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This study investigated how high-ability Australian Aboriginal adolescents reasoned about sources of effort in their transition to secondary schools. High-ability Year 7 Aboriginal adolescents (n = 4) participated in interviews on three occasions: Term 1 Year 6 (primary); Term 1 Year 7 (secondary); and Term 4 Year 7 (post-transition). Parents (n = 5) and staff (n = 20) were interviewed on one or two occasions. The longitudinal, mixed-methods design included: longitudinal analysis of multiple case studies; discourse analysis; frequency tables; and content analysis of key themes pertaining to the research questions. Results indicated that effort investment was associated with class-average ability. High-ability Aboriginal students found difficulty transitioning to secondary school when placed in classes where the average-ability levels were higher than theirs, forcing upward comparisons, adversely impacting their academic self-concept. Schools should consider targeting academic skills and self-concept simultaneously and encouraging cooperation to enable a successful transition.

Teachers’ behaviour is a key factor that influences students’ motivation. Many theoretical models have tried to explain this influence, with one of the most thoroughly researched being self-determination theory (SDT). We used a Delphi method to create a classification of teacher behaviours consistent with SDT. This is useful because SDT-based interventions have been widely used to improve educational outcomes. However, these interventions contain many components. Reliably classifying and labelling those components is essential for implementation, reproducibility, and evidence synthesis. We used an international expert panel (N = 34) to develop this classification system. We started by identifying behaviours from existing literature, then refined labels, descriptions, and examples using the experts’ input. Next, these experts iteratively rated the relevance of each behaviour to SDT, the psychological need that each behaviour influenced, and its likely effect on motivation. To create a mutually exclusive and collectively exhaustive list of behaviours, experts nominated overlapping behaviours that were redundant, and suggested new ones missing from the classification. After three rounds, the expert panel agreed upon 57 teacher motivational behaviours that were consistent with SDT. For most behaviours (77%), experts reached consensus on both the most relevant psychological need and influence on motivation. Our classification system provides a comprehensive list of teacher motivational behaviours and consistent terminology in how those behaviours are labelled. Researchers and practitioners designing interventions could use these behaviours to design interventions, to reproduce interventions, to assess whether these behaviours moderate intervention effects, and could focus new research on areas where experts disagreed. Educational impact and implications statementThe things teachers do in class have an important influence on their students’ motivation, engagement, and learning. This study uses an international expert panel to identify the teacher behaviours most likely to influence motivation—specifically, teacher behaviours that increase the more healthy, autonomous motivation that comes from within students. This list of behaviours, agreed upon by the experts, could be used by teachers trying to improve their practice, policymakers trying to scale interventions, and researchers trying to assess which behaviours best predict student outcomes.

Enabling children and youth’s well-being is widely valued by families and communities worldwide as an important outcome of schooling. However, whilst the concept of well-being in childhood has been widely studied, there is no general agreement about the structure and measurement of well-being in schooling contexts, nor in particular for Indigenous students who comprise some of the most educationally disadvantaged populations in the world. Hence there is a need to advance the conceptualization and development of better measures of well-being for schooling contexts. We theorized a multidimensional student well-being model and the Multidimensional Student Well-being (MSW) Instrument, grounded on recent research. We investigated its structure, measurement, and relation to correlates of well-being for a matched sample of 1,405 Australian students (Indigenous, N = 764; non-Indigenous, N = 641) at three time-points 10-12 months apart. Analyses supported an a priori multidimensional model of 6 higher-order domains of well-being, represented by 15 first-order factors. This structure was invariant across Indigenous and non-Indigenous, male and female, and primary and secondary schooling levels. Correlates provided support for convergent and discriminant validity. There was a downward trend in well-being over time, which calls for attention to multidimensional domains of students’ well-being to promote healthy development throughout school life and beyond. The results support a multidimensional model of student well-being appropriate for primary and secondary schooling and both Indigenous and non-Indigenous students.

Educational psychology usually focuses on explaining phenomena. As a result, researchers seldom explore how well their models predict the outcomes they care about using best-practice approaches to predictive statistics. In this paper, we focus less on explanation and more on prediction, showing how both are important for advancing the field. We apply predictive models to the role of teachers on student engagement: the thoughts, attitudes, and behaviours that translate motivation into progress. We integrate the suggestions from four prominent motivational theories, and aim to identify those most critical behaviours for predicting changes in students’ engagement in physical education. Students (N = 1,324 all from Year 7, 52% girls) from 17 low socio-economic status schools rated their teacher’s demonstration of 71 behaviours in the middle of the school year. We also assessed students’ engagement at the beginning and end of the year. We trained elastic-net regression models on 70% of the data and then assessed their predictive validity on the held-out data (30%). The models showed that teacher behaviours predicted 4.39% of the variance in students’ change in engagement. Some behaviours that were most consistently associated with a positive change in engagement were being good role models (β = 0.046), taking interest in students’ lives outside of class (β = 0.033), and allowing students to make choices (β = 0.029). The influential behaviours did not neatly fit within any single motivational theory. These findings support arguments for integrating different theoretical approaches, and suggest practitioners may want to consider multiple theories when designing interventions. More generally, we argue that researchers in educational psychology should more frequently test how well their models not just explain, but predict the outcomes they care about.

Diabetic keratopathy is a significant problem that is commonly overlooked and underdiagnosed by many healthcare providers. More than half of the diabetic population can have tear film changes, corneal epithelial abnormalities, neurotrophic keratopathy, and increased postoperative surgical complications. Clinical manifestations can be quite variable and thus diabetic patients with ocular complaints should be referred to an eye care professional. Treatment of diabetic keratopathy can be managed with a stepwise approach that includes increasing corneal surface lubrication, preventing infections of corneal epithelial defects with prophylactic antibiotic eye drops, and reducing exposure to avoid corneal melting .

Los anticoagulantes orales requieren una estricta farmacovigilancia; describir y analizar la utilización de estos medicamentos es importante para editar guías, recomendaciones y advertencias ante el uso de esta terapia, y así brindar al personal médico una herramienta de apoyo para su adecuada utilización.

To remove gaseous microemboli (GME) using an oxygenator with an integrated arterial filter, it is recommended by some manufacturers to purge the oxygenator as an additional safety feature while on bypass. In this in vitro study, we evaluated whether purging of oxygenators with an integrated arterial filter is efficient in reducing GME. Five different types of commercially available contemporary oxygenators with an integrated arterial filter based on progressive filter filtration (1), cascade filtration (1), screen filtration (2), or self-venting (1) were tested for their efficiency in removing GME while keeping the purge line open or closed. A bubble counter was used for pre- and post-oxygenator GME signaling, from which the filter efficiency was computed. Freshly drawn heparinized porcine blood was used at blood flow rates of 3 and 5 L/min. Three units of each oxygenator were tested with its specific reservoir at a fixed volume level of 1,500 mL. GME load was introduced into the venous line at 1,000 mL air/min. Measurements started as soon as GME were detected by the pre-oxygenator probe and then continued for 1 minute. There was no statistically significant difference in filter efficiency between the purged and non-purged groups for specific oxygenators. At a blood flow of 3 L/min, the average filter efficiency stayed approximately invariable when comparing the non-purged and purged groups, where 89.1–88.2% indicated the largest difference between the groups. At a blood flow rate of 5 L/min, the filter efficiency changed in one screen filter group from an average of 55.7% in the non-purged group to 42.4% in the purged group. Other filter efficiencies at the blood flow rate of 5 L/min for non-purged compared with purged groups were, respectively, 98.0 vs. 98.0% (screen filtration), 88.6 vs. 85.8% (self-venting filtration), 82.8 vs. 75.5% (progressive filter filtration), and 65.4 vs. 65.1% (cascade filtration). Based on these results, purging while confronted with continuous GME challenge did not result in an increased filter efficiency.

Education is an active process of developing individuals to become fully functioning human beings, intellectually, emotionally, and socially. While many schools worldwide place an enormous emphasis on intellectual development, educators and psychologists have increasingly advocated the development of non-academic personal attributes through education. Promoting a whole-person development perspective, some schools have introduced modifications of educational processes to enhance the well-being of students under a new umbrella term known as ‘positive education’. At its infancy, the focus of positive education programs is mostly placed on well-being issues related to students, with program contents including social and emotional learning which encompasses self-awareness, self-management, social awareness, relationship skills, and responsible decision making. With positive psychology being the primary theoretical underpinning of such programs, positive outcomes in individual well-being are expected. However, the shift from a focus on intellectual development to individual well-being is not only challenging to teachers who need to adjust their pedagogy to that effect, but it also seems difficult for teachers to implement without an overhaul of the existing curriculum. For positive education to be successful in schools, there is a need to establish a theoretical framework in which positive psychology and other educational psychology theories are identified, and their synergies established to complement each other. This chapter explores (1) essential theoretical aspects of positive education, (2) effective teaching practices for achieving student learning and well-being outcomes within the existing school curriculum, and (3) major challenges in promoting positive education in the current school context. Major challenges discussed include: a lack of an explicit theoretical model to bring well-being education to scale at a systems level, the need for a sound instrument to empirically demonstrate program effects, the identification of crucial contents to achieve positive education outcomes, and the challenges for sustainability of any positive education initiative. To facilitate whole-person development, teachers need professional development to master positive education theory and practice to promote students’ intellectual and well-being outcomes as well as their own well-being.

The study examined the relations between academic achievement and self-concepts in a sample of 1,067 seventh-grade students from 3 core ability streams in Singapore secondary education. Although between-stream differences in achievement were large, between-stream differences in academic self-concepts were negligible. Within each stream, levels of students’ achievement and their self-concepts were systematically related only when considered in the matching academic domain and the appropriate level of specificity. In English, lower achievers in the high-ability stream tended to underestimate their achievement, whereas higher achievers in the low-ability stream tended to overestimate their achievement. This pattern, however, was not evident in mathematics and the general academic domain. Taken together, the findings highlight the importance of considering the interplay of domain specificity and same-stream peers in academic self-concepts.

The big-fish-little-pond effect (BFLPE) was evaluated with 4,461 seventh to ninth graders in Singapore where a national policy of ability streaming is implemented. Consistent with the BFLPE, when prior achievement was controlled, students in the high-ability stream had lower English and mathematics self-concepts (ESCs and MSCs) and those in the lower-ability stream had higher ESCs and MSCs. Consistent with the local-dominance effect, the effect of stream-average achievement on ESCs and MSCs was more negative than—and completely subsumed—the negative effect of school-average achievement. However, stream-average achievement was stronger than, or as strong as, the more local class-average achievement. Taken together, findings highlight the potential interplay of a local dominance effect with variability and/or salience of target comparisons in academic self-concept formations.

Students from a school in Hong Kong (n = 199) responded to 22 items asking about their school motivation and aspirations in a survey. Structural equation models found four school motivation factors consistent with the task, effort, competition, and praise scales of the Inventory of School Motivation, one education aspiration factor, one career aspiration factor, and significant relations of the motivation factors with the aspiration factors. Task and effort orientations were found to be stronger than the other orientations and to have relatively stronger associations with education aspirations, whereas task and praise had stronger associations with career aspirations. In examining potential change in students’ goal orientations and aspirations through high school years, analysis of variance found that 7th‐graders had significantly higher scores in task and effort orientations and career aspirations than 9th‐graders, and higher scores in praise orientation than 11th‐graders. The apparent drop in motivation...