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Previous research has demonstrated the benefits of peer feedback for improving student work. Gender, as an individual characteristic, is now receiving increased attention due to its influence on the peer feedback process. This study examined the effects of gender and peer assessment training on the amount and content of peer feedback provided by assessors for poor, average and excellent writing samples, using a randomised controlled design. A total of 240 undergraduate psychology students participated in the study. Half of the participants received peer assessment training, while the other half received task instructions only. Participants were assigned to eight subgroups, providing peer feedback to writing samples attributed to fictitious male or female assessee. Analysis of 3017 feedback segments revealed that women provided a greater amount of peer feedback compared to men. Women also offered more positive verifications and suggestive elaborations for average and poor writing samples. Male assessees received more suggestive elaborations, while trained assessors provided more positive verifications. These findings suggest the need for a multifaceted training programme to bridge the gap between gender-based differences in peer feedback characteristics.

A fundamental assumption in addressing real-world problems is acknowledging the presence of uncertainty and dynamism. Dismissing these factors can lead to the formulation of an optimal solution for an entirely different problem. This paper presents a novel variant of the capacitated dispersion problem (CDP) referred to as the stochastic and non-static CDP. The main objective of this problem is to strategically position facilities to achieve maximum dispersion while meeting the capacity demand constraint. The proposed approach combines stochastic and non-static elements, introducing a new paradigm to address the problem. This innovation allows us to consider more realistic and flexible environments. To solve this challenging problem, a novel sim-learnheuristic algorithm is proposed. This algorithm combines a biased-randomized metaheuristic (optimization component) with a simulation component (to model the uncertainty) and a machine learning component (to model non-static behavior). The non-static part works by using black box and white box mechanisms to learn the uncertainty with some related facilities' variables. Based on an extended set of traditional benchmarks for the CDP, a series of computational experiments were carried out. The results demonstrate the effectiveness of the proposed sim-learnheuristic approach for solving the CDP under non-static and stochastic scenarios.

Abstract The COVID-19 pandemic accelerated the shift towards online shopping, reshaping consumer habits and intensifying the impact on urban freight distribution. This disruption exacerbated traffic congestion and parking shortages in cities, underscoring the need for sustainable distribution models. The European Union's common transport policy advocates for innovative UFD approaches that promote intermodal transportation, reduce traffic, and optimize cargo loads. Our study addresses these challenges by proposing an agile routing algorithm for an alternative UFD model in Barcelona. This model suggests strategically located micro-hubs selected from a set of railway facilities, markets, shopping centers, district buildings, pickup points, post offices, and parking lots (1057 points in total). It also promotes intermodality through cargo bikes and electric vans. The study has two main objectives: (i) to identify a network of intermodal micro-hubs for the efficient delivery of parcels in Barcelona and (ii) to develop an agile routing algorithm to optimize their location. The algorithm generates adaptive distribution plans considering micro-hub operating costs and vehicle routing costs, and using heuristic and machine learning methods enhanced by parallelization techniques. It swiftly produces high-quality routing plans based on transportation infrastructure, transportation modes, and delivery locations. The algorithm adapts dynamically and employs multi-objective techniques to establish the Pareto frontier for each plan. Real-world testing in Barcelona, using actual data has shown promising results, providing potential scenarios to reduce CO2 emissions and improve delivery times. As such, this research offers an innovative and sustainable approach to UFD, that will contribute significantly to a greener future for cities.

Abstract Background Downy mildew is the most relevant disease of quinoa and the most widespread. Though, little is known about the genetics of resistance to this disease. The objective of this study was to identify the genomic regions controlling downy mildew resistance in quinoa and candidate genes for this trait. With this aim we carried out a GWAS analysis in a collection formed by 211 quinoa accessions from different origins. This approach was combined with inheritance studies and Bulk Segregant Analysis (BSA) in a segregating population. Results GWAS analysis identified 26 genomic regions associated with the trait. Inheritance studies in a F2 population segregating for resistance revealed the existence of a major single dominant gene controlling downy mildew complete resistance in quinoa accession PI614911. Through BSA, this gene was found to be located in chromosome 4, in a region also identified by GWAS. Furthermore, several plant receptors and resistance genes were found to be located into the genomic regions identified by GWAS and are postulated as candidate genes for resistance. Conclusions Until now, little was known about the genetic control of downy mildew resistance in quinoa. A previous inheritance study suggested that resistance to this disease was a quantitative polygenic trait and previous GWAS analyses were unable to identify accurate markers for this disease. In our study we demonstrate the existence of, at least, one major gene conferring resistance to this disease, identify the genomic regions involved in the trait and provide plausible candidate genes involved in defense. Therefore, this study significantly increases our knowledge about the genetics of downy mildew resistance and provides relevant information for breeding for this important trait.

ABN (Abierto Basado en Números--Open Calculation Based on Numbers) is a method for teaching basic arithmetic operations in primary education that has become popular in recent years and that is based on the decomposition of numbers through manipulative materials that encourage mental calculation. Currently there is limited number of tools that can be used to support the ABN method and so this article presents the design and development of two tools that facilitate learning with this method, a physical device, ABENEARIO-P, and a virtual device (web application), ABENEARIO-V, that complements the physical device. In addition, a study of the use of these tools was carried out with 80 learners (ages 7 and 9) and 9 teachers with a focus on ABENEARIO-V. The results of this study showed a positive evaluation of the tool by both learners and teachers, an adequate time to complete the mathematical operations assigned to learners and an improvement in performance as the tool was used. As a conclusion, it is important to provide adequate tools that can support teachers and learners in the practice with the ABN method as in the case of ABENEARIO-P and ABENEARIO-V. Limitations refer mainly to the context of the study, which was conducted at a time of severe social distance restrictions during the COVID-19 pandemic on touching physical devices or being able to gather a larger number of learners in the classroom.

This study explores the effects of feedback type, feedback occasion, and year level on student self-assessments in higher education. In total, 126 university students participated in this randomized experiment under three experimental conditions (i.e., rubric feedback, instructor's written feedback, and rubric feedback plus instructor's written feedback). Participants, after random assignment to feedback condition, were video-recorded performing a self-assessment on a writing task both before and after receiving feedback. The quality of self-assessment strategies decreased after feedback of all kinds, but the number of strategies increased for the combined feedback condition. The number of self-assessment criteria increased for rubric and combined conditions, while feedback helped shift criteria use from basic to advanced criteria. Student year level was not systematically related to changes in self-assessment after feedback. In general, the combination of rubric and instructor's feedback produced the best effects.

ABSTRACTThe aim of this study is to evaluate the performance of the restorations and soft tissues at 2 years using direct composite resin with injection molding technique to solve open gingival embrasures, also known as black triangles.Materials and Method An observational study of a case series was conducted for the treatment of black triangles. The criteria evaluated in each of the restorations were: color stability, polishing, maintenance of surface gloss, staining in the tooth/restoration margins, secondary caries, radiographic appearance of the restored emergence profile, probing depth and bleeding on probing (of the restored proximal surface), presence of plaque (of the restored proximal surface), detachment, delamination, and fracture of the restoration. The following patient satisfaction criteria were evaluated using the visual analog scale (VAS): aesthetic, functional and overall satisfaction.Results A total of 36 restorations were performed in the anterior aesthetic area between canines (24 upper and 12 lower). The mechanical and biological survival rate of restorations were both 100% (95%CI: 90.3–100%). Regarding mechanical complications, there were no restorations showing secondary caries, alteration of color, staining in the tooth/restoration interface, detachment, delimitation or fracture during the entire follow-up (0%; 95%CI: 0–9.7%). Regarding biological complications, there were no restorations measuring probing depth higher than 3 mm or showing an unusual radiographic appearance during the entire follow up (0%; 95%CI: 0–9.7%).Conclusions The composite injection technique using anatomical matrices is a cost-effective, minimally traumatic, predictable, and reproducible approach to achieve anterior black triangles closure and creation of pseudopapillas.

We describe the curation, annotation methodology, and characteristics of the dataset used in an artificial intelligence challenge for detection and localization of COVID-19 on chest radiographs. The chest radiographs were annotated by an international group of radiologists into four mutually exclusive categories, including typical, indeterminate, and atypical appearance for COVID-19, or negative for pneumonia, adapted from previously published guidelines, and bounding boxes were placed on airspace opacities. This dataset and respective annotations are available to researchers for academic and noncommercial use.

This study aims to adapt and validate the Classroom Motivational Climate Questionnaire and Attribution of Motivational Changes to the Teacher Questionnaire, for their administration in Higher Education and thus having adequate instruments to assess motivational climate and student preferences in this educational level. Data from 624 university students were analyzed through a Confirmatory Factor Analysis based on the original models proposed for each questionnaire. Then, a cross-validation analysis was performed for each questionnaire between two random sub-samples. Subsequently, a Path Analysis was conducted on both instruments to measure predictive validity on performance. A multigroup analysis was also conducted with two categories of students: those in their initial studies (basic) and those in practice-oriented studies (in-depth). The results confirm the factor structure for both questionnaires with configurations slightly different from those found in previous studies with high school samples. The Classroom Motivational Climate Questionnaire was found to influence performance and to identify differences in student's motivational profile depending to the year of their study.

The Self-Regulation for Learning Online (SRL-O) questionnaire was developed to encompass the breadth of motivational beliefs and learning strategies that are often used in online and/or blended learning contexts. No current measure meets all these needs. This study used two non-duplicate samples to provide evidence of the psychometric properties of SRL-O using exploratory factor analyses (sample 1, n = 313), and confirmatory factor analyses, convergent and content validity and reliability (sample 2, n = 321). The SRL-O has a 10-factor structure, made up of (1) online self-efficacy, (2) online intrinsic motivation, (3) online extrinsic motivation, (4) online negative achievement emotion, (5) planning and time management, (6) metacognition, (7) study environment, (8) online effort regulation, (9) online social support, and (10) online task strategies. The SRL-O was also found to have two superordinate factors (motivational beliefs and learning strategies). The SRL-O was demonstrated to be a psychometrically sound measure of online SRL for learners studying in online and blended learning contexts. There is no other online self-regulated learning questionnaire that currently covers such a wide range of motivational beliefs and learning strategies.

The growing number of peer assessment studies in the last decades created diverse design options for researchers and teachers to implement peer assessment. However, it is still unknown if there are more commonly used peer assessment formats and design elements that could be considered when designing peer assessment activities in educational contexts. This systematic review aims to determine the diversity of peer assessment designs and practices in research studies. A literature search was performed in the electronic databases PsycINFO, PsycARTICLES, Web of Science Core Collection, Medline, ERIC, Academic Search Premier, and EconLit. Using data from 449 research studies (derived from 424 peer-reviewed articles), design differences were investigated for subject domains, assessment purposes, objects, outcomes, and moderators/mediators. Arts and humanities was the most frequent subject domain in the reviewed studies, and two-third of the studies had a formative purpose of assessment. The most used object of assessment was written assessment, and beliefs and perceptions were the most investigated outcomes. Gender topped the list of the investigated moderators/mediators of peer assessment. Latent class analysis of 27 peer assessment design elements revealed a five-class solution reflecting latent patterns that best describe the variability in peer assessment designs (i.e. prototypical peer assessment designs). Only ten design elements significantly contributed to these patterns with an associated effect size R[superscript 2] ranging from 0.204 to 0.880, indicating that peer assessment designs in research studies are not as diverse as they theoretically can be.

Our aim is to identify new small molecules with antimicrobial potential, especially against colistin-resistant (Col-R) Acinetobacter baumannii and Escherichia coli. After initial hits identification by fingerprint similarity, MIC of 24 heterocyclic derivatives for A. baumannii and E. coli reference strains, and bactericidal activity of selected thiophenes against Col-R strains were determined. We analyzed changes in bacterial membrane permeability and the OMPs profile. Additionally, we determined bacterial adherence to host cells and performed molecular docking studies to assess their binding to bacterial targets. The compounds’ MICs ranged from 4 to >64 mg/L. Thiophene derivatives 4, 5 and 8 exhibited MIC50 values between 16 and 32 mg/L for Col-R A. baumannii and 8 and 32 mg/L for Col-R E. coli. The time-kill curve assay demonstrated that thiophenes 4 and 8 had bactericidal effects against Col-R A. baumannii and E. coli. Furthermore, treatment with them resulted in increased membrane permeabilization and reduced adherence of these isolates to host cells. Finally, the docking studies showed a stronger binding affinity to CarO1 and Omp33 of A. baumannii and OmpW and OmpC of E. coli. These findings indicate that thiophene derivatives possess antibacterial activity against Col-R A. baumannii and E. coli, suggesting that they may enhance the repertoire of drug treatments against bacteria.

ABSTRACT Global challenges presented by multidrug-resistant Acinetobacter baumannii infections have stimulated the development of new treatment strategies. We reported that outer membrane protein W (OmpW) is a potential therapeutic target in A. baumannii. Here, a library of 11,648 natural compounds was subjected to a primary screening using quantitative structure-activity relationship (QSAR) models generated from a ChEMBL data set with >7,000 compounds with their reported minimal inhibitory concentration (MIC) values against A. baumannii followed by a structure-based virtual screening against OmpW. In silico pharmacokinetic evaluation was conducted to assess the drug-likeness of these compounds. The ten highest-ranking compounds were found to bind with an energy score ranging from −7.8 to −7.0 kcal/mol where most of them belonged to curcuminoids. To validate these findings, one lead compound exhibiting promising binding stability as well as favorable pharmacokinetics properties, namely demethoxycurcumin, was tested against a panel of A. baumannii strains to determine its antibacterial activity using microdilution and time-kill curve assays. To validate whether the compound binds to the selected target, an OmpW-deficient mutant was studied and compared with the wild type. Our results demonstrate that demethoxycurcumin in monotherapy and in combination with colistin is active against all A. baumannii strains. Finally, the compound was found to significantly reduce the A. baumannii interaction with host cells, suggesting its anti-virulence properties. Collectively, this study demonstrates machine learning as a promising strategy for the discovery of curcuminoids as antimicrobial agents for combating A. baumannii infections.IMPORTANCEAcinetobacter baumannii presents a severe global health threat, with alarming levels of antimicrobial resistance rates resulting in significant morbidity and mortality in the USA, ranging from 26% to 68%, as reported by the Centers for Disease Control and Prevention (CDC). To address this threat, novel strategies beyond traditional antibiotics are imperative. Computational approaches, such as QSAR models leverage molecular structures to predict biological effects, expediting drug discovery. We identified OmpW as a potential therapeutic target in A. baumannii and screened 11,648 natural compounds. We employed QSAR models from a ChEMBL bioactivity data set and conducted structure-based virtual screening against OmpW. Demethoxycurcumin, a lead compound, exhibited promising antibacterial activity against A. baumannii, including multidrug-resistant strains. Additionally, demethoxycurcumin demonstrated anti-virulence properties by reducing A. baumannii interaction with host cells. The findings highlight the potential of artificial intelligence in discovering curcuminoids as effective antimicrobial agents against A. baumannii infections, offering a promising strategy to address antibiotic resistance.

Background: The vascular heterogeneity of glioblastomas (GB) remains an important area of research, since tumor progression and patient prognosis are closely tied to this feature. With this study, we aim to identify gene expression profiles associated with MRI-defined tumor vascularity and to investigate its relationship with patient prognosis. Methods: The study employed MRI parameters calculated with DSC Perfusion Quantification of ONCOhabitats glioma analysis software and RNA-seq data from the TCGA-GBM project dataset. In our study, we had a total of 147 RNA-seq samples, which 15 of them also had MRI parameter information. We analyzed the gene expression profiles associated with MRI-defined tumor vascularity using differential gene expression analysis and performed Log-rank tests to assess the correlation between the identified genes and patient prognosis. Results: The findings of our research reveal a set of 21 overexpressed genes associated with the high vascularity pattern. Notably, several of these overexpressed genes have been previously implicated in worse prognosis based on existing literature. Our log-rank test further validates that the collective upregulation of these genes is indeed correlated with an unfavorable prognosis. This set of genes includes a variety of molecules, such as cytokines, receptors, ligands, and other molecules with diverse functions. Conclusions: Our findings suggest that the set of 21 overexpressed genes in the High Vascularity group could potentially serve as prognostic markers for GB patients. These results highlight the importance of further investigating the relationship between the molecules such as cytokines or receptors underlying the vascularity in GB and its observation through MRI and developing targeted therapies for this aggressive disease.

Abstract The use of nitrogen-vacancy (NV) centers in diamond as a non-invasive platform for hyperpolarizing nuclear spins in molecular samples is a promising area of research with the potential to enhance the sensitivity of nuclear magnetic resonance (NMR) experiments. Transferring NV polarization out of the diamond structure has been achieved on nanoscale targets using dynamical nuclear polarization methods, but extending this polarization transfer to relevant NMR volumes poses significant challenges. One major technical hurdle is the presence of paramagnetic defects in the diamond surface which interfere with polarization outflow. However, these defects can be harnessed as intermediaries for the interaction between NVs and nuclear spins. We present a method that benefits from existing microwave sequences, namely the PulsePol, to transfer polarization efficiently and robustly using dangling bonds or other localized electronic spins, with the potential to increase polarization rates under realistic conditions.

Rabbit meat production faces challenges due to the prevalence of gastrointestinal diseases in rabbits, exacerbated by restrictions on antibiotic use in European animal production. Marine macroalgae, rich in bioactive compounds such as soluble polysaccharides, represent promising solutions to this problem. However, research on the effects of macroalgae and the underlying mechanisms in rabbits is limited, especially in commercial settings. This study aimed to evaluate the impact of Saccharina latissima (dehydrated) and Ulva lactuca (dehydrated and hydrolyzed extract) on rabbit on growth performance and gut health in a commercial farm context. A total of 96 litters (8 rabbits/litter) of crossbred rabbits weaned at 33 days of age were randomly assigned to 4 experimental groups (control, Saccharina latissima dehydrated, Ulva lactuca dehydrated and Ulva lactuca hydrolyzed extract; 24 replicates/treatment) and monitored from weaning to slaughter at 61 days of age. The key indicators of gut health were assessed 14 days post-weaning by counting coccidia, isolating specific microflora and examining histological samples. Additionally, the relevant intestinal markers (microbiome composition, mucin content and gene expression related to immune response and tight junction proteins) were determined in order to elucidate the potential mechanisms involved. The inclusion of macroalgae in the diet did not influence growth performance of the animals. S. latissima had a positive effect in reducing coccidia counts (p = 0.10) and improving mucosal morphology (p < 0.001), which can possibly be attributed to modulation of the microbiota and improved mucosal functionality. Ulva lactuca had a favorable effect on gut tight junction proteins (p < 0.001), enhancing intestinal barrier function. These findings suggest the potential of macroalgae to modify the intestinal microbiome by reducing the presence of inflammatory bacteria. Further research is warranted to elucidate the mechanisms involved and optimize macroalgae supplementation in rabbit nutrition for enhanced gut health.

Background/Objective: There are several questionnaires for the challenge of anticipating opioid use disorder (OUD). However, many are not specific for chronic non-cancer pain (CNCP) or have been developed in the American population, whose sociodemographic factors are very different from the Spanish population, leading to scarce translation into clinical practice. Thus, the aim of this study is to prospectively validate a predictive model for OUD in Spanish patients under long-term opioids. Methods: An innovative two-stage predictive model was developed from retrospective (n = 129) and non-overlapping prospective (n = 100) cohorts of real-world CNCP outpatients. All subjects used prescribed opioids for 6 or more months. Sociodemographic, clinical and pharmacological covariates were registered. Mu-opioid receptor 1 (OPRM1, A118G, rs1799971) and catechol-O-methyltransferase (COMT, G472A, rs4680) genetic variants plus cytochrome P450 2D6 (CYP2D6) liver enzyme phenotypes were also analyzed. The model performance and diagnostic accuracy were calculated. Results: The two-stage model comprised risk factors related to OUD (younger age, work disability and high daily opioid dose) and provided new useful information about other risk factors (low quality of life, OPRM-G allele and CYP2D6 extreme phenotypes). The validation showed a satisfactory accuracy (70% specificity and 75% sensitivity) for our predictive model with acceptable discrimination and goodness of fit. Conclusions: Our study presents the results of an innovative model for predicting OUD in our setting. After external validation, it could represent a change in the paradigm of opioid treatment, helping clinicians to better identify and manage the risks and reduce the side effects and complications.

The role of fructose consumption in the development of obesity, MetS, and CVD epidemic has been widely documented. Notably, among other effects, fructose consumption has been demonstrated to induce cardiac hypertrophy. Moreover, fructose intake during pregnancy can cause hypertrophy of the maternal heart. Our previous research has demonstrated that maternal fructose intake has detrimental effects on fetuses, which persist into adulthood and are exacerbated upon re-exposure to fructose. Additionally, we found that maternal fructose consumption produces changes in female progeny that alter their own pregnancy. Despite these findings, fructose intake during pregnancy is not currently discouraged. Given that cardiac hypertrophy is a prognostic marker for heart disease and heart failure, this study aimed to determine whether metabolic changes occurring during pregnancy in the female progeny of fructose-fed mothers could provoke a hypertrophic heart. To test this hypothesis, pregnant rats from fructose-fed mothers, with (FF) and without (FC) fructose supplementation, were studied and compared to pregnant control rats (CC). Maternal hearts were analyzed. Although both FF and FC mothers exhibited heart hypertrophy compared to CC rats, cardiac DNA content was more diminished in the hearts of FF dams than in those of FC rats, suggesting a lower number of heart cells. Accordingly, changes associated with cardiac hypertrophy, such as HIF1α activation and hyperosmolality, were observed in both the FC and FF dams. However, FF dams also exhibited higher oxidative stress, lower autophagy, and decreased glutamine protection against hypertrophy than CC dams. In conclusion, maternal fructose intake induces changes in female progeny that alter their own pregnancy, leading to cardiac hypertrophy, which is further exacerbated by subsequent fructose intake.

This study explored the effects of three factors (feedback occasion, type of feedback, and year level) on self-efficacy and emotions when university students self-assessed. 126 higher education students from three different year levels self-assessed their performance on a writing task two times (before and after receiving feedback). Self-efficacy and emotions were measured via self-report at three times (a baseline before self-assessment, after self-assessment without feedback, and after self-assessment with feedback). Feedback was provided in one of three conditions (rubric vs. instructor's feedback vs. combined) to which the participants were randomly assigned. In general, rubric feedback showed the strongest effects on self-efficacy and emotions (i.e. increased positive and decreased negative emotions). Year level was significant for self-efficacy, showing that the effect of university schooling experience enhances this variable. This study shows the impact that feedback has on self-efficacy and emotions while self-assessing, with an especially positive effect for rubric feedback.

The design and implementation of assessment is one of the main challenges for university teachers, who claimed needing more and better professional development courses in such area. Our study aimed to analyse at a nationwide level how public universities (N = 50) design and implement their assessment professional development courses and programmes. Every professional development course from Spanish public universities (N = 1627) was screened, and data from all available assessment courses (N = 82) was collected and analysed. These courses were compared in terms of total length, evaluation of the course learning results, and content knowledge covered. Regarding total length, most universities have little offer of courses, both in terms of quantity and duration. However, there are exceptions that implement longer and more intensive courses. Regarding the evaluation of the courses results, many universities do not evaluate teachers' learning and the ones which do it tend to use passive methods such as attendance. Regarding content knowledge covered, online assessment is the most frequent topic, but important areas such as self- and peer assessment or feedback are vastly underrepresented. Our conclusion is that there is a large room for improvement in ADPC and we propose some recommendations aligned with existent literature.

As the articles in this special issue on "Psychological Perspectives on the Effects and Effectiveness of Assessment Feedback" have shown, feedback is a key factor in education. Although there exists a substantial body of research on the topic, it is imperative to continue advancing the field. My aim is to outline five steps to solidify the potential paradigm shift that the feedback field may already be experiencing, while incorporating the insights gleaned from the articles within this special issue. Firstly, there is a need to develop new models that thoroughly explore and operationalize the intricacies of the feedback phenomenon. Secondly, it is essential to conceptualize feedback as a dynamic process and collect data that directly investigates this process. Thirdly, it would be advantageous to leverage insights from the self-regulated learning field, which has made significant strides in advancing measurement methods applicable to feedback research. Fourthly, employing multimodal methods can enrich our comprehension of the multifaceted nature of the feedback process. Lastly, placing the feedback agent at the core of the feedback process, with particular attention to individual differences, is of utmost importance.

Self-assessment is a widely explored topic in educational research. However, more research is needed on some of the self-assessment practices and their relationship with academic performance. This study aims to fill the research gap by analysing students' self-assessment training, what type of self-assessment processes they report, and how they use feedback when self-assessing. These were explored through interviews with 65 secondary education and 122 university students. Participants reported: (1) to self-assess frequently; (2) to prefer different feedback sources with secondary education participants preferring learning materials over agents; (3) to use different self-assessment processes with higher education participants using more advanced strategies and a wider variety of criteria; (4) to enact different self-assessment processes depending on the task characteristics; and (5) there were differences between reported vs. performed self-assessment processes. Our results lead to more insight into the self-assessment experiences and emphasise the need to strengthen self-assessment practices in the classroom.

Peer assessment is a popular research topic as it takes place in multiple educational settings around the globe. Due to its nature, a number of intrapersonal and interpersonal factors are involved. Empirical research on these factors has been increasing and our aim was to systematically review them to extract conclusions about the relationships between peer assessment and intrapersonal and interpersonal factors. Using different search strategies, we reviewed 69 articles. We investigated: (1) the characteristics of the included studies, (2) the trends in the bidirectional relationships of intrapersonal [left right arrow] peer assessment and interpersonal [left right arrow] peer assessment, (3) the empirical findings in the relationships between intrapersonal factors and peer assessment, and (4) the empirical findings in the relationships between interpersonal factors and peer assessment. We identified six intrapersonal factors: motivation, self-efficacy, emotions, trust in the self as assessor, fairness, and comfort; and five interpersonal factors: social connections, trust in the other as assessor, psychological safety, value diversity/congruence, and interdependence. The results showed clear directions for some of those factors and preliminary in some of the others. This review offers directions to improve the quality of peer assessment research and explores the role of bidirectionality for future research, including an instrument to report the characteristics of future peer assessment studies to facilitate better reports and research designs.

Rubrics are widely used as instructional and learning instrument. Though they have been claimed to have positive effects on students' learning, these effects have not been meta-analyzed. Our aim was to synthesize the effects of rubrics on academic performance, self-regulated learning, and self-efficacy. The moderator effect of the following variables was also investigated: year of publication, gender, mean age, educational level, type of educational level (compulsory vs. higher education), number of sessions, number of assessment criteria, number of performance levels, use of self and peer assessment, research design, and empirical quality of the study. Standardized mean differences (for the three outcomes) and standardized mean changes (SMC; for academic performance) were calculated from the retrieved studies. After correcting for publication bias, a moderate and positive effect was found in favor of rubrics on academic performance (g = 0.45, k = 21, m = 54, 95% CI [0.312, 0.831]; SMC = 0.38, 95% CI [0.02, 0.75], k = 12, m = 30), whereas a small pooled effect was observed for self-regulated learning (g = 0.23, k = 5, m = 17, 95% CI [-0.15, 0.60]) and for self-efficacy (g = 0.18, k = 3, m = 5, 95% CI [-0.81, 0.91]). Most of the moderator variables were not significant. Importantly, to improve the quality of future reports on the effects of rubrics, we provide an instrument to be filled out for rubric scholars in forthcoming studies.

This study has a two-fold objective: First, to adapt and validate the Emotions and Motivation Self-Regulation Questionnaire (EMSR-Q) with university students in Colombia, and secondly, to verify whether the relationship model between emotional and motivational self-regulation and academic performance coincides with what was initially proposed by the questionnaire's authors. A total of 644 higher education students participated in the study. To test the questionnaire's structural validity and generalizability across cultures and educational levels, confirmatory factor and cross validation analyses were carried out. Besides, to test its predictive validity, a multiple linear regression analysis was carried out. Results showed that the data fit the model well, that the scales of the questionnaire have adequate reliability, and that negative self-regulation of stress and avoidance-oriented self-regulation related negatively and significantly to academic performance. The results support the emotion and motivation self-regulation model proposed by the authors.