Purpose: This study had three aims. First, to examine the validity of the workaholism triad as compared to the workaholism dyad. Second, to test the relationship between workaholism and work‐family conflict. Third, to explore the three‐way relationships between worker type, work‐family conflict (WFC) and supervisor support and flexible work schedules.Design/methodology/approach: Participants consisted of 169 workers employed in the legal industry. The sample used was respondent‐driven and questionnaires were self‐administered. Workaholism was operationalised using two dimensions of the Spence and Robbins WorkBat: first, drive to work and second, work enjoyment, which produced four worker types (workaholics, enthusiastic workaholics, relaxed workers and uninvolved workers).Findings: Support was found for McMillan et al.'s dyad conceptualisation of workaholism as opposed to Spence and Robbins' triad model. Specifically it was found that the work involvement subscale had low internal reliability and an unreliable factor structure. Results demonstrated that worker type was significantly related to WFC. Specifically, workaholics and enthusiastic workaholics experienced significantly more WFC than relaxed and uninvolved workers. Regarding the three‐way relationships, it was found that worker type moderated the relationship between schedule flexibility and WFC. Specifically, it was found that enthusiastic workaholics, in contrast to their workaholic counterparts, experienced declining WFC with access to flexible scheduling. Supervisor support was not significant.Practical implications: The current study suggests that blanket policies, designed to promote work‐life balance, are unlikely to be effective for all employees. Indeed, it appears that although both workaholics and enthusiastic workaholics experience high levels of WFC, these two worker types may require different support mechanisms in order to achieve greater work‐life balance.Originality/value: Despite their apparent conceptual linkage, the relationship between workaholism and work‐family conflict has not been explored in the literature to date. The current study contributes to the field of organisational behaviour both through proposing an additional dispositional antecedent to WFC (i.e. workaholism) and through uncovering an additional consequence of workaholic behaviour patterns (i.e. WFC).

In early 2020, due to the COVD-19 pandemic, Australian schools were closed and students began an unprecedented time of remote learning. The current study aimed to understand how teachers planned and implemented mathematics learning programs for their students, the challenges they encountered, as well as the degree to which their students were motivated or engaged when learning mathematics at home. Two teachers from two Australian primary schools who shared a similar contemporary teaching and learning philosophy emphasising inquiry-based learning were interviewed, and students were surveyed anonymously about their engagement (cognitive, emotional, social and behavioural) when learning mathematics from home. Findings indicated that both teachers were concerned about effectively catering for all students and assessing student progress and engagement with the tasks. Survey data revealed most students displayed positive engagement with remote learning experiences, except for the lack of opportunity to learn mathematics with and from their peers.

Fourteen ‘treatment resistant’ problem gamblers received 9 weeks of Dialectical Behavior Therapy (DBT) at specialist problem gambling services delivered in Melbourne, Australia. This study is the first to investigate the effectiveness of a brief DBT treatment for problem gambling, with a focus on measuring change in the four DBT process skills (mindfulness, distress tolerance, emotion dysregulation, and negative relationships). Although there were no statistically significant improvements in measures of gambling behaviour, 83% of participants were abstinent or reduced their gambling expenditure pre- to post-treatment. Participants also reported statistically and clinically significant improvements in psychological distress, mindfulness, and distress tolerance. Moreover, there were no increases in alcohol or substance use. These results are discussed in the context of focusing on a single DBT process skill, and the benefits of using group-based approaches.

Given what is known about the importance of productive struggle for supporting student learning of mathematics at all levels, the current study sought to examine teacher attitudes towards student struggle when students learn mathematics in remote learning settings compared with classroom settings. Eighty-two Australian early years primary teachers involved in a professional learning initiative focused on teaching mathematics through sequences of challenging tasks completed a questionnaire inviting them to compare the two settings. Drawing on a mixed-methods approach, we found that teachers were more positive about the value of student struggle in classroom-based settings compared with remote learning settings. Qualitative analysis of open-ended responses revealed four themes capturing why teachers viewed efforts to support productive struggle in a remote learning setting as potentially problematic: absence of a teacher-facilitated, synchronous, learning environment; parents’ negative attitudes towards struggle when learning mathematics; lack of social connection and peer-to-peer collaboration; and difficulties accessing learning materials. Suggestions for mitigating some of these challenges in the future are put forward.