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Although calls for responding to migration-related diversity in education are not novel, few studies have examined linguistic and affective outcomes of diversity-sensitive approaches for vocabulary teaching. This article reports on an intervention study in which beginner English-foreign-language learners (N = 51, Mage = 8.67 years) worked on one textbook unit (five 45-min lessons). Teachers supplemented the unit with translingual scaffolds and encouraged students to draw on and use their linguistic resources (plurilingual group), or stimulated appreciation of plurilingualism and positive language attitudes (motivation group). We assessed language gains through pre-, post-, and follow-up tests, and measured affect after each lesson. Both intervention groups outperformed the control group, which worked only with the textbooks, regarding productive vocabulary learning. Translingual scaffolding was beneficial for sustaining vocabulary gains. The data further indicate that motivational activities stimulate positive affect, but only the plurilingual group showed lower negative affect than the control group. Overall, the data suggest that intervention activities can augment productive vocabulary and support student well-being. We argue that future studies should pay more attention to affective outcomes when exploring ways of addressing migration-related diversity in the classroom. [ABSTRACT FROM AUTHOR]

Information professionals integrate a variety of technologies and tools into their work practices and are often introduced to these while they are students in library and information science programs. This commentary examines recent trends, barriers, and potential approaches in teaching technology for LIS graduate students. Here we draw on our expertise teaching several technology topics, including an introductory technology survey course for graduate students, programming and database management, and intersectionality and technology. Rooted in a reflection on our perspectives as technology educators, our analysis focuses on this central question: How can library and information science instructors foster the confidence, curiosity, and comfort that students need to continually engage with an ever-changing technological landscape throughout the course of their careers? [ABSTRACT FROM AUTHOR]

Academic libraries have conducted studies on the importance of the library research consultation (LRC) regarding student learning and the impact on academic success. While there is a robust literature examining library anxiety, no study has been designed to measure the impact of the library research consultation on stress. Researchers at a mid-sized midwestern Carnegie Research 2 institution analyzed 108 surveys administered before and after the consultation. Findings confirm the LRC improves perceived stress levels at the project and overall level. The overall stress change and project stress levels were lower during the COVID phase of the study. [ABSTRACT FROM AUTHOR]

College students' mental health concerns have dramatically increased in prevalence and severity over the past decade, overwhelming the capacity of counseling centers to meet demand for services. In response, institutions of higher education (IHEs) increasingly emphasize prevention, education, and outreach efforts aimed at improving well-being. Although this focus has prompted an increase in research on student well-being, few studies have investigated the unique contributions of malleable psychosocial factors on student outcomes. This study aims to address this gap in the literature by examining the relative impact of an array of psychosocial factors—adaptive and maladaptive perfectionism, coping self-efficacy, social connectedness, perceived burdensomeness, grit, resilience, and meaning in life—on academic performance and distress and suicidality in a sample of 7505 students from 15 U.S. IHEs. Controlling for institutional selectivity and non-malleable aspects of students' identities and pre-college experiences, facets of perfectionism, grit, and emotion-focused coping self-efficacy were the psychosocial factors most strongly associated with GPA, and perceived burdensomeness, social connectedness, emotion-focused coping self-efficacy, and resilience were most strongly associated with distress and suicidality. Among non-malleable factors, race/ethnicity explained the most variance in GPA and gender identity explained the most variance in distress and suicidality. Results are discussed in light of persistent, identity-based disparities in academic achievement and suicide risk and the potential of psychosocial factors as intervention targets to improve academic performance and reduce suicide risk. [ABSTRACT FROM AUTHOR]

Background: Few studies have examined the effects of later class start times in college, even though developmentally driven sleep phase changes persist into the mid-20s. Objective: We hypothesized that sleepiness would be higher in an 8 a.m. versus 10 a.m. section of Introductory Psychology, and grades, engagement, enjoyment, attendance, assignment completion, ease of waking and staying awake, and student evaluations of teaching (SETs) would be lower. Method: Eighty-two students enrolled in an 8 a.m. (n = 39) or 10 a.m. (n = 43) section of Introductory Psychology reported their GPA and completed the Stanford Sleepiness Scale, Likert-scale items from the College's SET form, and other questions. Results: Students in the 8 a.m. section reported lower GPA, class grade, and assignments completed; more sleepiness; and a harder time waking up and staying awake for class. Several findings held when controlling for GPA. Conclusion: Results extend previous research and suggest the importance of offering later classes in college. Limitations include a small sample size, quasi-experimental design, and use of self-report data. Future researchers should test whether findings replicate with other kinds of classes and in other subjects. Teaching Implications: To maximize student success and well-being, later courses should be offered at the college level whenever feasible. [ABSTRACT FROM AUTHOR]

Despite the fact that research shows that collaboration between families and schools contribute to academic achievement, social‐emotional development and sense of well‐being of students, many schools struggle to establish family‐school partnerships. The current study explores keys to success and challenges in engaging families to the design and implementation of School Wide Positive Behavioral Interventions and Supports (SWPBIS). In a two‐step systematic assessment, consisting of an online survey (n = 27 participants) and five focus group interviews with administrators and members of SWPBIS leadership teams in schools for primary education (n = 15 participants), we found that all 27 participating schools considered partnerships and communication with parents important. However, most participating schools did not have a policy or strategic planning for engaging families, nor did they systematically evaluate their actions. Schools used one‐way approaches of communicating with parents and found it hard to adapt their communication to a diverse population of new parents and parents already familiar with SWPBIS. Schools did not communicate about what was achieved by implementing SWPBIS in their school. Including families in the SWPBIS leadership team was often considered challenging. Input from families on SWPBIS was not collected, nor did schools gather information about family's needs, (cultural) backgrounds to develop strategies for engaging families. Further research on actual school practices in engaging families is recommended. [ABSTRACT FROM AUTHOR]

College students are known to have high stress levels, which can have negative consequences on their academic performance. In Austria (Europe) there are no tuition fees and students are allowed to enroll in as many degree programs as they want simultaneously. The unique setting of Austria allows examination of the impact of parallel enrollments on students' stress dimensions. Therefore, this study aims to exploratively determine associations between performance and well-being, stress coping and resource load of students in one and multiple enrolled programs. 213 students took part in a survey and their answers were merged with their performance indicators of the last academic year, retrieved from the university's internal database. The questionnaire was sent out during the finals- and examination phase prior to the summer holidays. Multivariate linear regression analyses with performance as outcome were conducted on three analysis levels: (1) unfiltered dataset, (2) students with one enrollment and (3) students with two or more enrollments. Results show that well-being, stress coping and resource occupation are associated with performance indicators, but differently on each analysis level. Students with one study program and students in multiple simultaneous programs may be treated as different populations performance-wise. Due to the correlative nature of this study, the outcomes and predictors are likely influencing each other, making future research on the causal relationships warranted. [ABSTRACT FROM AUTHOR]

Previous research has demonstrated wellbeing benefits for positive education programmes (PEPs) facilitated by clinicians or experts or outside the school context. The current study explored the effects of a Year 10 PEP led by teachers trained in positive education and embedded within the Australian secondary school context. A mixed-methods design compared students receiving PEP (n = 119) with a wellbeing-as-usual comparison group (n = 34) matched on age and socioeconomic status. Depression, anxiety, autonomy, gratitude and mindfulness levels did not differ between groups. Levels of satisfaction with life and relatedness were significantly higher for the intervention than for the comparison students at the post-intervention time point. Qualitative analyses revealed that students valued having engaging and relatable teachers, brief interactive sessions and personally relevant applied content. School-based PEPs may therefore provide some limited ongoing support as students transition into their senior years of secondary school. Delivering positive education within the school context, however, raises challenges relating to levels of teacher training and availability. Capturing the student voice in the current study was valuable and indicated that both teacher and programme factors were central to student engagement in PEPs. [ABSTRACT FROM AUTHOR]

Students' well-being, learning activities, and learning success are key student outcomes that can be affected by challenging times such as the COVID-19 pandemic. Thus, it is vital to investigate the role of important personal (resilience, self-efficacy) and social resources (support from family, friends, teachers, important other) for central student outcomes (life satisfaction as a vital aspect of well-being, learning activities, and learning success) alongside perception of the COVID-19 situation. While the pandemic affected all of society, adolescents as a group who face core developmental challenges were especially vulnerable towards being negatively affected by the pandemic. Thus, analyses are based on 220 adolescent students (60.9% female, 37.7% male, 1.4% diverse) in Germany who were 16.21 years old on average (SD = 0.88) at time of data collection in May 2021. Students filled out an online questionnaire on sociodemographics and variables of interest. Path models revealed that perceiving the COVID-19 pandemic as stressful was negatively related to life satisfaction (β = -.27). Furthermore, perceiving the COVID-19 pandemic as stressful was negatively related to students' self-efficacy (β = -.22) and positively to support from an important other (β =.32). Moreover, several resources were mainly positively related to our central student outcomes (β =.13-.41), and perception of the COVID-19 situation mediated two of those relations. Results underscore the importance of students' self-efficacy, which was related to all student outcomes. Furthermore, the results and methodological issues can impact further research and practice. [ABSTRACT FROM AUTHOR]

Nowadays, cluster analyses are widely used in mental health research to categorize student stress levels. However, conventional clustering methods experience challenges with large datasets and complex issues, such as converging to local optima and sensitivity to initial random states. To address these limitations, this research work introduces an Improved Grey Wolf Clustering Algorithm (iGWCA). This improved approach aims to adjust the convergence rate and mitigate the risk of being trapped in local optima. The iGWCA algorithm provides a balanced technique for exploration and exploitation phases, alongside a local search mechanism around the optimal solution. To assess its efficiency, the proposed algorithm is verified on two different datasets. The dataset-I comprises 1100 individuals obtained from the Kaggle database, while dataset-II is based on 824 individuals obtained from the Mendeley database. The results demonstrate the competence of iGWCA in classifying student stress levels. The algorithm outperforms other methods in terms of lower intra-cluster distances, obtaining a reduction rate of 1.48% compared to Grey Wolf Optimization (GWO), 8.69% compared to Mayfly Optimization (MOA), 8.45% compared to the Firefly Algorithm (FFO), 2.45% Particle Swarm Optimization (PSO), 3.65%, Hybrid Sine Cosine with Cuckoo search (HSCCS), 8.20%, Hybrid Firefly and Genetic Algorithm (FAGA) and 8.68% Gravitational Search Algorithm (GSA). This demonstrates the effectiveness of the proposed algorithm in minimizing intra-cluster distances, making it a better choice for student stress classification. This research contributes to the advancement of understanding and managing student well-being within academic communities by providing a robust tool for stress level classification. [ABSTRACT FROM AUTHOR]

This paper considers the topic of student wellbeing using the lens of a different type of support mechanism – 'dog borrowing' – which builds on prior research about emotion work and human-animal interactions but in the context of student transitions and pastoral care in higher education. This novel study was about the experiences of students settling into their university life and how, through a facilitated opportunity for students to connect to a dog and community partners, universities can meet mental health standards for wellbeing support. The findings outlined in this paper provide new insight into; how the university ethos and environment can be viewed as more personalised and emotionally supportive, how different kinds of relationships can support emotion state regulation conducive to wellbeing and effective learning and the ways that a human-animal bond can enhance connection with the community and provide social support for university students who have moved away from home. [ABSTRACT FROM AUTHOR]

Objective structured clinical examination (OSCE) is a valid method to evaluate medical students' competencies. The present cross-sectional study aimed at determining how students' coping and health-related behaviors are associated with their psychological well-being and performance on the day of the OSCE. Fourth-year medical students answered a set of standardized questionnaires assessing their coping (BCI) and health-related behaviors before the examination (sleep PSQI, physical activity GPAQ). Immediately before the OSCE, they reported their level of instant psychological well-being on multi-dimensional visual analogue scales. OSCE performance was assessed by examiners blinded to the study. Associations were explored using multivariable linear regression models. A total of 482 students were included. Instant psychological well-being was positively associated with the level of positive thinking and of physical activity. It was negatively associated with the level of avoidance and of sleep disturbance. Furthermore, performance was negatively associated with the level of avoidance. Positive thinking, good sleep quality, and higher level of physical activity were all associated with improved well-being before the OSCE. Conversely, avoidance coping behaviors seem to be detrimental to both well-being and OSCE performance. The recommendation is to pay special attention to students who engage in avoidance and to consider implementing stress management programs. Clinical trial: The study protocol was registered on clinicaltrial.gov NCT05393206, date of registration: 11 June 2022. [ABSTRACT FROM AUTHOR]

AIM The aim of this concept analysis was to develop a comprehensive definition of nursing student success. BACKGROUND Nursing student success has traditionally been viewed as timely program completion and passing the licensure exam on the first attempt. Little consideration has been given to holistic indicators of success that are inclusive of student well-being and mastery of self-care skills. METHOD Nursing student success was examined using Walker and Avant's eight-step process of concept analysis. RESULTS This concept analysis defined nursing student success in a holistic manner characterized by the achievement of performance standards, acquisition of nursing knowledge, skills, and competencies, and attainment of educational goals while experiencing a state of personal thriving. CONCLUSION This concept analysis highlights the need for academic programs and accrediting bodies to embrace holistic perspectives of nursing student success that are inclusive of student well-being and mastery of self-care skills. [ABSTRACT FROM AUTHOR]

Second language (L2) teachers' emotions can influence their well-being and students' performance. However, most of the existing studies have focused on the role of individual factors in affecting L2 teachers' emotions, while leaving environmental factors underexplored. To fill this gap, this study aimed to examine how the four dimensions of a supportive work environment (SWE) (perceived climate, PC; supervisory relationship, SR; peer group interaction, PGI; and perceived organization support, POS) relate to L2 teachers' emotions (enjoyment, anxiety, pride, and anger). A sample of 406 Chinese L2 teachers completed two valid scales to measure their SWE and emotions. The data were analyzed by Partial Least Squares-Structural Equation Modeling (SEM) using Smart PLS 3 software. The results showed that (1) PC, PGI, and POS had a positive and significant effect on enjoyment, while SR had no significant effect; (2) PGI and POS had a negative and significant effect on anxiety, while PC and SR had no significant effect; (3) PGI had a positive and significant effect on pride, while the other three dimensions had no significant effect; and (4) POS had a negative and significant effect on anger, while the other three dimensions had no significant effect. The study concludes with some implications for L2 teachers' education. [ABSTRACT FROM AUTHOR]

Introduction: The onset of COVID‐19 challenged dental schools worldwide, impacting clinical training. In Australasia, New Zealand adopted a COVID‐19 'elimination strategy', involving nationwide lockdowns that halted face‐to‐face education. The 'elimination strategy' adopted at the pandemic onset, which permitted return to 'normal life' in 2021, allowed the pandemic impacts and those related workforce transition to be teased out. This study aimed to evaluate perceived impacts of the COVID‐19 pandemic on health and well‐being, clinical competency and employment opportunities of dental students. Materials and Methods: Two surveys were distributed to final year dental students (n = 94; age range 20–35): one during their final semester and the second six months following graduation. Surveys included open and closed ended questions on participants' self‐perceived impacts of COVID‐19 on health and well‐being, clinical competency and employment opportunities. Average percentages were calculated and descriptive statistics performed. Results: Pre‐graduation, participants reported COVID‐19 negatively impacted their mental and social health. Slightly lower scores on all dimensions of health post‐graduation were likely due to transitioning to the workforce. Pre‐graduation, less than half of participants felt prepared to provide the full scope of dental treatment; post‐graduation most felt confident to do so. Most participants expected COVID‐19 would negatively impact employment opportunities for their cohort, despite all participants being employed when the second survey was conducted. Conclusion: Participants self‐rated health and clinical competency scores were lower post‐graduation when NZ returned to 'normal life', meaning lower scores were related to workforce transition. Dental schools need to be prepared to provide alternative forms of dental education and help mitigate mental health impacts of future major course disruptions. [ABSTRACT FROM AUTHOR]

Motivation is fundamental for user engagement in applications. In particular, in educational software systems, gamification is widely used to try to increase student performance and well-being, as it comprises motivational benefits. However, the effectiveness of gamification has sometimes been under question, since a variety of research experiments with the same gamification elements result in conflicting outcomes. Advancement in motivational psychology allows us to relate how perceptions are predictors of well-being and performance. With this purpose, relevant studies have been researched directing the user toward the desired outcomes, and a usability checklist has been developed to assess Motivational Information Systems. We then carried out an experiment from the perception questionnaires and the performance of the students to evaluate a particular gamification system in an educational context. The observed results from the field study have validated the applicability of the checklist, as the predictions were consistent with the literature. [ABSTRACT FROM AUTHOR]

Indigenous youth comprise over half of the Indigenous Australian population; however, there is a scarcity of research that focuses on improving Indigenous Australians' wellbeing in higher education. The purpose of this study was to identify Indigenous-devised strategies to support wellbeing of salience to Indigenous Australian higher education students. Using Indigenous methodology, Indigenous youth (N = 7; aged between 18 and 25 years) studying at three higher education institutions in Australia participated in semi-structured interviews. Thematic analysis identified strategies and solutions for supporting and enhancing Indigenous youth wellbeing in higher education. Participants suggested that their wellbeing would benefit from increased opportunities for them to gain role models. They also suggested culturally supportive higher education environments were critical and could be achieved by employing more Indigenous academics and Indigenous mentors to implement personalised student support, introducing mandatory cultural competency training for all staff, and employing culturally safe counselling services. Indigenous youth also suggested strategies for enhancing institutional policy such as ensuring Indigenous culture and perspectives were taught across all faculties; developing reconciliation action plans, financial support, and scholarships to require proof of Aboriginality and evidence of hardship; and an institutional wellbeing strategy designed to support Indigenous students' wellbeing. [ABSTRACT FROM AUTHOR]

Focusing on the variables that can affect both academic achievement and the well‐being of students has been crucial for their development, making schools effective and designing educational policy as well as curriculum. The study has aimed to investigate the effect of peer bullying on academic achievement and to determine moderators in the relationship between these two terms by using TIMSS (The Trends in International Mathematics and Science Study) and PIRLS (Progress in International Reading Literacy Study) data through the meta‐analysis method. Based on seven international survey data sets from TIMSS (2003, 2007, 2011, and 2015) and PIRLS (2006, 2011, and 2016), the current research has focused on 793 independent findings, including 3,503,005 students in 77 countries. In the analysis process, the mean effect size was measured by using the coefficient of standardized means (Cohen's d) based on the random effect model. In addition, the significance of the moderator variables was calculated by using the Q statistic. The findings of the study revealed that peer bullying had a significant effect on academic achievement, and in this effect, grades of the students and course types played moderator roles, while the culture of the countries was not a moderator. It could be concluded that the effect of peer relationships not only on the social development of students but also on their academic performance should not be ignored. Practitioner Points: Exposure to peer bullying has a significant impact on student's academic achievement.The academic achievement of fourth‐grade victim students is affected more negatively when compared to eighth‐grade victim students.The effect size of peer bullying on achievement in the reading course is the biggest among other effect sizes on achievement in science and mathematics courses. [ABSTRACT FROM AUTHOR]

Well-being 2030 has become the latest rationale for the OECD's education work. This vision has given rise to new assessments of student well-being beginning with PISA 2015. The OECD, recognising the problems of PISA 2015, conceptualised a wider student well-being construct in PISA 2018, and attempted to measure 'students' feelings'. However, analyses of the OECD's affective turn reveal major problems remain. Our critique is empirically underpinned by an innovative analytical strategy: comparing PISA 2018 student questionnaire translations across different 'economies' that use the same written language (China, Hong Kong, Macao, and Taiwan). Our analyses confirm that the OECD imagines a cultural and context-free world, one in which translation and measurements are simply technical problems to be engineered, rather than deeper 'problems' of worldviews that require attunement. To encourage the OECD to recognise these differences in its future assessments, we offer starting points from recent research in cultural psychology. [ABSTRACT FROM AUTHOR]

Enhanced well-being for students, staff, and faculty has become a focal point on many campuses across North America. Well-being promotion tends to focus on the "wellness" half of well-being, practices related to individual health, stress-management, enhanced coping, and environmental conditions. These efforts, while significant, address the symptoms, not the root causes of what has led to the degree of experienced un-wellness or ill-being. What has not yet been adequately articulated in well-being theory, as applied to the higher education setting, is a focus on the "being" half of the well-being phrase, how higher education is connected to a student's subjectivity and the meanings they give to the objective world. This article proposes a conception of well-being in higher education that stems from existential philosophy and humanistic psychology, as well as key concepts from Aristotle's Nichomachean Ethics. Higher education is seen as a place where students' self-discovery informs their approach to knowledge and learning, as well as their development of an ethical sense of justice and the rights of others in the educational community. Well-being is in this way rendered more fully. [ABSTRACT FROM AUTHOR]

We evaluate the impacts of small high schools on youth risky behaviors and mental health in New York City, using a two-sample-instrumental-variable approach to address endogenous school enrollment. We find heterogeneous effects. School size, overall, has little effect. Among students most likely to attend small schools opened after an educational-achievement-oriented reform, however, diagnoses of violence-associated injuries and mental health disorders increased. Among students most likely to attend traditional small schools opened prior to the reform, pregnancy rates and diagnoses of mental health disorders declined. School focus is more important than school size as a determinant of student well-being outcomes. [ABSTRACT FROM AUTHOR]

Alongside academic learning, there is increasing recognition that educational systems must also cater to students' well-being. This study examines the key factors that predict adolescent students' subjective well-being, indexed by life satisfaction, positive affect, and negative affect. Data from 522,836 secondary school students from 71 countries/regions across eight different cultural contexts were analyzed. Underpinned by Bronfenbrenner's bioecological theory, both machine learning (i.e., light gradient-boosting machine) and conventional statistics (i.e., hierarchical linear modeling) were used to examine the roles of person, process, and context factors. Among the multiple predictors examined, school belonging and sense of meaning emerged as the common predictors of the various well-being dimensions. Different well-being dimensions also had distinct predictors. Life satisfaction was best predicted by a sense of meaning, school belonging, parental support, fear of failure, and GDP per capita. Positive affect was most strongly predicted by resilience, sense of meaning, school belonging, parental support, and GDP per capita. Negative affect was most strongly predicted by fear of failure, gender, being bullied, school belonging, and sense of meaning. There was a remarkable level of cross-cultural similarity in terms of the top predictors of well-being across the globe. Theoretical and practical implications are discussed. [ABSTRACT FROM AUTHOR]

Suddenly, adjusting to a new way of learning is a major challenge for university students. The objective of this article was to study university student determinants of the well‐being in the context of the sudden transition towards e‐learning imposed by the COVID‐19 lockdown. Based on the antecedents linked to the structure of e‐learning and its influence on self‐management and ease of use, as well as using the mediating role of user intention, perceived enjoyment, and habits, a model was tested to find well‐being trajectories. Using a sample of 543 students from originally Spanish face‐to‐face universities and through a PLS‐SEM methodology, this research obtained relevant results in two main directions. First, research found that the self‐management and ease of use of e‐learning systems constitute direct antecedents of student well‐being. Furthermore, the research results confirmed two reinforcement itineraries of well‐being. The intention built an itinerary to reinforce ease of use, and perceived enjoyment added explanatory power to self‐management. However, the research also found a second explanatory and negative itinerary of sudden e‐learning student well‐being. This path of darkness is related to the adverse mediating effect exerted by the habit, understood from the perspective of technological dependence, when it interacts with perceived enjoyment. The article discusses their implications for educational strategy and policy, especially indicated for those e‐learning practices solely based on the enjoyment and immersion experience of their students. [ABSTRACT FROM AUTHOR]

Adolescent competence and resilience are indicators of adulthood behavior. High school is a pivotal time for adolescents to foster a stable temperament for adult development. The contemporary state of adolescent depression prevalence and an increase in social media-related risky behavior calls for an update to mental health services. We review the nature of modern social comparison that is fueled by social media, mental health help-seeking stigma that prevents individuals from seeking services, and provide mental health advances to remedy the severity of mental health concerns in a social media society. Social media distortions of normative life promote a standard of expectations that can decrease self-esteem and increase depressive tendencies. Expanding high school counseling such that students see a counselor multiple times a year in a proactive rather than reactive school counseling system can provide transformative changes to community mental health. [ABSTRACT FROM AUTHOR]

This article reports on a well-being project in which I took part and which was supported by my institution, a university department supporting the development of prospective teachers and translators of English, but also of other foreign languages. The project was designed and run in response to the COVID-19 pandemic and has the potential to inspire other institutions or ELT professionals to consider organizing similar well-being support in their own contexts. I first outline the setting that gave rise to the project and the literature that informed it. I then describe its design and report on the benefits for teacher and student well-being, as evidenced by their engagement in the project. Finally, I reflect on the lessons learnt and the implications for practitioners elsewhere. [ABSTRACT FROM AUTHOR]

It is important to consider the mental health of social work students to promote their wellbeing and to ensure they are prepared for the potential stressors of practice. This cross-sectional survey of social work students (n = 240), the first of its kind on the island of Ireland, provides findings on mental health and a range of associated issues which can help to improve student welfare; the content of social work courses; social work practice; and so, outcomes for service users. The article discusses implications for the delivery of social work education internationally. [ABSTRACT FROM AUTHOR]

Issue Addressed: Canine Support Programs (CSPs) are a potential solution to growing university student support demands. While current studies focus on the impacts of CSPs, there is limited understanding of the views and expectations of tertiary students about CSPs. This study explored the perceptions and preferences of students in an Australian regional university about CSPs. Methods: A questionnaire with multiple choice and open‐ended questions surveyed residential students' perspectives about CSP. Data were analysed using descriptive statistical tests and thematic analysis for open responses. Results: Majority (98%) of participants (sample n = 48) would support a CSP on campus. Frequent, small‐group interactions of ≥15 min involving physical contact were preferred. Dog disposition, welfare‐trained handlers, and veterinary certification were important aspects of program safety. Participants strongly agreed a CSP would improve mental health and well‐being, relieve stress, reduce feelings of homesickness, provide support, comfort, and enable social interactions. Conclusion: There is strong support among the study population for CSP to be established on campus. This study supports earlier research that CSP has benefit potential for new, stressed, and/or students who love dogs. The preferences of students should inform program design to enhance utility and impact. This aligns with Health Promoting Universities and College's Okanagan Charter principle of 'engaging student voices'. More institutional awareness and support for CSPs will be necessary for integration. So What?: This study reveals the need for tailored and creative student support beyond traditional offerings including those that focus on student well‐being and social initiatives. CSPs can be utilised as an advocate, enabler, and medium for mental health promotion action and well‐being support for tertiary students; thereby, contributing to the 'Health Promoting University' agenda in Australia. It also reinforces the need for a Health in All Policies approach to be incorporated into our tertiary education sector. Future actions should focus on improving institutional awareness, support, and sector implementation. [ABSTRACT FROM AUTHOR]

The proportion of students studying in higher education institutions who are experiencing mental health needs is increasing and becoming a serious concern. Using participatory arts projects may be key to enabling students to maintain well‐being despite the pressures inherent in their student role. Therefore, this study aimed to ascertain whether such a course could be feasibly developed within a university setting, and to examine how esthetic experience influences university students' well‐being. To understand the differences in students' esthetic experience and well‐being before and after engaging in participatory art, this study implemented an intervention and collected quantitative and qualitative data. A total of 39 students volunteered to participate in the study. The results revealed that esthetic experience predicted student well‐being, as the more students had an esthetic experience by concentrating on a particular artwork, the more effective it was in terms of enhancing their well‐being. In addition, there was a significant difference between the pre‐ and postintervention, where students' esthetic experience and well‐being improved after completing the art activities. These findings have implications for our understanding of university students' well‐being, as well as the importance of considering participatory art, on its own, as a target for intervention. Practitioner Points: Esthetic experience predicted college students' well‐being.There was a significant difference between the pre‐ and postintervention, with the college students' esthetic experience and well‐being improving after completing the art activities.Participatory arts contributed to both esthetic experience and well‐being. [ABSTRACT FROM AUTHOR]

Background: The aim of the present study was to assess anxiety among university students and to explore the factors influencing anxiety levels in the post-COVID-19 period. Material/Methods: To assess anxiety levels, we used the State Anxiety Inventory (SAI). The methodology also included response rate analysis, internal consistency assessment using Cronbach's alpha, exploratory factor analysis, the Kaiser-Meyer-Olkin measure and Bartlett's test for dimensional validation. Results: The internal consistency assessment showed a very satisfactory Cronbach's alpha coefficient (a = 0.944), reflecting the reliability of the scale measures. Exploratory factor analysis highlighted two distinct factors: "anxiety present" and "anxiety absent", explaining 31% and 29% of the total variance respectively. On the other hand, the analyses show that students present moderate levels of anxiety (18.6%) and severe levels (58.3%). Conclusions: All in all, this study highlighted the very high prevalences of anxiety among Moroccan students, and indicates the need to adopt new strategies to better ensure student well-being. [ABSTRACT FROM AUTHOR]

INTRODUCTION: Dental students often faced high levels of mental distress which contributed to lower mental well-being. This has a negative impact on their health and academic performance. Many previous studies focused on students who were already in a 'diseased' state with little focus on students who are well but at risk of developing poor mental well-being. A better understanding of the factors affecting the mental well-being dental students is needed. This study was aimed to explore the factors associated with mental well-being of dental students and to identify steps to promote their mental wellbeing. MATERIALS & METHODS: In this qualitative study, individual interviews were conducted among undergraduate dental students using semi-structured interview guide. The interviews were recorded, transcribed via verbatim and analyzed using thematic analysis. RESULTS: The analysis revealed three main themes; i) Impression of dentistry, ii) Stressors and iii) Mental health experience. This study elucidated the experiences and stressors of dental students as they advanced through their dental education especially in clinical years. Most of the students had experienced low levels of mental well-being which affected them negatively. The findings also showed opportunities for fostering better mental well-being. CONCLUSION: Undergraduate dental students often experienced low mental well-being due to the stressors they faced. Identifying the factors that influenced the mental well-being of dental students would allow for early intervention and fostering of mental well-being among dental students. [ABSTRACT FROM AUTHOR]

Among graduate social work students, experiences of childhood adversity and trauma, along with secondary exposure to others' trauma, can result in negative effects. Unaddressed, this may lead to secondary traumatic stress, burnout, or difficulty sustaining effective practice. Self-care strategies that adequately promote well-being and resilience may counter negative effects. This cross-sectional study explored associations between students' reported childhood adversity, trauma, recent stress, well-being, resilience, and perceived adequacy of self-care. Students from two public universities (N = 362) completed surveys that included measures for childhood adversity, potentially traumatic events, recent stress, secondary traumatic stress, burnout, compassion satisfaction, well-being, resilience, and perceived adequacy of self-care. Descriptive, bivariate, and multivariate analyses demonstrated students experienced higher rates of four or more adverse childhood experiences compared to the general population (34% vs. 13%); 70% reported four or more potentially traumatic events. Despite high levels of adversity and trauma, students reported average levels of personal well-being, high levels of resilience, average-to-high levels of compassion satisfaction, and low-to-average levels of secondary traumatic stress and burnout. Adversity and trauma were positively associated with secondary traumatic stress, and negatively associated with well-being. Final models suggest perceived adequacy of self-care may support well-being, resilience, and protect against negative effects. [ABSTRACT FROM AUTHOR]

Aim: To assess the acceptability and explore the utility of a novel digital platform designed as a student‐facing well‐being and mental health support. Methods: An adapted version of i‐spero® was piloted as a student‐facing well‐being support and as part of routine university‐based mental health care. In both pathways, student participants completed baseline demographics and brief validated measures of well‐being and mental health. Weekly measures of anxiety (GAD‐7) and depression (PHQ‐9) and a Week 8 Experience Survey were also scheduled. Integrated mixed methods analysis was used to assess acceptability and explore the utility of these platforms. Results: Students in the well‐being (n = 120) and care pathways (n = 121) were mostly female and between 19 and 22 years of age. Baseline screen positive rates for anxiety and depression were high in both the well‐being (68%) and care pathways (80%). There was a substantial drop in adherence over Week 1 (50% well‐being; 40% care) followed by minor attrition up to Week 8. Anxiety and depressive symptom levels improved from baseline in students who dropped out after Week 1 (p ≤.06). The student experience was that i‐spero® improved their emotional self‐awareness, understanding of progress in care, and knowledge about when to seek help. Most students agreed (>75%) that i‐spero® should form part of regular university student wellness support. Conclusions: Digital well‐being and mental health support seems acceptable to university students; however, engagement and persistence are areas for further development. Such digital tools could make a positive contribution to an evidence‐based stepped approach to student well‐being and mental health support. [ABSTRACT FROM AUTHOR]

Background: Regular physical activity is an effective means to enhance university students' subjective well-being. However, current research needs to understand how physical activity enhances the subjective well-being of Chinese university students. Therefore, the study investigated the mechanism of physical activity's impact on university students' subjective well-being and the mediating roles of cognitive reappraisal and resilience in this mechanism. Methods: The physical activity scale, subjective well-being scale, cognitive reappraisal scale and resilience scale were used to investigate 1350 university students, and the relationship between physical activity, cognitive reappraisal, resilience and university students' subjective well-being was verified through correlation analysis, regression analysis and a Bootstrap method. Results: (1) There is a significant positive correlation between physical activity, cognitive reappraisal, resilience and university students' subjective well-being (p < 0.01); (2) physical activity, cognitive reappraisal and resilience all have a significant positive effects on university students' subjective well-being (p < 0.01); (3) cognitive reappraisal and resilience have significant mediating roles in the process of physical activity affecting university students' well-being, with mediating-effect values of 0.052 and 0.285; (4) the chain-mediating role of cognitive reappraisal and resilience in the process of physical activity affecting university students' well-being is significant, with the chain-mediating effect value of 0.062. Conclusion: Promoting university students' participation in physical activity not only directly enhances university students' subjective well-being but also indirectly improves university students' subjective well-being through cognitive reappraisal and resilience. [ABSTRACT FROM AUTHOR]

This study investigates the impact of faculty mentorship within an orthopedic surgery interest group (OSIG) at a new medical school in Texas. Through an observational survey of active OSIG members, the study found that faculty engagement significantly improved the effectiveness of the group and positively influenced students' overall medical school experience. After faculty involvement, OSIG event attendance tripled, and students' well-being and confidence in becoming competitive orthopedic surgery applicants nearly doubled. Mentorship emerged as the most crucial activity for career development, followed by clinical exposure and research. This highlights the importance of faculty involvement in interest groups, particularly in competitive specialties. The authors provide valuable insights and a blueprint for future initiatives at institutions aiming to establish and optimize similar groups. Objectives: Orthopedic surgery is a highly competitive field. The residency applicant pool is expected to grow with the increasing number of new medical schools in the United States, posing significant challenges for applicants. This study explored the impact of an engaged faculty mentor in an orthopedic surgery interest group (OSIG) at a new medical school and the impact it has on students. The study aimed to uncover the most valuable features of an OSIG at a new medical school to create a blueprint for other student-leaders and/or faculty in future initiatives. Methods: An observational study was conducted via survey responses from active OSIG members at a new medical school in Texas. Questions were mostly in a "before and after" format asking about students' perspectives of the group before and after the addition of an engaged faculty advisor. Descriptive and inferential statistics were used to analyze the data. Results: Twenty of 21 (95.2%) eligible OSIG members participated in the study. The survey results revealed that faculty engagement significantly enhanced the OSIG and its members' medical school experience. Following faculty involvement, average OSIG event attendance more than tripled, there was a statistically significant increase in medical student well-being, and confidence in their ability to be a competitive orthopedic surgery applicant nearly doubled. OSIG participation influenced their career interests significantly more after faculty engagement. A total of 93.3% of participants voted that they felt having an engaged faculty advisor is critical for the OSIG. Conclusions: Mentorship was identified as the most crucial activity for career development, followed by clinical exposure and research. The study provides valuable insights for new medical schools in establishing and optimizing OSIGs and potentially other interest groups, particularly in competitive specialties. [ABSTRACT FROM AUTHOR]

The study aimed to investigate students' psychological, cognitive, and social well-being in 6th Grade and the relations to academic achievement in compulsory school, as measured by grades in 9th Grade. Due to reports from Swedish authorities and research, students' self-reported well-being has decreased during the last decade. Data from the Swedish longitudinal project Evaluation Through Follow-up was analyzed with confirmatory factor analysis and structural equation modelling. By using data from two birth cohorts (1998: N = 7 684 and 2004: N = 9 437), differences in well-being across the two cohorts could be investigated. Cognitive ability, parental education, and gender were also accounted for. Statistically significant cohort and gender differences were found, where cohort 2004 was disadvantaged in all three well-being dimensions, and girls were disadvantaged in psychological and social well-being. Psychological well-being was negatively related to academic achievement, indicating that students who experienced more school-related stress performed higher than students who experienced less stress. Cognitive well-being was positively related to academic achievement. Possible causes of the decrease in well-being may be changes in the educational and assessment system, which meant that cohort 2004 went through compulsory school with a stronger focus on results and grades than earlier cohorts. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic affected student well-being through measures such as closing educational institutions and social distancing, which forced universities to adapt the student learning environment. Previous research has demonstrated that the learning environment influences student well-being by satisfying their basic psychological needs of autonomy, competence, and relatedness. The present study therefore aimed to investigate, against the background of the pandemic, (1) how the basic psychological needs related to student well-being, (2) how students perceived interaction within the academic system, and (3) how they would like the "new educational normal" to look. To address these aims, we implemented a cross-sectional survey which included both quantitative measures and qualitative open-ended questions and distributed it at a Dutch university (n = 653). To identify the predictive strength of need satisfaction and frustration, we ran multiple regressions. We found that need satisfaction and frustration were significantly related to the well-being measures, of which relatedness was only weakly related to student well-being. Moreover, students reported restricted interactions with their teachers and fellow students, leading to feelings of disconnectedness, as well as struggles to establish or maintain relationships. In contrast with the quantitative findings, students highlighted relatedness as an essential, currently lacking part of their experience. They suggested a potential hybrid learning environment with a focus on social cohesion. This study emphasizes the relevance of interpersonal connections within higher education and provides practical ideas for post-pandemic academic structures. These insights can support systemic investments of universities in student well-being and creating a healthier learning environment for the future. [ABSTRACT FROM AUTHOR]

Maintaining the quality of indoor environments in educational facilities is crucial for student comfort, health, well-being, and students' learning performance. Current indoor environment maintenance practices and building systems for educational facility spaces often fail to include feedback from students and exhibit limited adaptability to their needs. To address this problem, this paper introduces a novel artificial intelligence of things (AIoT)-based framework to predict multidimensional indoor environment quality (IEQ) conditions. The proposed framework integrates internet of things (IoT) systems with deep learning algorithms to systematically incorporate multidimensional IEQ data and multimodal feedback from occupants. By collecting, fusing, and analyzing real-time IEQ and occupant feedback data, the proposed framework predicts the future IEQ condition based on current conditions. This framework yields insights into the IEQ conditions and their potential impacts on student well-being, thereby facilitating the future development of climate-adaptive, data-driven, and human-centric educational facilities. This framework was deployed, validated, and tested in selected educational facilities at the Virginia Tech Blacksburg campus, with encouraging results. [ABSTRACT FROM AUTHOR]

This study was a part of a longitudinal study investigating the relationships between medical student wellness, self-efficacy, and performance. Eighty-two eligible students were asked to complete online surveys during their second (M2) and third (M3) years. Performance outcomes included scores on various summative assessments during the M.D. program. Wellness survey results indicated that the sample of 38 M2 and 28 M3 students were overall well and self-efficacious, and they broadly maintained similar wellness characteristics across their medical education despite COVID-19 disruptions. Twentythree students completed both surveys, and a paired analysis for this subgroup showed modest increases in stress and burnout in the M3 year. Notable correlations were observed between self-efficacy for academic work and a whole range of wellness variables for M2 students. M2 academic performance was modestly correlated to self-efficacy (rs = 0.38, P = 0.02, n = 38) and student burnout (rs = -0.34, P = 0.04, n = 38). In contrast, for the M3 students there was little correlation between wellness, clinical self-efficacy, and clinical performance, with the only significant relationships observed to be between overall clinical self-efficacy and the strength of social networks (rs = 0.41, P = 0.03, n = 28) and between scores for postencounter notes during Objective Structure Clinical Examinations (OSCEs) and self-efficacy in evidence-based medicine (rs = 0.44, P = 0.02, n = 28). In conclusion, 1) students remained generally well throughout the post-COVID period, and 2) self-efficacy for academic work is a good predictor of student wellness and performance during the preclerkship period but not during clinical training. [ABSTRACT FROM AUTHOR]

Survey research among Australian teachers revealed that teachers experience tensions between student well-being concerns and the demands of academic performance and improvement agendas. Qualitative findings revealed teachers view student-teacher relationships as imperative to student well-being and academic development. However, in a time of metrics-based education systems and pre-packaged programmes, a focus on strengthening teacher-student relationships is somewhat incongruent with current content-delivery trends and funding priorities. Teachers promoted a concept of holistic education that accorded with socio-ecological models of living and learning. These findings point to a need to better understand how to best resource student-teacher relationships for productive learning. [ABSTRACT FROM AUTHOR]

With many activities vying for students' time and attention, helping young musicians achieve their potential while inspiring them to continue engaging with music throughout their lifetime is a vital part of the music educator's role. To accomplish this important function, the teacher may strive to fulfill students' psychological needs, leading to improved student achievement and well-being, enjoyment of learning, and greater participation in class, among other positive outcomes. Through an understanding of the basic human needs for autonomy, relatedness, and competence, this article applies these fundamental components of human psychology to the music classroom. Teachers can readily implement meaningful activities to guide students in lifelong music learning, leading to increased engagement and decreased attrition in musical study. [ABSTRACT FROM AUTHOR]

This paper describes the analysis of electrodermal activity (EDA) in the context of students' scholastic activity. Taking a multidisciplinary, citizen science and maker-centric approach, low-cost, bespoken wearables, such as a mini weather station and biometric wristband, were built. To investigate both physical health as well as stress, the instruments were first validated against research grade devices. Following this, a research experiment was created and conducted in the context of students' scholastic activity. Data from this experiment were used to train machine learning models, which were then applied to interpret the relationships between the environment, health, and stress. It is hoped that analyses of EDA data will further strengthen the emerging model describing the intersections between local microclimate and physiological and neurological stress. The results suggest that temperature and air quality play an important role in students' physiological well-being, thus demonstrating the feasibility of understanding the extent of the effects of various microclimatic factors. This highlights the importance of thermal comfort and air ventilation in real-life applications to improve students' well-being. We envision our work making a significant impact by showcasing the effectiveness and feasibility of inexpensive, self-designed wearable devices for tracking microclimate and electrodermal activity (EDA). The affordability of these wearables holds promising implications for scalability and encourages crowd-sourced citizen science in the relatively unexplored domain of microclimate's influence on well-being. Embracing citizen science can then democratize learning and expedite rapid research advancements. [ABSTRACT FROM AUTHOR]

Acceptance and commitment therapy/training (ACT) is a transdiagnostic intervention that holds promise in improving well-being across a variety of contexts and modalities of application. The current scoping review aims to examine the literature on the use of ACT interventions in higher education. Such interventions target aspects of student well-being (e.g., depression, anxiety, stress, life satisfaction, flexibility), academic outcomes, and knowledge of ACT processes. This scoping review includes 34 peer-reviewed empirical research articles, located across multiple databases, that applied ACT interventions with students enrolled in higher education. We found that online and in-person interventions were both widely used and were found to be effective at increasing both academic and well-being outcomes. Though these outcomes are promising, nearly half of the articles reviewed provided insufficient detail to allow for replication and reported scant demographic details. Strengths, limitations, and directions for future research involving ACT interventions in higher education are discussed, in the interest of further aligning research with the ACBS Task Force recommendations, and most important, supporting students. [ABSTRACT FROM AUTHOR]

The article discusses the issue of student well-being in schools amid rising safety concerns like violence, cyber threats, and natural disasters. It emphasizes the need for educators to address mental and emotional distress experienced by students, recommending strategies like acknowledging fears, reinforcing safety measures, empowering students, and collaborating on action plans to mitigate anxiety and restore safety.

Background and Objectives: The study examines the impact of stress on sleep quality among students, emphasizing the prevalence of poor sleep quality among healthcare students and its associations with physical and mental health concerns. Methods: In this study total 230 participant were enrolled. The study carried out by using the Stress Scale-21 and Pittsburgh Sleep Quality Index to measure stress levels, anxiety, depression, and sleep quality among adult students. SPSS software was employed for data analysis. Results: Demographic characteristics of the study participants are presented, highlighting gender distribution, age groups, marital status, living arrangements, and academic levels. The study reveals significant correlations between stress levels, sleep quality, and academic performance among students. Conclusion: Findings of the study shows the decisive relationship between stress and sleep quality, suggesting the need for interventions to improve sleep health and overall well-being among students. The study provides valuable insights for decision-makers to address the causes of poor sleep quality and enhance students' academic experiences and mental health. [ABSTRACT FROM AUTHOR]

One of the goals of the educational system is to promote the well-being of students due to its associated on their academic performance. This research aims to shed light on the main role of well-being variables (introduced by PISA 2018 for the first time, as far as our knowledge) in the mathematical competence throughout of the PISA 2018 evaluation with a sample of 35,943 Spanish students. Students ranged in age from 15 to 16 years old (SD = 0.288). Supervised learning techniques such as decision tree methodology, random forest, and a linear hierarchical model have been used throughout this study. The criterion variable was competency performance in mathematics, while the independent variables consisted of a total of 83 items extracted from the student well-being questionnaire. These predictors are grouped into five domains: physical, psychological, material, cognitive and social. We have proved that well-being plays an important role in mathematical understanding in PISA 2018. Specifically, social well-being is the most important variable in our study. To conclude, we observe that social well-being, contextualised in terms of the relationships that the students maintain with their teachers, peers and families, plays a detrimental role in mathematics achievement. [ABSTRACT FROM AUTHOR]

Many technology acceptance models used in education were originally designed for general technologies and later adopted by education researchers. This study extends Davis' technology acceptance model to specifically evaluate educational technologies in higher education, focusing on virtual classrooms. Prior research informed the construction of the model, which contains perceived usefulness, perceived ease of use, behavioural intent, access and convenience, system attributes and self‐efficacy. Education‐specific constructs include cognitive engagement, feedback, instructor practice and class interaction and communication. Additionally, a new construct called comfort and well‐being is introduced. A total of 427 valid responses on a 5‐point Likert scale were received from university students. Exploratory factor analysis, confirmatory factor analysis and structural equation modelling were used to analyse the data. The model accounted for 78% of variance of behavioural intent, with comfort and well‐being demonstrating the strongest influence. Cognitive engagement, access and convenience influenced perceived usefulness, and system attributes and self‐efficacy influenced perceived ease of use. Feedback, instructor practice and class interaction and communication were not significant as educational constructs for this cohort. Based on this analysis, a final extended educational technology acceptance model (EETAM) is proposed for further use and testing.Practitioner notesWhat is already known about this topic Most technology acceptance models used in education were made for general technologies, or do not include factors specific to learning and pedagogy. Most students prefer face‐to‐face learning experiences and active class engagement. Qualitative research shows that instructional attributes and student comfort and well‐being are known to be important for students. What this paper adds A novel extended educational technology acceptance model, informed by prior empirical research, is presented. Confirmation of the importance of including student comfort and well‐being in technology acceptance models used in education. The model revealed the heterogeneous nature of the student learning experience. Implications for practice and research Technology acceptance models used in educational settings should include factors specific for education and learning, and student comfort and well‐being. We encourage use of the presented model in educational settings to further test the model. Most technology acceptance models used in education were made for general technologies, or do not include factors specific to learning and pedagogy. Most students prefer face‐to‐face learning experiences and active class engagement. Qualitative research shows that instructional attributes and student comfort and well‐being are known to be important for students. A novel extended educational technology acceptance model, informed by prior empirical research, is presented. Confirmation of the importance of including student comfort and well‐being in technology acceptance models used in education. The model revealed the heterogeneous nature of the student learning experience. Technology acceptance models used in educational settings should include factors specific for education and learning, and student comfort and well‐being. We encourage use of the presented model in educational settings to further test the model. [ABSTRACT FROM AUTHOR]

The aim of our research is to draw attention to school learning spaces that fulfil the needs of students and promote their well-being. With the aim of facilitating a deeper understanding of teachers' and students' views about well-being in the school setting, this research integrates self-determination theory with important insights between teachers and students. The method used in the study is a collective case study. The research data have been collected through multiple sources, including face-to-face interviews, observations, and visual materials. Semi-structured interviews were conducted with 24 students and 24 teachers at high schools in Türkiye. Observations were also made in 12 school environments. The findings of this study underline the significance of school learning spaces in fulfilling students' needs for autonomy (self-actualisation), competence (feeling capable of achieving desired outcomes), and relatedness to others (belongingness, forming close relationships) which promote students' well-being. The paper provides a deeper understanding of where well-being is enhanced in learning spaces and which learning environments need to be developed in Turkish high schools. [ABSTRACT FROM AUTHOR]