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Purpose: The aim of this study is to explore the relationships between dimensions of teacher efficacy and affective well-being while focusing on the roles of demographic characteristics (gender, grade level, educational background, and seniority). Design/Approach/Methods: 1,115 primary and 541 secondary school teachers in Hong Kong participated in the questionnaire survey. A series of t-tests, ANOVA, correlation analysis, and hierarchical multiple regressions were conducted. Findings: The younger teachers reported lower scores for well-being and efficacy than their senior counterparts, and the female and primary school teachers reported significantly higher levels of teacher efficacy for student engagement than their respective counterparts. Of the dimensions of affective well-being, pleasant affect was more closely related to teacher efficacy than negative affect, and the activated pleasant dimension of enthusiasm had the strongest influence. Of the three dimensions of teacher efficacy, efficacy for student engagement was most strongly associated with affective well-being. Originality/Value: The study revealed that teachers' affective well-being is not only important in itself, but also contributes to classroom teaching. The enthusiasm and passion possessed and maintained by teachers could play important roles in enhancing their self-efficacy. Furthermore, maintaining a good affective well-being status and even a modest level of anxiety contributes to their efficacy for student engagement, a dimension on which teachers reported the least confidence. Suggestions were put forward on how to improve teacher efficacy and well-being.

Teacher well-being is a critical factor affecting job performance and thus, significant for enhancing quality teaching. Based on the job demands-resources model, this study examines the mediating effects of teachers' self-monitoring and self-efficacy on the relationships between the emotional job demands of teaching and trust in colleagues and teacher well-being. A questionnaire was administered to 1115 primary school teachers in Hong Kong. The results highlight the maladaptive role of self-monitoring as a personal demand and the adaptive role of self-efficacy as a personal resource: self-monitoring is positively related to anxiety and depression; self-efficacy is positively related to enthusiasm and contentment and negatively related to anxiety and depression. The results not only support the beneficial role of trust in colleagues, which is positively associated with teacher self-efficacy and well-being, but also reveal the rewarding side of emotional job demands in enhancing teacher self-efficacy. Theoretical contributions and practical implications are discussed.

Although Chinese teachers commonly participate in school-based professional development activities, there is a remarkable scarcity of large-scale quantitative research into the effectiveness of teacher professional development in China, which is characterised as an institutionalised practice. Based on a conceptual framework applying recent research knowledge, this study investigates the relationships between teacher participation in school-based professional development and its individual and school contextual antecedents and effects on teachers and teaching in the context of mainland China. A total of 1506 secondary school teachers responded to a questionnaire survey. The results show that teachers' willingness to attend teaching research activities and supportive principal leadership facilitated teacher participation. Among the three dimensions of teacher participation, it was collective lesson planning and teacher collegiality, not the frequency of participation, that improved teacher efficacy and the adoption of desirable teaching strategies. These results enrich the knowledge about the characteristics and effectiveness of teacher professional development in China. The implications of the findings are discussed.

Based on responses from 2043 Chinese and 1669 Chilean undergraduate students, this study compared Chinese and Chilean students' approaches to studying and perceptions of the learning context. The results show that Chinese students and male students were generally in a more unfavorable situation in terms of their approaches to studying and course experiences than their Chilean and female counterparts, and that students who were pursuing majors in science and engineering performed worse than students who were pursuing majors in the humanities and social sciences. Although the results regarding the relationship between approaches to studying and course experiences were largely consistent with previous findings, we highlight the different roles of good teaching and appropriate workload in the two samples. In our opinion, these findings reflect the characteristics of student learning in these two higher education systems and may relate to the cultural traditions of learning in China and Chile.

This study examines the total moderation role that psychological capital plays in the integrative emotional labor model in which positive display rule perceptions predict emotional exhaustion both directly and indirectly via emotional labor strategies, i.e., deep acting and surface acting. The results reveal that psychological capital moderates the direct and indirect relationships between positive display rule perceptions and emotional exhaustion. Psychological capital also moderates the relationship between deep acting, but not surface acting, and emotional exhaustion. These findings suggest that psychological capital generally plays a positive role in the emotion regulation process. It is also noted that although psychological capital can reduce employees' emotional exhaustion, employees with high psychological capital who practice surface acting may suffer increased emotional exhaustion. Suggestions are offered accordingly for organizations that wish to enhance their employees' psychological capital and to reduce the negative effects of emotional labor., Author(s): Hongbiao Yin [sup.1] , Wenyan Wang [sup.2] , Shenghua Huang [sup.1] , Hongli Li [sup.3] Author Affiliations: (Aff1) 0000 0004 1937 0482, grid.10784.3a, Faculty of Education, Chinese University of [...]

X-ray crystallographic structure shows details of the structural requirements for an effective substrate binding and an efficient carbon dioxide hydration system as revealed by the mutant carbonic anhydrase-substrate-inhibitor complex analysis. Data reveal a new binding site for bicarbonate in the mutant enzyme.

Author(s): Tobias Hainzl (corresponding author); Shenghua Huang; A. Elisabeth Sauer-Eriksson The signal recognition particle (SRP) is a phylogenetically conserved ribonucleoprotein. It associates with ribosomes to mediate co-translational targeting of membrane [...]

The allosteric inhibition of fructose-1,6-bisphosphatase by adenosine momophosphate (AMP) when two Mn2+ or two Zn2+ are used for catalytic activity, is due to the variations in binding sites in the T and R forms. Conformational changes of helices H1 and H2, independent rotations and translations of helices H1,H2 and H3 and loops linking them, are detected in the monomer on binding of the allosteric inhibitor AMP. Relative to the FBP domain the AMP domain rotates 1.9 degrees. The structural modifications of the metal binding residues does not allow the binding of Mn2+ at position 2.

The spinach chloroplast fructose-1,6-bisphosphatase is a tetramer having pseudo D2 symmetry as evaluated by the molecular replacement method at 2.8 degree Angstroms resolution. Each of the four polypeptide chains constitute 358 amino acid residues, 9-alpha-helices and 13-beta strands. The chloroplast enzyme has layers of arranged dimers within the quaternary structure. During the superimposition of the C1C2 dimers of the two enzymes, a rotation of 20 degrees and 5 degrees for the C3C4 dimer of the chloroplast enzyme is noticed with respect to the C3C4 dimer of the R and T form of the pig kidney enzyme respectively.

Analysis of the refined crystal structure of fructose-1,6-bisphosphatase (Fru-1,6-pase) complexed with Zn2+, AMP and fructose 2,6-bisphosphate and comparisons with other structures of Fru-1,6-Pase show that the helix H4, constituting the residues 123-127, is more ordered in this complex than in other structures. H4 residues from one monomer and Tyr-258 and Arg-243 residues from the neighboring monomer are involved in the monomeric interactions in the active site region. This complex facilitates signal transduction via an AMP site, the nearby B3 strand, the metal site, the close active site, the short helix H4 and the residues Tyr-258 and Arg-243.