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A growing body of research suggests that momentary assessment technologies that sample experiences in the context of daily life constitute a useful and productive approach in the study of behavioural phenotypes and a powerful addition to mainstream cross-sectional research paradigms. Momentary assessment strategies for psychopathology are described, together with a comprehensive review of research findings illustrating the added value of daily life research for the study of (1) phenomenology, (2) aetiology, (3) psychological models, (4) biological mechanisms, (5) treatment and (6) gene–environment interactions in psychopathology. Overall, this review shows that variability over time and dynamic patterns of reactivity to the environment are essential features of psychopathological experiences that need to be captured for a better understanding of their phenomenology and underlying mechanisms. The Experience Sampling Method (ESM) allows us to capture the film rather than a snapshot of daily life reality of patients, fuelling new research into the gene–environment–experience interplay underlying psychopathology and its treatment.

Background Mentoring relationships play a critical but poorly understood role in mentoring’s overall success. To overcome these knowledge gaps, a study of mentee experiences in the Palliative Medicine Initiative, a structured research-based mentoring program, is proposed. The program’s clearly described mentoring approach, competency-based mentoring stages and curated mentoring environment ensure a consistent mentoring experience. It provides a unique platform to study mentoring relationships longitudinally and its implications on professional identity formation. Methodology The Tool Design Systematic Evidence-Based Approach methodology is used to map and employ current understanding. A review of recent reviews on mentoring processes, mentoring’s effects, professional identity formation and professional identity formation assessment tools lay the foundation for the design of semi-structured interviews and mentoring diaries to evaluate the characteristics of successful mentoring relationships and mentoring’s impact on professional identity formation. The data accrued from these tools were evaluated using this methodology whilst changes in professional identity formation were assessed using the Ring Theory of Personhood. Results The semi-structured interviews revealed four themes: stakeholders, mentoring stages, mentoring relationships and professional identity formation whilst the mentoring diaries revealed two: mentoring processes and mentoring relationships. Two final domains emerged – mentoring relationships and professional identity formation. Conclusions The Palliative Medicine Initiative’s structured stage-based mentoring approach, trained stakeholders, curated environment, assessment-directed and personalized mentoring support reveal seven developmental stages of mentoring relationships. These culminate in changes to the values, beliefs and principles that shape how mentees see, feel and act as professionals. These findings suggest that mentoring programs may help to further develop and fine-tune their professional identity formation.

Background Mentoring can help shape how medical students think, feel, and act as physicians. Yet, the mechanism in which it influences this process of professional identity formation (PIF) remains poorly understood. Through the lens of the ecological systems theory, this study explores the interconnected and dynamic system of mentoring relationships and resources that support professional development and growth within the Palliative Medicine Initiative (PMI), a structured research peer mentoring program. Methods A secondary analysis of transcripts of semi-structured interviews with peer mentors and mentees and a review of their mentoring diaries was conducted to explore the impact of participation in a longitudinal peer mentoring program on both mentees and peer mentors on their personal and professional development through the lens of the mentoring ecosystem model. The Systematic Evidence-Based Approach was adapted to analyze the data via content and thematic analysis. Results Eighteen mentees and peer mentors participated and described a supportive community of practice within the research program, with discrete micro-, meso-, and macro-environments that are dynamic, reflexive, and interconnected to form a mentoring ecosystem. Within this ecosystem, reflection is fostered, and identity work is done—ultimately shaping and refining self-concepts of personhood and identity. Conclusion This study underscores the nuances and complexities of mentorship and supports the role of the mentoring ecosystem in PIF. A deeper understanding of the multiple factors that converge to facilitate the professional development of mentees can help educators develop and implement structured peer mentorship programs that better support reflective practice and identity work.

Teacher assessment identity (TAI) as a vital element of teacher professionalism has recently flourished in educational assessment. However, unpacking its developmental trajectories has been left uncharted. Against this gap, this study scrutinized the dynamism of TAI under the influence of audio diaries. In so doing, 22 novice and experienced Iranian EFL teachers uploaded their audio-diaries on a website for two months. They did so once a week and ultimately 176 audio diaries were gleaned. Moreover, to explore the participants’ perceptions of TAI considering audio diary, a semi-structured interview was held with ten teachers. The results of content and thematic analysis revealed that both novice and experienced EFL teachers’ assessment identities were improved by audio diaries. Initially, the participants concentrated on the theoretical principles of assessment, while at the end they shifted toward social aspects of assessment and professionalism. Furthermore, the results of interviews indicated that audio diaries are promising tools to capture TAI as they allow the participants to do self-reflection, deep thinking, iterative analysis of ideas, and keep a record of their assessment perceptions and practices for future use. The study has implications for EFL teachers and teacher educators by enhancing their knowledge and understanding of TAI and its dynamism.

Objective This manuscript describes the Day‐in‐the‐Life (DIL) method for assessing child caregiving activities, its implementation, and findings regarding family members' roles and associations with maternal depression symptoms. Background Infant caregiving activities are most commonly performed by the mother, although there is increasing acknowledgement of others' contribution. Few methods exist to measure the diverse caregiving activities that mothers and others perform. Method Method development occurred within the Bachpan Cohort Study in rural Pakistan (N = 1154 maternal–child dyads) when the child was 3 months old. The DIL was designed as a semi‐structured interview in which the mother describes her child's day from their perspective. Regression analyses were then used to explore the correlation between the DIL and depression symptoms, using the Patient Health Questionnaire‐9 (PHQ‐9) measure. Results The DIL method was easy to administer and displayed excellent interrater agreement. The findings indicated that instrumental caregiving was mostly provided by the mother alone, others in the household tended to contribute more to infant social interactions, and there was more support from others when the mother was less able to provide care (e.g., when ill). Depression symptoms were higher among women who experienced less contribution from family members when the mother was less able to provide care. Conclusions The DIL can be deployed to measure infant caregiving activities and associations with maternal mental health. Implications This method is promising for researchers interested in disentangling the contribution of multiple family members toward child caregiving and its impacts on maternal and child health.

Metacognition cannot develop on its own; therefore, teachers should teach this skill to their students. Teachers should provide appropriate models and guidelines so pre-service teachers can gain awareness of metacognition before starting their profession. This service sought to determine how a holistic approach affects Turkish pre-service teachers’ awareness of metacognitive listening strategies through a case study. An 8-week plan was implemented, including 3 weeks of theoretical information on metacognitive listening. Pre-service teachers were then divided into groups, and courses on micro-teaching practices were conducted for 5 weeks. The participants were 17 pre-service teachers in their third year at university. Criterion sampling, a purposeful sampling method, was used for sample selection. Data were collected using semi-structured interviews, observation forms, and researcher and participant diaries. Descriptive and content analyses were also conducted. As a result, pre-service teachers’ perceptions of metacognitive awareness and holistic listening strategies improved and they reported a positive relationship between holistic listening strategies and metacognition. Unlike previous studies, the current study emphasized controlling affective readiness in planning strategies. To better comprehend the text, the pre-service teachers suggested incorporating monitoring and problem-solving strategies with supportive cognitive strategies. Peer assessment was also found to be an important aspect of the evaluation strategy. Plain language summary Effect of listening lessons based on a holistic approach on Turkish pre-service teachers’ awareness of metacognitive listening strategies This study aimed to investigate the impact of holistic approach-based listening lessons on the use of metacognitive strategies by preservice Turkish teachers during the listening process. The study utilized a case study method with 17 third-year university students as participants, selected through criterion sampling. Data collection involved semi-structured interviews, observation forms, and researcher and participant diaries, followed by descriptive and content analyses. The findings indicate a positive correlation between holistic listening strategies and metacognitive awareness in teacher education. Specifically, preservice teachers reported that incorporating affective readiness checks as a planning strategy before listening, employing monitoring and problem-solving strategies concurrently during listening, and utilizing peer assessment for evaluation after listening affect the listening process positively.

Artificial Intelligence (AI) has emerged as a transformative tool in language learning, particularly for improving pronunciation. Although recent studies have highlighted AI’s effectiveness in pronunciation training, there has been limited in-depth investigation into university-level English majors' perceptions of using AI for pronunciation practice, especially focusing on two key features: segmental and suprasegmental aspects. Therefore, this research aimed to explore the perceived benefits, challenges, and attitudes of English as a Foreign Language (EFL) students, specifically university-level English majors, using AI to practice these two pronunciation features. A mixed-methods design was employed, combining a questionnaire with semi-structured interviews and journal diaries. The researchers constructed a questionnaire focusing on segmental and suprasegmental features among 70 participants recruited by purposive sampling technique. This questionnaire was constructed by the researcher with critical reviews from six experts in the TESOL field. Qualitative data from semi-structured interviews and journal diaries were collected from 5 participants recruited by convenience sampling technique. The qualitative instruments were theoretically based on the Tripartite Model of Attitudes (Rosenberg & Hovland, 1960). Findings revealed that students found AI tools helpful for improving segmental pronunciation features, especially long vowels, but encountered challenges such as technical inaccuracies. Suprasegmental features, like word stress, showed moderate improvement, while pauses, speech chunking and connected speech received insufficient feedback. Despite these challenges, most students expressed enthusiasm for AI’s convenience and personalized support. This study presents implications for theory and offers practical insights for teachers, English majors, and AI developers.

The time-geographic diary, supplemented by interviews, is presented in this study as a useful method to demonstrate that desirable everyday life projects, with associated activities, may positively influence an individual’s quality of life. Breast cancer survivors can experience challenging everyday life activities due to late effects of treatment. Despite improvements in survivorship follow-up programs, we still lack knowledge about how the women themselves prioritise activities that are positive in everyday life. The aim of the present study was to identify everyday life projects that improve the quality of life in breast cancer survivors. The multi-method design included the time-geographic diary method and in-depth semi-structured interviews, carried out with a sample of fifteen breast cancer survivors. The interviews were performed with stimulus from the diary notes and consecutively analysed by directed content analysis. Meaningful everyday life activities were emphasised, and four projects were generated: 1) To do what is good for my body and soul; 2) To create something that is nice and for joy; 3) To keep my family and social network together; and 4) To keep my mind active. These findings can be directed to the development of more individual and peer-driven health care services.

This study aims to explore the effective teaching methodologies of teachers to improve the teaching of students with different needs. In this study, 12 teachers who were teaching 7th and 8th grades in their schools were interviewed. These teachers were from six private schools and in each school two teachers were taken as a sample. A qualitative approach was used in this study. Researchers developed the semi-structured interview protocol through an intensive literature review. The instrument was validated by three experts in the related field. Research data were collected through face-to-face interviews with the participants. Teachers were also asked about writing a diary to reflect on their teaching and learning process. Teachers were given four weeks to reflect on their actions and these teachers were interviewed after four weeks of writing diaries regarding the reflection of their teaching. Qualitative descriptive analysis was applied to analyze the data. The qualitative descriptive study describes the phenomenon rather than an explanation of the phenomenon. Data explored that teachers are not familiar with the use of reflective practices to improve the teaching-learning process. Teachers considered the lesson planning to be enough for them. Moreover, school authorities do not motivate teachers to be engaged in reflection on their teaching. After analyzing the diaries, it was concluded that teachers did not manage properly their reflective journals or they did not use these diaries daily. However, they thought that the process of reflection required a lot of time. Recommendations for future research have been incorporated in the article.

Although motivation is an extensively discussed topic, minor languages deserve more research attention. This qualitative multiple case study explores motivation to learn Czech as a second language in Beginners' Czech language courses for Erasmus students in the Czech Republic through the lens of the L2 Motivational Self System (L2MSS), searching for the critical motivation sources in this type of setting. The data were collected in language learning journals, two semistructured interviews, and a final questionnaire. Five cases were chosen to demonstrate the key sources of motivation. In the profiles, the ideal L2 self, closely tied to the sojourn in the country, and the L2 learning experience in the language course were the most prominent components of the L2MSS. The data also suggested a possible role of the multilingual self. Finally, the paper presents pedagogical implications suitable for this type of course and broader instructional contexts.