Résultat de la recherche
On the Impact of Digital Boosts on Perceived Stress in a Self-Regulated Learning Experiment
Self-regulated learning (SRL) has been adopted as a successful strategy for promoting deeper learning and improving academic performance. In this context, digital boosts have been used to empower learners by expanding their competencies and helping them reach their objectives. However, existing literature has primarily focused on the academic performance-related outcomes of digital boosts, while their potential effects on emotional and psychological aspects like stress and well-being remain comparatively under-explored. In this study, we address this gap by studying the impact of digital boosts on perceived stress, in addition to study time. We have designed a digital SRL support system, through which we have delivered digital feedback boosts. To evaluate this system, we conducted a pilot study with 60 university students. Our digital boosts have helped students keep a steady study time. However, they have caused an increase in perceived stress, especially among students who did not attain their study time plans.
The role of private and institutional support to favor work-family integration in pre-service and in-service teachers: self-related vs. context-related arguments
Work-family conflict and facilitation among teachers in Israel and Switzerland
Le rôle des enseignant.e.s dans la perception de la diversité culturelle par les élèves
On sums of distinct powers of 3 and 4
In 1996 Erdős conjectured that the set Σ(Pow({3,4}),1) defined as the sums of distinct powers of 3 and distinct powers of 4 has positive asymptotic density. We investigate some structure properties of this set. We also prove some asymptotic estimates for its counting function P{3,4}(x). In particular we prove that P{3,4}(x)≫x^0.97777, improving an old estimate of Melfi.