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Research on grit indicates that perseverance positively predicts academic achievement. Yet, the mechanisms through which perseverance might lead to academic success remain less explored, particularly in cross-cultural research. The current study investigated such mechanisms by examining possible mediating effects of students’ use of self-regulated learning strategies (control, memorisation, and elaboration) on the predictive relation of students’ perseverance on their academic achievement, in students from East Asian and Anglo-Saxon English speaking Western countries. The sample came from the OECD PISA study and included 24,352 population-representative 15-year-old students from Hong Kong, the Republic of Korea, Australia, New Zealand, Scotland, and the US. Results revealed that perseverance had a more positive association with achievement in East Asian cultures than Western cultures. Control strategy was stronger positive mediators of achievement in Western countries, whereas memorisation and elaboration strategy use and instrumental motivation more negatively mediated the effect of perseverance on achievement in Western countries.

In a three-day field study among 61 university students, we collected data on self-reported light-emitting screen activities (watching TV/series and using social media) and other behaviours (physical activity and food intake) during the 2 hours before bedtime and examined interrelations with self-reported sleep duration and quality. Students spent on average 19 minutes on screens using social media and 29 minutes watching TV/series before going to bed. Linear mixed model analyses revealed that a 10-minute increase in pre-bedtime social media use was associated with a significant decrease in sleep duration of 7 minutes, while 10 extra minutes of watching TV/series tended to increase sleep duration by 3 minutes. Physical activity and food intake before bedtime, and total screen time in bed were not significantly related to sleep duration. Subjective sleep quality was not significantly correlated with any of the investigated pre-sleep activities. In line with previous research, these findings suggest that the influence of pre-bedtime light-emitting screen use on sleep duration might be (partly) attributable to differences in screen activities. Discriminating between various types of screen activities is important when researching and developing recommendations for pre-bedtime behavioural strategies that are supportive for sleep, (school) performance and health.

Pre-enrolment self-assessments are a promising way to address student commitment and retention in an early stage. Such assessments aim to inform study decisions by evoking reflection and providing advice for further preparation. Though these assessments require a solid validation process, so far the consequential validity aspect tends to be ignored. To address this gap, the current study investigates self-assessment impact on study choice certainty and enrolment as well as self-assessment fairness. Prospective students (N = 662) orienting towards studying in higher online education took a self-assessment consisting of six subtests. The impact appeared in line with the assessment's purpose for 68.9% of the prospective students: their study choice certainty was adapted or remained unchanged in accordance with their obtained scores. Study choice certainty after the self-assessment related positively to enrolment probability. Additionally, the impact appeared fair (similar across subgroups), though men's study choice certainty appeared relatively robust against unfavourable scores.

Informed study decisions are pivotal for student retention in higheronline education. A self-assessment prior to enrolment has been proposed as apromising approach to enable informed decision-making and to build resources for retention. To determine whether such a self-assessment affects the decision-making process as intended, thorough and careful validation is a necessity. This study reports on two validity aspects that are less commonly addressed in that respect, but essential for evaluating effectiveness: response processes and consequences of (self-) testing. To map the response processes and consequences of the current selfassessment, a mixed-methods approach was used in which eight prospective students took a self-assessment in an observed think-aloud mode and were interviewed before and after that. Results show different response processes depending on the type of subtest that is taken. The results also indicate that consequential aspect of validity must be considered in the context of decisionmaking phases. The demonstrated evidence and possible threats to validity are discussed in light of refining the self-assessment and embedding it in counselling practice.

This study investigated first-year students’ motivational profiles for going to college (N = 736) on their subsequent experiences in problem-based learning (PBL). Motivation (Academic Motivation Scale) was measured within the first two months of the academic year. Five motivational profiles were identified: low-quantity (n = 68), poor quality (n = 130), moderate (n = 298), good quality (n = 76), and high quantity (n = 164) profiles. Throughout the year, teachers evaluated students’ engagement during PBL group meetings (i.e., six ratings of active participation and preparation in meetings). Other outcome measures included Affect (PANAS, filled out at the end of the first year) and a weighted average grade (based on credits) on assignments and exams during the first year. Our results showed that students’ motivational profiles were associated with their experience of positive affect, teacher-reported engagement in class, and academic achievement. The good-quality-profile students obtained the highest scores on engagement in class. The results further indicated that students with a low-quantity motivational profile experienced less positive affect, were less engaged, and obtained lower grades than the other students. These results suggest the need to consider prior individual differences when examining the effect of PBL on students’ well-being and performance.

Critical thinking (CT) is widely regarded as an important competence to obtain in education. Students’ exposure to problems and collaboration have been proven helpful in promoting CT processes. These elements are present in student-centered instructional environments such as problem-based and project-based learning (P(j)BL). Next to CT, also higher-order thinking (HOT) and critical-analytic thinking (CAT) contain elements that are present in and fostered by P(j)BL. However, HOT, CT, and CAT definitions are often ill-defined and overlap. The present systematic review, therefore, investigated how HOT, CT, and CAT were conceptualized in P(j)BL environments. Another aim of this study was to review the evidence on the effectiveness of P(j)BL environments in fostering HOT, CT, or CAT. Results demonstrated an absence of CAT in P(j)BL research and a stronger focus on CT processes than CT dispositions (i.e., trait-like tendency or willingness to engage in CT). Further, while we found positive effects of P(j)BL on HOT and CT, there was a lack of clarity and consistency in how researchers conceptualized and measured these forms of thinking. Also, essential components of P(j)BL were often overlooked. Finally, we identified various design issues in effect studies, such as the lack of control groups, that bring the reported outcomes of those investigations into question.

Long-chain polyunsaturated fatty acids (LCPUFA) are important for brain development and functioning and with that, possibly school performance. Several cross-sectional studies have shown significant positive associations between fish consumption, an important source of LCPUFA and school grades in adolescents. The effect of LCPUFA supplementation on school grades in adolescents has not been investigated yet. The goal of the current study was to investigate (I) the associations between the Omega-3 Index (O3I) at baseline and after 12 months respectively and school grades and (II) the effect of one year krill oil supplementation (source of LCPUFA) on school grades in adolescents with a low O3I at baseline. A double-blind randomised placebo-controlled trial with repeated measurements was executed. Participants received either 400 mg eicosapentaenoic acid (EPA) and docosahexaenoic acid (DHA) per day for the first three months in Cohort 1 and the nine months thereafter 800 mg EPA + DHA per day, Cohort 2 started immediately with 800 mg EPA + DHA per day,or a placebo. The O3I was monitored with a finger prick at baseline, three, six and twelve months. Subject grades for English, Dutch and math were collected, a standardised mathematics test was executed at baseline and at 12 months. Data was analysed with (I) explorative linear regressions to investigate associations at baseline and follow-up and (II) mixed model analyses separately for each of the subject grades and the standardised mathematics test to investigate the effect of supplementation after 12 months. The krill oil group had a small significant increase in the mean O3I at all time points. However, very few participants achieved the intended target O3I range of 8–11%. At baseline a significant association between baseline O3I and English grade was show, additionally a trend for an association with Dutch grade was shown. After 12 months no significant associations were found. Additionally, there was no significant effect of krill oil supplementation on subject grades or standardised mathematics test score. In this study, no significant effect of krill oil supplementation on subject grades or standardised mathematics test performance was found. However, as many participants dropped out and/or were non-adherent, results should be interpreted with caution.

The effects of school starting age and relative age effects (RAEs) have generated much interest from parents, teachers, policymakers, and educational researchers. Our 10-year longitudinal study is based on a nationally representative (N = 4,983) prospective sample from the Longitudinal Study of Australian Children. The primary outcomes are results from the high-stake, Australia-wide National Assessment Program-Literacy and Numeracy tests in Years 3, 5, 7, and 9, controlling for demographic characteristics (gender, socioeconomic status, school type, and childhood cognition measured before the start of kindergarten). We evaluated how direct and mediated RAEs vary over the first 10 years of schooling for these longitudinal data. Results revealed significant RAEs in primary school years for both numeracy and literacy test outcomes. Effects were large in primary school years but declined in secondary school years. Although the direct effects of RAEs declined over time, there continued to be significant indirect effects over the whole 10-year period. RAEs in primary school had enduring effects that were mediated through the effects of earlier achievement. We juxtapose our results with previous RAE research on achievement and a range of other noncognitive outcomes where the RAEs are enduring into adolescence and even adulthood. We position our research within this broader research literature and discuss implications for educational policy, practice, theory, and future research. Educational Impact and Implications Statement Our 10-year longitudinal study showed that children who are younger than their classmates score lower on national achievement tests in primary school (Years 3 and 5). Although these relative age effects declined in secondary school (Years 7 and 9), the indirect relative age effects persist over the first ten years of schooling. Hence, the effect of relative age in early primary school has long-term implications.

Several major theories have been established in research on motivation in education to describe, explain, and predict the direction, initiation, intensity, and persistence of learning behaviors. The most commonly cited theories of academic motivation include expectancy-value theory, social cognitive theory, self-determination theory, interest theory, achievement goal theory, and attribution theory. To gain a deeper understanding of the similarities and differences among these prominent theories, we present an integrative framework based on an action model (Heckhausen & Heckhausen, 2018). The basic model is deliberately parsimonious, consisting of six stages of action: the situation, the self, the goal, the action, the outcome, and the consequences. Motivational constructs from each major theory are related to these determinants in the course of action, mainly revealing differences and to a lesser extent commonalities. In the integrative model, learning outcomes represent a typical indicator of goal-directed behavior. Associated recent meta-analyses demonstrate the empirical relationship between the motivational constructs of the six central theories and academic achievement. They provide evidence for the explanatory value of each theory for students’ learning.

BackgroundUniversity students often exhibit high levels of sedentary behavior that is negatively associated with cognition and mood. On the other hand, light-intensity physical activity (LIPA) may improve cognitive performance and mood. Therefore, this study investigated the acute effect of LIPA breaks during prolonged sitting on attention, executive functioning, and mood. MethodsA randomized crossover design was used in this study. In total, 21 healthy adults (15 women, age = 24 +/- 3 years, BMI = 23 +/- 2 kg/m(2)) completed three prolonged sitting conditions: (1) without a demanding cognitive task (SIT), (2) with a demanding cognitive task (COGN), and (3) with every 25 min sitting interrupted by a 5-minute walk (INTERRUPT). Attention, executive function (response inhibition, task shifting, and working memory updating), and mood were assessed before and after each condition. ResultsLinear mixed models analyses showed that prolonged sitting frequently interrupted by LIPA (INTERRUPT) or with cognitively demanding activities (COGN) significantly improved task shifting compared to SIT. However, INTERRUPT did not significantly improve task shifting compared with COGN. No significant acute effects on attention, response inhibition, working memory updating, or mood were found. ConclusionsFrequent LIPA breaks or cognitively demanding activities have a selective, acute positive impact on one aspect of cognitive performance compared to idle sitting. No evidence was found that LIPA breaks have an acute improvement in attention, executive function, and mood compared to sitting with cognitive loading. To further investigate the effect of PA on cognitive performance, it is necessary to consider cognitive loading and control for the cognitive activity during sitting in the experimental design. This study was undertaken at the Maastricht University without external funding. YW was involved in the design of the study, carried out the data collection, performed the data analysis, interpreted the results, and drafted the manuscript; HHCMS, RHMDG, PWMVG, and BOE were involved in the design of the study and the interpretation of the results; BW contributed to the statistical analysis and the interpretation of the results. All the authors contributed to the writing of the manuscript. All the authors have read and agreed to the final version of the manuscript. The authors declare that they have no competing interests. The authors thank the volunteers who participated in this study.

BACKGROUND: University students sit too much, which is detrimental to their physical and mental health. Academic schedules, including scheduled education time and self-study time, may influence their physical activity behaviors. OBJECTIVES: To investigate (1) the association between scheduled education time and students' physical activity levels during weekdays; (2) the association between self-study time and students' physical activity levels during the weekdays and weekends. METHODS: 126 (68 Maastricht University (UM); 58 KU Leuven (KUL)) first-year undergraduate students in biomedical sciences (mean ± SD age: 19.3 ± 1.0, BMI: 22.0 ± 3.0, 17% men, 83% women) completed a demographics questionnaire and reported their academic activities with a 7-day logbook. Furthermore, their physical activity behavior was measured with the activPAL monitor for 7 days. Linear mixed models were used to examine the associations between university (UM versus KUL), academic activities (scheduled education time and self-study time), and students' activity levels. RESULTS: During weekdays, each hour of scheduled education time per day was significantly associated with a 1.3 min decrease of moderate to vigorous physical activity (MVPA) per day. Scheduled education time was not significantly associated with the sedentary time, light-intensity physical activity (LPA), and active sedentary behavior ratio. Each hour of self-study per day was significantly associated with 8 min more of sedentary time per day, 6 min less LPA per day, and 1.3 min less MVPA per day. Self-study time was not significantly associated with active sedentary behavior ratio. During the weekend, each hour of self-study time per day was associated with an additional 17.8 min of sedentary time per day and a reduction of 15.2 min of LPA per day. Self-study time was not significantly associated with the time spent doing MVPA and active sedentary behavior ratio. CONCLUSIONS: It could be more effective to change students' physical activity behaviors during self-study than during scheduled education time. Therefore, offering a study environment that reduces sedentary behavior and promotes light-intensity physical activity, is crucial. ispartof: INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH vol:20 issue:2 ispartof: location:Switzerland status: published

The present chapter aims to shed light on different student-centered approaches commonly found in the research literature. We successively discuss inquiry-based learning, problem-based learning, project-based learning, and case-based learning. Each of the instructional approaches is discussed in the light of the factors that Barrows (1986) put forward: 1) the design of the problem, project, case, question, 2) the level of student/teacher centeredness, and 3) the sequence in which information is acquired. In addition, we briefly describe two relatively newer methods that have emerged, team-based learning and challenge-based learning. These methods combine elements of specific student-centered formats and general beneficial learning strategies

Objectives: This study explores the effects of the Active Plus intervention aiming to decrease loneliness among older adults (>65 years) with chronic diseases. Methods: A randomized controlled trial (RCT) was performed (N = 585; age: M = 74.5 years, SD = 6.4), assessing loneliness at baseline, 6 months and 12 months. Outcome measures in the multilevel linear regression analyses were total, social and emotional loneliness. Results: At 12 months, significant decreases in total ( B = −.37, p = .01) and social loneliness ( B = −.24, p = .02) were found. Age was a significant moderator for total and social loneliness; however, the intervention was effective only for participants aged 80 years and older. Discussion: The Active Plus intervention showed a significant decrease in total and social loneliness and was especially beneficial for the vulnerable age group of 80 years and older. A more comprehensive tool for measuring social activity and mobility impairments, and using a longer time frame to detect loneliness changes, may form interesting future research.

An evolutionary perspective on academic learning and schooling more generally helps us to understand why learning comes effortlessly in some domains (e.g., language) but only with extensive instruction and cognitive effort in others (e.g., mathematics); why many students’ self-concepts are more strongly influenced by physical traits and social relationships than by academic achievement; and why many problematic social behaviors, including bullying, persist in school settings. The articles in this special issue provide cutting edge reviews and empirical studies informed by this perspective and help to solidify the foundation for the nascent field of evolutionary educational psychology.

Schooling is ubiquitous in the modern world and academic development is now a critical aspect of preparation for adulthood. A step back in time to pre-modern societies and an examination of life in remaining traditional societies today reveals that universal formal schooling is an historically recent phenomenon. This evolutionary and historical recency has profound implications for understanding academic development, including how instructional practices modify evolved or biological primary abilities (e.g., spoken language) to create evolutionarily novel or biologically secondary academic competencies (e.g., reading). We propose the development of secondary abilities promotes the emergence of academic self-concepts that in turn are supported by evolved systems for self-awareness and self-knowledge. Unlike some forms of self-knowledge (e.g., relative physical abilities) that appear to be universal and central to many people's overall self-concept, the relative importance of academic self-concepts are expected to be dependent on explicit social and cultural supports for their valuation. These culturally contingent self-concepts are contrasted with universal social and physical self-concepts, with implications for understanding variation students' relative valuation of academic competencies and their motivations to engage in academic learning.

Supportive relationships between students and their educational faculty and staff can foster positive outcomes such as students’ involvement and development. However, research investigating how students perceive the quality of their relationships with educational faculty/staff (i.e., relationship quality) so far remains scarce. This study’s aim was to gain more insight into the construct of relationship quality in higher education using a qualitative approach. Students’ descriptions of their positive (n = 294) and negative relationship experiences (n = 395) were collected using a critical incident technique (final sample N = 513 critical incidents) followed by a template analysis with a priori themes (i.e., relationship quality dimensions: trust in honesty, trust in benevolence, satisfaction, affective commitment, affective conflict). Results indicated that students most often mentioned trust in honesty and trust in benevolence. Affective conflict was not always explicitly mentioned in negative experiences, nor satisfaction in positive experiences. Descriptions of trust in benevolence (n = 355) were equally distributed over positive and negative incidents. However, trust in honesty was more often referred to in negative (n = 145) than in positive incidents (n = 51). The results indicated that students considered timely response to assignments and emails important, and teachers showing interest and attention. The study’s findings provide a new view of how students might positively and negatively perceive the quality of their relationship with educational faculty and staff. This study adds to the theoretical and practical implications of relationship quality research in higher education and how relational aspects are important for students.

Een theorieverkenning en literatuurstudie naar een innovatieve onderwijsinterventie.

In all levels of education, teachers’ abilities to deal with complex classroom situations in split-seconds concerns pedagogical tact, a crucial quality which relies, in part, on intuition. Developing the ability to appropriately handle the complexity of classroom situations requires a systemic approach. This study aimed to explore the experiences in and effects of a systemic-phenomenological professional development program for enhancing teacher abilities to handle complex (classroom) situations through conscious attention for intuition. In the present study, 64 teachers from primary, secondary, and higher education participated in a 12 week professional development program featuring systemic-phenomenological exercises, such as meditations and embodied simulations. By increasing understanding of the complexity of social systems and sensitizing awareness of intuitive signals, the program aimed to improve teachers’ use of intuition, and through that, their handling of classroom situations. Data were gathered through participant reflection logs and focus group discussions, which were analysed both deductively and inductively. The findings suggest that the program helped heighten teacher awareness of intuitions, and individual awareness in the classroom, yielding positive effects on teacher abilities to take appropriate split-second action in complex classroom situations. While further research is needed, the results of this study include practices for enhancing teacher awareness of intuition through systemic-phenomenological exercises which proved to be promising, and a taxonomy of effects related to pedagogical tact in the classroom.

Academic self-efficacy, self-esteem, and grit (i.e., perseverance of effort and consistency of interests) have all separately shown to predict academic success within traditional education. In higher online education, information on these relationships is lacking, while this group of learners is growing in size and importance. We therefore investigated the total as well as the unique predictive value of academic self-efficacy, self-esteem, and grit on academic success in higher online education. Moreover, mediation effects were investigated. Students of a higher online education university in the Netherlands participated (N = 2027, age 18–80 years) in this observational study. Participants filled out online questionnaires on the variables of interest and potential confounding variables at baseline. Academic success was measured objectively through information provided by the exam registration office and operationalized in three variables: exam attempt, study progress, and academic performance. Logistic regression analyses showed that consistency of interests significantly predicted exam attempt (B = .43, p B = .16, p ps > .06). The fact that of our three predictors solely consistency of interests was found to be predictive for academic success indicates that online educational institutes should pay attention to consistency of interests of their students to improve the academic success rates.

In the current study, we examine the role of situation-specific motivational profiles in the effectiveness of video modeling examples for learning problem-solving and self-assessment accuracy in the domain of biology. A sample of 342 secondary school students participated in our study. Latent profile analysis resulted in four motivational profiles: (a) good-quality profile (high autonomous motivation, moderate introjected and external motivation), (b) moderately positive profile (moderate motivation levels with relatively higher autonomous motivation), (c) moderately negative profile (moderate motivation levels with relatively higher external motivation), and (d) poor-quality profile (moderate external, low autonomous motivation). Findings showed students with good-quality or moderately positive profiles learned more from the video modeling in terms of problem-solving and self-assessment accuracy than students with poor-quality or moderately negative profiles. Furthermore, students with a moderately negative profile outperformed students with a poor-quality profile on problem-solving and self-assessment accuracy. Results further indicated that students with good-quality and moderately positive profiles experienced studying the video modeling examples as less effortful than students with poor-quality or moderately negative profiles. Overall, our results demonstrated that knowing about students’ motivational profiles could help explain differences in how well students learn problem-solving as well as self-assessment skills from watching video modeling examples.

In their pursuit of student engagement and achievement, educational institutes have increasingly been implementing student-centred approaches to learning with collaborative learning. In this study, we assessed the (mis)match effects of personal and group members’ achievement goals on student engagement and performance. Students (N = 266) from 36 different groups rated their achievement goals, their group members’ achievement goals, and their engagement for a course. Their exam performance was also included in the analysis. The results of the polynomial regression analyses indicated that both the degree of the compatibility and the direction of the incompatibility in mastery goals related to engagement, while only the degree in incompatibility in mastery goals related to performance. Conversely, neither the compatibility nor the incompatibility in performance goals related to engagement or performance. The results show the importance of examining the interplay between students’ and their group members’ achievement goals for student outcomes in a collaborative learning environment.

Background: To date, studies that have investigated the bonds between students and their institution have emphasized the importance of student–staff relationships. Measuring the quality of those relationships (i.e., relationship quality) appears to help with investigating the relational ties students have with their higher education institutions. Growing interest has arisen in further investigating relationship quality in higher education, as it might predict students’ involvement with the institution (e.g., student engagement and student loyalty). So far, most studies have used a cross-sectional design, so that causality could not be determined. Aims: The aim of this longitudinal study was twofold. First, we investigated the temporal ordering of the relation between the relationship quality dimensions of trust (in benevolence and honesty) and affect (satisfaction, affective commitment, and affective conflict). Second, we examined the ordering of the paths between relationship quality, student engagement, and student loyalty. Our objectives were to gain a deeper understanding of the relationship quality construct in higher education and its later outcomes. Sample: Participants (N = 1649) were students from three Dutch higher education institutions who were studying in a technology economics or social sciences program. Methods: Longitudinal data from two time points were used to evaluate two types of cross-lagged panel models. In the first analysis, we could not assume measurement invariance for affective conflict over time. Therefore, we tested an alternative model without affective conflict, using the latent variables of trust and affect, the student engagement dimensions and student loyalty. In the second type of model, we investigated the manifest variables of relationship quality, student engagement, and student loyalty. The hypotheses were tested by evaluating simultaneous comparisons between estimates. Results: Results indicated that the relation between relationship quality at Time 1 with student engagement and loyalty at Time 2 was stronger than the reverse ordering in the first model. In the second model, results indicated that cross-lagged relations between trust in benevolence and trust in honesty at Time 1 and affective commitment, affective conflict, and satisfaction at Time 2 were more likely than the reverse ordering. Furthermore, cross-lagged relations from relationship quality at Time 1 to student engagement and student loyalty at Time 2 also supported our hypothesis. Conclusions: This study contributes to the existing higher education literature, indicating that students’ trust in the quality of their relationship with faculty/staff is essential for developing students’ affective commitment and satisfaction and for avoiding conflict over time. Second, relationship quality factors positively influence students’ engagement in their studies and their loyalty towards the institution. A relational approach to establishing (long-lasting) bonds with students appears to be fruitful as an approach for educational psychologists and for practitioners’ guidance and strategies. Recommendations are made for future research to further examine relationship quality in higher education in Europe and beyond.

This study investigated the effect of individual differences in students’ motivational profiles for going to college on their subsequent experiences in a problem-based learning (PBL) curriculum (N = 736). Our results identified five motivational profiles: low-quantity, poorquality, moderate, good-quality, and high-quantity profile. These profiles were similar to prior research investigating motivational profiles in non-PBL settings. We further found that students’ motivational profiles were associated with their experience of positive affect, their engagement in class, and their academic achievement. Overall, the results indicated that students with low-quantity motivational profiles experienced less positive affect, were less engaged, and performed worse in a PBL setting. These results highlight the importance of considering prior individual differences when examining the effectiveness of PBL.

A positive association has been found between physical activity (PA) and student mental wellbeing (SMW). This association has been mainly explored in secondary school and university students. Studies in vocational education and training (VET) are lacking, while VET students could especially benefit from exploring this association since research shows that VET students, who often come from low socioeconomic status (SES) households, are prone to low SMW. Low SMW can result in higher school dropout rates and long-term negative effects, such as unemployment, social exclusion, and impoverishment. The aim of the current study was to explore the association between total PA and different physical activity behaviors {PABs, i.e., moderate to vigorous physical activity (MVPA), light physical activity (LPA), and sedentary behavior (SB)}, and SMW in the VET setting. In this cross-sectional observational study, students wore an ActivPAL3™ accelerometer for 7 consecutive days to measure PAB. SMW was assessed using the Center for Epidemiologic Studies Depression Scale (CES-D) and the Rosenberg self-esteem questionnaire (RSE). Complete data for the analyses were obtained from 85 students. Multiple regression analyses showed a significant positive association between total PA and self-esteem and a significant negative association between total PA and depressive symptoms. Taking different PA intensities into account, there was a significant positive association between LPA and self-esteem and a significant negative association between LPA and depressive symptoms. No significant associations were found between MVPA and the outcome measures, although the associations were aligned with the findings for LPA. High levels of SB were significantly associated with low self-esteem; however, the association between SB and depressive symptoms was not significant. The significant positive associations between LPA and SMW and the negative association between SB and self-esteem indicate that decreasing SB and increasing LPA could contribute to improve SMW. Future research should determine if these are causal relationships.

Research suggests that sedentary behavior (SB) is negatively associated with cognitive outcomes. Interrupting prolonged sitting has been shown to improve cognitive functions, including executive functioning (EF), which is important for academic performance. No research has been conducted on the effect of standing on EF in VET students, who make up a large proportion of the adolescent population and who are known to sit more than other students of this age. In this study, we investigated the acute effects of reducing SB by short time standing on EF in vocational education and training (VET) students. In a randomized crossover study, 165 VET students were first taught for 15 min in seated position. After this, they performed while seated the Letter Memory Test for updating, and the Color Shape Test for shifting and inhibition. Students were randomly assigned to a sitting or standing condition. All students were taught again for 15 min and then took the same tests in the condition they were allocated to, respectively, standing or seated. After 1 week, the test procedure was repeated, in which students switched conditions. Mixed model analyses showed no significant effect of sitting or standing on updating, shifting, or inhibition. Also, no significant differences were found for the order of condition on updating, shifting, or inhibition. Our results suggest that 40 min of standing does not significantly influence EF among VET students.

Several studies show that teaching quality is an important predictor of students’ academic achievement. However, less is known about factors that are important for teaching quality. In the present study, it was hypothesized that school population composition [i.e., students’ socioeconomic status (SES) and migration background], workload, and teachers’ utility values toward teaching would be important factors related to their teaching quality. The Dutch Teaching and Learning International Survey (TALIS) 2018 was explored (N = 1,884, secondary school teachers and 116 school leaders) to test our hypotheses. Data gathering followed a two-step procedure. Firstly, 200 schools were randomly selected. Secondly, 20 teachers within each school were randomly selected. Multi-item scales operationalized teaching quality on teachers’ self-reported classroom management, cognitive activation, clarity of instruction, and positive student-teacher relationships. Multilevel analyses showed that teachers’ social utility value was positively associated with all dimensions of teaching quality, whereas personal utility value was only associated with classroom management and clarity of instruction. Teachers working at schools with moderate shares of students from a socioeconomically disadvantaged background reported higher clarity of instruction (β = 0.42), and moderate and high shares report lower cognitive activation (β = –0.40, β = –0.33, respectively) than those working at schools with low shares. Student-teacher relationships were rated more positively by teachers working at schools that reported no students with a migrant background than those working at schools with a small share (β = 0.33). Moreover, teachers working at schools with high shares of students with migration backgrounds (β = –0.17) reported more negative relationships. These results suggest that dealing with low-SES students at schools affects the cognitively-focused elements of teaching quality, while dealing with students with a migration background seems to affect the social teaching qualities of teachers.

Learners in MOOCs often experience challenges that can be identified as barriers to learning. These barriers may be MOOC- or not MOOC-related. By knowing about potential barriers learners would be better prepared and more likely to handle and overcome them. Therefore, the aim of this study was to advance insight and knowledge about barriers to learning in MOOCs. Assessment and reassessment of the data using exploratory factor analysis provided a good model fit for a 6-factor structure. This was confirmed by a confirmatory factor analysis. Further classification of the factors revealed that barriers experienced by learners were predominantly non-MOOC related. To get insight into the barriers learners experience, it was suggested to convert the identified factor structure into a diagnostic instrument (dashboard) powered by learner self-report. This dashboard then provides information about barriers learners experience and can be valuable for making (re) design decisions and for developing learner supporting tools and interventions.

Supplementation of omega-3 long chain polyunsaturated fatty acids (n-3 LCPUFA) may enhance self-regulation (SR) and executive functioning (EF) in children of preschool age. The aim of the Omega Kid Study was to investigate the effect of n-3 LCPUFA supplementation on SR and EF in typically developing preschool-aged children. A double-blind placebo-controlled pilot trial was undertaken, the intervention was 12 weeks and consisted of 1.6 g of eicosapentaenoic acid (EPA) and docosahexaenoic acid (DHA) per day compared to placebo. The HS-Omega-3 Index® was assessed by capillary blood samples at baseline and post-intervention. Seventy-eight children were enrolled and randomised to either the n-3 LCPUFA treatment (n = 39) or placebo (n = 39) group. Post intervention, there was a significant three-fold increase in the HS-Omega-3 Index® in the n-3 LCPUFA group (p &lt, 0.001). There were no improvements in SR or EF outcome variables for the n-3 LCPUFA group post intervention compared to the placebo group determined by linear mixed models. At baseline, there were significant modest positive Spearman correlations found between the HS-Omega-3 index® and both behavioural self-regulation and cognitive self-regulation (r = 0.287, p = 0.015 and r = 0.242, p = 0.015 respectively). Although no treatment effects were found in typically developing children, further research is required to target children with sub-optimal self-regulation who may benefit most from n-3 LCPUFA supplementation.

Nowadays educational challenges require increasing pedagogical tact of teachers. Intuition serves this swift and appropriate classroom action, but teachers are rarely encouraged to use it. This mixed methods study investigated the effects of intuition-focused professional development on teachers' pedagogical tact. Questionnaires measured teacher change, and showed large positive effects on teachers’ immediate pedagogical actions, and medium effects on the related classroom outcomes. Interviews with participants and their colleagues elaborated and explained positive changes in awareness of intuitions, and information processing, and classroom impact. This study defines and operationalizes intuitive pedagogical tact and describes meditative and embodied practices for enhancing it.

The purpose of this study was 1) to validate the measures for achievement emotion as well as the measures for perceived cognitive load and 2) to explore the relationships between achievement emotions, perceived cognitive load and personal goal achievement in MOOCs. Participants were 1361 students who completed a survey at the end of the MOOCs. Rasch analyses confirmed the construct validation and dimensionality of all measures. Results of the SEM analyses revealed no statistically significant relationships between any of the variables with personal goal achievement except for enjoyment. Enjoyment positively affected cognitive load in the sense that enjoyment resulted in 1) the investment of more mental effort rather than less mental effort and 2) the perception of low mental load rather than high mental load. Boredom also positively affected cognitive load but in the sense that boredom resulted in 1) the investment of less mental effort rather than more mental effort and 2) the perception of high mental load.

Background Regular physical activity (PA) is potentially beneficial for age-related cognitive decline. Although moderate-to-vigorous physical activity (MVPA) is mostly advised, older adults with chronic illnesses might benefit more from light physical activity (LPA), as they suffer from mobility problems, pain, and fatigue, limiting high-intensity PA. Therefore, the longitudinal association between change in LPA and MVPA and the change in cognitive functioning (CF) is investigated in older adults with chronic illnesses. Methods In total 432 older adults (mean age 73.7 [±6.1] years; 46.8% female) with at least one chronic illness participated in this longitudinal observational study. Longitudinal associations between accelerometer-assessed change in PA (LPA and MVPA) and change in CF, measured with an objective validated neuropsychological test battery, were tested with multivariate linear regressions. Results An increase in LPA between baseline and 6 months follow-up was significantly associated with improved short-term verbal memory and inhibition over the first 6 months. In addition, the change score in LPA over the first 6 months was predictive for the change score in short-term verbal memory over 12 months. Furthermore, an increase in MVPA between baseline and 6 months follow-up was significantly associated with a decrease in longer-term verbal memory scores over the same six-month period. Conclusions For older adults with chronic illnesses who may experience difficulties in being sufficiently active, an increase in LPA is probably more achievable than an increase in MVPA. In addition, an increase in LPA enhances CF more than an increase in MVPA does. Trial registration Netherlands Trial Register NL6005; Date of Registration 21-03-2017.

Background: Standing desks have been brought into the education environment to reduce sedentary behavior among students. The current study explored the effects of standing in tutorial group meetings on learning among undergraduate students.Methods: Ninety-six participants were randomly allocated to a Sit or Stand group, with 2 h tutorial group meetings scheduled, once or twice per week, for nine weeks. Learning was analyzed using exam grades, concept maps, and tutorial interactions.Results: Overall, the Sit and Stand groups did not differ from each other in terms of learning, measured through their exam, concept map, and the use of learning-oriented interactions.Conclusion: Standing in tutorial group meetings neither enhanced nor compromised learning. Considering the health risks associated with prolonged sedentary behavior, offering standing tutorial group meetings to undergraduate students is a recommended solution to break up prolonged sedentary behavior and encourage more physical activity, while maintaining the learning performance of students.

An online self-assessment for informed study decisions in higher online education is being developed following a design-based research approach. The rationale behind the self-assessment is that better decision making will address the ongoing concern of non-completion in higher online education. In the process of designing the self-assessment, five sources of validity evidence are collected: evidence on content, predictive value, internal structure, response processes, and consequences. Evidence on the content, internal structure and predictive value of the subtests was collected by means of a literature study and correlational research. Subsequently, in a user study, prospective students’ opinions were investigated regarding the content of the self-assessment and the feedback provided aligned to the subtest. Based on the validity evidence collected so far, the prototypical self-assessment consists of four constituent tests – numerical skills, discipline, social support, and study intentions – and related feedback. The feedback consists of information on the obtained score, including a visualization, information on what was measured and why, and an advice for further preparation. At the conference, an interactive demonstration of the current prototypical self-assessment is provided and futures steps in collecting validity evidence, on users’ response processes and the consequential validity of the self-assessment are to be discussed.

Creativity is increasingly important for success in the labor market. Standing potentially influences creativity as several brain mechanisms are stimulated by light physical activity such as standing. Therefore, our aim is to investigate the effect of standing during class on creativity in vocational education and training (VET) students. In a randomized controlled cross-over study, 192 VET students were assigned to either a sitting or standing condition during 30 minutes. During the last 15 minutes, the students performed the Guilford’s Alternate Uses test for divergent thinking and the Remote Associates Test for convergent thinking. Subsequently, the conditions were switched and the procedure was repeated in the same lesson. The data was analyzed using multilevel analyses. No effects of standing on divergent thinking, B = -0.06, SEb = 0.22, 95%CI = -0.49; 0.38, or convergent thinking, B = -0.20, SEb = 0.15, 95%CI = -0.56; 0.03 were found. It can be concluded that short-time standing does not affect creativity in VET students. Future studies should investigate the effects of more prolonged or intensive physical activity on creativity.

Many large-scale, school-based interventions have attempted to improve academic performance through promoting students’ growth mindset, defined as the belief that one’s intellectual ability can increase with practice and time. However, most have shown weak to no effects. Thus, it is important to examine how growth mindset might affect retention and transfer of learning, as well as process-related variables such as cognitive load. In a double-blind, randomized controlled experiment based on 138 secondary school students, the effects of an experimentally induced growth mindset belief were examined during a learning phase in a classroom setting. Participants in the growth mindset condition perceived a lower intrinsic load and extraneous load and performed better on retention and transfer tests. Students with some prior knowledge also reported a higher mastery goal orientation. Supplementary mediation analysis suggested that the effect on transfer could be fully accounted for by changes in cognitive load perceptions. Future interventions may benefit from designs that promote motivational beliefs that reduce intrinsic and extraneous cognitive load perceptions. (PsycInfo Database Record (c) 2020 APA, all rights reserved)

Non-completion is an ongoing concern in higher education, and even more so in higher online education. One way to address this problem is to take initiatives prior to student enrollment, enabling informed decision making. In line with this, an institution for open higher online education seeks to develop a (non-committal) online self-assessment for prospective students. To identify variables (tests) to be included in this self-assessment, the present study aims at validating variables–previously identified as “predictive of completion in higher education and open to intervention before enrollment”—within the current higher online education context. Results of correlational analyses indicate that the following modifiable variables are relevant to include: hours planned to study, employment hours, study intention, discipline, discipline confidence, basic mathematical skills, and social support. Based on a sensitivity cut-off of 95% (to minimize false negatives) about 13% of the actual non-completers could be identified correctly. Implications for future development of the self-assessment are discussed.

Inleiding, onderzoeksdoel en contextHet stimuleren van executieve functies (EF) en creativiteit bij mbo-studenten is belangrijk, omdat deze essentieel zijn voor hun studie. Veel mbo-studenten brengen echter een groot deel van hun schooldag zittend door (Aminian, Duncan, White, & Hinckson, 2014), wat een negatief effect heeft op hun gezondheid (Duvivier et al., 2017) en mogelijk ook op hun leren. Daarom zijn er zijn drie onderzoeken uitgevoerd met als doel het effect te bepalen van staan op EF en creativiteit en van korte beweegpauzes tijdens de les op EF. Theoretisch kader Onderzoek suggereert dat het opbreken van zitgedrag een positieve invloed heeft op EF en creativiteit, diverse breinmechanismen lijken gestimuleerd te worden door lichte fysieke activiteit zoals staan of beweegpauzes (Chang, Labban, Gapin, & Etnier, 2012; Hasegawa, Inoue, Tsutsue, & Kumashiro, 2001; Mazzoli et al., 2019; Oppezzo & Schwartz, 2014). OnderzoeksvraagWat is het effect van staand onderwijs op EF (studie 1) en op creativiteit (studie 2), en wat is het effect van een beweegpauze bestaande uit 5 of 10 minuten lopen op EF (studie 3) bij MBO-studenten?Methode van onderzoekTwee gerandomiseerde cross-over studies zijn uitgevoerd met respectievelijk 165 (studie 1, M = 18.8 jaar, SD = 7.9) en 192 mbo-studenten (studie 2, M = 18.2 jaar, SD = 1.7), toegewezen aan een zittende of staande conditie. Studie 3 (119 studenten) had een between-subject design met een 5-minuten, een 10-minuten loopconditie en een zit-controleconditie (EF2, M = 17.9 jaar, SD = 1.7). In studie 1 en 2 kregen de studenten 15 minuten les waarna ze (studie 1) tests maakten om updating, shifting en inhibitie te bepalen. In studie 2 werden tests voor divergent denken en voor convergent denken gemaakt. In studie 3 maakten de studenten vóór en na de interventie tests voor concentratie, verwerkingssnelheid, accuratesse, werkgeheugen en updating. Resultaten en onderbouwde conclusiesStaan had geen effect op updating, shifting en inhibitie (studie 1), noch op creativiteit (studie 2). Een beweegpauze van 5 minuten (studie 3) bleek een negatieve invloed op concentratie (B = -19.02, SEb = 8.66, 95%CI = -36.04; -2.01) te hebben en een positief effect op accuratesse (B = 3.48, SEb = 1.64, 95% CI = 0.26; 6.70). Samenvattend concluderen we uit deze drie studies dat staan tijdens onderwijs of het kort onderbreken van onderwijs, geen of in geringe mate invloed heeft op EF en creativiteit tijdens de betreffende onderwijsactiviteit.Wetenschappelijke en praktische betekenis van de bijdrageDeze onderzoeken tonen aan dat het kortdurend onderbreken van zitgedrag niet voldoende is om de EF en de creativiteit van MBO-studenten te verbeteren. Er zijn echter ook geen negatieve effecten gevonden. De resultaten van deze drie studies vormen dus geen belemmering voor het MBO-onderwijs om kortdurende beweegpauzes, waarvan aangetoond is dat dit goed is voor de gezondheid, te stimuleren. Aansluiting bij het congresthema of divisieDeze onderzoeken sluiten aan bij de divisie ‘Leren en instructie’ InteractieAan het eind van de presentatie krijgt het publiek gelegenheid vragen te stellen en ervaringen te delen over het onderwerp van de presentatie.

Videos are being used increasingly to deliver subject knowledge in online learning, but their use has long been criticsed for a lack of learner-to-learner interaction, which can result in high dropout rates. This highlights the need to reconsider instructional approaches and the design of online enviornments. Productive failure is an instructional approach that uses students' cognitive conflicts to enhance their learning, usually in a "practice-teach" sequence. The present experimental study investigated the effect of productive failure in a hypervideo environment which provided timeline comments for learners to navigate different part of videos. Forty-one students particiaped the experiment, randomly assighed into the experimental group - productive failure and the control group - direct instructional. A post-test and cognitive load scale was used to assess the performance of students. It was found that, compared to direct instructional methods, productive failure strategies significantly improved learner performance, reducing intrinsic cognitive load. The study contributes to the design of hypervideos to facilitate learner-to-learner interactons, while preventing learners from becoming overloaded.

Background Physical activity (PA) can increase mental and physical health in adults aged 50 years and older. However, it has been shown that PA guidelines are often not met within this population. Therefore, our research group developed 2 computer-tailored intervention programs in the last decade to stimulate PA: Active Plus and I Move. Although these programs were proven effective, positive effects diminished over time and attrition rates were relatively high. To respond to this, we will integrate 3 interactive mobile elements into the existing programs: activity tracker, ecological momentary intervention program, and virtual coach app. Objective The goal of the research is to define systematic and evidence-based steps for extending our online computer-based PA intervention programs with 3 interactive mobile elements. Methods Components often included in other (eHealth) design models were identified as key components and served as a base for the definition of systematic steps: exploration of context, involvement of the target population, prototype and intervention testing, and implementation. Based on these key components, 10 systematic steps were defined. The initial step is a literature search, with the results serving as a base for development of the low-fidelity prototypes in step 2. The pilot phase comprises the 3rd to 6th steps and includes semistructured interviews, pilot tests, and adaptations of the prototypes with intensive involvement of the target population of adults aged 50 years and older, where particular attention will be paid to lower educated persons. The 7th step is an effect evaluation in the form of a randomized controlled trial. During the 8th step, the most effective intervention programs will be selected and reinforced. These reinforced intervention programs will be used during the design of an implementation plan in the 9th step and the subsequent field study in the 10th step. Results The project will be executed from December 2019 to December 2023. During this period, the systematic approach presented will be practically executed according to the methodological procedures described. Conclusions Based on the 4 identified key components, we were able to design an evidence-based systematic design approach for separately adding 3 mobile elements to our existing online PA intervention programs. The 10 steps are presented as a useful approach to guide future eHealth design studies. International Registered Report Identifier (IRRID) DERR1-10.2196/31677

Research suggests that breaking up sedentary behavior (SB), can positively influence executive functions (EF) and creativity (CREA), as several brain mechanisms are stimulated by light physical activity such as standing. Two out of five adolescents in the Netherlands are enrolled in vocational education and training (VET) education. In general, the SB levels are high in adolescents in VET students. As stimulating EF and CREA is important for their academic performances, our aim is to investigate the effect of breaking up sitting time by standing during class on EF and CREA in VET students.Two randomized controlled cross-over studies were conducted with respectively 165 (EF study; mean age 18.8 years, SD = 7.9) and 192 VET students (CREA study; mean age 18.2 years, SD = 1.7), allocated to either a sitting or standing condition. The students were taught for 15 minutes after which they performed in the EF study the Letter Memory Test and the Color Shape Test, to measure updating, shifting and inhibition, respectively. In the CREA study, the students performed the Guilford’s Alternate Uses Test for divergent thinking and the Remote Associates Test for convergent thinking. Subsequently, the conditions were switched and the procedure was repeated after one week in the EF study and immediately in the CREA study. Mixed model analyses showed no effect of standing on updating (B = .50, SEb = .50, 95% CI = -.49; 1.50), shifting (B = -10.48, SEb = 14.61, 95% CI = -39.41; 18.46), or inhibition scores (B = 2.31, SEb = 10.64, 95% CI = -18.77; 23.39). Neither effects of standing on divergent thinking (B = -0.06, SEb = 0.22, 95%CI = -0.49; 0.38), or convergent thinking (B = -0.20, SEb = 0.15, 95%CI = -0.56; 0.03) were found. It can be concluded that short-time standing during class has no acute beneficial effect on the EF of VET students, nor on their CREA. Future research should investigate the effect of a more prolonged duration of standing on EF and CREA in VET students.

While executive functions (EFs) and self-regulated learning (SRL) strategy use have been found to be related in several populations, this relationship has not been studied in adult online distance education (ODE). This is surprising as self-regulation, and thus using such strategies, is very important here. In this setting, we studied the relation between basic executive functions (i.e., working memory and shifting, measured with cognitive tests) and reported SRL-strategy use (i.e., management of time and effort, complex and simple cognitive strategy use, contacts with others, and academic thinking) within a correlational design with 889 adult online distance students. In this study, we performed regression analyses and took age and processing speed into consideration, as processing speed and EFs decrease with age, whereas self-regulation is reported to increase with age. Cognitively measured working memory was not related to reported SRL-strategy use in adult ODE students. Thus, even though the SRL-components within the strategies seem to elicit working memory, reported SRL-strategy use is not related to the functioning of this basic EF (measured with cognitive tests). This means that if SRL-strategy use needs to be increased in adult ODE students, training of working memory might not be an effective manner for achieving that goal. Better shifting and processing speed were related to less reported SRL-strategy use, which might suggest that SRL-strategies might be used to compensate for lower shifting (in academic thinking) and lower processing speed (in simple cognitive strategy use and contacts with others). With increasing age, the number of contacts with peers or teachers decreases. This latter finding might be of relevance during the pandemic since contacts with others is importance during lockdown.

The present study is based on a theoretical framework of cognitive load that distinguishes causal factors (learner characteristics affecting cognitive load e.g., self-concept; interest; perceived stress) and assessment factors (indicators of cognitive load e.g., mental load; mental effort; task performance) of cognitive load. Various assessment approaches have been used in empirical research to measure cognitive load during task performance. The most common methods are subjective self-reported questionnaires; only occasionally objective physiological measures such as heart rates are used. However, the convergence of subjective and objective approaches has not been extensively investigated yet, leaving unclear the meaning of each kind of measure and its validity. This study adds to this body of research by analyzing the relationship between these causal and assessment (subjective and objective) factors of cognitive load. The data come from three comparable studies in which high school students (N = 309) participated in a one-day out of school molecular biology project and completed different tasks about molecular biology structures and procedures. Heart rate variability (objective cognitive load) was measured via a chest belt. Subjective cognitive load (i.e., mental load and mental effort) and causal factors including self-concept, interest, and perceived stress were self-reported by participants on questionnaires. The findings show that a) objective heart rate measures of cognitive load are related to subjective measures of self-reported mental effort but not of mental load; b) self-reported mental effort and mental load are better predictors of task performance than objective heart rate measures of cognitive load; c) self-concept, interest and perceived stress are associated with self-reported measures of mental load and mental effort, and self-concept is associated with one of the objective heart rate measures. The findings are discussed based on the theoretical framework of cognitive load and implications for the validity of each measure are proposed.

This study explored the effects of using standing desks in tutorial meetings on the physical activity behavior (PAB) of undergraduate students. Standing desks have been introduced to minimize the detrimental health effects of prolonged sedentary behavior (SB). The effectiveness of using standing desks has not been explored among undergraduate students - a population showing high SB. Ninety-six undergraduate students were randomly assigned to a sitting or standing tutorial group that ran for nine weeks, and their PAB was monitored using the activPAL3 (TM) triaxial activity monitor. To check for potential compensatory or other covarying behaviors, the students' PAB was monitored on tutorial and non-tutorial days. PAB monitoring was conducted in week 4-5, and a follow-up measurement was conducted in week 9 to examine longer-term effects. In week 4-5, the stand group (n = 41) showed less SB (beta = -0.092, SE = 0.044, 95% CI: -0.179, -0.006) and more moderate-to-vigorous physical activity (beta = 0.320, SE = 0.160, 95% CI: 0.004, 0.635) compared to the sit group (n = 36). On tutorial days, the stand group showed more light physical activity (LPA) than the sit group (p < .001, d = 1.04). In week 9, there was an exam on the last day of that week. Nonetheless, the stand group (n = 37) showed less SB < .001, d = 0.378) and more LPA = .008, d = 0.725), while breaking up prolonged SB more frequently (p = .007, d = 0.696) on the tutorial day compared to the sit group (n = 32). Overall, undergraduates attending standing tutorial meetings showed less SB and more LPA than those attending conventional, seated tutorial meetings. Standing tutorial meetings can contribute to a more active lifestyle for undergraduates.