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Social-emotional skills as valid predictors for subsequent school success should be promoted in early childhood. Preschools are a relevant setting to reach children from families with low socioeconomic status. The federal state law for children´s day-care and preschools in the state of Mecklenburg-Western Pomerania offers preschools in difficult social areas financial support for the individual targeted promotion. Prospective longitudinal observational data of a cohort: annual application of Dortmund Developmental Screening for Preschools domains "social competence" and "social interaction" over two years of 5-to-6-year-olds. Calculation of prevalence rate ratios and ratios of rate of improvements are divided by rate of deteriorations after one year. The proportion of children with inconclusive findings in "social competence" decreases. > 50% have no finding after one year. In "social interaction," the proportion of children with inconclusive findings increases. Both domains detected more improvements than deteriorations for all children after one year. The indicated improvement of developmental risks is possibly associated with a reduction of social inequalities and tend to improve equal opportunities for all children at school start. Nevertheless, results of some children are deteriorating. More effective promotion of social-emotional skills is needed also for children without developmental risks--especially for children with internalizing problems. Trial registration: German Clinical Trials Register, ID: DRKS00015134, Registered on 29 October 2018, retrospectively registered.

Future students are confronted with a complex world that demands the ability to solve problems in unstructured, undefined, and unfamiliar situations. The aim of the present study was to investigate the development of problem-solving skills through the implementation of Problem-Based Learning (PBL). While previous research has primarily focused on content-related and long-term measurements when examining the effects of PBL, this study took a different approach by exploring the general increase in problem-solving skills resulting from PBL. The sample consisted of 90 second-semester students who were assessed at three different time points using three subscales of the Wilde-Intelligenz-Test I & II: "analogies (AL), letter series (BR) and numerical series (ZN)." The findings revealed a significant improvement in general problem-solving abilities within the PBL group. These results provide valuable insights into the impact of PBL on the development of general problem-solving skills, even within a domain-independent and short-term context. Lecturers are encouraged to consider implementing PBL in their study programs, as it equips graduates with the necessary skills to tackle the challenges of today's dynamic and constantly changing world.

Background: Online exams have become a more common form of assessment at universities due to the COVID-19 pandemic. However, cheating behaviour in online exams is widespread and threatens exam validity as well as student learning and well-being. Objective: To better understand the role of university students' needs, conceptions and reasons regarding cheating in online exams. Methods: In Study 1, we used four pairs of contrasting online exam scenarios to explore the impact of addressing students' needs on their cheating intention. In Study 2, we examined how students' conceptions of online exams are related to their cheating behaviour. In Study 3, we asked students to name their most important reasons for and against cheating in past online exams. All studies were conducted online and are based on a convenience sample of 339 students from universities in Germany. Results and Conclusions: First, students were less likely to cheat when they expected exam content relevant to their future profession, exam tasks relevant to their future professional life and detailed feedback on their performance. Second, most students' conceptions of online exams were related to their cheating intention and behaviour, whereas the conceptions that online exams support teaching, promote collaboration and impair learning were of relatively high importance. Third, most important reasons for cheating included the relevance of grades and the unfairness of exams, and most important reasons against cheating included moral standards and values as well as the fear of consequences. Implications: Addressing students' needs and considering their conceptions and reasons could be a learner-centred approach to decrease cheating behaviour.

Students' well-being, learning activities, and learning success are key student outcomes that can be affected by challenging times such as the COVID-19 pandemic. Thus, it is vital to investigate the role of important personal (resilience, self-efficacy) and social resources (support from family, friends, teachers, important other) for central student outcomes (life satisfaction as a vital aspect of well-being, learning activities, and learning success) alongside perception of the COVID-19 situation. While the pandemic affected all of society, adolescents as a group who face core developmental challenges were especially vulnerable towards being negatively affected by the pandemic. Thus, analyses are based on 220 adolescent students (60.9% female, 37.7% male, 1.4% diverse) in Germany who were 16.21 years old on average (SD = 0.88) at time of data collection in May 2021. Students filled out an online questionnaire on sociodemographics and variables of interest. Path models revealed that perceiving the COVID-19 pandemic as stressful was negatively related to life satisfaction ([beta] = -0.27). Furthermore, perceiving the COVID-19 pandemic as stressful was negatively related to students' self-efficacy ([beta] = -0.22) and positively to support from an important other ([beta] = 0.32). Moreover, several resources were mainly positively related to our central student outcomes ([beta] = 0.13-0.41), and perception of the COVID-19 situation mediated two of those relations. Results underscore the importance of students' self-efficacy, which was related to all student outcomes. Furthermore, the results and methodological issues can impact further research and practice.

For over two decades now, the application of Citizen Science to Education has been evolving, and fundamental topics, such as the drivers of motivation to participate in Citizen Science projects, are still under discussion. Some recent developments, though, like the use of Artificial Intelligence to support data collection and validation, seem to point to a clear-cut divergence from the mainstream research path. The objective of this paper is to summarise the development trajectory of research on Citizen Science in Education so far, and then shed light on its future development, to help researchers direct their efforts towards the most promising open questions in this field. We achieved these objectives by using the lens of the Affordance-Actualisation theory and the Main Path Analysis method.

A range of stakeholder groups are involved with fostering Education for Sustainable Development (ESD). It is crucial that their views on the aims of ESD are aligned. This is a prerequisite for coordinated integration of ESD into the formal education system. However, research has not explored whether stakeholder groups have similar ideas about the aims and learning outcomes of ESD. This study investigates the differences and similarities in stakeholders' opinions on the sustainability key competencies students should develop. We conducted 15 interviews with German experts in ESD practice, policy, and science, analyzing the results deductively using Qualitative Content Analysis within the UNESCO framework of Key Competencies for Sustainability. An inductive approach was used to identify aspects and concepts of competence that went beyond this framework. Most of the competencies mentioned could be assigned to the UNESCO framework, but we identified the additional competency of participating at the political level as being important for ESD. The experts also identified several other concepts. The three stakeholder groups emphasized different competencies and concepts, probably due to their differing professional backgrounds. However, similarities predominated, and the experts largely agreed on which competencies should be developed. Structural difficulties with integrating ESD into the education system are therefore not likely to be the result of fundamental differences in perspective between the three stakeholder groups on the aims of ESD. However, their different frames of reference might lead to miscommunication and misunderstanding, which could impede integration. This aspect needs thorough examination in the future.

Citizen science has gained importance in recent years and revealed great potential, especially regarding science learning and environmental education. However, little is known about ways of supporting individual learning processes within citizen science. With this in mind, a home experiment set, the Nitrogen Box, was developed within a chemistry citizen science project on nitrogen pollution of water bodies. The aim of the box was primarily to deepen the subject matter and to sensitize the citizens to the topic. To gain deeper insights into the usability and added value of home experiments in a citizen science context, semi-structured interviews were conducted with ten citizens. Analysis of these interviews revealed that the nitrogen box contributed to a consolidation and deepening of knowledge of the nitrogen problem in Northwest Germany. Home experiment sets like Nitrogen Box can motivate and enable citizens to engage more deeply with the scientific topic in the future, to reflect on it and discuss it. We discuss how heterogeneity of the target group presents challenges for designing citizen science projects and provide recommendations for the future projects.

Figural matrices tasks are one of the most prominent item formats used in intelligence tests, and their relevance for the assessment of cognitive abilities is unquestionable. However, despite endeavors of the open science movement to make scientific research accessible on all levels, there is a lack of royalty-free figural matrices tests. The Open Matrices Item Bank (OMIB) closes this gap by providing free and unlimited access (GPLv3 license) to a large set of empirically validated figural matrices items. We developed a set of 220 figural matrices based on well-established construction principles commonly used in matrices tests and administered them to a sample of N = 2572 applicants to medical schools. The results of item response models and reliability analyses demonstrate the excellent psychometric properties of the items. In the discussion, we elucidate how researchers can already use the OMIB to gain access to high-quality matrices tests for their studies. Furthermore, we provide perspectives for features that could additionally improve the utility of the OMIB.

Children with ADHD show deficits in executive functioning, especially the ability to inhibit inadequate responses, and deficits in motivational processes due to dopaminergic dysfunctions. There is evidence that rewards can foster inhibition in children with ADHD. However, most studies examined a wide age range of children above 7 years of age, so almost nothing is known about inhibition and reward effects on inhibition in younger children. The primary goals of the present study were a) to examine response inhibition in young children with ADHD in a relatively narrow age range (5-8 years) in comparison to children without ADHD b) to investigate whether performance in an inhibition task can be fostered by rewards in this young age group. For this purpose, children with ADHD (n = 20) and control children (n = 20) were recruited from schools as well as pediatric, psychiatric, and psychological practices in North Rhine-Westphalia, Germany. Children conducted a Go/NoGo task under a non-rewarded and a rewarded condition. Our findings demonstrate a generally decreased response inhibition in ADHD as compared to control children. Rewards led to improvements in response inhibition in both groups of children. However, in contrast to control children whose ability to inhibit increased with practice in both conditions, children with ADHD inhibition decreased over the course of the non-rewarded condition but was raised by the prospect of a reward at the start of the reward condition. Thus, it seems that already at this young age, German children without ADHD are better able to keep their inhibition ability up over time than children with ADHD.

Background: The COVID-19 pandemic has affected education at all levels in various ways. This paper provides a review of the literature on the challenges of online learning for children with special educational needs and disabilities (SEND). Method: In total, 17 studies from nine countries were analysed. The challenges of online learning for children with SEND reported by teachers and parents and the strategies applied to overcome the challenges were identified. Results: The challenges of online learning were the need of parental support, routine change, inequities of resources and access to technology, lack of accommodations, and social isolation. There was a considerable lack of interventions aimed at promoting the educational outcomes of children with SEND. Conclusions: The findings emphasise the importance of parent-teacher collaboration and communication. Suggestions for strategies to address challenges as well as for further research are also discussed.

Serious gaps are found when evaluating the recognition and inclusion of gender aspects in transport strategies, research and innovation. Similar issues can be spotted in the transport labor market, where only 22% of workers are women at the European level. The roots of these limitations are in the low participation of women in Science, Technology, Engineering and Maths (STEM) studies and, therefore, in the traditionally male-dominated transport field occupations. Stemming from the European project TInnGO, the current paper proposes a descriptive analysis to evaluate the gender gaps in educational provision and research in ten European countries. Specific indicators, such as percentages in the gender composition or the presence of university courses dealing with mobility and transport, have been defined and their availability in different countries is verified. In addition, a desktop review of practices for encouraging and supporting women in STEM studies is operated, underling characteristics such as the kind of initiative, the methods and tools used, the target group or the type of promoter. The results of this activity show that a wide network of associations and mentoring operates in various European nations, mostly targeting secondary school students, trying to make females aware of their potentialities in a deeply gender-biased field like the STEM one.

We evaluated a Web-Based Emotional Intelligence Training (WEIT) program that was based on the four-branch model of emotional intelligence (EI) and which aimed at improving emotion perception (EP) and emotion regulation (ER) in future leaders. Using a controlled experimental design, we evaluated the short-term (directly after the WEIT program) and long-term (6 weeks later) effects in a sample of 134 (59 training group [TG], 75 wait list control group [CG]) business students, and additionally tested whether WEIT helped to reduce perceived stress. For EP, WEIT led to a significant increase in the TG directly after training (whereas the wait list CG showed no change). Changes remained stable after 6 weeks in the TG, but there were no significant differences between the TG and CG at follow-up. By contrast, ER did not show an increase directly after WEIT, but 6 weeks later, the TG had larger improvements than the CG. The results mostly confirmed that emotional abilities can be increased through web-based training. Participants' perceived stress did not decrease after the training program. Further refinement and validation of WEIT is needed.

Epidemiological data reveal that there is a need for prevention measures specifically targeted at children with low SES. In the German federal state Mecklenburg-Western Pomerania preschools in socially deprived regions can apply for additional funds to support children with developmental risks. Mandatory criteria for obtaining these funds involve an annual assessment of all children using the "Dortmunder Developmental Screening for Preschools (DESK 3-6 R)." This instrument can detect and monitor developmental risks in the domains fine motor skills, gross motor skills, language, cognition, and social development. In this study, we examine the domain "Attention and concentration," which is included for the 5 to 6-year-old age group, using data from two consecutive survey waves (sw). Research questions: (1) Does the prevalence rate ratio (PRR) improve over time? (2) Is the rate of improvements (developmental risk at sw1, no developmental risk at sw2) higher than the rate of deteriorations (no developmental risk at sw1, developmental risk at sw2)? Prospective cohort analysis (n = 940). The prevalence rate of a developmental risk in this DESK domain decreases over time (PRR = 0.78; p = 0.019). The ratio of the rate of improvements is 8.47 times higher than the rate of deteriorations. The results provide evidence of the effectiveness of targeted intervention measures in preschools focusing on skills that improve attention and concentration. This is significant considering the small-time interval and the categorization method of DESK scores. Nevertheless, over the same time period, the DESK results of some children deteriorated. Therefore, preschools also have to be aware that it is natural for some children to show modest declines in their skills over time.

Citizen science is an expanding field in public education and learning and can bridge the gap between science and society. This benefits not only just citizen learning and scientific research, but also earlier learning in formal science education. Citizen science can foster an understanding of engagement with science as well as the perception of the relevance of scientific topics. Based on a review of several citizen science projects in school contexts, potential learning outcomes are identified, showing that citizen science can enhance aspects including pupils' motivation, interest and knowledge as well as their scientific and communication skills. Project designs with a high level of pupil involvement are found to be particularly promising in terms of achieving learning objectives. However, curricular standards require the thorough preparation of citizen science projects to enable the development of their full potential for all participants.

The aim of this study is to assess adolescent refugees' psychological distress and examine how reliably caseworkers can assess distress through a proxy-report instrument. The distress of 102 unaccompanied refugees between 16 and 21 years of age housed in youth welfare accommodations in Germany was assessed by self-report using the Brief Symptom Checklist and by proxy-report through the Child Behavior Checklist. Independent of residence status, the self and proxy ratings reveal that more than half of the refugees suffer from increased levels of psychological distress, particularly from anxiety and somatisation. There was a moderate positive correlation between the total scales of the two instruments. The high number of clinically meaningful distress poses a great challenge to caseworkers in facilities for unaccompanied refugees. The Child Behavior Checklist can be a suitable measure to detect clinically meaningful problems, but its validity seems to depend on a good relationship between caseworker and refugee.

Studies on academic inbreeding have mostly focused on institutional inbreeding and its negative effects, whereas little research has explored its causes. We identify current explanations of the macro-, meso- and micro-level factors that sustain academic inbreeding as well as research gaps. We address a main research gap regarding what macro-level factors contribute to academic inbreeding, by analysing systems' norms and rules regulating access to senior academic positions and teaching language requirements in France, Germany, Italy and Spain, the largest public university systems of the European Union. The analysis reveals that career rules designed to guarantee quality may have unintended effects in terms of academic inbreeding. Most importantly, the habilitation procedures pose greater challenges to international candidates and often increase barriers between disciplines as well. In some disciplines and regions, language requirements contribute substantially to academic inbreeding.

Studies of switching between tasks and studies of error commission have both provided solid behavioral measures of executive control. Nonetheless, a gap remains between these strands of research. In three experiments we sought to reduce this gap by assessing the impact of task errors on N-2 repetition costs, an effect supposedly related to task-set inhibition. Based on previous literature reporting a task-switch benefit following task errors, due to incidental learning of the erroneously executed task-set, we predicted N-2 repetition costs to be decreased after task errors in Trial N-2, relative to correct responses. Furthermore, we predicted this effect to be present only when corrective control mechanisms would not have the time to build up on the post-error trial (i.e., following fast post-error trial only). This hypothesis was tested in a three-tasks paradigm using incongruent stimuli, under the assumption that errors on such trials are partly due to task confusions. Consistent with our predictions, N-2 repetition costs following N-2 errors were found to be reduced when responses in Trial N-1 were fast but were present when the N-1 response was slow. Taken together, our results suggest that task execution leads to associative strengthening of the corresponding task-set, irrespective of response accuracy, and that such automatic strengthening can be counteracted by slowly acting control mechanisms.

The increasing number of students enrolled in higher education institutions and the growing demand in the labour market for university graduates make the analysis of study success and study dropout more and more important. Dropping out from higher education is a complex process and students have very different motives for leaving university without obtaining a degree. We provide a detailed analysis of the different dropout reasons and aim at identifying distinctive types of dropout students using cluster analysis. The most important reasons for leaving university without a degree were in this study observed to be mainly related to interest and expectations concerning study programmes as well as aspects associated with student performance. Using hierarchical cluster analysis, we have found that the dropout decision was based on a variety of reasons, rather than a clear single motive. Our results provide higher education institutions insights into the process of dropping out and thereby a basis for suitable and more specific countermeasures.

Ashworthius sidemi is a nematode characteristic for cervids native to the mainland of eastern Asia like particular subspecies of sika deer (Cervus nippon) including Dybowski's sika deer (C. n. hortulorum). With the translocation of so-called ʻmainlandʼ sika deer and/or Maral deer (C. canadensis sibiricus) that had previously been kept with Dybowski's sika deer in deer farms in the former Soviet Union, the parasite was transferred to Europe and reported in the 1970s from current Czechia, central Russia and the Ukraine. The fall of the 'Iron Curtain' in the 1990s allowed for the exchange of deer between neighboring Bohemia, Czechia and Bavaria, Germany, which was associated with the introduction of the invasive very pathogenic giant liver fluke, Fascioloides magna, to Bavaria and the establishment of sika deer. Studies on the epidemiology of fascioloidosis prompted the characterization of the overall helminth fauna of red deer from two localities in the border region to Bohemia - Upper Palatinate Forest (13 deer, collected 2011 to 2013) and Bavarian Forest National Park (eight deer, collected 2022) - where F. magna was first confirmed in 2011 and in 2019, respectively. The nematode spectrum was overall characterized by cervid-adapted species with polymorphic ostertagids dominating the abomasal nematode community. Among the 15 species of nematodes recovered from the gastrointestinal tract, however, was the Haemonchus-like A. sidemi which has been recorded for the first time in Germany. Noticeably, A. sidemi was the only nematode that was found in all animals with counts (range, 15 to 765) comparable to the cervid-adapted ostertagid species and made up approximately 25% of the total gastrointestinal nematode burden of the red deer from both areas. In addition to gastrointestinal nematodes, Setaria cervi, F. magna, and Dictyocaulus, Varestrongylus and Elaphostrongylus species infections were recorded. In conclusion, this work shows that A. sidemi established in red deer in Germany and forms a substantial portion of the gastrointestinal nematode burden. Further studies are encouraged to monitor the spread of A. sidemi and to better understand its role in the parasite community of wild ungulates in Europe and the relevance of the infection for both wild and domestic ruminants. To facilitate future research on A. sidemi, a synopsis of references on the worldwide occurrence and host range of the nematode is provided. [ABSTRACT FROM AUTHOR]

Disclosing an invisible disability such as mental illness or rheumatic disease can be a significant challenge for disabled people, personally and professionally. Whereas some individuals choose to be more or less open about their disabilities with friends and colleagues, others decide to keep their conditions to themselves due to their fear of stigma and exclusion. In recent years, disability disclosure at universities has received more attention in higher education research and disability studies. Whereas current research focuses on students with invisible disabilities, the disclosure experiences of disabled academics have hardly been explored. Therefore, this study offers problem-centred interviews with academics with invisible disabilities at German universities. The study results provide insight into how these scholars decide whether and when to disclose their disabilities and how these processes have affected their academic careers. Points of interest: Higher education research and disability studies pay little attention to disability disclosure in academia. Therefore, this study provides interviews with academics with invisible disabilities at German universities. The research reported here shows that many disabled academics avoid disclosing the fluctuating nature of their conditions because they do not want to appear weak or limited in performance. In addition, scholars with mental illness are afraid to talk openly about their disabilities as they fear being seen as dangerous or crazy. Some academics in this study are forced by their supervisors to disclose their disabilities. The research also found situations where superiors and colleagues share disability information without the individual's consent. [ABSTRACT FROM AUTHOR]

This article explores cross-country patterns in how conditions relating to family background, education, and the labor market are related to literacy and numeracy skills. It seeks to assess whether these patterns are in agreement with models of skills formation as identified in the political economy literature. The novelty of this article resides in a reexamination of the findings in the literature of skills formation and education and training system with new data on adults' skills. This research uses a two-step approach: first it applies Shapley decomposition variance on adult skills and then each country scores are clustered to search for common pattern and regularities in skills formation. This leads us to single out common regularities among groups of countries in the way skills are structured and distributed. We find three main typologies and different subgroups within them that are compatible with the literature on skills formation models.

Organisational culture is frequently mentioned in the context of sustainability governance in higher education institutions, but its substance and role for organisational development remain largely unclear. This paper argues that, in fact, sustainability governance in higher education institutions is predicated on cultural orientations. These are explored empirically based on 61 expert interviews with stakeholders (management, sustainability commissioners, academic and technical staff, students) in eleven German higher education institutions. Qualitative (thematic, evaluative) content analysis was used to code and compare data across cases. The study identifies four cultural key dimensions and two overarching orientations: organisational learning orientation and holistic orientation. The analysis suggests that both orientations tend to reinforce each other. They also represent key areas which need to be addressed by higher education institutions seeking change towards sustainable development. The findings demonstrate the need for future research on organisational cultures of sustainability governance and their development over time.

This article examines the integration of refugees into the Germany's educational system, focusing on K-12 schooling and Syrian refugees. It criticizes the current approach to integration because the system fails to address the specific needs of refugees and neglects the potential contribution they have to offer in terms of their cultural diversity. The article then advocates in favor of an integration based on cultural pluralism instead of assimilation and explores the benefits of multicultural education. To conclude, it provides recommendations (1) to introduce multiprofessional teams to guide the emotional development of refugee students, (2) to involve Syrian educators in schools to provide language and content instruction in Arabic, and (3) to provide educators with educational practices based on multiculturalism.

The aim of the study is to show whether, how and to what extent fine art students will be equipped with entrepreneurial skills and therefore be educated on how to make a living as a practicing artist. A comprehensive and comparative analysis of Fine Art degree programmes and extra-curricular training offerings at higher education institutions (HEIs) in the UK and Germany was carried out. By using various key performance indicators this study shows evidence that the crucial entrepreneurial skills for a successful self-employment in the arts are only taught to a very small extent if even at all.

Population aging is exacerbating the loss of competences in the workforce and simultaneously young people neither in employment nor in education and training (NEETs) are struggling to be reengaged in employment. These issues, which are deemed priorities for the European policy agenda, could be addressed by triggering active aging dimensions, valuing and exploiting older adult entrepreneurs' knowledge for enhancing youngsters' entrepreneurial attitudes, through mentoring. This paper reports the results of a study based on an intergenerational learning program, carried out in 2018 in Germany, Italy and Slovenia. The study was aimed at developing and testing one training on mentoring addressing 41 older adult entrepreneurs (55 and over), and two intergenerational learning trainings aiming at boosting entrepreneurial competences of 33 NEETs (aged 18-29). The impact of the program on older adult entrepreneurs and NEETs was assessed through a pre and post-evaluation using qualitative and quantitative tools. Findings at country level were treated as national case-studies and then the latter were compared by considering them as a multiple embedded case-study. Results indicated that, to different extent in the study countries, mentors learned and enhanced mentoring competences, e.g. active listening and the capability of orienting, improved well-being and self-esteem, social inclusion and active aging attitude. Moreover, NEETs acquired entrepreneurial and socio-relational competences by benefiting from the full exploitation of mentors' know-how and the trust relationship with them. Companies, trade unions, educational and voluntary organizations should cooperate to adopt intergenerational learning programs as good practices for older adults and NEETs' lifelong learning promotion.

This article explores how higher education institutions (HEIs) internationalize, employing information on the internationalization activities (IA), context and organizational characteristics of 431 HEIs from 33 European countries. A latent cluster analysis identifies three distinct clusters of HEIs with distinct portfolios of IA: "basic, academic and entrepreneurial." The "basic" portfolio includes the most common IA, whereas IA requiring larger organizational capacity are rare. The "entrepreneurial" portfolio distinguishes from the "academic" portfolio as it also includes IA aimed to attract resources. We explore what contextual and organizational traits characterize HEIs with different IA portfolios. Small HEIs tend to display a "basic" portfolio, without national variations. On the contrary, strong national variations exist in the frequency of "academic" and "entrepreneurial" portfolios, which strongly relate to the actual and potential importance of tuition fees as a source of revenues.

Peer victimization is a major stressor adolescents often face in the school environment, and has been linked to depression and suicidal risk. This study analyzed the associations between three behavioral coping strategies (avoidance, seeking social support from adults/peers, and retaliation) and depression and suicidal ideation. Participants included 4,254 victimized students who were part of the Saving and Empowering Young Lives in Europe (SEYLE) study that compared three school-based prevention interventions and collected information on health risk behaviors in adolescents from 11 European countries. Results showed behavioral avoidance to be associated with an increase in levels of depression, as compared to the other coping strategies (adult social support, peer social support, retaliation). Seeking social support from adults was associated with lower depression and suicidal ideation rates. A more than 25% increase in suicidal ideation was associated with behavioral avoidance, compared to seeking social support from adults. By contrast, retaliation to peer victimization was not found to be associated with increased depression or suicidal ideation. The findings support the Coping Deficit model and may suggest that abstaining by doing nothing when victimized can be associated with certain adverse emotional outcomes.

Background: Unaccompanied minor refugees are a high risk group for trauma-related disorders. Although these disorders pose a risk for unhealthy substance use, research of substance use among young refugees is lacking. Methods: This study investigated substance use in a total of 102 refugees between 16 and 21 years of age who arrived as unaccompanied minors in Germany. Participants were asked about their religious beliefs and substance use within the last three months and prior to leaving their countries of origin. Unhealthy substance use was assessed by drug-specific questionnaires. Results: Overall, 38% of the study participants met the criteria for unhealthy substance use (12% solely for unhealthy tobacco use). According to self-ratings, 21% of the refugees met the criteria for unhealthy alcohol use, 25% for unhealthy tobacco use and 12% for unhealthy cannabis use. Young refugees who had already used drugs in their country of origin were more susceptible to developing unhealthy substance use. Identifying as religious seems to reduce the risk for unhealthy substance use. Conclusion: The results reveal that unaccompanied refugees are highly vulnerable for unhealthy substance use. Special programs for unhealthy substance use prevention are needed for this group. [ABSTRACT FROM AUTHOR]

Background: Online exams have become a more common form of assessment at universities due to the Covid‐19 pandemic. However, cheating behaviour in online exams is widespread and threatens exam validity as well as student learning and well‐being. Objective: To better understand the role of university students' needs, conceptions and reasons regarding cheating in online exams. Methods: In Study 1, we used four pairs of contrasting online exam scenarios to explore the impact of addressing students' needs on their cheating intention. In Study 2, we examined how students' conceptions of online exams are related to their cheating behaviour. In Study 3, we asked students to name their most important reasons for and against cheating in past online exams. All studies were conducted online and are based on a convenience sample of 339 students from universities in Germany. Results and Conclusions: First, students were less likely to cheat when they expected exam content relevant to their future profession, exam tasks relevant to their future professional life and detailed feedback on their performance. Second, most students' conceptions of online exams were related to their cheating intention and behaviour, whereas the conceptions that online exams support teaching, promote collaboration and impair learning were of relatively high importance. Third, most important reasons for cheating included the relevance of grades and the unfairness of exams, and most important reasons against cheating included moral standards and values as well as the fear of consequences. Implications: Addressing students' needs and considering their conceptions and reasons could be a learner‐centred approach to decrease cheating behaviour. Lay Description: What is currently known about this topic?: Online exams have become a more common form of assessment at universities.Cheating in online exams is a serious threat to the validity of exams.Technical approaches can reduce cheating but also students' well‐being. What does this paper add?: A learner‐centered approach can also reduce cheating in online exams.Insights into students' needs, conceptions, and reasons relevant to reducing cheating. Implications for practice: Using more relevant exam content, practically relevant exam tasks, and detailed feedback can reduce students' cheating intention.Knowing and discussing students' conceptions and reasons regarding cheating could improve learning and teaching and mitigate cheating. [ABSTRACT FROM AUTHOR]

Why do citizens support holding a referendum? In this article, we argue that citizens are instrumental by using heuristics and cues from parties, independent experts, and the population to decide whether to hold a referendum. We further expect that populist and non-populist citizens differ in how they respond to these cues. Using pre-registered survey experiments in Austria and Germany, we find that citizens' support depends mainly on their attitudes towards the respective policy and the opinion of their preferred party, while the views of experts and the public play only a subordinate role. Crucially, we find no systematic differences between populist and non-populist citizens, suggesting that even populists' support for holding a referendum depends mainly on instrumental rather than normative considerations. This study provides comprehensive insights into the causal mechanisms of support for direct democracy and their implications for liberal and representative democracy. [ABSTRACT FROM AUTHOR]

Bio-based carbon dioxide removal encompasses a range of (1) natural sink enhancement concepts in agriculture and on organic soils including peatlands, and in forestry, (2) bio-based building materials, and (3) bioenergy production with CO2 capture and storage (BECCS). A common database on these concepts is crucial for their consideration in strategies and implementation. In this study, we analyse standardised factsheets on these concepts. We find different dynamics of deployment until 2045: for CO2 removal rates from the atmosphere, natural sink enhancement concepts are characterised by gradually increasing rates, followed by a saturation and potentially a decrease after few decades; forest-related measures ramp up slowly and for construction projects and bioenergy plants, annually constant removal rates are assumed during operation which drop to zero afterwards. The expenses for removing 1 t CO2 from the atmosphere were found to be between 8 and 520 € t CO2−1, which arises from high divergence both in capital and operational expenditures among the concepts. This high variability of expenses seems to suggest the more cost-effective concepts should be implemented first. However, aspects from economics, resource base and environmental impacts to social and political implications for Germany need to be considered for developing implementation strategies. All concepts investigated could be deployed on scales to significantly contribute to the German climate neutrality target. [ABSTRACT FROM AUTHOR]

Simple Summary: ICI-based combinations have led to a significant change in mRCC medical treatment. However, data from real-world (RW) cohorts are rare. In this multicenter study, we evaluated the safety and effectiveness of cabozantinib plus nivolumab in real-world cohorts from centers in Germany, Switzerland, and Austria. The median PFS in the overall cohort was 18.6 months. We also analyzed subgroups in relation to the IMDC, histology, and with regard to the presence of bone metastasis. In summary, our real-word data support the promising efficacy data of the pivotal trials, particularly in patients with non-ccRCC and those without bone metastases at the start of the treatment. Introduction: Combinations of immune-checkpoint inhibitors (ICIs) are the standard of care (SOC) for treatment-naive metastatic renal cell carcinoma (mRCC) patients. In this multicenter study, we evaluated the RW safety and efficacy of cabozantinib plus nivolumab in mRCC patients. Methods: Data were retrospectively collected from twelve cancer centers in Germany, Switzerland, and Austria. Patients with advanced or mRCC were eligible. The investigator-based objective response rate (ORR) and progression free survival (PFS) were calculated from the start of the treatment to progression or death. Descriptive statistics and Kaplan–Meier (KM) plots were utilized where appropriate. Results: In total, 96 eligible patients (66.6% male) with a median age of 66.0 years were included. The most common histology was clear-cell RCC (ccRCC) in 63.4% (n = 61). A prior nephrectomy was performed in 60.4% (n = 58). ECOG 0-1 was 68.8% (n = 66). A partial response was documented in 43.8% of patients (n = 42), a stable disease in 32.3% (n = 31), and a progressive disease in 8.3% (n = 8) as the best overall response. Response data were not evaluable in 13.5% (n = 13). The median follow-up time was 12.7 months (95% CI, 10.0–15.3). The PFS rate at 6 months was 89.8% in the overall population (86.8% for ccRCC; 90.0% for non-ccRCC). Adverse events (AEs) were reported in 82.3% (n = 79) for all grades and 41.7% (n = 40) for grades 3–5. Elevated liver enzymes (34.4%), diarrhea (31.3%), and hand–foot syndrome (29.2%) were the three most frequent AEs of any grade and causality. Discussion/Conclusions: In this real-world cohort of mRCC patients, the application of cabozantinib plus nivolumab was shown to be safe and feasible. Our data support the use of cabozantinib plus nivolumab as a first-line standard therapy in mRCC patients. Major limitations were the retrospective data capture and short follow-up time of our study. [ABSTRACT FROM AUTHOR]

The mission of German special schools is to enhance the education of students with Special Educational Needs in the area of Learning (SEN-L). However, recent studies indicate that students with SEN-L from special schools show difficulties in basic arithmetical operations, and the development of basic mathematical skills during secondary special school is not warranted. This study presents a newly developed test of basic arithmetical skills, based on already established tests. The test examines the arithmetical skills of students with SEN-L from fifth to ninth grade. The sample consisted of 110 students from three special schools in Munich. Testing took place in January and June 2013. The test shows to be an effective tool that reliably and precisely assesses students' performance across different grades. The test items can be used without creating floor and ceiling effects among fifth to ninth grade students with SEN-L. The items' conformity to the dichotomous Rasch model is demonstrated. The students' skills turn out to be very heterogeneous, both overall and within grades. Many of the students do not even master basic arithmetical skills that are taught in primary school, although achievement improves in higher grades.

This study uses a newly compiled data set of instructional time and student performance by subject across German federal states for student cohorts enrolled at the primary level in the 1990s and tested at the secondary level in the 2000s. It finds evidence for the school inputs-student achievement relationship, taking nonlinearity, cross-discipline and cross-academic progress effects into account, on the basis of regression models with state fixed effects. We find that high school ninth graders benefit from lifetime instructional time, in particular at the pre-secondary level. The results accommodate self-productivity, dynamic complementarity, and depreciation.

Experiments in pubs? Teaching chemical associations between beer and cola and arousing interest in science? Such a thing is possible in a place that at first sight seems very unorthodox as an out-of-school learning and teaching location. With the innovative scientific communication format "PubScience--The Long Night of Experiments", students from grades 10-12 present exciting chemical experiments in front of a large audience in various pubs throughout the evening and discuss the theoretical background behind them with the visitors. This article first provides an insight into current developments and projects in the fields of scientific communication and out-of-school learning before the project-relevant theoretical foundations on scientific communication are presented in more detail. Subsequently, the program of PubScience, which was implemented in the summer of 2016 in the German city of Osnabru¨ck, is described in detail before the empirical study accompanying the project will be presented. In this study, the students participating in PubScience as well as a selection of the visitors were interviewed in a quantitative questionnaire study at different survey times. The results show, among other things, that the event format is highly suitable to arouse and deepen motivational attitudes among the students and to provide the visitors with positive attitudes toward the scientific ability of the students. It is also possible to significantly improve the student's self-concept with regard to their own experiments due to the setting of the PubScience campaign. It was shown that the project is a useful supplement to traditional science education and gives the students the opportunity to present their knowledge and skills in chemistry to a large audience.

The academic profession has been long recognized as a pivotal source of belief and identity alongside the discipline and the institution of belonging. However, the ways in which academics as a professional group organize themselves towards common objectives that possibly transcend systems, institutions and disciplines, has not been explored so far. Therefore, the goal of this article is investigate how academics organize themselves in the pursuit of their professional, scientific and scholarly interests outside the university setting and across national higher education systems. We address this question by studying European academic associations. Drawing from World Polity Theory, studies on Professions and Professionalism, as well as on Interest Groups, we derive expectations as to the growth in number of academic associations and their aims. Based on the analysis of 324 associations, our findings show that assuming that the founding of academic associations is related primarily to the emergence or presence of international organizations needs to be revisited, as foundations appear to be affected by other contingent events as well. As to their aims, there is more variety than usually posited and five types of academic associations can be identified. We discuss the implications of on-going European integration in higher education and research from theory and policy perspectives.

Policy ideas are often crafted in international fora, such as international organisations, multilateral institutions, and high-level summits. However, whether and how ideas will eventually inform policymakers at the domestic level remains an understudied subject. This paper contributes to this debate by tracing the domestic consolidation and eventual erosion of ‘Crisis Management’, a policy paradigm that emerged after the end of the Cold War and became dominant among NATO members in the 2010s. We investigate Germany and Italy as two case studies that followed two distinct trajectories. Policy elites suddenly adopted the paradigm in Italy and built a broad consensus on it. In Germany, crisis management has emerged lately and remains contested, as the territorial defense has maintained legitimacy among elites. Understanding the mechanisms underpinning such trajectories is the key to uncovering whether a consensus on a new version of territorial defense as a dominant paradigm will consolidate. [ABSTRACT FROM AUTHOR]

In modified production landscapes, biodiversity faces unprecedented pressures from human actions, resulting in significant species declines of plant and animal taxa, including birds. Understanding the underlying mechanisms responsible for such declines is essential to counteract further loss and support practitioners in conserving biodiversity and associated ecosystem function. In this study, we used standardized bird monitoring data collected over 6 years in managed forest and grassland areas across different regions in Germany, Central Europe. We combined these data with morphometric, ecological, behavioral, and acoustic trait data and detailed information on local land use management practices to understand how management decisions affect species and functional diversity, as well as ecological processes shaping local species composition. Our results reveal that the ecosystem and regional context must be considered to understand how management practices affect bird diversity aspects and composition. In forests, regional management decisions related to tree species and stand age affected bird diversity, as well as community and functional composition, and indicated environmental sorting due to ecological and behavioral requirements, biotic interactions, and morphometric constraints. In grasslands, independent of local management practices, increased intensity of land use resulted in an overall loss in bird species richness and functional diversity. Predominantly, constraints due to ecological or behavioral requirements affected bird species assemblage composition. In addition, our results indicated the importance of woody vegetation near managed grasslands and of considering environmental conditions beyond the local scale to support bird diversity and associated ecosystem functions. Our results highlighted that local management decisions can support bird diversity and maintain ecological function. However, this needs a view beyond the local scale of management units. It also demands a joint effort of biologists and land managers to integrate targeted conservation actions into regional management practices and create a network of habitats within production landscapes to protect nature, guard against biotic and functional homogenization, and prevent further degradation of ecosystems in production landscapes. [ABSTRACT FROM AUTHOR]

This study examines the impact of post‐migration living difficulties (PMLDs) and quality of life (QoL) on the mental health of 55 young refugees who arrived in Germany either accompanied or unaccompanied. The results reveal that nearly 62% of the participants exhibited clinically significant symptoms of depression or post‐traumatic stress disorder. Regression analyses indicate that psychopathology was associated with being unaccompanied and experiencing lower QoL, while QoL was associated with higher economic status and lower PMLDs. Mediation analysis further demonstrates that higher economic status and reduced PMLDs were associated with higher QoL, which, in turn, correlated with lower levels of psychopathology. These findings emphasise the importance of considering PMLDs and QoL, as well as economic status and being accompanied/unaccompanied, in the assessment and treatment of young refugees in the host country. [ABSTRACT FROM AUTHOR]

Background: Clinical practice guidelines are crucial for enhancing healthcare quality and patient outcomes. Yet, their implementation remains inconsistent across various professions and disciplines. Previous findings on the implementation of the German guideline for schizophrenia (2019) revealed low adherence rates among healthcare professionals. Barriers to guideline adherence are multifaceted, influenced by individual, contextual, and guideline-related factors. This study aims to investigate the effectiveness of a digital guideline version compared to print/PDF formats in enhancing guideline adherence. Methods: A multicenter, cluster-randomized controlled trial was conducted in South Bavaria, Germany, involving psychologists and physicians. Participants were divided into two groups: implementation of the guideline using a digital online version via the MAGICapp platform and the other using the traditional print/PDF version. The study included a baseline assessment and a post-intervention assessment following a 6-month intervention phase. The primary outcome was guideline knowledge, which was assessed using a guideline knowledge questionnaire. Results: The study included 217 participants at baseline and 120 at post-intervention. Both groups showed significant improvements in guideline knowledge; however, no notable difference was found between both study groups regarding guideline knowledge at either time points. At baseline, 43.6% in the control group (CG) and 52.5% of the interventional group (IG) met the criterion. There was no significant difference in the primary outcome between the two groups at either time point (T0: Chi2(1) = 1.65, p = 0.199, T1: Chi2(1) = 0.34, p = 0.561). At post-intervention, both groups improved, with 58.2% in the CG and 63.5% in the IG meeting this criterion. Conclusions: While the study did not include a control group without any implementation strategy, the overall improvement in guideline knowledge following an implementation strategy, independent of the format, was confirmed. The digital guideline version, while not superior in enhancing knowledge, showed potential benefits in shared decision-making skills. However, familiarity with traditional formats and various barriers to digital application may have influenced these results. The study highlights the importance of tailored implementation strategies, especially for younger healthcare providers. Trial registration: https://drks.de/search/de/trial/DRKS00028895 [ABSTRACT FROM AUTHOR]

Background: The decarbonization of the mobility sector is one of the main challenges in the context of climate mitigation. In Germany, as in many other countries, policy measures aiming to make the mobility system greener frequently fail to produce substantial results, not least due to a lack of support by large sections of the general public. Policy measures directed at reducing car traffic in particular are often met with indifference and resistance. The question thus arises: what basis do citizens use to form their (often negative) opinions about sustainable mobility policies? As a conceptual starting point for our empirical analysis, we draw on the frame concept and focus on people's frames of the politics of mobility. With "politics of mobility" we refer to everything people could consider as political with regard to mobility. We understand frames as culturally mediated patterns of interpretation that ultimately motivate and guide actions. Results: Based on interviews and focus group data gathered in the region of the city of Stuttgart (Germany), we identify two dominant frames as well as combinations of these frames by which people make sense of the activities of political actors in the field of mobility. In one frame, which we labeled "politics-as-actor", mobility politics are interpreted with reference to politics as some kind of monolithic abstract actor. In the other, which we labeled as "politics-as-staged-process", mobility politics are portrayed as an interest-driven, opaque process that only purport to being democratic. Conclusions: In terms of policy recommendations, we use our findings to derive suggestions for how to increase support for green mobility policies: transparent implementation of policy measures, pragmatic policy styles and the involvement of intermediaries. [ABSTRACT FROM AUTHOR]

Background: Photodynamic diagnosis (PDD) during transurethral resection of bladder tumor (TURBT) is guideline recommended, as it improves bladder cancer detection rates. However, the extent to which PDD is implemented in everyday clinical practice has not been thoroughly assessed. We aimed to evaluate the current trends and major perioperative outcomes of TURBT with PDD. Methods: The present study evaluated the GeRmAn Nationwide inpatient Data (GRAND) from 2010 (the year when PDD started to be coded separately in Germany) to 2021, which were made available from the Research Data Center of the German Bureau of Statistics. We undertook numerous patient-level and multivariable logistic regression analyses. Results: Overall, 972,208 TURBTs [228,207 (23%) with PDD and 744,001 (77%) with white light] were performed. Patients offered PDD during TURBT were younger (p < 0.001), presented fewer comorbidities (p < 0.001) and were discharged earlier from hospital (p < 0.001). PDD was associated with additional costs of about EUR 500 compared to white-light TURBT (p < 0.001). The yearly TURBT cases remained relatively stable from 2010 to 2021, whereas utilization of PDD underwent a 2-fold increase. After adjusting for major risk factors in the multivariate regression analysis, PDD was related to lower rates of transfusion (1.4% vs. 5.6%, OR: 0.29, 95% CI: 0.28 to 0.31, p < 0.001), intensive care unit admission (0.7% vs. 1.4%, OR: 0.56, 95% CI: 0.53 to 0.59, p < 0.001) and 30-day in-hospital mortality (0.1% vs. 0.7%, OR: 0.24, 95% CI: 0.22 to 0.27, p < 0.001) compared to white-light TURBT. On the contrary, PDD was related to clinically insignificant higher rates of bladder perforation (0.6% versus 0.5%, OR: 1.3, 95% CI: 1.2 to 1.4, p < 0.001), and reoperation (2.6% versus 2.3%, OR: 1.2, 95% CI: 1.1 to 1.2, p < 0.001). Conclusions: The utilization of PDD with TURBT is steadily increasing. Nevertheless, the road toward the establishment of PDD as the standard of care for TURBT is still long, despite of the advantages of PDD. [ABSTRACT FROM AUTHOR]

Simple Summary: Folate receptors can serve to increase folate uptake in cancer cells through significant overexpression, which is ultimately critical for cell proliferation and tumor growth. Therefore, the characterization of folate receptor expression in cancer presents exciting opportunities in multiple dimensions. On the one hand, the folate receptor can be used as a target for selective transfer of therapeutic agents. On the other hand, it can be used for risk stratification. We found that in prostate cancer (PCa), activation and membrane integration by GPI–transamidase exhibit significant changes. By image analysis, we could demonstrate these differences to healthy control cells and tissues, and we expect high potential in this approach to identify biological subtypes and allow risk stratification based on these alterations in PCa. Due to the proliferation-induced high demand of cancer cells for folic acid (FA), significant overexpression of folate receptors 1 (FR1) is detected in most cancers. To our knowledge, a detailed characterization of FR1 expression and regulation regarding therapeutic and diagnostic feasibilities in prostate cancer (PCa) has not been described. In the present study, cell cultures, as well as tissue sections, were analyzed using Western blot, qRT-PCR and immunofluorescence. In addition, we utilized FA-functionalized lipoplexes to characterize the potential of FR1-targeted delivery into PCa cells. Interestingly, we detected a high level of FR1-mRNA in healthy prostate epithelial cells and healthy prostate tissue. However, we were able to show that PCa cells in vitro and PCa tissue showed a massively enhanced FR1 membrane localization where the receptor can finally gain its function. We were able to link these changes to the overexpression of GPI–transamidase (GPI-T) by image analysis. PCa cells in vitro and PCa tissue show the strongest overexpression of GPI-T and thereby induce FR1 membrane localization. Finally, we utilized FA-functionalized lipoplexes to selectively transfer pDNA into PCa cells and demonstrate the therapeutic potential of FR1. Thus, FR1 represents a very promising candidate for targeted therapeutic transfer pathways in PCa and in combination with GPI-T, may provide predictive imaging in addition to established diagnostics. [ABSTRACT FROM AUTHOR]

Students' well-being, learning activities, and learning success are key student outcomes that can be affected by challenging times such as the COVID-19 pandemic. Thus, it is vital to investigate the role of important personal (resilience, self-efficacy) and social resources (support from family, friends, teachers, important other) for central student outcomes (life satisfaction as a vital aspect of well-being, learning activities, and learning success) alongside perception of the COVID-19 situation. While the pandemic affected all of society, adolescents as a group who face core developmental challenges were especially vulnerable towards being negatively affected by the pandemic. Thus, analyses are based on 220 adolescent students (60.9% female, 37.7% male, 1.4% diverse) in Germany who were 16.21 years old on average (SD = 0.88) at time of data collection in May 2021. Students filled out an online questionnaire on sociodemographics and variables of interest. Path models revealed that perceiving the COVID-19 pandemic as stressful was negatively related to life satisfaction (β = -.27). Furthermore, perceiving the COVID-19 pandemic as stressful was negatively related to students' self-efficacy (β = -.22) and positively to support from an important other (β =.32). Moreover, several resources were mainly positively related to our central student outcomes (β =.13-.41), and perception of the COVID-19 situation mediated two of those relations. Results underscore the importance of students' self-efficacy, which was related to all student outcomes. Furthermore, the results and methodological issues can impact further research and practice. [ABSTRACT FROM AUTHOR]

The reliance on self-reports in detecting noncredible symptom report of attention-deficit/hyperactivity disorder in adulthood (aADHD) has been questioned due to findings showing that symptoms can easily be feigned on self-report scales. In response, Suhr and colleagues developed an infrequency index for the Conners' Adult ADHD Rating Scale (CII) and provided initial validation for its utility in detecting noncredible symptom report. The aim of this study was to evaluate the utility of the CII in detecting noncredible aADHD symptom report by using a simulation design. Data did not support the validity of the CII for the detection of noncredible aADHD symptoms, as it failed to differentiate instructed malingerers from genuine patients with sufficient accuracy. It is concluded that there is a need for infrequency scales composed of items that were specifically developed to be endorsed infrequently and embedded within valid self-report scales.

The general gender discourse has currently revealed gender gaps as early as at preschool age. To analyze developmental differences between boys and girls in Mecklenburg-Western Pomerania, n = 4,251 preschoolers aged 48-83 months were examined by means of the 'Dortmund Developmental Screening for Preschools 3-6' (DESK 3-6). Using the "sex-nonspecific" overall screening norms, sex differences were favoring females at all ages and in all areas of competence (0.18 = |d| = 0.82): fine and gross motor skills, language and cognition, and social development. The application of "sex-specific" norms, however, placed emphasis on diversity within groups instead of sex dichotomies, on the complexity of child development and the individuality of intervention needs: Sex differences were generally negligible, apart from few statistically significant, yet quantitatively small, effects (0.005 = |d| = 0.42). Consequently, competency-based, intersectional, individual-centred rather than sex-based strategies seem promising for preschool programs in northeastern Germany.