This study evaluates a three-week online self-training intervention teaching mindfulness as a cognitive-emotional segmentation strategy. Daily effects on psychological detachment, affective well-being, psychological and strain-based work-family conflict, and satisfaction with work-life balance were assessed, with a particular focus on whether segmentation preferences moderate training responsiveness. A randomized wait-list control group design was used for administering daily questionnaires to 190 participants. Psychological detachment, affective well-being, and work-life interface measures were assessed daily. As expected, growth curve analyses revealed positive effects on psychological detachment, psychological work-family conflict, and work-life balance satisfaction. No effects were found for strain-based work-family conflict. Additionally, segmentation preferences moderated the intervention effect on psychological detachment, such that participants with low segmentation preference reported stronger intervention effects. Unexpectedly, affective well-being increased in both groups. Practitioner points Practicing mindfulness as a cognitive-emotional segmentation strategy enables detachment from work. Mindfulness training reduces psychological work-life conflict and enhances work-life balance satisfaction, irrespective of preferences for segmentation or integration. Mindfulness training increases detachment from work most successfully for integrators. Organizational practices and policies are advised to include brief mindfulness interventions in work-life balance programmes. This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.

These retention rates of lacosamide in PWID are similar to rates of previously registered anti-epileptic drugs in PWID. Behavioural side effects were noted in a high proportion compared to the general literature on lacosamide. Other side effects were in line with this literature. Lacosamide seems effective and safe for PWID and refractory epilepsy.

Abstract. Self-regulated learning is essential for studying successfully at university. However, students often show deficits in their ability to learn in a self-regulated way. Consequently, it has become crucial to foster students' self-regulated learning at university. The effectiveness of such courses has primarily been investigated in regular class contexts that require physical attendance. However, web-based course formats are currently gaining in importance. Web-based courses have several advantages (e. g., that students can decide when and where they want to study). The question of whether a web-based course is as effective as an attendance-based one has yet to be answered. In a randomized intervention study (N = 186 university students) with two different treatments (attendance-based and web-based courses), it was investigated whether students in the web-based format profited to the same extent as students in the attendance-based course. Kirkpatrick's model was implemented for evaluation. The results showed that the students were very satisfied with both course formats, self-regulated learning was considered useful for studying, and the subjective and objective increases in learning were high. Furthermore, the results showed that self-regulated learning can be fostered in the web-based course as effectively as in the attendance-based course.

In preparation for graduating from high school, students face the challenge of having to learn the subject matter of several school years with little guidance. The ability to self-regulate learning is conducive to this. Research has shown that students’ self-regulated learning can be successfully promoted through training. However, when such training is provided voluntarily, not all students participate and dropout rates tend to be high. Minimal interventions on utility value and implementation intention are promising approaches to increase the use of voluntary training. This study investigates whether short interventions can increase the participation in voluntary self-regulated learning training and whether differences in participation can be explained by motivation profiles. A randomized intervention study was conducted with 269 students assigned to one of four conditions: utility value, implementation intention, a combination of utility value and implementation intention, or a control condition. Regression analyses show the minimal interventions on utility value and implementation intention had no effect on training participation. Positive predictors, however, were expectancy for success and mean grade score. In addition, latent profile analyses showed a three-class model with the profiles “motivated,” “balanced,” and “unmotivated.” Motivated students participated in the training significantly more often than students with other profiles. Implications for theory development and practice are discussed.