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Research on the associations between screen time and child development suggests that various forms of screen time might pose a risk for various aspects of child development. However, data on the impact of exposure to screen media on the development of children under 3 years of age is comparatively scarce. Although the evidence available on the topic is evolving rapidly, no review of existing literature has yet encompassed a comprehensive set of developmental outcomes with a focus in the first 3 years of life. To address this research gap, the present literature review focused on the influences of screen time on various developmental outcomes of children aged zero to 36 months. These outcomes were sleep-related parameters, physical health, cognition, learning efficiency, language, motor skills, socio-emotional skills, social interaction, and overall development. To this end, ten databases were searched systematically, and 158 studies that were published between the launch of the iPhone in early 2007 until 2024 were included. Only studies that reported specific results for the age range of zero to 36 months were examined, including longitudinal studies with samples of children aged zero to 36 months at the first wave of assessment. For most outcomes, a comparable amount of undesirable and non-significant associations was found with children's screen time, while few desirable associations were reported. In line with the notion of resilience, these results indicate that characteristics of the child, the context, and/or the content moderate the associations between screen time and child development in early childhood, thus contributing to mitigating the potential of displacement of learning opportunities or even creating new learning opportunities. More studies with designs that can examine the causal effect of screen time on child development and that explicitly address the role of child, content, and context variables are needed.

Educational management professionals present high psychosocial risks, and the pandemic apparently made this worse. This study aimed to understand the degree of psychosocial risk in the work of education managers, testing whether and how the level at which they work (basic and higher) impacts this risk. To achieve this objective, two studies were carried out, through the lens of the Person-Environment Model, applying a mixed-method approach: Study 1, carried out before the pandemic, described and compared the psychosocial risk in the two groups. Study 2 delves deeper and differentiates the perception of these risk factors for each group of managers. The results showed that, in both groups, the dimensions perceived as most critical are Control and Support from Management. In Study 2, the results suggest that there is more emotional demand in the basic education group, but they also experience more support. However, in the higher education group, there is no perceived balance; the risk lies in the exorbitantly competitive demands and excessive bureaucratization. In analyzing the reports, no different demand was attributed to the pandemic period, i.e. these conditions are associated with managers' routines, suggesting that the psychosocial risk in higher education management is latent.

In der EmTiK-Interventionsstudie wurden in 65 Klassen die mündlichen Textfähigkeiten der Kinder sowie das erwerbsunterstützende Handeln der Lehrpersonen untersucht. In diesem Beitrag wird das Instrument „Erwerbsunterstützendes Lehrpersonenhandeln“ (EULE) vorgestellt. Das Konstrukt besteht aus vier Facetten: Rahmung und Steuerung, Adaption, Anregung und Sprachliche Mittel. Diese Facetten wurden anhand von Videoaufnahmen eingeschätzt, wobei ein holistisches Basisrating mit einem kriteriengeleiteten Zusatzrating kombiniert wurde. Die empirische Überprüfung ergab eine ausreichende Inter-Rater-Reliabilität, skalare Messinvarianz über die drei Messzeitpunkte hinweg und eine hohe interne Konsistenz. EULE erweist sich somit als zuverlässiges Instrument zur Einschätzung der Qualität der Erwerbsunterstützung mündlicher Textfähigkeiten.

Purpose: To assess the effectiveness of topical and subconjunctival bevacizumab in suppressing vascularization in graft and host bed after high-risk corneal transplantation. Design: Secondary analysis of prospective, randomized, double-blind, placebo-controlled multicentric clinical trial. Participants: The study includes patients aged > 18 years who underwent high-risk penetrating keratoplasty, which was defined as corneal vascularization in ≥ 1 quadrants of the corneal graft and host bed, excluding the limbus. Methods: Patients were randomized to treatment and control groups. The patients in the treatment group received subconjunctival injection of bevacizumab (2.5 mg/0.1 ml) on the day of the procedure, followed by topical bevacizumab (10 mg/ml) 4 times per day for 4 weeks. The patients in control group received injection of vehicle (0.9% sodium chloride) on the day of procedure, followed by topical vehicle (carboxymethylcellulose sodium 1%) 4 times a day for 4 weeks. Main Outcome Measures: Vessel and invasion area of vessels in the corneal graft and host beds. Results: This study included 56 eyes of 56 patients who underwent high-risk corneal transplantation, with equal numbers in the bevacizumab and vehicle (control) treatment groups. The mean age of patients who received bevacizumab was 61.2 ± 15.9 years, and the mean age of those treated with vehicle was 60.0 ± 16.1 years. The vessel area at baseline was comparable in the bevacizumab (16.72% ± 3.19%) and control groups (15.48% ± 3.12%; P = 0.72). Similarly, the invasion areas were also similar in the treatment (35.60% ± 2.47%) and control (34.23% ± 2.64%; P = 0.9) groups at baseline. The reduction in vessel area was significantly higher in the bevacizumab-treated group (83.7%) over a period of 52 weeks compared with the control group (61.5%; P < 0.0001). In the bevacizumab-treated group, invasion area was reduced by 75.8% as compared with 46.5% in the control group. The vessel area was similar at 52 weeks postprocedure in cases of first (3.54% ± 1.21%) and repeat (3.80% ± 0.40%) corneal transplantation in patients who received bevacizumab treatment. In the vehicle-treated patients, the vessel area was significantly higher in repeat (9.76% ± 0.32%) compared with first (8.06% ± 1.02%; P < 0.0001) penetrating keratoplasty. In the bevacizumab treatment group, invasion areas at week 52 were comparable in first (11.70% ± 3.38%) and repeat (11.64% ± 1.74%) procedures, whereas invasion area was significantly higher in repeat (27.87% ± 2.57%) as compared with first (24.11% ± 2.17%) penetrating keratoplasty in vehicle-treated patients. Conclusions: In patients undergoing vascularized high-risk corneal transplantation, bevacizumab is efficacious in reducing vascularization of corneal graft and host bed, thereby reducing the risk of corneal graft rejection in vascularized host beds. Financial Disclosure(s): Proprietary or commercial disclosure may be found in the Footnotes and Disclosures at the end of this article.

Training studies have shown the positive effects of play tutoring on children's social skills. This study investigates whether the theoretically suggested mechanism of change--social pretend play quality--explains the effect of play tutoring on social pretend play competence and social skills. Twenty-seven Swiss playgroups (N = 214 three- to four-year-olds) participated in a randomized intervention study with three conditions: the intervention group (play tutoring), the material group (half-dose), and the control group (treatment as usual). Weekly treatment sessions took place for six consecutive weeks. Pre-tests, post-tests, and a follow-up were made. Playgroup educators reported on children's pretend play competence and social skills using a questionnaire. Children's pretend play quality during treatment sessions was assessed by standardized behavioral observations. Using latent change models with indirect effects, we investigated whether the intervention effects of play tutoring on children's pretend play competence and social skills are mediated by their social pretend play quality shown during the intervention sessions. The results indicate mediating effects of social pretend play quality on children's change in social pretend play competence and self-oriented social skills (sociability and setting limits). The study supports social pretend play as a beneficial ground to promote social development but also indicates a more complex interplay of different change mechanisms.

Abstract Background Early negative life events (NLE) have long‐lasting influences on neurodevelopment and psychopathology. Reduced orbitofrontal cortex (OFC) thickness was frequently associated with NLE and depressive symptoms. OFC thinning might mediate the effect of NLE on depressive symptoms, although few longitudinal studies exist. Using a complete longitudinal design with four time points, we examined whether NLE during childhood and early adolescence predict depressive symptoms in young adulthood through accelerated OFC thinning across adolescence. Methods We acquired structural MRI from 321 participants at two sites across four time points from ages 14 to 22. We measured NLE with the Life Events Questionnaire at the first time point and depressive symptoms with the Center for Epidemiologic Studies Depression Scale at the fourth time point. Modeling latent growth curves, we tested whether OFC thinning mediates the effect of NLE on depressive symptoms. Results A higher burden of NLE, a thicker OFC at the age of 14, and an accelerated OFC thinning across adolescence predicted young adults' depressive symptoms. We did not identify an effect of NLE on OFC thickness nor OFC thickness mediating effects of NLE on depressive symptoms. Conclusions Using a complete longitudinal design with four waves, we show that NLE in childhood and early adolescence predict depressive symptoms in the long term. Results indicate that an accelerated OFC thinning may precede depressive symptoms. Assessment of early additionally to acute NLEs and neurodevelopment may be warranted in clinical settings to identify risk factors for depression.

ABSTRACTThis paper presents the results of the 2021 and 2022 field activities carried out at San Nicola Island (Tremiti Islands, Southern Adriatic Sea) by two groups of students as part of the Environmental Geomorphology Field Mapping course held within the Master's Degree in Geological Sciences and Technologies of Earth and Planets at University ‘G. d'Annunzio’ of Chieti-Pescara. Field activities were carried out following an integrated approach that involved morphometric, geological, and geomorphological analyses, supported by the combination of traditional methods with modern survey instruments and techniques. The Main Map (1:2,500 scale) comprehensively depicts the landscape of San Nicola Island, which is affected by both long- and short-term evolutionary processes, as witnessed by widespread slope landforms. The cartographic products presented in this work can represent a useful tool in territorial planning and management, as well as a valuable base for further scientific studies.

Two longitudinal extensions of the classic internal/external frame of reference model (I/EM) have attracted researchers' attention in recent years: The reciprocal I/EM (RI/EM) describes the reciprocal effects between students' math and verbal achievements and self-concepts. The 2I/EM describes the effects of students' math and verbal achievement levels and changes on their math and verbal self-concepts. The present research integrates these 2 approaches into the reciprocal 2I/EM (R2I/EM), which describes the effects of students' math and verbal achievement levels and changes on their math and verbal self-concepts and the effects of their math and verbal self-concept levels and changes on their math and verbal achievements. We tested this model in 3 empirical studies, including about 6,000 students between Grade 4 and Grade 11 from Germany, Switzerland, and Belgium, using grades and test scores as achievement indicators. Overall, we found strong support for the R2I/EM. In line with prior 2I/EM studies, students' achievement levels showed positive (negative) effects on their self-concepts within (between) subjects. The effects of students' achievement changes on their self-concepts within (between) subjects were usually positive (near 0). In line with prior RI/EM studies, students' self-concept levels showed positive (negative or near 0) effects on their achievements within (between) subjects. For the first time, we also examined the effects of students' self-concept changes on their achievements: These effects were usually positive (positive or near 0) within (between) subjects. Our findings have important theoretical and practical implications for the I/E model literature and for teachers aiming to foster their students' self-concepts and achievements.

Malignant primary melanoma of the vagina (PMV) is a rare type of non-cutaneous melanoma often discovered in postmenopausal women. PMV has a very aggressive disease course and a poor prognosis. The best course of treatment is not presently agreed upon. In this report, we describe the case of a 68-year-old woman presenting with a malignant PMV and its subsequent management. The patient presented with right vaginal pain, abnormal vaginal bleeding and a new vaginal mass. A PET scan identified a 28 × 38 mm hypermetabolic vaginal lesion, without nodal involvement or distant metastasis. A posterior exenteration type 2B was performed, including the anal mucosa. Sentinel lymph node dissection, vaginal and rectal resection as well as a terminal colostomy were also carried out. Final staging was FIGO stage III and T4bN1. Four months later, the patient presented with a recurrent vaginal bleed and intra-vaginal induration. Imaging revealed loco-reginal recurrence at the site of the primary malignancy with countless metastases. The patient opted for palliative care given the early disseminated recurrence and her multiple comorbidities. We review the treatment options for PMV, mainly the importance of surgery as the mainstay of treatment as well as the interest of adding checkpoint inhibitor immunotherapy or targeted therapy to the treatment plan. We also summarize the characteristics of PMV and its main prognostic factors.

This study investigated whether two educational strategies, providing material and active adult support during play, promote pretend play quality in a group of preschoolers. The sample consisted of 101 preschoolers (50% females; mean age at t1= 43.02 months, SD= 5.94) from 14 Swiss educational play groups. These were randomly allocated to the experimental conditions: "material" (n=4 groups, n=35 children), "play tutoring" (n=5 groups, n=32 children), and "treatment as usual" (control; n=5 groups, n=34 children). Children's and adults' behavior during six play sessions, each lasting 30 minutes, was videotaped. Children's play activities, social pretend play quality (SPPQ) and adults' level of active pretend play support, were assessed using standardized observation tools. Research Findings: Material and play tutoring groups showed significantly higher frequency of pretend play than the control group. Regarding SPPQ, the material group scored significantly lower than the play tutoring group, but significantly higher than the control group. Additional analyses showed that differences in SPPQ between the control and material condition can be fully explained by adults' active play support. Practice or Policy: The results suggest that providing roleplay material stimulates children to engage in social pretend play, but adults' play support increases the quality of social pretend play.

Organizations thrive when there is a healthy relationship between people, i.e., where there is high social capital. Human resource management practices (HRMP) contribute to promoting social capital and mental health in organizations. However, there remains a gap in the literature on practices to promote mental health, as well as on the difference in perception of the function of the practices between those who promote them and those who receive them. Thus, this study aimed to identify what HRMP oriented toward mental health promotions are, how they are perceived, and whether there is variation among these perceptions. Twenty managers and 11 subordinates were interviewed. To achieve the first two objectives, a content analysis was performed, and for the last, a lexical analysis. In the content analysis, the following categories emerged for both groups: work organization and idiosyncratic deals and affective social support. Only in the managers did the categories of informational support, communication, and maintaining good interpersonal relationships emerge. The lexical analysis suggested that managers perceive task-related practices as promoting mental health, while teams attribute importance to affective social support practices. HRMP psychological principles were described. Social support practices should be adopted as human resource protective strategies for mental health.

The present study is a longitudinal extension (long-term follow-up) of a previous study examining the promotive and protective role of children’s narrative coherence in the association between early familial risk factors and children’s emotional problems from early to middle childhood. A total of 293 (T1; Mage = 2.81), 239 (T2; Mage = 3.76), and 189 (long-term follow-up T3; Mage = 9.69) children from 25 childcare centers participated in this study. Familial risk factors were assessed at T1 using a caregiver interview and questionnaire. Narrative coherence was assessed using the MacArthur Story Stem Battery that was administered to the children at T2. Children’s emotional problems were rated by the caregivers and by their teachers at T2 and T3. Results suggest that familial risk factors are linked to more emotional problems both in the short-term (T2) and the long-term (T3). Further, although some of the effects of relevant magnitude did not reach statistical significance, results pertaining to the role of narrative coherence indicate that it might have a promotive and protective effect in the short-term as well as a promotive effect in the long-term. These findings point to the relevance of children’s narrative coherence as a cognitive ability and personality factor that contributes to more positive development and to better coping with adverse familial experiences.

Objetivo. Este estudo objetiva sistematizar e avaliar a produção científica nacional e internacional acerca dos fatores de risco psicossociais presentes no trabalho de gestores e como estes afetam sua saúde. Método. Realizou-se uma revisão sistemática da literatura. Foram seguidas as diretrizes do Protocolo PRISMA – Preferred Reporting Items for Systematic reviews and Meta-Analyses. Resultados. Verificou-se que os gestores estão expostos a riscos psicossociais relacionados às categorias tipo e produção de tarefas e saúde e bem-estar. A exposição a estes fatores de risco pode desencadear alterações físicas e mentais na saúde. Foram identificadas ações de intervenção e seus resultados, bem como a necessidade de desenvolvimento de ações de prevenção e promoção de saúde mental voltadas para gestores.

Konigsberg et al. profile DNA methylation in blood samples from SARS-CoV-2 cases and controls. The authors use machine learning to classify infected vs. non-infected individuals and predict clinical outcomes related to disease severity.

Little empirical data exist to guide ethical decisions when conducting research with vulnerable populations. The current study assesses a protocol designed to mitigate risks in a population-based cohort of 246 individuals placed in care institutions as infants in a non-selective 60-year follow-up. In total, 116 (47%) individuals chose to participate, of whom 53 (55%) reported positive effects of participation such as the opportunity to fill some gaps in their life stories, to better deal with their past, and to understand previous family dynamics. Only three individuals (2.5%) explicitly reported negative short-term consequences such as feeling upset as a result of thinking about stressful times, but they nonetheless rated the usefulness of the study as high. For six participants (5%), psychological counseling sessions were initiated as a support measure. Our findings suggest that risk of harm can be managed with a rigorous ethics protocol when conducting research with a vulnerable cohort and therefore enable the voices of survivors to be heard. A step wise approach in which increasing amounts of information were presented at each step, clearly operationalized passive decline, and direct and consistent contact with highly trained staff were considered key to mitigating distress.

Pretend play may be beneficial for young children's social development. However, empirical results to date are inconsistent and limited, which is partly due to a lack of psychometrically sound measures for children's social pretend play competence. The current study aimed to compare and validate different assessment methods for children's social pretend play competence. In total, 64 3- to 4-year-old children participated in the study (age: M = 46.4, SD = 3.8). Assessments were conducted twice, three months apart. Social pretend play competence was assessed using a standardized role play test (Tools of the Play Scale), a social pretend play situation with a peer (Dyadic Pretend Play Assessment), and a teacher report. Children's Theory of Mind, emotion understanding, and language comprehension were assessed. Educators reported on children's social-emotional skills. Research Findings: All three instruments showed a good factorial validity, measurement invariance and sensitivity to intra-individual change. A second-order factor of all three methods was identified. The Tools of the Play Scale and the teacher report yielded good criterion validity. The second-order factor showed even better criterion validity: Children with higher social pretend play competence showed higher social-cognitive skills as well as social-emotional skills. Practice or Policy: Limitations and applications of the instruments are discussed.

Abstract This study aimed to identify the predictive power of the Work Design (WD) variables on Burnout Syndrome (BS). The sample consisted of 300 professionals, 188 from the field of education and 112 from health care. Two instruments were used in this research, a reduced version of the Work Design Questionnaire (WDQ) and the Brazilian version of the Spanish Burnout Syndrome Inventory (SBI). The results showed that in both professional categories, the factors of work design are predictors of the 4 dimensions of BS, especially factors related to social and task characteristics. In the education field, characteristics of knowledge required by work appear as predictors of only psychological exhaustion; and in health care professionals, as predictors of psychological exhaustion and decreased Enthusiasm towards the job. Implications of these findings will be discussed in terms of their applicability in interventions to prevent BS based on work redesign actions.

Social pretend play may have a positive impact on children's social development because it involves positive peer interactions and challenges their social-cognitive abilities. The current study aimed to investigate whether variations in play tutors' active support and play management are associated with variations in children's social pretend play level in the context of a pretend play tutoring intervention. Moreover, the moderating role of children's social skills (cooperative behaviour and sociability) was examined. In total, 50 children from eight playgroups participated in the study (50% females, mean age at T1 = 46.6 months, SD = 4.3). Six play tutoring sessions took place during normal playgroup sessions (30-40 minutes each). Both the play tutors' active support and play management and the children's social pretend play were videotaped and rated for each 10-minute interval. Furthermore, teachers rated children's social skills before the intervention. The study showed that active support -- but not play management -- was positively associated with children's social pretend play level. Furthermore, children's sociability positively predicted children's social pretend play level during the intervention and also intensified the positive effect of active support on children's social pretend play level. In contrast, children's cooperative behaviour was not significantly associated with their social pretend play level. These results suggest that play tutoring in a group setting needs to be tailored to children's needs and should actively aim to include withdrawn children, so that they can also profit more strongly from the intervention.

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The present study aimed to examine the longitudinal promotive and protective role of process quality in regular early childhood education and care (ECEC) centers in the context of early cumulative family risks on children’s social–emotional development from early to middle childhood. The sample consisted of 293 (T1; Mage = 2.81), 239 (T2; Mage = 3.76), and 189 (T3; Mage = 9.69) children from 25 childcare centers in Switzerland. Fourteen familial risk factors were subsumed to a family risk score at T1. Parents and teachers reported on children’s conduct problems (CP), emotional problems (EP), and prosocial behavior (PB) at T2 and T3. Childcare process quality was assessed at T2 using external observations of teaching and interaction, provisions for learning, and key professional tasks. Results showed that early family risks were positively associated with CP and EP and negatively associated with PB in the long term. High-quality teaching and interaction as well as caregivers’ professional behavior in terms of systematic observation, documentation, and planning of children’s individual learning processes and needs protected children from the undesirable long-term effects of early family risks on conduct problems, emotional problems, and prosocial behavior from early to middle childhood. The results indicate that a high process quality in ECEC might serve as an essential contextual protective factor in the development of resilience in children at risk.

Studies suggest that work characteristics may be related to workers’ wellbeing. However, little is known about how these work characteristics may influence telework wellbeing in the face of the long period of social isolation and restrictions imposed by COVID-19. This study aimed to relate work characteristics in remote work to wellbeing using a two-stage multi-method approach. The general hypothesis is that different work characteristics will be organized into different groups and related to wellbeing. In Step 1, 108 teleworkers who participated in compulsory telework conditions answered the Work Design Questionnaire (WDQ) and Wellbeing at Work scale. A cluster analysis was conducted in which two clusters emerged based solely on their valence. The variables that contributed most to the cluster were: feedback from the job, social support, problem-solving, and decision and execution autonomy. Cluster 1 aggregated higher scores on work characteristics, and Cluster 2, lower scores. Cluster 1 presented significantly higher scores on wellbeing. In Step 2, 27 of these workers were blindly interviewed. Five classes of words emerged from the interviews: Class 1 – wellbeing, Class 2 – work dissatisfaction lexicon, Class 3 – role clarity, Class 4 – job demands, and Class 5 – job resources, including receiving feedback, conversations, praise, and support. Chi-square analysis suggests significant differences in classes 2, 3, 4, and 5. Cluster 1 appears more frequently in the role clarity class and less frequently in the work dissatisfaction and job demands classes. Cluster 2 is more frequent in the job dissatisfaction and job demands classes, however, less frequent in the job resources class. Class 1 shows no significant difference. These results partially support the general hypothesis that different work characteristics will be organized into different clusters and related to the teleworker’s wellbeing, but in the sense that it prevents suffering but does not necessarily promote wellbeing. The results contribute to the understanding of the relationship between work characteristics and wellbeing during the pandemic by using a different methodological approach, describing that work feedback, social support, skill variety, and problem-solving are the most significant in differentiating the perception of the groups. Social support and feedback from the job differentiate cluster 1 from cluster 2, but social support is not able to increase wellbeing, unless buffering unwellness.

Identity-by-descent (IBD), the detection of shared segments inherited from a common ancestor, is a fundamental concept in genomics with broad applications in the characterization and analysis of genomes. While historically the concept of IBD was extensively utilized through linkage analyses and in studies of founder populations, applications of IBD-based methods subsided during the genome-wide association study era. This was primarily due to the computational expense of IBD detection, which becomes increasingly relevant as the field moves toward the analysis of biobank-scale datasets that encompass individuals from highly diverse backgrounds. To address these computational barriers, the past several years have seen new methodological advances enabling IBD detection for datasets in the hundreds of thousands to millions of individuals, enabling novel analyses at an unprecedented scale. Here, we describe the latest innovations in IBD detection and describe opportunities for the application of IBD-based methods across a broad range of questions in the field of genomics.

Background: The safety and efficacy of enhanced recovery after surgery (ERAS) following elective gastrectomy for gastric cancer in patients >80 years of age are not well described. The aim of this study was to explore whether an ERAS protocol following gastrectomy in this age group can be safely implemented and reduce postoperative length of stay. Methods: A retrospective, single-center analysis was performed. All patients >80 years of age with gastric cancer undergoing elective subtotal and total gastrectomy between January 2010 and December 2021 were identified. With the implementation of an ERAS protocol in January 2016, patients treated beforehand were allocated to Group A (pre-ERAS) and Group B (ERAS). The length of stay, incidence of postoperative complications and representation/readmission to the hospital were compared between the groups. Results: Of the 221 patients identified, 56 met the inclusion criteria with 22 patients (39.3%) allocated to Group A and 34 patients (60.7%) to Group B. There were no differences with regard to the type of resection and surgical approach. Length of stay was shorter in Group B (5 days, range 2–27 versus 10 days, 3–109, P =.040). A trend toward more discharges by postoperative day 3 was noted among patients in Group B (7/34, 20.6% versus 2/22, 9.1%, P =.253). There were no differences in the incidence of postoperative complications or readmission hospital between the groups. Conclusion: Among patients >80 years of age, ERAS following gastrectomy for cancer is associated with a reduced length of stay and can be safely implemented. [ABSTRACT FROM AUTHOR]

O artigo trata de uma investigação realizada em um restaurante universitário, visando identificar relações entre as condições de trabalho e a saúde dos trabalhadores, a partir do referencial teórico e metodológico da ergonomia da atividade. A pesquisa, de natureza qualitativa, apontou a presença de fatores de risco ergonômicos e psicossociais relacionados às exigências da atividade, a carga de trabalho elevada, às dificuldades nas relações socioprofissionais e a forma como as tarefas eram distribuídas. A presença de doenças físicas foi apontada pelos entrevistados como uma das principais repercussões da atividade. As condições contratuais e de gestão também foram apontadas como fatores que afetavam a atividade dos entrevistados. Esses achados corroboram os dados já apresentados pela literatura e evidenciam a importância de um diagnóstico organizacional com foco na saúde do trabalhador que considere o trabalho em todos os seus componentes: condições físicas, contratuais, os processos e características da atividade e as condições sociogerenciais.

This study examined the short- and long-term effects of self-enhancement (i.e., overreporting of academic grades) on academic self-concept and academic achievement. A total of 916, 719, and 647 students participated in the first, second, and third waves of assessment, respectively (mean age at T1 = 15.6 years). At each assessment, students reported their last midterm grades and their self-concepts in mathematics, German, English, and French. Actual midterm grades were obtained from the school administrations. Results showed that self-enhancement was positively associated with self-concept in the short term. However, in the long term, self-enhancement was directly associated with stronger decreases in self-concept and indirectly with stronger decreases in achievement that were linked to inflated self-concepts. Implications for research and educational practice are discussed.

Various theoretical approaches propose that emotions in the classroom are elicited by appraisal antecedents, with subjective experiences of control playing a crucial role in this context. Perceptions of control, in turn, are expected to be influenced by the classroom social environment, which can include the teaching methods being employed (e.g., direct instruction or small-group work). In the present study we sought to investigate the effect of various types of teaching methods on students' emotions during mathematics lessons with students' control-related appraisals (indicated by pace of instruction and perceived choice) mediating this effect. In a sample of 141 Swiss high-school students, discrete emotions, control-related appraisals, and teaching methods were assessed via the experience-sampling method (i.e., highly ecologically valid real-time assessments) over the course of 2 weeks (once per mathematics lesson resulting in 807 total lesson ratings). Of the three main teaching method categories, direct instruction was reported most frequently (42.6%), followed by working individually (24.5%), and working in small groups or pairs (14.1%). Results of multilevel analyses revealed that direct instruction was associated with slightly lower levels of positive emotions and higher levels of boredom compared to the other two teaching methods, whereas there were no significant differences regarding levels of anxiety or anger. The impact of teaching methods on emotions was found to be partly mediated by control-related appraisals. The role of teaching methods for fostering students' emotions that are conducive to learning is discussed.