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Collaboration improves multiple academic and social outcomes. Accordingly, computer-supported collaborative learning (CSCL) can be beneficial in distance education contexts to overcome the issues specific to online learning (e.g., underperformance, low identification with university). Distance universities often attract a substantial number of non-traditional students (e.g., students with disability, students with migration background). Despite their representation, non-traditional students face negative stereotypes and associated social consequences, including social identity threat, diminished sense of belonging, and less motivation for social interactions. In the context of online learning, where there is little individuating information, social categories like socio-demographic group memberships become salient, activating stereotypes. Consequently, socio-demographic group memberships can have detrimental consequences for the integration of non-traditional students. The purpose of the present study was to (a) determine the extent of social identity threat for students in higher distance education, (b) explore the social consequences of this threat in the same context, (c) validate these findings through longitudinal analyses embedded in a CSCL task, and (d) use learning analytics to test behavioral outcomes. In a longitudinal study with three measurement occasions over 8 weeks ( N  = 1,210), we conducted path analyses for cross-sectional associations and Random Intercept Cross-Lagged Panel Models for longitudinal predictions. The results showed that non-traditional students mostly reported higher social identity threat than traditional students. While the expected longitudinal within-person effects could not be demonstrated, we found stable between-person effects: students who reported higher levels of social identity threat also reported lower sense of belonging and lower social approach motivation. Exploratory analyses of actual online collaboration during CSCL offer potential avenues for future research. We conclude that social identity threat and its social consequences play an important role in higher distance education and should therefore be considered for successful CSCL., Competing Interests: MB was employed by Research Institute for Telecommunications and Cooperation e.V. This research institute is a legally independent organization at the FernUniversität that is connected to the FernUniversität regarding staff, place, and organizationally but is no part of the university. The remaining authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest., (Copyright © 2024 Bick, Froehlich, Voltmer, Raimann, Reich-Stiebert, Seidel, Burchart, Martiny, Nikitin, Stürmer and Martin.)

Background: The anatomy dissection course is a major part of the first two years of the traditional medical curriculum in Germany. The vast amount of content to be learned and the repeated examination is unanimously perceived by students and teachers as a major stress factor that contributes to the increase of psychosocial stress during the first two years of the course of study. Published interventions for specific stress reduction are scarce., Methods: In a randomized, controlled design two intervention groups were compared with a control group (CG) over the whole dissection course (nine measuring points before, during and after first and second semester). The 'Stress Management intervention (IVSM)' targeted at the setting of personal standards, the 'Friendly Feedback intervention (IVFF)' at the context of frequent testing. Quantitative surveys were distributed at nine measuring points. The questionnaire comprised validated instruments and self-developed items regarding stress, positive and negative affect, anxiety, intrinsic and extrinsic motivation, self-efficacy, and perceived performance., Results: Out of 195 students inscribed in the dissection course, 166 (85%) agreed to participate in the study. The experience of stress during the dissection course was significantly higher in the CG than in the IVFF. Anxiety and negative affect were lower in students of the IVFF while positive affect, intrinsic motivation, and self-efficacy were higher than in the CG. For anxiety and negative affect in the IVSM this was especially seen at the end of the second semester. The self-perceived increase in both knowledge and preparedness for the first big oral and written examination did not differ between the study groups. About three quarters of the participants would choose the intervention 'Friendly Feedback' if given the choice., Conclusions: Replacing formal tests with friendly feedback has proven to be an effective measure to reduce stress and negative affect and foster positive affect, self-efficacy, and intrinsic motivation, while it did not impair self-perceived academic performance., (© 2024. The Author(s).)

With this literature review, we provide a systematic overview on and working definition of mental labor in the context of unpaid work-an inherent cognitive component of daily routines primarily related to domestic or childcare tasks. Our methodology followed PRISMA guidelines, and 31 full-text articles were included. Articles were peer-reviewed and published in social science, sociological, and psychological journals. The studies applied quantitative and qualitative methodological approaches including, interviews, online surveys, observations of family routines, time estimates, and experiments. The samples covered a wide age range, consisting mostly of U.S. American or European middle-class women and men (married or in a relationship). Predominantly, the articles show that women perform the larger proportion of mental labor, especially when it comes to childcare and parenting decisions. Further, women experience more related negative consequences, such as stress, lower life and relationship satisfaction, and negative impact on their careers. We offer an integrative theoretical perspective to explain the gendered distribution of mental labor and cognitive load. We consider theoretical and practical implications of these findings for reducing gender inequality in mental labor in the context of unpaid work within the household and childcare., Competing Interests: The authors declare that they have no conflict of interest., (© The Author(s) 2023. Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.)

Background: Medical education has a reputation for being demanding and stressful. However, longitudinal surveys across the whole course of study considering risks and resources are rare., Methods: For the evaluation of stress and coping we administered the standard instruments Perceived Medical School Stress Scale (PMSS), Hospital Anxiety and Depression Scale (HADS), Work-Related Behavior and Experience Patterns (AVEM), Maslach Burnout Inventory (MBI), and a short form of the Coping Orientations to Problems Experienced Scale (Brief COPE) in three consecutive cohorts of medical students (N = 377) at one German university. Students were surveyed at the beginning of their studies (t0) and again during each consecutive summer semester (t1-t6)., Results: Stress and symptoms of anxiety and depression increased in the first two years of medical studies but decreased again towards their end. Consistently, freshmen medical students presented with a large proportion of the healthy pattern at t0 (56 %) that decreased to 30 % at t2, and increased up to 44 % at t6. Correspondingly, the proportion with the burnout-related risk pattern B increased from 9 to 16 % at t2, again decreasing to 7 % at t6. Over the whole course of study there was an almost continuous increase of the unambitious pattern S from t0 13 to 40 % at t6. Characteristic differences especially between the healthy pattern and the risk patterns regarding stress, mental health symptoms and coping were observed. Female students showed a higher vulnerability for stress, anxiety and depression as well as lower proportions with a healthy pattern, and higher proportions with risk patterns for overexertion and burnout., Conclusions: The development of stress, symptoms and behavior and experience patterns especially in the first two years, demonstrating increasing study-related stress in the preclinical years, as well as the high proportion with an unambitious pattern at the end of the course of study emphasize the need for prevention and health promotion at both the individual and contextual levels., (© 2021. The Author(s).)

The present study applies a salutogenetic approach to psycho-social stress and wellbeing at work and for the first time analyzes the relation of an extended model of four work-related behavior and experience patterns to work related perceptions, like work ability, job satisfaction and turnover intention, or engagement. Employees of an international financial services company ( N = 182) completed the questionnaire Work-related behavior and experience pattern ( Arbeitsbezogenes Verhaltens- und Erlebensmuster ; AVEM). The AVEM has oftentimes been used for research in helping professions, but research in non-helping professions is scarce. In addition to the AVEM, measures of job satisfaction, work ability, work engagement, presenteeism, and turnover intention were included in this study. Almost half (46.2%) of the sample showed a rather unambitious attitude towards work, followed by a burnout-related risk pattern (22.0%), a healthy pattern (19.8%), and a pattern at risk for overexertion (12.1%). Significantly more favorable scores were found for all work-related perceptions in participants with the healthy pattern compared to those with the burnout-related risk pattern, except for turnover intention where no significant differences were found. For work ability and vigor, those with a healthy pattern also had significantly higher scores than those with an unambitious pattern and a pattern at risk for overexertion. Being at risk for burnout not only affects job-related wellbeing and coping resources, but also work ability and work engagement. A need for personnel and organizational development and health promotion is indicated by a high number of individuals with reduced working motivation and risk patterns for overexertion or burnout.

Purpose The revised version of the Work Ability Survey (WAS-R) assesses work ability on several sub-scales at the intersection of personal and organizational capacity, thus adding to the measurement of work ability by integrating the holistic model. It, therefore, improves on two features of the current standard measurement tool of work ability, the Work Ability Index (WAI): (1) a ceiling effect and (2) limited detail due to a focus on physical health and personal capacity. Method In two samples (n 1  = 1093, n 2  = 359), psychometric properties and the structure of the WAS-R were analyzed. To evaluate construct validity, inter-correlations of the WAS-R and WAI, sickness absence, expected and desired retirement age, and post-retirement work intention were calculated. Results The WAS-R was found to be distributed closer to normality than the WAI. The structural analyses yielded acceptable results for the hypothesized model. The WAS-R was adequately correlated with the WAI, negatively with sickness absence, and positively with desired retirement age. Conclusions The WAS-R extends the measurement of work ability, reflecting organizations' work demands. Its broad sub-scales lead to high acceptance of the results within the participating companies. In particular, the organizational capacity scales can be used to guide interventions aiming at organizational characteristics to improve work ability.