. Results indicate that there is a lack of information regarding some psychometric properties and therefore, in the light of this information, it is not possible to clearly determine if there are instruments with stronger scientific evidence for their psychometric properties, although the Maltreatment and Abuse Chronology of Exposure Scale (MACE) obtained the strongest psychometric evidence. This systematic review provided a comprehensive review on the main psychometric properties of five child maltreatment instruments in order to facilitate researchers and child welfare professionals the selection of the most suitable instrument for their specific purpose. We recommend addressing these gaps of information by further examining the psychometric properties of these instruments, and developing valid and reliable instruments for early detection in child maltreatment. [ABSTRACT FROM AUTHOR]

Achievement in the academic settings has long lasting positive outcomes. In this study, hope, self‐efficacy, and engagement are linked to academic success. The aims of this study were to test a model which predicts academic success in the Dominican Republic while testing for the mediator role of engagement. The sample was composed of 614 middle‐school students. Scales of Dispositional Hope, Academic Self‐Efficacy, Academic Self‐concept, and Engagement were used. Academic performance was measured with students' grades in Spanish and Mathematics. Three structural equation models were tested. The retained model stated hope and self‐efficacy as antecedents, engagement dimensions as mediators and grades and academic self‐concept as final outcomes. There were significant effects of hope and self‐efficacy on engagement, and behavioral engagement was the best predictor of academic success. These results point out that interventions should target variables, such as hope or engagement to increase academic success. [ABSTRACT FROM AUTHOR]