Kognitive Eingangsvoraussetzungen, Studienwahlmotive und Studienerfolg Studierender mit dem Berufsziel "Lehrperson" und anderer Studiengänge

Im Hinblick auf die Entwicklung von Handlungskompetenz werden bei Studierenden mit Berufsziel «Lehrperson» kognitive und nicht kognitive Eingangsvoraussetzungen zunehmend beachtet. Der Einfluss auf den Studienerfolg ist jedoch empirisch noch nicht hinreichend geklärt. Der vorliegende Beitrag untersucht anhand von Längsschnittdaten für zwei Deutschschweizer Gruppen von 74 Studierenden der Lehrpersonenbildung und 463 Studierenden anderer Studiengänge die Effekte von kognitiven Voraussetzungen und Studienwahlmotiven auf Bachelorabschlussnoten. Den Pfad- und Strukturgleichungsmodellen zufolge unterscheidet sich in den beiden Gruppen die Bedeutsamkeit einzelner Prädiktoren für den jeweiligen Studienerfolg

Basic needs support and achievement emotions in daily research of life scientists considering academic positions

Emotions are a crucial factor in daily research of academic staff and, accordingly, affect scientific progress. Already before but especially during the COVID-19 pandemic, the strong connection between working conditions and work-related emotional states as antecedents for mental health of academic staff gained more and more attention. However, in depths investigations of researchers’ emotions in academia are still rare. In the highly competitive field of academia, experiencing the working environments as supportive may be an important influential factor for researchers’ emotions. On a structural level, academic positions may also be tied to different emotional experiences. Taking a Self-Determination Theory approach, we therefore investigate, whether a basic need-supportive environment (regarding perceived competence and autonomy support, and social relatedness to the scientific community) and the academic position (research assistants without leading responsibility and principle investigators with leading responsibility) predict activity-related achievement emotions (enjoyment, anger, frustration, and boredom) during daily research activities. However, measurements on basic needs support and achievement emotions tailored to the specific academic research context are lacking. Therefore, this study is aimed at developing fitted scales on these constructs. In a cross-sectional survey, we questioned N = 250 life scientists in 13 German universities. Results of multiple linear regression analyses suggest that supportive environments in academia were positively associated to the level of experienced enjoyment and negatively to the level of experienced frustration. Surprisingly, social relatedness to the scientific community does not affect frustration. Principle investigators report a more favorable emotional pattern with higher levels of enjoyment than research assistants. However, the level of experienced frustration was not affected by the academic position. The scales on anger and boredom seemed not to differentiate emotional experiences on these two negative achievement emotions in the research context accurately. Therefore, we needed to exclude anger and boredom from analyzes. Further research on these achievement emotions is needed. We discuss our findings on enjoyment and frustration and derive both theoretical and practical implications, taking an international and interdisciplinary perspective

Regulations and practices of structured doctoral education in the life sciences in Germany

Structured doctoral education is increasingly preferred compared to the individual model. Several science policy organisations give recommendations on how to structure doctoral education. However, there is little research on to what extent these recommendations find their way into practice. In our study, we first compared European and German recommendations on doctoral education with, second, the institutional regulations of structured doctoral programmes (N= 98) in the life sciences at twelve different German universities. Additionally, we third asked doctoral graduates (N= 1796) of these structured doctoral programmes and graduates of individual doctoral studies about their experience in doctoral education. Fourth, we contrasted the regulations of structured doctoral programmes with the reported experiences of their graduates. We found significant deviations of the reported practices of graduates from the regulations of their organisations, regarding the student admission, supervision and curricular activities of doctoral candidates. The efficacy of structured versus traditional doctoral education should be examined based on reported practice rather than on the respective written regulations

Multimodule Web-Based COVID-19 Anxiety and Stress Resilience Training (COAST): Single-Cohort Feasibility Study With First Responders

BACKGROUND Since the emergence of COVID-19, health care workers and first responders have been at a high risk for mental health symptoms owing to their exposure to the virus and increased work stress during the pandemic. Although interventions exist to address mental health issues following exposure to disasters, emergencies, and humanitarian crises, considerably less is known about web-based unguided interventions to help mitigate the negative impacts of such events. Additionally, in contexts in which emergencies reduce access to in-person care, remote forms of support are critical, yet there are limited studies on the use of such interventions. Evidence-based, easy-to-use, scalable interventions are direly needed for this population. OBJECTIVE This study aimed to develop and test the feasibility of an unguided electronic mental health program, COVID-19 Anxiety and Stress Resilience Training (COAST), tailored to first responders and health care personnel, based on scientific evidence and empirically based techniques. METHODS We developed COVID-19-specific training modules focusing on several domains that are previously reported as key to resilience and stress recovery: self-efficacy, mindfulness, sleep quality, and positive thinking. The program was made available to 702 first responders between May and August 2020, during the COVID-19 pandemic. Sociodemographic, work-, and COVID-19-related information was collected, and psychometric questionnaires were completed. We examined user acceptance and user activity, including module choice and participant feedback. RESULTS In total, 52 of 702 (7%) first responders to whom we reached out used the program at least once. COAST use was independent of age, sex, or baseline levels of self-efficacy, mindful awareness, sleep quality, and positive thinking (for all, P>.39). First responders who had tested positive and those who had been quarantined were more likely to engage in the program. A click count analysis per module showed that participants used the self-efficacy and mindfulness modules most often, with 382 and 122 clicks, respectively, over 15 weeks. Overall, first responders expressed satisfaction with the program. CONCLUSIONS Engagement of first responders in the multimodule web-based COAST program was feasible and the first responder cohort expressed overall satisfaction with the program. Those in more difficult circumstances, including those in quarantine and those who tested positive, may be more likely to engage in such programs. Further controlled studies could pave the way for efficacy studies and the development of additional modules, including just-in-time interventions or blended interventions combining individual use of an unguided self-help intervention, such as COAST, with subsequent individual psychotherapy for those who continue to experience stress and psychological symptoms

Evidence That Non-Syndromic Familial Tall Stature Has an Oligogenic Origin Including Ciliary Genes

Human growth is a complex trait. A considerable number of gene defects have been shown to cause short stature, but there are only few examples of genetic causes of non-syndromic tall stature. Besides rare variants with large effects and common risk alleles with small effect size, oligogenic effects may contribute to this phenotype. Exome sequencing was carried out in a tall male (height 3.5 SDS) and his parents. Filtered damaging variants with high CADD scores were validated by Sanger sequencing in the trio and three other affected and one unaffected family members. Network analysis was carried out to assess links between the candidate genes, and the transcriptome of murine growth plate was analyzed by microarray as well as RNA Seq. Heterozygous gene variants in CEP104, CROCC, NEK1, TOM1L2, and TSTD2 predicted as damaging were found to be shared between the four tall family members. Three of the five genes (CEP104, CROCC, and NEK1) belong to the ciliary gene family. All genes are expressed in mouse growth plate. Pathway and network analyses indicated close functional connections. Together, these data expand the spectrum of genes with a role in linear growth and tall stature phenotypes

Transcriptional properties of human NANOG1 and NANOG2 in acute leukemic cells

Transcripts of NANOG and OCT4 have been recently identified in human t(4;11) leukemia and in a model system expressing both t(4;11) fusion proteins. Moreover, downstream target genes of NANOG/OCT4/SOX2 were shown to be transcriptionally activated. However, the NANOG1 gene belongs to a gene family, including a gene tandem duplication (named NANOG2 or NANOGP1) and several pseudogenes (NANOGP2-P11). Thus, it was unclear which of the NANOG family members were transcribed in t(4;11) leukemia cells. 5′-RACE experiments revealed novel 5′-exons of NANOG1 and NANOG2, which could give rise to the expression of two different NANOG1 and three different NANOG2 protein variants. Moreover, a novel PCR-based method was established that allows distinguishing between transcripts deriving from NANOG1, NANOG2 and all other NANOG pseudogenes (P2–P11). By applying this method, we were able to demonstrate that human hematopoietic stem cells and different leukemic cells transcribe NANOG2. Furthermore, we functionally tested NANOG1 and NANOG2 protein variants by recombinant expression in 293 cells. These studies revealed that NANOG1 and NANOG2 protein variants are functionally equivalent and activate a regulatory circuit that activates specific stem cell genes. Therefore, we pose the hypothesis that the transcriptional activation of NANOG2 represents a ‘gain-of-stem cell function’ in acute leukemia

Relic Neutrino Absorption Spectroscopy

Resonant annihilation of extremely high-energy cosmic neutrinos on big-bang relic anti-neutrinos (and vice versa) into Z-bosons leads to sizable absorption dips in the neutrino flux to be observed at Earth. The high-energy edges of these dips are fixed, via the resonance energies, by the neutrino masses alone. Their depths are determined by the cosmic neutrino background density, by the cosmological parameters determining the expansion rate of the universe, and by the large redshift history of the cosmic neutrino sources. We investigate the possibility of determining the existence of the cosmic neutrino background within the next decade from a measurement of these absorption dips in the neutrino flux. As a by-product, we study the prospects to infer the absolute neutrino mass scale. We find that, with the presently planned neutrino detectors (ANITA, Auger, EUSO, OWL, RICE, and SalSA) operating in the relevant energy regime above 10^{21} eV, relic neutrino absorption spectroscopy becomes a realistic possibility. It requires, however, the existence of extremely powerful neutrino sources, which should be opaque to nucleons and high-energy photons to evade present constraints. Furthermore, the neutrino mass spectrum must be quasi-degenerate to optimize the dip, which implies m_{nu} >~ 0.1 eV for the lightest neutrino. With a second generation of neutrino detectors, these demanding requirements can be relaxed considerably.Comment: 19 pages, 26 figures, REVTeX

Cognitive admission prerequisites, motives for study choice and study success in students of teacher education and other study programmes

Im Hinblick auf die Entwicklung von Handlungskompetenz werden bei Studierenden mit Berufsziel «Lehrperson» kognitive und nicht kognitive Eingangsvoraussetzungen zunehmend beachtet. Der Einfluss auf den Studienerfolg ist jedoch empirisch noch nicht hinreichend geklärt. Der vorliegende Beitrag untersucht anhand von Längsschnittdaten für zwei Deutschschweizer Gruppen von 74 Studierenden der Lehrpersonenbildung und 463 Studierenden anderer Studiengänge die Effekte von kognitiven Voraussetzungen und Studienwahlmotiven auf Bachelorabschlussnoten. Den Pfad- und Strukturgleichungsmodellen zufolge unterscheidet sich in den beiden Gruppen die Bedeutsamkeit einzelner Prädiktoren für den jeweiligen Studienerfolg. (DIPF/Orig.)The cognitive and non-cognitive admission prerequisites of students who intend to become a teacher have increasingly been considered with respect to the progress in their ability to act professionally. The influence of such prerequisites on study success has not been sufficiently clarified in empirical research yet, however. Drawing on data of longitudinal studies, our study aims to investigate the effects of both cognitive prerequisites and the motivation for choosing a specific study programme on the final grades of the undergraduate studies (Bachelor) in two Swiss-German groups, including 74 teacher-education students and 463 students of several other study programmes. According to our path models and structural equation models, the effect of the predictors on study success differs between the two groups. (DIPF/Orig.