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The teacher role in the classroom can explain important aspects of the student's school experience. The teacher-student relationship, a central dimension of social capital, influences students' engagement, and the teaching style plays an important role in student outcomes. But there is scarce literature that links teaching styles to teacher-student relationship. This article aims to (1) analyze whether there is a relationship between teaching styles and the type of relationship perceived by students; (2) test whether this relationship is equally strong for any teaching style; and (3) determine the extent to which students' perceptions vary according to their profile.

A structural equation model with four latent variables is estimated: two for the teacher-student relationship (emotional vs educational) and two for the teaching styles (directive vs participative), with information for 21,126 sixth-grade primary-students in 2019 in Spain.

Teacher-student relationships and teaching styles are interconnected. The participative style implies a better relationship. The perceptions of the teacher are heterogeneous, depending on gender (girls perceive clearer than boys) and with the educational background (children from lower educational background perceive both types of teaching styles more clearly).

The analysis is based on the point of view of the addressee of the teacher's work, i.e. the student. It provides a model that can be replicated in any other education system. The latent variables, based on a periodically administered questionnaire, could be estimated with data from diagnostic assessments in other countries, which in turn would allow the formulation of context-specific educational policy proposals that take into account student feedback.

The two most used citation impact indicators in the assessment of scientific journals are, nowadays, the impact factor and the h-index. However, both indicators are not field normalized (vary heavily depending on the scientific category). Furthermore, the impact factor is not robust to the presence of articles with a large number of citations, while the h-index depends on the journal size. These limitations are very important when comparing journals of different sizes and categories. The purpose of this paper is to propose an alternative citation impact indicator, based on the percentage of highly cited articles in the journal.

This alternative indicator is empirically compared with the impact factor and the h-index, considering different time windows and citation percentiles (levels of citation for considering an article as highly cited compared to others in the same year and category). The authors use four journal categories (Clarivate Analytics Web of Science) which are quite different according to the publication profiles and citation levels (Information Science & Library Science, Operations Research & Management Science, Ophthalmology, and Physics Condensed Matter).

After analyzing 20 different indicators, depending on the citation percentile and the time window in which citations are counted, the indicator that seems to best homogenize the categories is the one that considers a time window of two years and a citation level of 10 percent.

The percentage of highly cited articles in a journal is field normalized (comparable between scientific categories), independent of the journal size and also robust to the presence of articles with a high number of citations.

The purpose of this study is to determine whether students' self-assessment (SSA) could be used as a significant attribute to predict students' future academic achievement.

The authors address how well students can assess their abilities and study the relationship between this ability and demographic properties and previous study performance. The authors present the study results by measuring the relationship between the SSA across five different topics and comparing them with the students' performance in these topics using short tests. The test has been voluntarily taken by more than 300 students planning to enroll in the School of Business Informatics and Mathematics master's programs at the University of Mannheim.

The study results reveal which attributes are mostly associated with the accuracy level of SSA in higher education. The authors conclude that SSA, it can be valuable in predicting master's students' academic achievement when taking specific measures when designing the predictive module.

Due to time constraints, the study was restricted only to students applying to master's programs at the Faculty of Business Informatics and Mathematics at the University of Mannheim. This resulted in collecting a limited data set. Also, the scope of this study was restricted to testing the accuracy of SSA and did not test using it as an attribute for predicting students' academic achievement.

Predicting students' academic performance in higher education is beneficial from different perspectives. The literature reveals that a considerable amount of work is published to analyze and predict academic performance in higher education. However, most of the published work relies on attributes such as demographics, teachers' assessment, and examination scores for performing their prediction while neglecting the use of other forms of evaluation such as SSA or self-evaluation.