mTOR Inhibition Prolongs Survival and Has Beneficial Effects on Heart Function After Onset of Lamin A/C Gene Mutation Cardiomyopathy in Mice.

BACKGROUND: Mutations in LMNA encoding nuclear envelope proteins lamin A/C cause dilated cardiomyopathy. Activation of the AKT/mTOR (RAC-α serine/threonine-protein kinase/mammalian target of rapamycin) pathway is implicated as a potential pathophysiologic mechanism. The aim of this study was to assess whether pharmacological inhibition of mTOR signaling has beneficial effects on heart function and prolongs survival in a mouse model of the disease, after onset of heart failure. METHODS: We treated male LmnaH222P/H222P mice, after the onset of heart failure, with placebo or either of 2 orally bioavailable mTOR inhibitors: everolimus or NV-20494, a rapamycin analog highly selective against mTORC1. We examined left ventricular remodeling, and the cell biological, biochemical, and histopathologic features of cardiomyopathy, potential drug toxicity, and survival. RESULTS: Everolimus treatment (n=17) significantly reduced left ventricular dilatation and increased contractility on echocardiography, with a 7% (P=0.018) reduction in left ventricular end-diastolic diameter and a 39% (P=0.0159) increase fractional shortening compared with placebo (n=17) after 6 weeks of treatment. NV-20494 treatment (n=15) yielded similar but more modest and nonsignificant changes. Neither drug prevented the development of cardiac fibrosis. Drug treatment reactivated suppressed autophagy and inhibited mTORC1 signaling in the heart, although everolimus was more potent. With regards to drug toxicity, everolimus alone led to a modest degree of glucose intolerance during glucose challenge. Everolimus (n=20) and NV-20494 (n=20) significantly prolonged median survival in LmnaH222P/H222P mice, by 9% (P=0.0348) and 11% (P=0.0206), respectively, compared with placebo (n=20). CONCLUSIONS: These results suggest that mTOR inhibitors may be beneficial in patients with cardiomyopathy caused by LMNA mutations and that further study is warranted.

Graduate Students' Perceived Supervisor Support and Innovative Behavior in Research: The Mediation Effect of Creative Self-Efficacy.

With increased global competition and the advent of the knowledge economy, developing graduate students' ability to innovate in their research has become a core focus of graduate education. Graduate students' perceived help and assistance from supervisors is one of the key resources for research innovation. This study explored the relationships between graduate students' perceived supervisor support and their innovative behavior in research, and examined the mediation effect of creative self-efficacy, their confidence in abilities to generate creative ideas or produce creative outcomes. Survey data were collected from a sample of 996 Chinese graduate students. The results revealed that academic support was negatively related to idea generation and idea search; personal support was positively related to overcoming obstacles; autonomy support was positively related to all factors of innovative behavior except overcoming obstacles and innovation outputs. The mediation analysis suggested that creative self-efficacy significantly mediated the relationship between academic support and graduate students' innovative behavior in research. The results of this study highlight the significance of both supervisor support and creative self-efficacy in developing graduate students' research innovation. The findings have significant implications for stimulating students' research innovation and for improving the quality of graduate education.

Relationship between medical students' perceived instructor role and their approaches to using online learning technologies in a cloud-based virtual classroom.

BACKGROUND: Students can take different approaches to using online learning technologies: deep and surface. It is important to understand the relationship between instructor role and student approaches to using online learning technologies in online learning settings supported by cloud computing techniques. METHODS: A descriptive, cross-sectional study was conducted to analyze the relationships between medical students' perceptions of instructor role (instructor support, instructor-student interaction, and instructor innovation) and students' approaches to using online learning technologies in cloud-based virtual classrooms. A 25-item online questionnaire along with a sheet with basic demographic was administered to all medical students at Qilu Medical Schools of Shandong University China. Overall, 213 of 4000 medical students (5.34%) at the medical school participated in the survey. RESULTS: The results showed high levels of medical students' perceived instructor support, instructor-student interaction and instructor innovation. Most students adopted the deep approaches to using online learning technologies. Instructor support, instructor-student interaction and innovation were positively related to students' deep approaches to using online learning technologies. Instructor support was negatively related to students' surface approaches to using online learning technologies. CONCLUSIONS: The relationship between instructor role (instructor support, instructor-student interaction and instructor innovation) and students' approaches to using online learning technologies highlight the importance of instructor support and innovation in facilitating students' adoption of desirable approaches to learning from the application of technologies.

Chinese University Students' Perceptions of Facilitation Strategies, Learning Motivation, and Satisfaction in Cloud-Based Virtual Classrooms.

This study investigated university students' perceptions of facilitation strategies, learning motivation, and satisfaction, and the relationships between them in a cloud-based virtual classroom in mainland China. The results of an online questionnaire survey from a sample of 7,210 university students showed that students perceived high levels of facilitation strategies, learning motivation, and satisfaction. Students' demographic characteristics, such as discipline, university type, gender, and grade, did not significantly affect their perceptions of facilitation strategies and learning outcomes. Instructor-student interaction and instructor innovation were positively related to student learning motivation and satisfaction whereas the relationships between student interaction and learning motivation and satisfaction were weak and had no practical meaning. The findings of this study have implications for creating more effective synchronous online learning environments and achieving desirable learning outcomes.

Chinese University EFL Teachers' Perceived Support, Innovation, and Teaching Satisfaction in Online Teaching Environments: The Mediation of Teaching Efficacy.

This study investigated the relationships between university EFL teachers' perceived teaching support, teacher innovation, and teaching satisfaction in online teaching environments, especially the mediating role of teaching efficacy. The results of an online questionnaire survey with 473 university EFL teachers revealed that although online peer support did not directly make any difference to teacher innovation and teaching satisfaction, greater perceived support in the form of teaching resources and teaching autonomy improved university EFL teachers' online teaching satisfaction. Online teaching efficacy significantly mediated the relationships between teaching support and teacher innovation and satisfaction. The results offer significant implications for improving the effectiveness of EFL teaching and promoting university EFL teachers' innovation and satisfaction in online teaching environments.

Does Emotional Labor Matter for University Teaching? Examining the Antecedents and Consequences of University Teachers' Emotional Labor Strategies.

Following Grandey's integrative model of emotional labor and emotion regulation, this study examined the relationships between university teachers' reported use of various emotional labor strategies and some antecedents (i. e., perceived emotional job demands and teaching support) and teaching efficacy. A sample of 643 university teachers from 50 public higher education institutions in an East China province responded to a questionnaire survey. The data analysis based on descriptive statistics and structural equation modeling showed that surface acting impeded teaching efficacy in instructional strategy and learning assessment, while deep acting and expression of naturally felt emotions enhanced teaching efficacy in course design, instructional strategy, and learning assessment. For the antecedents of university teachers' emotional labor strategies, teachers perceived that the emotional job demands of teaching facilitated their use of surface and deep acting; in contrast, teachers' perceived teaching support decreased their use of surface acting and increased their use of expression of naturally felt emotions.

How Do University Students' Perceptions of the Instructor's Role Influence Their Learning Outcomes and Satisfaction in Cloud-Based Virtual Classrooms During the COVID-19 Pandemic?

This study examined the relationships between the role of the instructor and university students' learning outcomes in cloud-based classrooms during the COVID-19 (coronavirus disease 2019) pandemic. The results of an online survey of 7,210 university students in mainland China revealed that the students' perceived learning outcomes and learning satisfaction were positively related to instructor innovation and negatively related to instructor performance. Instructional support was positively related to the students' perceived learning outcomes but not directly related to their learning satisfaction. The students' academic self-efficacy mediated the influence of instructional support and instructor innovation on their perceived learning outcomes and learning satisfaction. The results contribute to knowledge of the role instructors play in facilitating students' learning outcomes in higher education and suggest ways to improve the learning environment and learning outcomes, especially in cloud-based virtual classrooms.

Examining the Relationships Between Job Characteristics, Emotional Regulation and University Teachers' Well-Being: The Mediation of Emotional Regulation.

This study investigated the associations between university teachers' emotional job demands, teaching support, and well-being, and examined the mediating effect of emotional regulation strategies (i.e., reappraisal and suppression) in the job demands-resources (JD-R) model. The results of a survey of 643 university teachers in mainland China indicated that emotional job demands and teaching support, which facilitated teachers' use of reappraisal strategies, had desirable effects on their well-being. Reappraisal was beneficial to teachers' well-being, and suppression was harmful. These findings support the mediation role of emotional regulation, and evidence the applicability of the JD-R model to a higher education context.

Teacher-Student Interaction and Chinese Students' Mathematics Learning Outcomes: The Mediation of Mathematics Achievement Emotions.

This study aimed to investigate secondary students' mathematics achievement emotions and their mediating effects on the relationships between classroom environmental characteristics, namely, teacher-student interactional styles (i.e., teacher leadership and student freedom styles), and students' mathematics learning outcomes in mainland China. A sample of 1423 Grade 7 to 9 junior secondary students responded to a questionnaire that comprised three sets of scales for assessing students' perceived teacher-student interactional styles, mathematics achievement emotions, and cognitive and affective learning outcomes. The results indicated that students' mathematics learning outcomes were positively associated with both teacher leadership and student freedom styles. Moreover, students' mathematics achievement emotions mediated the relationships between these two interactional styles and their mathematics learning outcomes. These results highlight the importance of mathematics achievement emotions in student learning, and provide implications for the improvement of mathematics classroom environments.