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This study examines communal and motivational mechanisms associated with well-being and ill-being among teacher education students during wartime. Drawing on self-determination theory and resilience frameworks, it focuses on environments that support autonomy, competence, and relatedness, as well as communal resilience. Participants included 332 Jewish and Arab-Bedouin students (Mean age = 26.24, SD = 6.38; 93.7% female), who completed an online questionnaire. Jewish students reported higher well-being indicators (autonomous motivation, resilience, hope, and engagement) and lower ill-being indicators (anxiety, depression, and PTSD) than Arab-Bedouin students. Structural equation modeling was used with a mediation model in which community resilience was associated with need satisfaction and need frustration, which, in turn, were associated with well-being and ill-being. Community resilience was positively associated with need satisfaction, which, in turn, was linked to resilience, hope, engagement, and autonomous motivation in both groups, and to lower ill-being among Arab-Bedouin students. It was also negatively associated with need frustration, which was linked to lower resilience among Jewish students and higher ill-being in both groups. These findings highlight SDT as a resilience theory characterized by cultural specificity during wartime and the role of communal resilience as a resource associated with well-being and ill-being among students. They emphasize educational settings as environments that promote resilience.
The rapid integration of artificial intelligence (AI) into educational settings presents a profound challenge for teacher education. This study examines how pioneering teacher educators in Israeli colleges of education perceive their role in training student teachers for AI-integrated teaching. Using a qualitative, interpretive phenomenological approach, semi-structured interviews were conducted with 13 participants—seven pedagogical advisors and six lecturers—from seven teacher training institutions representing diverse educational streams. Data were analyzed using a hybrid approach combining human thematic analysis and AI-assisted dialogic analysis. Findings revealed that participants perceived themselves as agents of change responsible for modeling critical AI use, while raising epistemic concerns regarding cognitive atrophy and the erosion of expertise. A crisis of trust triggered by students’ uncritical submission of AI-generated outputs prompted a shift toward process-based and in-class assessment. Pre-service teachers used AI for differentiated lesson planning, visual aids, and simulations, with experiences ranging from heightened self-efficacy to frustration. Persistent challenges included rapid technological change, the absence of institutional policy, ethical and privacy concerns, cultural factors, and economic barriers. Drawing on post-digital theory and AI literacy frameworks, this study argues that effective preparation for the AI era requires a fundamental reimagining of teacher education—one that redefines literacy, pedagogy, and human agency.
This study replicates and extends prior research examining whether late-game comebacks generate momentum that carries into overtime. Given the growing emphasis on replication in behavioral sciences, it reassesses this anticipated effect using a substantially larger and more diverse dataset while also examining whether previously reported sex differences in momentum generalize to this context. The original NBA study analyzed 881 overtime games across 11 seasons and found no evidence that comeback teams were more likely to win. Using publicly available play-by-play data from the 1999–2000 season to the 2024–2025 season, we expanded the sample to 2357 NBA and WNBA overtime games. Chi-square tests, binomial tests, and logistic regression analyses controlling for team strength and comeback characteristics were conducted. In the NBA, comeback teams won 49.24% of single-overtime games (χ²(1) = 0.248, p = .619), compared with 53.27% in the WNBA (χ²(1) = 1.241, p = .265). The null results remained unchanged after accounting for team strength, comeback size, timing, and characteristics of the final scoring event. These findings provide robust replication evidence that late-game comebacks do not translate into an improved chance of winning games and suggest that this null effect generalizes across both men's and women's professional basketball.
Self-regulated learning (SRL) is a cyclical process essential for activating independent learners. Because SRL does not develop spontaneously, teachers need to learn about and experience its components and effective practices to stimulate students’ SRL. To support teachers in SRL practice implementation, we propose a unique professional development model that combines direct and indirect instruction of SRL. The model is based on Authentic, Interactive, and Dynamic Experiences in SRL context (SRL-AIDE), and involves live-actor simulations, where participants are highly engaged and immersed in the experience.The study aims to shed light on the relationships and characteristics of practices that promote SRL directly by metacognitive strategic support (MCS), and indirectly by activating students’ independent learning with knowledge construction (KC). This is a quantitative study with a quasi-experimental design. Two teachers’ intervention groups with a pre/post design (N = 70) were compared: an experimental group exposed to the SRL-AIDE model focused on MCS vs. a comparison group exposed to a practice program focused on KC. The study examined in-class SRL practice implementation of two measures: explicitness level and duration in the lesson, and investigated the relations between the MCS and KC practices using real-time in-class measurement methods. Differences emerged between the groups in the MCS and KC practices by time. The experimental group showed greater gains in both practices. This study contributes to the field by providing quantitative evidence on the relationships between MCS and KC practices, which were previously described as supportive mainly in qualitative studies, offering new insights into how these practices work together to support SRL development. Implications for teacher education and future studies are discussed.
