In recent decades, and especially since the economic crisis, young people have been finding it more difficult to maintain or exceed the living standards of their parents. As a result, they increasingly expect socioeconomic downward mobility. We study the influence of such a pessimistic view on political attitudes, assuming that it is not so much young adults' current economic status, but rather their anxiety concerning a prospective socioeconomic decline that affects their ideological positions. Drawing on data from a survey among young adults aged 18-35 in eleven European countries, we explore to what extent expected intergenerational downward mobility correlates with right-wing and left-wing self-placement. We find that young adults who expect to do worse than their parents in the future are indeed more likely to locate themselves at the extreme ends of the ideological scale.

Objectives Return to work after chronic disease is important for workers, employers and society. The process, however, is challenging. This article provides an analytical and theoretical framework for explaining this process informed by the person-environment fit theory. Methods This article uses a narrative method to (1) review the key concepts, benefits and influencing factors in the literature on return to work after chronic diseases, (2) analyse and critique the most important theoretical models used for explaining return to work after chronic diseases, and (3) review the person-environment fit theory and how it has been used so far. Results The existing models highlight different aspects, but they overlook the relationship between the worker and the employer. An analytical and theoretical framework is proposed to comprehensively explain the worker-employer dynamic. The framework also considers the role of broader factors (policy, labour market) and other stakeholders (health professionals, civil society actors) emphasising the idea that return to work is a phased and cyclical process. Discussion The framework can be used to guide future qualitative and quantitative studies, or as a map for identifying problematic areas related to the worker or the work environment. The model should be empirically tested in future studies.

Student engagement is consequential for learning outcomes and is a key factor in student achievement. While its impact on educational outcomes in a face-to-face setting has made the focus of extensive research, less is known about its effects in the context of online learning, especially in Eastern Europe. The Covid-19 pandemic has forced all higher education institutions in Romania to switch to emergency online learning, with little or no previous experience in this form of instruction. This makes it a highly relevant and interesting case for the study of online learning effects on student outcomes. This article therefore investigates disparities in student engagement in the context of emergency online learning in a sample of undergraduate Romanian students. The article focuses on active learning as a key element of student educational engagement, exploring differences in student background characteristics, such as socioeconomic status, employment status and time spent caring for dependents, as well as studying conditions. Results indicate that the sudden change to emergency online learning has created new disparities in perceived levels of student engagement based on the lack of private, interruption-free spaces and a reliable internet connection, as well as time spent doing housework.

This article explores factors that affect the strength of beliefs in COVID-19 conspiracy theories drawing on data collected in an online survey of undergraduate and graduate students from Romanian universities. The results indicate that students with lower socio-economic status, lower levels of news consumption in the wake of the COVID-19 crisis, who rely primarily on information from television and discussions to their peers, as well as those with lower levels of education/analytical skills are more susceptible to endorsing conspiracy theories regarding the origin and the nature of COVID-19. Education, analytical skills, and exposure to high quality media information appear to equip students with the necessary tools to critically assess COVID-19-related conspiracies. Given the link between conspiracy belief and health behaviors in the context of the pandemic, these results point to the importance of analytical skills and media regulation for curbing misinformation in societal contexts of heightened uncertainty, confusion, and existential threat.

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