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This article presents a follow-up examination of 10 iterations of a blended course on educational psychology and e-learning carried out at the University of Bari. All iterations of the course considered in this study were designed using the constructive and collaborative participation (CCP) model. Our main research questions are What are the students' long lasting memories of this course? How do the students use the skills and the competences acquired through the course across an extended period of time? In line with these research questions, the aims of this investigation can be summarized as follows (i) to understand the students' perceptions and long lasting memories of the course and (ii) to investigate the transfer of skills and knowledge across an extended period of time, based on a self-reported survey. The analysis was carried out by administering the survey to all 196 students who took part in the course in the 2005-2015 decade. 96 participants responded to the survey. The survey is designed to collehe model that are significant for the students in the long term, and to discover and interrogate the acquisition and transfer of skills useful for the students' personal and professional lives beyond the academy. Copyright © 2020 Ritella, Di Maso, McLay, Annese and Ligorio.In medicine and social sciences, the phrase "gold standard" is often used to characterize an object or procedure described as unequivocally the best in its genre, against which all others should be compared. Examples of this usage are readily available in rigorously peer-reviewed publications, touted by test publishers, and appear in descriptions of methodologies by social science researchers. The phrase does not accurately describe commonly accepted measures, tests, and instruments. Instead, the descriptor can be ambiguous and misleading. This paper presents an overview of the history of the gold standard and its current applications to medicine and the social sciences. We question the use of the phrase "the gold standard" and suggest the additional operational use of a "pyrite principle" as a less presumptuous frame of reference. In thinking about validity and standards, the pyrite principle permits an understanding of standards as authoritative rather than fixed constructs in behavioral and health sciences. Copyright © 2020 Brodsky and Lichtenstein.[This corrects the article DOI 10.3389/fpsyg.2020.00353.]. Copyright © 2020 Chentsova Dutton, Choi and Choi.Forms of collective leadership, such as distributed leadership, have become increasingly important. The need for measurement of the variables involved in the delegation processes represents a new challenge for organizations that want to ensure high-level working. The present study aimed to validate the Italian version of the distributed leadership agency (DLA). The study was carried out on 704 employees (doctors, nurses, clerks, staff workers, healthcare assistants, consultants, management) of an Italian public hospital, who were selected to complete a survey on organizational perceptions. Multiple confirmatory factor analyses (maximum likelihood) have been computed to explore the factorial structure of the DLA, along with associations with other work outcomes. Results about the Italian DLA confirmed the original trifactorial structure of the construct, suggested by Yukl (2002), through good fit indexes and reliability scores; moreover, consistent with the literature, DLA was strongly related to satisfaction, commitment, and trust. Results contribute to underline the robustness of the construct of DLA in different cultural sectors and provide a useful tool to be adopted in the Italian context. Copyright © 2020 Barattucci, Lo Presti, Bufalino, Jønsson, Teresi and Pagliaro.This study aims to resolve contradictory conclusions on the relative importance of lexical and syntactic knowledge in second language (L2) listening with evidence from academic English. It was hypothesized that when lexical and syntactic knowledge is measured in auditory receptive tasks contextualized in natural discourse, the measures will be more relevant to L2 listening, so that both lexical and syntactic knowledge will have unique contributions to L2 listening. To test this hypothesis, a quantitative study was designed, in which lexical and syntactic knowledge was measured via partial dictation, an auditory receptive task contextualized in a discourse context. Academic English listening was measured via a retired IELTS listening test. A group of 258 college-level native Chinese learners of English completed these tasks. ICI-182780 Pearson correlations showed that both lexical and syntactic measures correlated strongly with English listening (r = 0.77 and r = 0.67 respectively). Hierarchical regression analyses showed that both measures jointly explained 62% of the variance in the listening score and that each measure had its unique contribution. These results demonstrated the importance of considering construct representation substantially and using measures that well reflect constructs in practical research. Copyright © 2020 Cai.In a modern working environment characterized by new technology and work assignments extended to personal time, employees are expected to balance multiple roles while maintaining maximum productivity. Past studies analyzed work-family conflict and its connection to job performance, without adequate integration of psychological factors into the research model. This study aims to fill the gap and explain the impact of work-family conflict and psychological factors on job performance. To explore the association between work-family conflict and job performance and measure the effects on psychological safety and psychological well-being, an empirical study was conducted on a sample of 277 company employees in Bahrain. The online questionnaire used five-point Likert-scales adopted from previous studies to measure the variables of the research model. In the structural model, relationships between work-family conflict, psychological well-being, psychological safety, and job performance were tested. Confirmatory Facto on ways to increase employees' effectiveness and ensure better performance by preventing work-family conflict from occurring. Copyright © 2020 Obrenovic, Jianguo, Khudaykulov and Khan.