General Skills Research Articles

Unemployment Scarring in the Early Career: Do Skills and Labour Demand Matter?

Rocky school‐to‐work transition processes, characterized by spells of unemployment and education–job mismatch, can have long‐lasting scarring effects on young people and often lead to a loss of income and occupational status. However, the mechanisms that either foster or prevent unemployment scarring are underinvestigated. Our article thus asks whether vocational education and training (VET) diploma holders’ unemployment duration and the probability of status loss at labour market re‐entry are affected by the interplay between occupation‐specific labour demand and young workers’ skill sets acquired in VET. Our theoretical approach combines job search, human capital, and signalling theory with arguments from structural segmentation approaches. Our analyses use complete national register data on VET diploma holders who became unemployed during their early careers. We combine national register data on unemployment spells with register data on education trajectories in Switzerland and occupation‐specific labour demand data. Results from event‐history analyses indicate that unemployment episodes are associated with lower employment chances and higher risk of status loss of VET diploma holders. These general patterns are attenuated by occupation‐specific labour demand and the skills taught in vocational training programmes. Re‐employment chances are higher and the risk of status loss lower when occupation‐specific labour demand is high and few of the accessible job opportunities offer lower status than the job before unemployment. Additionally, we find that workers who trained in occupations imparting large proportions of occupation‐specific skills have a higher re‐employment probability but also face a higher risk of status loss than those who trained in occupations imparting larger proportions of general skills. Our findings indicate a trade‐off between occupation‐specific skills and general skills.

Enhancing college students’ proficiency in advanced analytics software skills: challenges, motivation and factors

PurposeCompanies increasingly emphasize the importance of analytics software, including R programming, Tableau and advanced Excel skills. They expect college graduates to be proficient in these analytical tools. However, most colleges primarily teach basic Excel skills in lower-level courses, leaving advanced skillsets underexplored across different subject areas. This study investigates college students’ challenges and motivations related to learning advanced software skills.Design/methodology/approachRecognizing the fact that this study requires collection of perceptual data about various psychometric measures, we used survey instruments to measure participants’ perception. The unit of analysis is a college/graduate student who has taken an analytics course at the college. Data analysis was done through structural equation modeling, first through measurement model, and then structural model.FindingsOur findings reveal that while college students recognize the demand for advanced analytics skills, they often lack full proficiency. Learning and using analytical tools can be daunting, leading to anxiety. Drawing on Dweck’s self-theories, our study explores factors influencing college students’ intentions to learn and use analytics software. We identify eight variables that impact this intention. This research contributes to data analytics education by highlighting potential gaps between students and employers regarding the demand for advanced analytics software skills. By understanding these factors, educators and institutions can better support students in developing proficiency in advanced analytics.Research limitations/implicationsFirst, our participants were exposed only to advanced Excel (spreadsheet) and Tableau (visual analytics). Given the variety of advanced analytics software, it would be a good idea for future researchers to examine students with analytics programming skills like R or Python. Second, we recruited survey participants only from business schools. Although there were some MBA students with different backgrounds, examining students who have to study advanced software in their specific disciplines will offer a richer ground for expanding this model.Practical implicationsThis study highlights the challenges college students face in mastering data analytics skills. By leveraging self-theories and growth mindset theory, we identified key factors such as perceived usefulness and innovativeness that significantly influence students’ intentions to learn and use analytics software. Encouraging a growth mindset is essential for enhancing software adoption and utilization, with strategies focusing on effort, learning and improvement proving effective. Moreover, addressing software fatigue through addressing computer anxiety, adequate training and resource availability is crucial, thereby fostering a more conducive learning environment.Social implicationsIn summary, this research informs educational practices, workforce readiness and the alignment of student skills with industry needs. It emphasizes the importance of fostering a growth-oriented mindset in students as they navigate the complexities of analytics software.Originality/valueGiven the highly demanded analytics skillset by employers, there is a paucity of research on how college students prepare for data analytics skillsets through advanced software. In this study we developed a model of college students’ use of advanced analytics software. Using the self-theories and the growth mindset theory, we theoretically investigate factors affecting college students’ behavioral intentions to learn and continue to use analytics software, in comparison with other general educational software skills. In our model eight variables are identified along with the three information processing dimensions, which explains 50.6% of the variance in using advanced analytics software.

The Three-Factor Model and Skills for Employability

This study examines the evolving landscape of employability skills in the context of technological revolution 5.0 and the increasing integration of artificial intelligence in the workplace. Conducted in collaboration with the ADECCO Group and the Talent Research Group at San Pablo CEU University of Madrid, the research underscores the necessity for workers to develop new competencies and adapt to shifting job requirements. The study highlights the significance of both technical and soft skills, particularly socio-emotional competencies such as resilience, flexibility, and lifelong learning, in addition to cognitive and academic skills. The research methodology involved a comprehensive survey of 7,034 workers across diverse professional profiles and sectors, assessing 11 key competencies through a validated questionnaire. Data analysis was conducted using SPSS, incorporating both descriptive and multivariate statistical techniques, with a particular emphasis on exploratory factor analysis to identify latent factors that account for variations in competency profiles. The results revealed three principal factors that significantly contribute to employability: general skills, socio-emotional skills, and cognitive or academic skills. The study concludes that a systemic approach involving educational institutions, businesses, and other stakeholders is crucial to bridging the gap between the skills demanded by the labor market and those possessed by graduates. The findings emphasize the need for universities to align their curricula with the evolving demands of employers, ensuring that graduates acquire the competencies necessary for success in a dynamic job market. This research offers valuable insights for the development of targeted training programs aimed at enhancing the employability of future professionals.

Perceived Importance and Demonstration of Generic Skills of BS Electro-Mechanical Technology (EMT) Program’s Graduates from a State University in Northern Mindanao, Philippines: An Industry Perspective

To meet the 21st century skills demand of the industry, there is a need for alignment of the program curriculum for the graduates in every area of education. This study focuses on the perceived level of importance and demonstration of generic skills of BS Electro-Mechanical Technology (EMT) program’s graduates at University of Science and Technology of Southern Philippines-Cagayan De Oro (USTP-CDO) campus. Understanding these skills is crucial for aligning educational outcomes with employer expectations. A descriptive research design was employed to assess the extent of these generic skills among 120 industry employers such as supervisors and/or direct superiors of the EMT graduates. Data was collected through a 26-item survey administered via Google Forms and Pen-Paper Survey with an expert validation established from prior pilot testing. Statistical analyses, including means, standard deviations were utilized to evaluate differences based on demographic data, skills importance level, and graduate’s demonstration level. The findings revealed that the 13 generic skills (program outcomes) in EMT program were found to be important and evidently needed by the industries to possess by the graduates with a general assessment of M=4.18 (important skills). The top two highest skills rated approximately “4-Important” are: 1. effectively demonstrate knowledge and understanding of industrial automation and manufacturing management principles (M=4.33; SD=.78) and 2. function independently, collaboratively and effectively as individual, member or leader of multidisciplinary, trans-disciplinary and multi-disciplinary, trans-disciplinary and multi-cultural teams using modern communication tools (M=4.30; SD=.75). Notably, none of the skills were found to be highly important in the curricular program. For the level of demonstration of skills of EMT graduates, the survey revealed a general assessment of M=3.44 interpreted as “Fair Performance” of Electro-Mechanical Technology skills in the industries. All the skills have been rated as “important” but one of the skills fell under fair level with M=3.43 indicated as low competence of graduates for this skill, and three of the generic skills were scored at poor level with M=2.49, M=2.44, and M=2.30, respectively. Generally, the demonstration of these skills was highly evident that the graduates’ competence is at poor level which means they are deficient in those skills, therefore creating some minor gaps. The study concludes that the level of importance of generic skills in EMT program was aligned and matched to the needs of the industry to possess by the graduates. However, the level of its demonstration of these generic skills generally at fair level indicating a low competence and low working performance of the graduates in the workplace with variations observed based on the ranking. These results underscore the need to improve and align the curriculum to the demands of the industry and focus on elevating graduates’ skills to be effective and highly performing in the industry. Further, the research calls for a shift in educational paradigms to balance academic relevance in line with socio-economic demands aligning with employer expectations for future work-ready graduates in the technology industry.

The Three-Factor Model and Skills for Employability

This study examines the evolving landscape of employability skills in the context of technological revolution 5.0 and the increasing integration of artificial intelligence in the workplace. Conducted in collaboration with the ADECCO Group and the Talent Research Group at San Pablo CEU University of Madrid, the research underscores the necessity for workers to develop new competencies and adapt to shifting job requirements. The study highlights the significance of both technical and soft skills, particularly socio-emotional competencies such as resilience, flexibility, and lifelong learning, in addition to cognitive and academic skills. The research methodology involved a comprehensive survey of 7,034 workers across diverse professional profiles and sectors, assessing 11 key competencies through a validated questionnaire. Data analysis was conducted using SPSS, incorporating both descriptive and multivariate statistical techniques, with a particular emphasis on exploratory factor analysis to identify latent factors that account for variations in competency profiles. The results revealed three principal factors that significantly contribute to employability: general skills, socio-emotional skills, and cognitive or academic skills. The study concludes that a systemic approach involving educational institutions, businesses, and other stakeholders is crucial to bridging the gap between the skills demanded by the labor market and those possessed by graduates. The findings emphasize the need for universities to align their curricula with the evolving demands of employers, ensuring that graduates acquire the competencies necessary for success in a dynamic job market. This research offers valuable insights for the development of targeted training programs aimed at enhancing the employability of future professionals.

How do CEOs' general managerial skills affect firms' digital transformation? The contingent roles of performance feedback and financial slack

PurposeExecutives play a key role in firms’ digital transformation, but extant literature remains unclear about the role of the CEO’s general managerial skills. This study aims to investigate the impact of CEOs' general managerial skills on firms’ digital transformation.Design/methodology/approachDrawing on upper echelons theory and the behavioral theory of the firm (BTOF), this study integrates insights from the CEO’s general managerial skills, i.e. a form of decision-makers’ cognitive bias, and its interactions with different types of behavioral heuristics including performance feedback and financial slack in the strategic decision of firms’ digital transformation. Employing a panel dataset of China’s A-share listed firms from 2007 to 2023, we conduct empirical research by using standard two-way fixed effects regressions.FindingsWe find that CEOs’ general managerial skills have a positive impact on firms’ digital transformation, in which there are three mechanisms including digital cognition, risk-taking and coordination mechanisms. Furthermore, we offer a contingent framework based on the perspective of BTOF. We find that performance shortfalls strengthen the positive impact of CEOs’ general managerial skills on firms’ digital transformation, while performance surplus and financial slack weaken this impact.Originality/valueThis study expands the literature on the driver of firms’ digital transformation by investigating the impact of CEOs’ general managerial skills on firms’ digital transformation and helps to understand firms’ digital transformation decisions more comprehensively from the perspective of CEOs’ previous experience. We offer new insight into digital transformation by emphasizing the interaction impacts of the CEO’s general managerial skills and firms’ performance feedback and financial slack.

Web-Based Human Papillomavirus Education and Professional Skills Intervention for Health Care Providers: Protocol for a Randomized Controlled Trial.

The human papillomavirus (HPV) vaccine is an effective way to prevent HPV and its associated cancers. Provider recommendation has been shown to be one of the most successful strategies for increasing the uptake of the HPV vaccine; however, more training and resources are needed to help boost health care providers' confidence and communication skills in recommending the HPV vaccine to their patients, particularly in underserved Hispanic communities where vaccination rates among all ages are lower. This study aims to compare HPV educational and professional skills intervention effectiveness on improving provider recommendations and patient communication strategies with health care providers serving the El Paso United States-Mexico border region. We will conduct a randomized, blinded, multiple posttest-only controlled behavioral trial using a parallel group design that will examine the effectiveness of a fully automated, web-based, culturally tailored HPV education and professional skills intervention containing unique reading material and video role-play, as compared to a standard Centers for Disease Control and Prevention fact sheet and video about general communication skills. Participants were recruited using a purposive sampling technique, both internet-based and in-person outreach events. Study data are being collected and managed using REDCap (Research Electronic Data Capture; Vanderbilt University) hosted at the University of Texas at El Paso. Chi-square analyses, ANOVA, and other statistical tests will be used with 2-tail α to reject null hypotheses at .05 to analyze the self-assessed outcome data. The Mauchly test of sphericity for each ANOVA and the Huynh-Feldt epsilon test or Greenhouse-Geisser correction to the degrees of freedom of the F-ratio will be reported for each significant effect. We may use multiple imputation procedures to handle the missing data (if applicable). This study is being conducted in the west Texas or southeast New Mexico region of the United States. Chi-square analyses will be used to assess associations between variables reported on the baseline provider knowledge, attitudes, and practice scales. We seek to examine self-assessed changes in provider attitudes and behaviors regarding HPV vaccine recommendation 1 month after receiving our unique multimedia and culturally tailored intervention. Research and data collection for this clinical trial began in December 2023. Participant recruitment was closed by May 2024 (N=128), with final data collection expected to be completed by December 2024. This study team decided to report on the intervention protocol to help ensure transparency in the research process and facilitate the improvement of the research design. Tailored web-based educational programs for health care professionals, designed to address regional and patient population characteristics, may be a promising approach to enhancing the real-world implementation of clinical practice guidelines. ClinicalTrials.gov NCT05120869; http://clinicaltrials.gov/ct2/show/NCT05120869. PRR1-10.2196/60790.

Redesigned final year research program for undergraduate nursing students: A mixed-methods study.

Redesigned final year research program for undergraduate nursing students: A mixed-methods study.

Applying the Delphi Technique in Developing the Employability Scale for Engineering Technology Graduates

The employability scale is crucial in implementing graduates’ employability measurement. The research group’s previous study proposed applying the Delphi method to develop the employability scale for engineering technology graduates. This paper reports on exploiting the Delphi method in practice. The employability scale was proposed to cover 51 items in four constructs of technical knowledge, technical skills, generic skills, attitude and other attributes. The Delphi process involves 20 experts from industry employers and university lecturers in the two rounds to adjust the employability scale. In the first round, expert assessments were collected by using a three-point Likert scale. In the next round, the same experts were invited for a group interview to revise the first-round reports and concur on the modifying constructs and items. The expert responses were analysed by descriptive statistical techniques. After two rounds of expert feedback with the addition of 3 items, deletion of 2 items and adjustment of 23 items, the employability scale was updated to consist of four constructs with 52 items. It is recommended that further studies should validate this employability scale and measure the employability of graduates from a Vietnamese university.

Investigating the attenuated psychosis syndrome in youth with autism spectrum disorder: results from an observational study.

Despite evidence suggesting increased rates of psychosis in individuals with autism spectrum disorder (ASD), the detection of prodromal psychotic symptoms, including attenuated psychosis syndrome (APS), remains underexplored in this population. The primary aim of the present study was to characterize the clinical phenotype of young individuals with ASD who also present with APS (ASD/APS; n = 48) in comparison with individuals with APS only (n = 93) and those with ASD only (n = 30) (age range 9-23 years). Assessments included standardized measures of autistic symptoms (Autism Diagnostic Observation Schedule-Second Edition; ADOS-2), pre-psychotic symptoms (Structured Interview for Psychosis-Risk Syndromes; SIPS), and cognitive and adaptive functioning. Overall, the ASD/APS group demonstrated significantly poorer general adaptive skills compared with the APS group (p = 0.006) and the ASD group (p = 0.005). Compared with the APS group, the ASD/APS group exhibited lower scores across all SIPS domains, with the exception of SIPS-P1 (unusual thought content/delusional ideas; p = 0.062; t = -1.882; F = 5.44) and SIPS-P3 (grandiosity; p = 0.156; t = -1.435; F = 22.6). In contrast, the ASD/APS group displayed significantly higher scores in the repetitive and restricted behavior domain compared with the ASD group (p < 0.001). Notably, there were no significant differences in the age of APS onset across groups (p = 0.601; t = 0.525; F = 0.253). These findings provide a more nuanced characterization of APS features in individuals with ASD and emphasize the importance of screening for APS in this population, particularly those considered at increased risk. Early detection and intervention could facilitate timely therapeutic support, potentially improving long-term outcomes for these individuals.

Assessment of Preparedness Regarding Disaster Management Among Nurses

Nurses are pivotal in disaster preparedness and response, especially in tertiary care settings where timely and effective intervention is critical. Evaluating their readiness is essential to developing targeted strategies for emergency preparedness. Objective: To assess the preparedness of tertiary care nurses regarding disaster management. Methods: A cross-sectional study was conducted at the Nursing Department of Medicare Hospital, Multan, from February 2024 to February 2025. A total of 100 registered nurses employed permanently at the hospital were enrolled. Data were collected using a structured questionnaire based on a modified version of the Disaster Preparedness Evaluation Tool, comprising 46 items rated on a six-point Likert scale (1 = strongly disagree to 6 = strongly agree). The tool assessed three core dimensions: knowledge, mitigation, response, and evaluation. Statistical analysis was performed using SPSS version 25, and p ≤ 0.05 was considered significant. Results: The study found that prior training did not significantly improve disaster preparedness knowledge (p = 0.783) or evaluation (p = 0.293). However, training was significantly associated with enhanced emergency response skills (p = 0.027). The inter-dimension correlation coefficient was high (r = 0.92), indicating internal consistency. The mean score for the 25 items related to general knowledge, management skills, and family preparedness was 3.08. The score for 15 items on patient-related knowledge and skills was 2.49, while the score for the six items related to evaluation was 2.50. Conclusion: The study revealed inadequate disaster preparedness among tertiary care nurses, despite the region’s vulnerability to natural disasters. Continuous education and hands-on training programs are necessary to enhance their readiness and response capabilities.

Future Generic Skills for Technical Vocational Education Graduates

Global industries are changing rapidly due to technology, automation, and digital transformation, especially with the Fourth Industrial Revolution (4IR). This creates a growing demand for a workforce with adaptable and future-ready skills. In many countries, Technical and Vocational Education and Training (TVET) plays a key role in preparing graduates for industry needs. However, employers seek not only technical expertise but also essential generic skills. This study investigates the essential elements of future generic skills for TVET graduates using a Systematic Literature Review (SLR) method. By meticulously analysing existing research, the study identifies and synthesizes key trends and themes in developing future generic skills. The study highlights the critical role of these generic skills in preparing TVET graduates for future labor markets, stressing the need for innovative teaching methods and collaboration among educators, policymakers, and industry stakeholders. A thorough selection and evaluation process of scholarly articles published in the last decade yielded 11 relevant studies. The findings reveal three primary themes: Generic Skills and Employability, Digital and Technical Competencies, and Integration of Transversal Competences. Soft Skills and Employability include teamwork, communication, creativity, problem-solving, and adaptability, all crucial for job readiness and workplace effectiveness. Digital and Technical Competencies emphasize the growing need for digital literacy, technical skills, and proficiency in Industry 4.0 technologies, driven by technological advancements. Meanwhile, integration of Transversal Competences involves incorporating broad-based skills such as career adaptability, systematic thinking, and lifelong learning into TVET curricula to meet labor market demands. This research offers valuable insights for developing training programs that equip TVET graduates with the necessary skills to succeed in a rapidly evolving job landscape.

The development of subjective generic psychodynamic intervention competencies: longitudinal evaluation of the DYNAMIC curriculum

Practical training formats for the acquisition of psychotherapeutic competencies and skills are currently being developed and tested for their effectiveness. The DYNAMIC curriculum aims to promote the development of psychodynamic intervention skills over the course of therapeutic training, the overall curriculum consists of 8 practical training seminars in 4 years. The study reported here focuses on self-reported, subjectively perceived longitudinal development of general dynamic intervention skills. For the investigation of this research question, 82 current postgraduate trainees in psychodynamic psychotherapy were recruited and attended practical training seminars. The study period was 2 years, during this time participants attended 1-4 seminars. They reported on their perceived general dynamic intervention skills before and after each seminar. The results show that there is a significant subjective competence increase during the first few seminars, which decreases over the course of the curriculum. At the same time, the average level of subjectively experienced competence increased over the two years studied. Limitations exist due to the self-report scale that was used and the lack of a control group. Despite these limitations, the findings indicate a positive effect of practical training seminars on subjectively perceived general psychodynamic competence development.

Investigation of the Relationship between Preschool Teachers' Gender Perception and Classroom Management Skills and Understanding of Learning

In this study, it is aimed to examine the relationship between preschool teachers' gender perceptions and their classroom management and learning conceptions. For this purpose, relational survey model was used as the method in the study. The population of the study consisted of 247 preschool teachers. As a result of the study, significant differences were found in favor of teachers with low seniority in some sub-dimensions of the scale of teachers' understanding of gender in the classroom according to their professional seniority. Similarly, significant differences were found in favor of teachers with low seniority in the general and one sub-dimension of the classroom management skills scale. Another result of the study is that according to the professional seniority of the teachers, the traditional learning-teaching conceptions of the teachers created a significant difference in favor of the teachers with high seniority. A negative relationship was found between teachers' classroom gender perceptions (GPC) and classroom management skills and a positive relationship was found between traditional learning-teaching conceptions. In addition, a negative relationship was found between the GGD sub-dimension of the GPC scale and constructivist learning-teaching approach. The last finding of the study is that there is a positive relationship between teachers' constructivist teaching-learning conception and classroom management skills scale general scores and professional skills sub-dimension scores.

Towards a multiperspective approach to following students’ professional development in higher education

ABSTRACT Working in a complex, global, and often unpredictable world requires diverse knowledge and skills from professionals, as well as the ability to act wisely to find sustainable solutions to challenging problems. This study presents a theoretical framework for assessing and monitoring student learning in higher education from the perspective of future work demands. The framework integrates findings from research on (1) generic skills and attributes, (2) multilingual communication competence, and (3) dimensions on wisdom. A self-assessment tool, based on this model, is introduced for evaluating university students’ development across these domains. The tool is also empirically tested. Third-year university students (n = 535) from six different faculties responded to the questionnaire, and the data were analysed using statistical methods. The results confirmed the assumed overlap between the three domains. In particular, the generic skills and attributes related to different dimensions of wisdom proved to be strongly interrelated. The tool is applicable for cross-sectional and longitudinal studies in all higher education fields.

Algebra and other relevant physics skills: The effectiveness of mastery practice on skills accuracy and exam grade in introductory physics

We conducted two studies to investigate the extent to which brief, spaced, mastery practice on skills relevant to introductory physics affects student performance. The first study investigated the effect of practice of “specific” physics skills, each one relevant to only one or a few items on the course exam. This study employed a quasiexperimental design with 766 students assigned to “intervention” or “control” conditions by lecture section sharing common exams. Results of the first study indicate significant improvement in the performance for only some of the exam items relevant to the specific skills practiced. We also observed between-section performance differences on other exam items not relevant to training, which may be due to specific prior quiz items from individual instructors. The second study investigated the effect of practice on the “general” skill of algebra relevant to introductory physics, a skill which was relevant to most of the exam items. This study employed a similar quasiexperimental design with 363 students assigned to treatment or control conditions, and we also administered a reliable pre- and post-test assessment of the algebra skills that was iteratively developed for this project. Results from the second study indicate that 75% of students had high accuracy on the algebra pretest. Students in the control condition who scored low on the pretest gained about 0.7 standard deviations on the post-test, presumably from engagement with the course alone, and students in the algebra practice condition had statistically similar gains, indicating no observed effect of algebra practice on algebra pre- to post-test gains. In contrast, we find some potential evidence that the algebra practice improved final exam performance for students with high pretest scores and did not benefit students with low pretest scores, although this result is inconclusive: the point estimate of the effect size was 0.24 for high pretest scoring students, but the 95% confidence interval [−0.01, 0.48] slightly overlapped with zero. Further, we find a statistically significant positive effect of algebra practice on exam items that have higher algebraic complexity and no effect for items with low complexity. One possible explanation for the added benefit of algebra practice for high-scoring students is fluency in algebra skills may have improved. Overall, our observations provide some evidence that spaced, mastery practice is beneficial for exam performance for specific and general skills, and that students who are better prepared in algebra may be especially benefitting from mastery practice in relevant algebra skills in terms of improved final exam performance. Published by the American Physical Society 2025

Does teaching quality matter for Nordic primary school students’ mathematics confidence and mathematics achievement? A multilevel structural equation analysis of Nordic TIMSS 2019 grade 4 data

BackgroundTeaching quality is assumed to be an essential prerequisite for student learning outcomes such as mathematics confidence and mathematics achievement. Notwithstanding its significance, empirical research examining the relations between teaching quality and learning outcomes is still limited, particularly among primary school students. Addressing this gap is important for understanding how to support student learning outcomes. This study aims to examine the relationships between student-perceived teaching quality and student outcomes and differences between classrooms.MethodsUtilizing Trends in Mathematics and Science Study (TIMSS) data 2019 from fourth graders in mathematics classrooms in the Nordic countries (Denmark, Finland, Norway, and Sweden), the present study examines the relationships between student-perceived teaching quality (classroom management and instructional clarity) and the two student outcomes mathematics confidence and mathematics achievement in Grade 4 at both student and classroom levels. To identify latent constructs of aspects of teaching quality (classroom management and instructional clarity) and mathematics confidence, multilevel confirmatory factor analysis (MCFA) is used in the modelling process. To capture the hierarchical structure of the data, multilevel structural equation modelling (MSEM) is used as it keeps individual and classroom variation separate when investigating relations between teaching quality, mathematics confidence and mathematics achievement.ResultsThis study shows how student-perceived instructional clarity relates substantially to mathematics confidence at both the student- and the classroom levels in the Nordic countries. Student-perceived classroom management relates, at the student-level, significantly and positively to mathematics achievement in all countries but Denmark. At the classroom-level, classroom management relates positively to classroom mathematics achievement in Sweden and Denmark. The relationships between the student background factors and mathematics achievement were higher at both levels compared to the relationships to mathematics confidence. The findings suggest there are differences between classrooms’ mathematics achievement related to the average SES of the classroom.ConclusionsThe findings highlight the importance of teachers’ generic pedagogical skills for high-quality teaching. The implications from these findings emphasize the importance of teacher education to ascertain teachers’ ability to manage the classroom well to provide students with the opportunity to learn.

Eyes or nose: Domestic dogs (Canis familiaris) prefer vision over olfaction when searching for food.

In recent decades, there has been a growing interest in exploring the cognition of domestic dogs. However, the role of olfaction and vision in dogs' perception of everyday situations has been underexplored. To investigate this topic, we used a simple food-searching paradigm. A treat was hidden in one of three locations, either (a) visible from the starting point (vision condition), (b) invisible from the starting point (smell condition), or (c) invisible with an additional decoy treat presented as a distraction (fake condition). About 87 dogs of various breeds were categorized into either the olfactory-focused or the vision-focused group based on their sniffing behavior in a pretest. It was hypothesized that olfactory-focused dogs would preferentially use their sense of smell for task solving, whereas vision-focused dogs would rely more on visual information. Thus, it was expected that dogs of each group would have an advantage in the corresponding condition. However, there was no difference between groups in the duration to find the food in the three conditions. In general, food was approached faster in the vision condition, and dogs in all groups were distracted by the presence of the fake food. Thus, for all dogs, the visual sense was more dominant than the olfactory sense, and they could easily switch between using the two senses. The results are discussed in light of breed differences and general perception skills of domestic dogs. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

Challenges in Designing English Materials for ESP Students: Insights from EFL Undergraduates

This study explores the challenges faced by undergraduate English Education students in designing English for Specific Purposes (ESP) materials. ESP material design requires the integration of field-specific content with general language skills that are contextually relevant. Using a qualitative descriptive approach, data were collected through semi-structured interviews with five students who have experience in designing ESP materials. Thematic analysis revealed that students face challenges in needs analysis, content selection, and technology integration. Limited resources, such as time and technological infrastructure, also posed significant obstacles. Strategies employed to overcome these challenges include collaboration with peers and lecturers, adaptation of existing materials, and utilizing online resources. This study highlights the importance of language simplification and feedback-based evaluation to ensure the relevance and effectiveness of ESP materials. The findings contribute to curriculum development and ESP teaching practices by emphasizing collaborative approaches and strategic use of technology.

One size does not fit all: healthcare worker perspectives on hepatitis B models of care in a low-prevalence region in Australia.

One size does not fit all: healthcare worker perspectives on hepatitis B models of care in a low-prevalence region in Australia.