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Although many studies emphasize the need to design programs to help students manage post-pandemic burnout, few address personal resources' mediating role in the relationship between positive self-evaluation and experienced academic burnout. The present study aims to investigate the mediating role of two personal resources (i.e. psychological capital and proactive coping) on the relationship between core self-evaluations and academic burnout.

The research was carried out in the first part of 2022, at the end of two years of online teaching. The sample consisted of 183 Romanian university students who voluntarily filled in four questionnaires that measured core self-evaluations, academic burnout, psychological capital and proactive coping. To verify the hypotheses, a mediation analysis using the PROCESS 4.0 macro in SPSS 23.0, Model 6 was conducted. The indirect effect was tested based on a bias-corrected bootstrapping procedure with 5,000 samples, and a bootstrap confidence interval (95% CI).

Results showed that students with a high level of core self-evaluations report a low level of burnout. Also, students with positive core self-evaluations are more likely to use their psychological resources (i.e. psychological capital) and act proactively (i.e. proactive coping) in dealing with challenging situations, which can increase their burnout. However, the overall effect of the core self-evaluations on burnout was lower in the case of mediation by students' personal resources.

These research findings highlight the role of personal resources in coping with a challenging context, being among the few studies that have focused on student burnout in the immediate post-pandemic period. Furthermore, by working with malleable personal resources that can be enhanced through instruction, this research underlines how students can be taught to assess and develop these resources to cope with a highly demanding educational context.

The present research aims to empirically test the “Barriers to abusive supervision model” to find how employee-related (core self-evaluations) and situational factors (perceived job dependency) make an employee trapped in the spiral of supervisory abuse. In addition, the work–family spillover lens is used to explain how employees' retaliation is targeted at their families in response to abuse from their bosses.

The current study has employed a three-wave longitudinal moderated mediation design and analysed data from 265 employees working in the hospitality industry of Pakistan.

The results of this study have shown that low core-self evaluations put employees in a spiral of supervisory abuse and they instil aggression towards their families. This association is further strengthened when employees are dependent on their job.

This study is one of the first to use the “Barriers to Abusive supervision” model to answer who and in which conditions tend to trap in the spiral of abuse and integrate the work-to-family interface model for elaborating the outcomes to the family domain.

Place-based, social studies teaching and learning has the potential to foster engaged citizens connected and committed to improving their communities. This study explored the research question, “In what ways do classroom and field-based experiences prepare teacher candidates (TCs) to make connections between place-based education and elementary social studies education?”

This qualitative case study examined how elementary TCs learned about, researched, curated and created place-based social studies educational resources related to community sites. Data collection included TCs’ Pre- and Post-Course Reflections as well as Self-Evaluations, which were analyzed using an inductive approach and multiple rounds of concept coding. Several themes emerged through data analysis.

The authors organized their findings around three themes: connections (i.e. place becomes personal), immersion (i.e. learning about place to learning in place) and bridge building (i.e. local as classroom). The classroom and field-based experiences in the elementary social studies methods course informed the ways in which TCs learned about and connected to the concept of place, experienced place in a specific place (i.e. downtown Statesboro, Georgia), and reflected upon the myriad ways that they could utilize place in their future elementary social studies classrooms.

TCs (as well as in-service teachers and teacher educators) must become more informed, connected and committed to places within their local communities in order to consider them as resources for elementary social studies teaching and learning.

The existing technology acceptance models have not yet investigated functional and motivational factors impacting trust in and use of conversational artificial intelligence (AI) by integrating the feedback and sequential updating mechanisms. This study challenged the existing models and constructed an integrated longitudinal model. Using a territory-wide two-wave survey of a representative sample, this new model examined the effects of hedonic motivation, social motivation, perceived ease of use, and perceived usefulness on continued trust, intended use, and actual use of conversational AI.

An autoregressive cross-lagged model was adopted to test the structural associations of the seven repeatedly measured constructs.

The results revealed that trust in conversational AI positively affected continued actual use, hedonic motivation increased continued intended use, and social motivation and perceived ease of use enhanced continued trust in conversational AI. While the original technology acceptance model was unable to explain the continued acceptance of conversational AI, the findings showed positive feedback effects of actual use on continued intended use. Except for trust, the sequential updating effects of all the measured factors were significant.

This study intended to contribute to the technology acceptance and human–AI interaction paradigms by developing a longitudinal model of continued acceptance of conversational AI. This new model adds to the literature by considering the feedback and sequential updating mechanisms in understanding continued conversational AI acceptance.

A specific area of interest in the coaching literature is focused on exploring the intersection of personality and coaching; however, research has yet to explore whether coaching exerts reciprocal effects on personality traits (i.e. if personality trait change can accompany coaching). Utilizing the explanatory theoretical framing of the Demands-Affordances TrAnsactional framework (Woods et al., 2019), we propose that coaching may indirectly facilitate personality trait change by firstly enabling the coachee to reflect on their behaviors, second, implement desired behavioral changes which consequently facilitate personality trait change.

A quasi-experiment was conducted to explore coaching and personality trait change. Students participating in a demanding, work-based team simulation (N = 258), were assigned to either an intervention group (and received one-to-one coaching) or a control group (who received no intervention). Personality traits were measured before and after coaching and positioned as the dependent variable.

Results indicate that participants in the coaching group exhibited significant changes in self-reported agreeableness, conscientiousness, extraversion and core self-evaluations, which all significantly decreased after coaching; however, no change was observed for the control group.

We provide the first exploration of coaching and personality trait change, contributing to both the coaching literature, by providing evidence regarding the efficacy of coaching to facilitate personality trait change in coachees, and the personality literature, by highlighting coaching as an important tool for those interested in personality trait change. Our research also has implications for other interventions such as mentoring, as we provide support for the notion that interventions can support personality trait change.

This research aims to determine the levels of education quality (EQ), technology usage (TU), students' satisfaction (SS) and the impact of EQ on SS. Also, it seeks to find out how TU as a moderator affects EQ and SS in Pakistani private higher education institutions (HEIs).

A total of 440 postgraduate students at eleven private universities in Lahore, Punjab Province, Pakistan, participated in empirical research and data were obtained through the use of an online questionnaire. Simple random sampling was used to choose participants and partial least square structural equation modeling was employed to analyze the data.

The findings revealed that Pakistani private HEIs have a medium level of EQ, TU and SS. Furthermore, the data reveal the existence of a significant positive relationship between EQ and SS, whereas TU as a moderator was found to negatively affect EQ and SS.

Postgraduate students of private HEIs in Pakistan were considered for this investigation and this study was limited to testing only in Punjab province. Another limitation of this study is that it was based on a research framework from previous research and literature. This study employed questionnaire surveys to conduct evaluations of teachers' teaching quality by university students. Furthermore, the questionnaire employed student self-evaluations to assess the quality of teaching. The research data would be more detailed if it were possible to include teachers' self-evaluations of their teaching quality.

The current study provides key insights for policymakers, higher education commission and HEIs. The results suggest leveraging the identified medium levels of EQ, TU and student satisfaction in Pakistani private HEIs. In an effort to boost the medium levels, policymakers are encouraged to enhance the teaching and learning experience by robustly integrating Web 4.0 technologies. Institutions can intervene strategically by investing in infrastructure and innovative tools aligned with students' technological needs. Likewise, policymakers and institutions can optimize learning management systems (LMS) by developing and implementing policies that encourage their adoption and optimization across HEIs. This may contribute to the accomplishment of the United Nations' sustainable development goal of providing quality education. Moreover, with the help of this research HEIs can establish minimum quality standards regarding academic teaching and learning materials. Implementing the above-mentioned practical implications might boost student satisfaction in HEIs which would benefit not only students but also the institutions.

The novelty of the article lies in the fact that it addresses the gap in the existing literature by exploring the levels of EQ, TU and student satisfaction in the context of private higher education in Pakistan. Furthermore, this study investigated whether TU served as a moderator in the relationship between student satisfaction and UNESCO-recommended EQ. This study elaborates on EQ indicators recommended by UNESCO in Pakistan’s private higher education sector.

This study aims to explore auto mechanics awareness of repairs and maintenance related to the car’s cybersecurity and provide insights into challenges based on current practice.

This study is based on an empirical study consisting of semistructured interviews with representatives from both branded and independent auto workshops. The data was analyzed using thematic analysis. A version of the capability maturity model was introduced to the respondents as a self-evaluation of their cybersecurity awareness.

Cybersecurity was not found to be part of the current auto workshop work culture, and that there is a gap between independent workshops and branded workshops. Specifically, in how they function, approach problems and the tools and support available to them to resolve (particularly regarding previously unknown) issues.

Only auto workshop managers in Sweden were interviewed for this study. This role was picked because it is the most likely to have come in contact with cybersecurity-related issues. They may also have discussed the topic with mechanics, manufacturers or other auto workshops – thus providing a broader view of potential issues or challenges.

The challenges identified in this study offers actionable advice to car manufacturers, branded workshops and independent workshops. The goal is to further cooperation, improve knowledge sharing and avoid unnecessary safety or security issues.

As cars become smarter, they also become potential targets for cyberattacks, which in turn poses potential threats to human safety. However, research on auto workshops, which has previously ensured that cars are road safe, has received little research attention with regards to the role cybersecurity can play in repairs and maintenance. Insights from auto workshops can therefore shed light upon the unique challenges and issues tied to the cybersecurity of cars, and how they are kept up-to-date and road safe in the digital era.

This paper aims to explore the potential utility of Identity Structure Analysis (ISA) in single-case and group-level outcome and process evaluations.

A study was conducted to evaluate mentalization-based therapy by using ISA and its linked framework software, Ipseus. Ten patients with borderline personality disorder and substance use disorder were involved in the study. ISA/Ipseus was administered prior to and at the completion of the treatment. Five-year follow-up data, comprising behavioural indicators, were also collected and compared to ISA/Ipseus results.

Improvements occurred in the evaluation of stressful, demanding and emotionally burdening situations. Evaluations on concerned others also improved, together with progress in self-reflection. Changes in the evaluation of recovery-related themes were less salient. On a case level, changes in the self-states and role models were consistent with the results of the five-year-follow up data. An initial crisis state seems suggestive of progress, while initial defensive positions with high positive self-regard, of stagnation.

ISA/Ipseus, integrating the benefits of qualitative and quantitative approaches in evaluation, is a potential method to explore the complexity of identity changes during therapy.

This study aims to advance the understanding of humble leadership (HL) in health care.

This study presents a scoping review to explore and synthesize the existing knowledge in the literature. The search process encompassed three main online databases, PubMed, Scopus and Web of Science. Due to the novelty of the topic of HL in health care and the lack of research in this area, all articles published until the end of February 2023 were considered in this study.

A total of 18 studies were included. The results showed that in the period of 2019–2023 more attention was paid to HL in health care than in previous years. The research design used in these articles included quantitative (n = 13) and qualitative (n = 5) methods and the statistical population included nurses, hospital employees and health-care department managers. Based on the results obtained, the definition of HL can be divided into two general approaches, including self-evaluation and the way one treats others. In addition, humble leaders in the health-care sector should exhibit certain behavioral characteristics and finally, the results indicated that HL has several positive consequences; however, little attention has been paid to the factors influencing HL in health care.

This research will help practitioners gain a deeper understanding of the various applications of HL in health care.

To the best of the authors’ knowledge, no comprehensive research review has yet been conducted on the application of HL in health care.

As global issues such as climate change, economic growth, social equality and the wealth gap are widely discussed, education for sustainable development (ESD) allows every human being to acquire the knowledge, skills, attitudes and values necessary to shape a sustainable future. It also requires participatory teaching and learning methods that motivate and empower learners to change their behavior and take action for sustainable development. Teachers have begun rating pupils based on peer assessment for open evaluation. Peer assessment enables students to transition from passive to active feedback recipients. The assessors improve critical thinking and encourage introspection, resulting in more significant recommendations. However, the quality of peer assessment is variable, resulting in reviewers not recognizing the remarks of other reviewers, therefore the benefits of peer assessment cannot be fulfilled. In the past, researchers frequently employed post-event questionnaires to examine the effects of peer assessment on learning effectiveness, which did not accurately reflect the quality of peer assessment in real time.

This study employs a multi-label model and develops a self-feedback system in order to use the AIOLPA system in the classroom to enhance students' learning efficacy and the validity of peer assessment.

The research findings indicate that the better peer assessment through the rapid feedback system, for the evaluator, encourages more self-reflection and attempts to provide more ideas, so bringing the peer rating closer to the instructor rating and assisting the evaluator. Improve self-evaluation and critical thinking for the evaluator, peers make suggestions and comments to help improve the work and support the growth of students' learning effectiveness, which can lead to more suggestions and an increase in the work’s quality.

ESD consequently promotes competencies like critical thinking, imagining future scenarios and making decisions in a collaborative way. This study builds an online peer assessment system with a self-feedback mechanism capable of classifying peer comments, comparing them with scores in a consistent manner and providing prompt feedback to critics.