Explore the vast range of titles available.

Screening for cognitive impairment in primary care is important, yet primary care physicians (PCPs) report conducting routine cognitive assessments for less than half of patients older than 60 years of age. Linus Health's Core Cognitive Evaluation (CCE), a tablet-based digital cognitive assessment, has been used for the detection of cognitive impairment, but its application in primary care is not yet studied. This study aimed to explore the integration of CCE implementation in a primary care setting. A cohort of participants was recruited from the upcoming schedules of participating PCPs at UMass Memorial Medical Center. Eligibility criteria included individuals aged ≥65 years; ability to read, write, and speak in English or Spanish; no previous diagnosis of cognitive impairment; and no known untreated hearing or vision impairment. Research coordinators collected consent from participants and facilitated the screening process. PCPs reviewed reports in real time, immediately before the scheduled visits, and shared results at their discretion. A report was uploaded to each participant's REDCap (Research Electronic Data Capture; Vanderbilt University) record and linked to the encounter in the electronic health record. Feedback from patients and their caregivers (if applicable) was collected by a tablet-based survey in the clinic before and after screening. Participating PCPs were interviewed following the completion of the study. The screened cohort included 150 patients with a mean age of 74 (SD 7) years, of whom 65% (97/150) were female. The CCE identified 40 patients as borderline and 7 as positive for cognitive impairment. A total of 84 orders were placed for select laboratory tests or referrals to neurology and neuropsychology within 20 days of CCE administration. Before the assessment, 95% (143/150) of patients and all 15 caregivers expressed a desire to know if their or their loved one's brain health was declining. All except one patient also completed the postassessment survey. Among them, 96% (143/149) of patients reported finding the CCE easy to complete, and 70% (105/149) felt that the experience was beneficial. In addition, 87% (130/149) of patients agreed or strongly agreed that they wanted to know their CCE results. Among the 7 participating PCPs, 6 stated that the CCE results influenced their patient care management, and all 7 indicated they would continue using the CCE if it were made available after the study. We explored the integration of the CCE into primary care visits, which showed minimal disruption to the practice workflow. Future studies will be warranted to further validate the implementation of digital cognitive impairment screening tools within primary care settings in the real world.

Recent research on the professional competencies of mathematics teachers, which has been carried out during the last decade, is characterized by different theoretical approaches on the conceptualization and evaluation of teachers' professional competencies, namely cognitive versus situated approaches. Building on the international IEA Teacher Education and Development Study in Mathematics (TEDS-M) and its follow-up study, TEDS-FU, the paper compares cognitive and situated approaches on professional competencies of teachers. In TEDS-FU, the cognitive oriented framework of TEDS-M has been enriched by a situated orientation including the novice-expert framework and the noticing concept as theoretical approaches on the analyses of classroom situations. Correspondingly, the evaluation instruments were extended by using video vignettes for assessing teachers' perception, interpretation, and decision-making competencies in addition to cognitive oriented knowledge tests. The paper discusses the different kinds of theoretical frameworks and the consequences for the evaluation methods, the strengths, and weaknesses of both approaches. Furthermore, connecting the results of TEDS-FU with TEDS-M allows comprehensive insight into the structure and development of the professional competencies of mathematics teachers, the complex interplay between the different facets of teachers' competencies, and the high relevance of teaching practice for the development of these competencies. The analyses show on the one hand that both approaches—cognitive and situated—are needed for a comprehensive description of teachers' professional competencies. On the other hand, it is shown that both approaches can be integrated in a productive way. The paper closes with prospects on further studies coming even closer to the real classroom situation.

Research summary: Agency theory suggests that external governance mechanisms (e.g., activist owners, the market for corporate control, securities analysts) can deter managers from acting opportunistically. Using cognitive evaluation theory, we argue that powerful expectations imposed by external governance can impinge on top managers' feelings of autonomy and crowd out their intrinsic motivation, potentially leading to financial fraud. Our findings indicate that external pressure from activist owners, the market for corporate control, and securities analysts increases managers' likelihood of financial fraud. Our study considers external governance from a top manager's perspective and questions one of agency theory's foundational tenets: that external pressure imposed on managers reduces the potential for moral hazard. Managerial summary: Many of us are familiar with stories about top managers \"cooking the books\" in one way or another. As a result, companies and regulatory bodies often implement strict controls to try to prevent financial fraud. However, cognitive evaluation theory describes how those external controls could actually have the opposite of their intended effect because they rob managers of their intrinsic motivation for behaving appropriately. We find this to be the case. When top managers face more stringent external control mechanisms, in the form of activist shareholders, the threat of a takeover, or zealous securities analysts, they are actually more likely to engage in financial misbehavior.

Purpose Drawing on the cognitive–affective–conative framework, this study aims to develop a model of service robot acceptance in the hospitality sector by incorporating both cognitive evaluations and affective responses. Design/methodology/approach A mixed-method approach combining qualitative and quantitative methods was used to develop measurement and test research hypotheses. Findings The results show that five cognitive evaluations (i.e. cuteness, coolness, courtesy, utility and autonomy) significantly influence consumers’ positive affect, leading to customer acceptance intention. Four cognitive evaluations (cuteness, interactivity, courtesy and utility) significantly influence consumers’ negative affect, which in turn positively affects consumer acceptance intention. Practical implications This study provides significant implications for the design and implementation of service robots in the hospitality and tourism sector. Originality/value Different from traditional technology acceptance models, this study proposed a model based on the hierarchical relationships of cognition, affect and conation to enhance knowledge about human–robot interactions.

Based on ideology-infused psychological contract theory and cognitive evaluation theory, this study investigated the curvilinear relationship between ethical leadership and employee creativity. A curvilinear mediation model was proposed to explain the impact of ethical leadership on creativity, using employee intrinsic motivation as the mediator. Applying a two wave sampling design that consist 258 employees and their leaders, we found that employee creativity improved as ethical leadership increased from low to moderate levels. However, the employee creativity improvement was attenuated when ethical leadership increased from moderate to high levels. Furthermore, the study also revealed that employee intrinsic motivation partially mediated this curvilinear relationship. The theoretical and managerial implications are discussed.

Our study investigates how buyer power affects supplier relationship commitment. When a buyer exerts power on a supplier, the supplier response can be either simple compliance or commitment at a deeper level. Theoretically, the latter pertains to a supplier's intrinsic motivation. Building on cognitive evaluation theory, our model proposes the distinctive yet interactive nature of reward power and coercive power, commonly considered together as mediated powers. It also posits that nonmediated powers (expert, referent, and legitimate) amplify the influences of reward and coercive powers. An empirical investigation, based on large‐scale multinational survey data, provides support for our theoretical arguments. We discuss the practical implications for how buyers can use reward and coercive powers to improve supplier relationship commitment.

PurposeThe purpose of this paper is to examine the effect of ethical leadership on followers’ organizational citizenship behavior (OCB) and turnover intention and to examine the mediating role of intrinsic motivation in the relationships.Design/methodology/approachThe study employed a quantitative research method with a sample of 351 supervisor–subordinate dyads in three large public universities in the Kurdistan Region of Iraq. The statistical analysis was conducted using Statistical Package for Social Science software, through multiple regression analyses to test the research hypotheses.FindingsThe results indicated that ethical leadership positively related to OCB and negatively related to turnover intentions. The results also showed that intrinsic motivation fully mediates the relationship between ethical leadership, OCB, and turnover intentions.Originality/valueThis study recognized the gap in the literature, and it contributes to the body of knowledge through an examination of the mediating role of intrinsic motivation between ethical leadership, OCB and turnover intention, relying on the cognitive evaluation theory.

Drawing on the cognitive evaluation theory, we proposed a homologous multilevel model to explore how ethical leadership influenced employees' innovative work behavior through the mediation of intrinsic motivation at both group and individual level. With questionnaires rated by 302 employees from 34 work units of two companies in the mainland of China, we conducted multilevel analysis to examine our hypotheses. The results showed that individual innovative work behavior was positively related to both individual perception of ethical leadership and group ethical leadership, while individual intrinsic motivation mediated the two relationships. Moreover, group intrinsic motivation mediated the relationship between group ethical leadership and innovative work behavior. The theoretical and practical implications were further discussed.

The widespread adoption of artificial intelligence (AI) is revolutionizing education, prompting a thorough investigation into its impact on students' innovation behavior. Basing our research on cognitive evaluation theory, we conducted a twowave survey with 557 students to explore the predictive link between use of Al in learning and innovation, incorporating digital efficacy as a mediator and Al literacy as a moderator. The results demonstrated a significant positive association between Al usage and innovation behavior, which was mediated by digital efficacy. However, although Al literacy strengthened the link between Al usage and digital efficacy for students with high vs. low) literacy levels, it did not significantly alter the indirect pathway to innovation behavior. These findings extend the applicability of cognitive evaluation theory within the educational domain and provide empirical insights into the complex relationship between Al adoption and student innovation.