Big five personality and recreation specialization are related to satisfaction with life in birders.

Personality traits and recreation specialization are related to an individual's satisfaction with life. In addition, previous research has identified relationships between personality traits and recreational specialization. However, little is known about the interrelationship of the two variables in relation to life satisfaction. In this study, we addressed these relationships in birdwatchers. 555 birders (Mage = 49.11 years, SDage = 17.14; 380 males, 170 females, 2 diverse, 3 without answer) from German-speaking countries filled out an online survey. The participants rated the BFI-10, a global assessment of life satisfaction, and three dimensions of recreation specialization (skill/knowledge, behavior, commitment). Satisfaction with life was positively correlated with extraversion, agreeableness, and conscientiousness, and negatively with neuroticism. Concerning recreation specialization, positive relationships between satisfaction with life and skill/knowledge as well as behavior were found; especially the dimension of skill/knowledge was positively related to conscientiousness and negatively to neuroticism. Openness was negatively related to the three dimensions of recreation specialization. The mediation analyses showed that skill/knowledge is directly and indirectly related to satisfaction with life. Birding as active outdoor activity has positive relationship with life satisfaction, and this seems to be mainly based on the cognitive component, with a high knowledge related to a higher life satisfaction.

Dissection in biology education compared to alternative methods in terms of their influence on students' emotional experience.

Introduction: Dissecting animal organs is a method of biology teaching that offers a direct and authentic view into morphological structures and enables hands-on activity and multisensory experiences. However, the dissection process is often associated with certain (negative) emotions that might hinder successful learning. One such emotion that is particularly common during dissection is disgust. Experiencing disgust can negatively affect emotional experiences. Consequently, alternatives for dissection in biology lessons are being sought. Methods: In this study, the method of dissection is compared with two common methods of teaching the anatomy of the mammalian eye: watching a video and working with an anatomical model. The focus of the comparison is on the influence on the following emotional qualities of experience: perceived disgust, perceived interest, well-being and boredom. Two hundred and eighteen students (Mage = 14.19, SDage = 1.02 years, 52% female) from secondary schools in Germany participated in a two-hour lesson on the anatomy of the mammalian eye using one of the three aforementioned teaching methods. Findings: Our results show that perceived disgust was higher for the dissection group than in the ones that worked with a video or a model. We found that dissecting and watching a video led to a similar level of interest, well-being, and boredom. The anatomical model was perceived as less disgusting but more boring than the dissection. The detailed videos of a dissection seem to offer similar positive emotional experiences when compared to dissecting in class and may be an alternative approach when teachers have concerns about performing a real dissection.

Why students feel competent in the classroom: A qualitative content analysis of students' views.

This qualitative study aimed to identify and to systematize factors that contribute to students' competence satisfaction in class from students' perspectives. Based on self-determination theory as our primary theoretical background, we conducted episodic interviews with 25 high school students. A combined deductive-inductive qualitative content analysis approach was applied. As our key finding, we revealed different teaching factors within and beyond self-determination theory (i.e., structure, autonomy support, relatedness support, mastery goal structure, perceived error climate, teaching quality, teachers' reference norm orientations) as well as additional factors (e.g., students' motivation and engagement, peer climate and reciprocal peer support) that contributed to students' competence satisfaction in class from the students' points of view. This study contributes to existing research on why students' competence satisfaction arises in class by complementing it with an integrative, explorative, and student-oriented perspective.

"I've Always Thought That I Was Not Good at Experiments "-The Benefit of Non-formal Learning in Terms of Students' Perceived Competence.

Outreach science labs have been established as non-formal out-of-school learning environments in the fields of science, technology, engineering, and mathematics. Previous research has suggested that visiting an outreach science lab can be beneficial in terms of student motivation. Nevertheless, the current research on these out-of-school learning environments lacks studies that investigate important variables for the development of self-determined student motivation, such as perceived competence. In our study, we investigated the moderating effect of the learning environment on the relationship between students' contextual competence perceptions and their situational competence experiences regarding experimentation. For this purpose, 119 students in the first year of the upper secondary school participated in an experimental course on enzymology at an outreach science lab (n = 60) and in their biology classroom at school (n = 59). Our results showed that the relationship between students' contextual competence perceptions and their situational competence experiences during experimentation is moderated by the learning environment. The analyses revealed that students with a higher contextual competence perception showed comparable situational experiences of competence in both learning environments. In contrast, the students who perceived themselves as less competent at a contextual level benefited from experimenting at the outreach science lab in terms of their situational competence experiences.

Phenotypic spectrum of BLM- and RMI1-related Bloom syndrome.

Bloom syndrome (BS) is an autosomal recessive disorder with characteristic clinical features of primary microcephaly, growth deficiency, cancer predisposition, and immunodeficiency. Here, we report the clinical and molecular findings of eight patients from six families diagnosed with BS. We identified causative pathogenic variants in all families including three different variants in BLM and one variant in RMI1. The homozygous c.581_582delTT;p.Phe194* and c.3164G>C;p.Cys1055Ser variants in BLM have already been reported in BS patients, while the c.572_573delGA;p.Arg191Lysfs*4 variant is novel. Additionally, we present the detailed clinical characteristics of two cases with BS in which we previously identified the biallelic loss-of-function variant c.1255_1259delAAGAA;p.Lys419Leufs*5 in RMI1. All BS patients had primary microcephaly, intrauterine growth delay, and short stature, presenting the phenotypic hallmarks of BS. However, skin lesions and upper airway infections were observed only in some of the patients. Overall, patients with pathogenic BLM variants had a more severe BS phenotype compared to patients carrying the pathogenic variants in RMI1, especially in terms of immunodeficiency, which should be considered as one of the most important phenotypic characteristics of BS.

University Students' Basic Psychological Needs, Motivation, and Vitality Before and During COVID-19: A Self-Determination Theory Approach.

Self-determination theory assumes that the basic psychological needs for autonomy, competence, and relatedness are associated with motivational regulation. As these basic psychological needs may have been affected by the shift to distance learning, students' motivational regulation and vitality may have suffered as well. The purpose of this study was to examine the motivational regulation, satisfaction, or frustration of the basic psychological needs and vitality of university students before and after the transition to forced distance learning during the COVID-19 pandemic: Two student samples from Austria and Germany were studied: One was surveyed before the conversion to distance learning (N=1,139) and the other at the beginning of forced distance learning (N=1,835). The instruments used were the Scales for the Measurement of Motivational Regulation for Learning in University Students (SMR-L), the German version of the Basic Psychological Needs Satisfaction and Frustration Scale, a scale developed by the authors to differentiate the assessment of social relatedness, and the German version of the Subjective Vitality Scale. The results show that the satisfaction of basic psychological needs was significantly lower and the frustration thereof substantially higher during the distance learning period than before the pandemic. Intrinsic motivation and identified regulation were significantly lower during the forced distance learning period, and more controlled forms of motivation were higher than before the pandemic. Structural equation models showed that 42% of the students' vitality can be explained by motivational regulation and the satisfaction and frustration of their basic needs. Motivational regulation styles functioned (differentiated according to the degree of autonomy) as mediating variables between basic needs and vitality. In terms of theoretical implications, the distinction between approach and avoidance components of introjected regulation was shown to be adequate and necessary, as they explain the outcome vitality differently. The support and avoidance of frustration of basic psychological needs should be considered in distance learning to promote the quality of motivation and students' vitality.

How Can Students Feel More Vital Amidst Severe Restrictions? Psychological Needs Satisfaction, Motivational Regulation and Vitality of Students during the Coronavirus Pandemic Restrictions.

During the pandemic restrictions imposed in spring 2020, many aspects of students' living and learning environments changed drastically. From the perspective of Self-Determination Theory, changes in social context interact with the satisfaction or frustration of basic psychological needs and, as a result, with study-related motivational regulation and vitality. In this study, we investigate the relationships between the contextual factors of online-based distance learning, basic psychological needs, forms of motivational regulation and subjective vitality in a sample of N = 1849 university students across eight universities in Austria and Germany. Based on structural equational modelling, the results stress the relevance of satisfaction with technological resources in regard to higher levels of satisfaction in all three basic psychological needs, while perceived overload is linked to lower levels of needs satisfaction and increased basic psychological needs frustration. Further, the estimated workload difference before and during the pandemic is not related to the motivational outcomes of the model. All relationships have been tested for mediation effects between basic psychological needs and the different forms of motivational regulation on subjective vitality: for the need for relatedness, no mediation is found, while the effect of the need for autonomy is fully mediated by autonomous regulation styles. The need for competence was associated with several mediating interactions with regulation styles. The results offer insight into students' perceptions of their study-related experiences during the pandemic and can help to develop effective methods in online-based and blended learning settings in the future.

The development of general practice as an academic discipline in Germany - an analysis of research output between 2000 and 2010.

BACKGROUND: Governmental funding support is seen as a prerequisite for the growth of research in general practice. Several funding programs in the amount of € 13.2 Mio were introduced in Germany from 2002 to February 2012. We aim to provide an overview of publications reporting original data and systematic reviews from German academic family medicine published between 2000 and 2010. METHODS: Publications were identified by searching the database Scopus and screening publication lists of family medicine divisions or institutes. Papers had to report original primary research studies or systematic reviews; at least one of the authors had to be affiliated to a German academic family medicine division or institute. RESULTS: 794 articles were included. The number of publications increased steadily starting from 107 in the period from 2000 to 2003, to 273 from 2004 to 2007, and finally to 414 from 2008 to 2010. Less than 25% were published in English in the first period. This proportion increased to 60.6% from 2008 to 2010. Articles published in a journal without impact factor decreased from 59.8% to 31.9%. Nevertheless, even in the most recent period only 31.6% of all articles were published in a journal with an impact factor above 2. The median impact factor increased from 0 in the first period to 1.2 in the last. CONCLUSIONS: The output of original research publications from academic research divisions and institutes for general practice in Germany greatly increased during the last decade. However, professionalism of German primary care research still needs to be developed.