OBJECTIVE: The benefits of a healthy diet on children´s cognition have been described in several studies. However, many previous studies have analyzed the effect on general cognitive domains (e.g. intelligence), used measures based almost exclusively on local examinations, and rarely consider social context.
OBJECTIVE: The objective of the present study was to examine the relationship between two diet patterns and contextualized cognitive performance measures of children aged 6-8 years from low-average income neighborhoods in Montevideo, Uruguay.
METHODS: 270 first-grade children with complete data participated in the study. Consumption of foods was determined via two averaged 24-h dietary recalls with the mother. Two dietary patterns were identified via principal component analysis: \"processed (high calorie) foods\" and \"nutrient dense\". Children´s cognitive performance, including general cognitive abilities, achievement in mathematics and reading, and discrepancy scores between predicted and actual achievement was assessed with the Woodcock-Muñoz Cognitive and Achievement scales. The association of dietary patterns and cognitive endpoints was analyzed in multilevel models, clustered by children´s school. Sociodemographic and biological variables were used as covariates.
RESULTS: The nutrient dense foods pattern, characterized by higher consumption of dark leafy and red-orange vegetables, eggs, beans & peas, potatoes, was associated with better performance in reading, with beta coefficient 3.28 (95% CI 0.02, 6.54). There was also an association between the nutrient dense foods factor and the Discrepancy in reading, 2.52 (0.17, 4.87). Processed (high calorie) foods pattern, characterized by higher consumption of breads, processed meats, fats and oils, sweetened beverages, and sweetened yogurt/dairy products; reduced intake of milk, pastries and pizza dinners was not associated with cognitive performance.
CONCLUSIONS: Nutrient dense food pattern was positively associated with children\'s reading achievement. A nutrient-rich diet may benefit written language acquisition at the beginning of schooling.

The principle of inseparability of teaching, academic research and assistance to patients, to which university physicians are subject in carrying out their work, invites reflection, aimed at identifying a combination of the three activities characterised, at the same time, by efficiency and effectiveness.
The present paper illustrates a paradigm based on the balance of intrinsic and extrinsic motivations with the purpose of identifying an efficient solution in the performance of the duties of university doctors.
The analysis refers to Italy in terms of the main scenario, or, conversely, the achievement of more profit-related goals.
Depending on the prevailing goal, it is possible to recognise the superiority of the constitutional principles.

Psychology is one of the numerous factors that influences students\' mathematics achievement, but studies on the influence of psychology on student mathematics achievement are still limited. This study analyzes key factors affecting mathematics achievement through teacher-parent support, stress, and students\' well-being in learning mathematics. Data was collected via online questionnaires. Participants of the study are 531 students studying at five secondary schools in Bandung, Indonesia. The data were analyzed using the structural equations modeling approach using SMART-PLS 3.0 software. The results showed that interest in learning was the most significant factor affecting students\' mathematics achievement. Moreover, teachers have a more substantial effect than parents\' support, which does not significantly reduce the students\' stress levels. The academic and emotional support of teachers and parents reduces students\' stress levels while increasing their feelings and interest in learning mathematics. This study provides essential results for school teachers and parents to improve students\' mathematics achievement at the secondary school level.

Achievement emotions, defined as the emotions generated in the academic process or by achievement results, are critical for an individual\'s mental health, personality development, and academic productivity. Referring to the well-known big-fish-little-pond effect on academic self-concept, which describes the well-known phenomenon that students in selective schools/classes tend to have lower academic self-concepts than those who are comparably competent but attend regular schools/classes, Pekrun and colleagues focused on German students and proposed a similar happy-fish-little-pond effect on achievement emotions in 2019. In our paper, we examined whether this effect exists in extreme cases. To maximize the positive reflected-glory effect of being in a selective school and minimize the negative social comparison contrast effects that result from being ranked low in the school, we conducted an investigation in the Chinese collectivist cultural setting and compared the achievement emotions of students from a highly selective senior middle school with those of students from a regular school where the top-ranking students fell short of the bottom-ranking students in the selective school in terms of academic performance. Through an analysis of variance and a moderated serial mediation model, our study revealed that the bottom-ranking students in the selective school had less positive achievement emotions, lower academic self-concepts, and more negative achievement emotions than the top-ranking students in the regular school, providing strong evidence that students rely more on social comparison than on objective self-evaluation standards to evaluate themselves. The implications of the results for educational policies are discussed.

Sport federations (NSFs) are the main promoters of sport at a national level. Their complex management involves coordinating relations with private entities, public administrations, and international organisations. Therefore, the economic situation of a country and its sport support policies have significant influences on the achievement of the NSFs\' objectives and, therefore, on their sustainability and influence on an active population. This study analyses the determinants of the financial performance of 59 Spanish sport federations (SSFs), 28 Olympic and 31 non-Olympic, based on the relationship between the funding received and their international results during the period from 2007 to 2019 (both years included). The preliminary data analysis included an examination of the missing data, and a t-test was used to compare Olympic and non-Olympic sport federations regarding different variables related to their resources and results. In addition, multiple linear regressions identified the possible predictors of the financing of sport federations and were separately performed for Olympic and non-Olympic federations. The results showed that SSFs were able to maintain their results in the face of decreasing resources. In addition, Olympic SSFs were found to be less dependent on public funding than non-Olympic SSFs for competitive results. This is evidence of a paradigm shift in the management of Spanish federated sports, evolving towards a model that is less dependent on the state, more efficient, and therefore more sustainable.

Studies have documented that men\'s voices are generally heard more than women\'s voices in face-to-face undergraduate biology classes, and some performance gaps have also been documented. Some of the few studies on gender equity in traditional online biology education suggest that women participate more and perform better in asynchronous online courses compared to men. While much is known about emergency remote teaching during the COVID-19 pandemic exacerbating existing inequities generally, studies are needed about the impact of specific emergency remote teaching practices on specific groups such as women. In this study, we performed an in-depth investigation of three life sciences classrooms that utilized synchronous online lectures during the pandemic. We observed each class throughout the semester, quantified participation behaviors, and investigated the role of student gender. We also compared final course grades by gender. On average, we found that men participated more than women both verbally and by chat. These differences were not significant for each class individually, but the differences align with the face-to-face patterns seen in this population previously. Our results also hint that men\'s chat comments may be more likely to be acknowledged than women\'s chats by peers. We found evidence of greater performance disparities favoring men than seen previously before the pandemic, but not in all classes. We discuss implications for instructors conducting emergency remote teaching as well as the need for larger studies to test the replicability of our results.

The creative leadership literature has identified personality traits, skills, states, and behaviours which are effective within creative contexts and organisations, but it is yet to address how creative leaders emerge from social networks. This conceptual paper delineates the processes of creative leader emergence within the context of contemporary visual arts. Using a relational view of creative leader emergence, this paper incorporates the leader emergence processes of achievement and ascription, and then adjusts them to the context of the art world. We argue that both competence and identity contribute to the status construction of creative leaders by enabling their emergence within social networks. In addition to the processes of leader prototypicality through which leaders emerge within groups, we also identify processes of leader atypicality through which creative leaders emerge within network structures. Finally, our conceptual analysis is illustrated by the case of Pop artist Andy Warhol, focusing on his emergence as a creative leader within the art world of New York and his art studio, the factory.

This study examined the impact of a state policy requiring that any school with a habitual truancy rate of 8% or higher to be trained in Tier 1 school-wide Positive Behavioral Interventions and Supports (SW-PBIS). A regression discontinuity (RD) design was used to examine how the schools\' mandate status related to SW-PBIS training as well as student suspensions, truancy, and achievement in 410 public middle and high schools, of which 261 were affected by the mandate. We further examined the growth trajectories (i.e., improvement) of implementation fidelity over time using growth mixture modeling (GMM). Contrary to the intent of the policy to improve student outcomes, the RD results suggested that the mandate did not significantly impact reading and math achievement, truancy rates, or SW-PBIS training in 2010-2011 through 2013-2014. Mandated schools had higher suspension rates in 2010-2011 through 2013-2014 than the non-mandated schools; however, these differences in the suspension rates appear to have persisted from years prior to the mandate. Descriptive analyses suggested that mandated schools had statistically significantly higher rates of training, and the GMM analyses on the fidelity data indicated that mandated schools were significantly more likely to be in an improving implementation growth trajectory over time. Taken together, results suggested that the policy showed some promise for improving SW-PBIS training and fidelity over time, but it had little to no impact on student outcomes.

This paper examines emotion regulation defined as one of the components of emotional intelligence ability and tests how emotion regulation predicts academic achievement, relationship quality, and affective well-being outcomes in adolescents. Specifically, we examine two ways of measuring emotion regulation ability-using performance test scores and through knowledgeable informant observations (teachers). While previous research supports the predictive validity of performance on ability tests of emotion regulation observer reports of emotion regulation have not received much empirical attention. In a sample of high school students, we test whether performance-tested and observer-assessed emotion regulation ability predict a range of outcomes beyond the Big Five personality traits and gender and whether the two measures of emotion regulation ability predict outcomes independently. Our hypotheses are supported for outcomes of relationship quality and academic achievement, but not for affective well-being outcomes. We discuss the implications for assessment of emotion regulation ability and the nature of outcomes predicted by emotion regulation ability.

The General Biology-Measuring Achievement and Progression in Science (GenBio-MAPS) assessment measures student understanding of the Vision and Change core concepts at the beginning, middle, and end of undergraduate biology degree programs. Assessment coordinators typically administer this instrument as a low-stakes assignment for which students receive participation credit. While these conditions can elicit high participation rates, it remains unclear how to best measure and account for potential variation in the amount of effort students give to the assessment. To better understand student test-taking motivation, we analyzed GenBio-MAPS data from more than 8000 students at 20 institutions. While the majority of students give acceptable effort, some students exhibited behaviors associated with low motivation, such as low self-reported effort, short test completion time, and high levels of rapid-selection behavior on test questions. Standard least-squares regression models revealed that students\' self-reported effort predicts their observable time-based behaviors and that these motivation indices predict students\' GenBio-MAPS scores. Furthermore, we observed that test-taking behaviors and performance change as students progress through the assessment. We provide recommendations for identifying and filtering out data from students with low test-taking motivation so that the filtered data set better represents student understanding.