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Due to 'pressures' to publish research papers, a group of novice researchers (n = 9) was encouraged to attend a 'Write right' workshop. The participants were asked to fill out a self-report anxiety questionnaire to understand their worries in writing research papers in English. Afterwards, they were asked to write an essay on situations that provoke their anxiety when writing research papers. Descriptive analysis of the survey questionnaire revealed their worries on the process of research paper writing and evaluation. Additionally, responses of the participants in the open-ended question included their worries on the following situations: grammar usage (n = 6), appropriateness of word use (n = 4), weak English writing skills (n = 3), negative perception of the readers, writing arguments, writing the discussion, difficulty of the research topic, lack of research background, unsure of methods in writing 'arts' research, unsure if its research, difficulty of finding the topic, data analysis, writing a sentence, and designing the paper. Such worries were thematized into technical writing-related worries, research writing-related worries, research knowledge-related worries, and negative perception. Further, error analysis, which was used to explore their written outputs, showed grammatical, lexical and syntactic errors. Data triangulation confirmed that their writing apprehensions are due to lack of writing skill and lack of confidence in writing research papers. The responses of the participants were used to redesign the workshop as series of group and individualized sessions to respond to their needs. Some resources on technical and research writing, research methods and publishing papers are also recommended. [This paper was published in: "International and National Conference on Learning Innovation in Science and Technology" (ICLIST & NCLIST 2018). p171-180.]

The aim of the International Society for Technology, Education, and Science (iHSES) conference is to offer opportunities to share ideas, discuss theoretical and practical issues, and connect with the leaders in the fields of "humanities," "education" and "social sciences." It is organized for: (1) faculty members in all disciplines of humanities, education and social sciences; (2) graduate students; (3) K-12 administrators; (4) teachers; (5) principals; and (6) all interested in education and social sciences. [Individual papers are indexed in ERIC.]

Many previous studies have identified "foreign language anxiety" and "motivation" as two important areas of applied linguistics. This study aims to evaluate the pertinent literature with also providing new information and justifications in past studies on learning anxiety and motivation. In this paper, the first section explains the concept of L2 anxiety and elaborates on the three most widely used classifications of learning anxiety: "trait anxiety," "state anxiety," and "situation-specific anxiety." Furthermore, according to the anxiety's impact on learners, it can be broadly divided into two types: "debilitating anxiety" and "facilitative anxiety." Then, the second section of this paper explains the concept of L2 motivation from the abstract to the concrete, divides learning motivation into two categories (i.e., "integrative motivation" and "instrumental motivation") by its importance to second language learning, and classifies them into two other different categories (i.e., "intrinsic motivation" and "extrinsic motivation") by introducing new theories. The last section summarizes the relationship between the independent variables of L2 anxiety and motivation, along with the dependent variable of L2 learning, and also the relationship between learning anxiety and language motivation, which provides some constructive suggestions to the students and teachers of related majors. Therefore, the contribution of this paper is to empower faculty to adapt their instruction to the motivation and anxiety of different students in various classes, which enables learners to strike a balance between motivation and anxiety in order to achieve effective and fruitful learning outcomes. [For the full proceedings, see ED656038.]

These proceedings contain the papers of the 14th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2017), 18-20 October 2017, which has been organized by the International Association for Development of the Information Society (IADIS) and endorsed by the Japanese Society for Information and Systems in Education (JSISE). The CELDA 2017 Conference received 72 submissions from more than 25 countries. Out of the papers submitted, 27 were accepted as full papers for an acceptance rate of 38%; 23 were accepted as short papers and 2 were accepted as reflection papers. In addition to the presentation of full, short and reflection papers, the conference also includes one keynote presentation from an internationally distinguished researcher, "Classroom Orchestration: From Practical Tips to Formal Models" (Pierre Dillenbourg). Full papers include: (1) Are Learning Logs Related to Procrastination? From the Viewpoint of Self-Regulated Learning (Masanori Yamada, Misato Oi and Shin'ichi Konomi); (2) Asymmetry in the Perception of Friendship in Student Groups (Luigi Lancieri); (3) Exploring Teacher Use of an Online Forum to Develop Game-Based Learning Literacy (Amanda Barany, Mamta Shah and Aroutis Foster); (4) Educational Assessment of Students in Primary School in Tunisia (Wiem Ben Khalifa, Dalila Souilem and Mahmoud Neji); (5) Impact of Early Numeracy Training on Kindergartners from Middle-Income Families (Carla Meloni, Rachele Fanari, Andrea Bertucci and Sara Berretti); (6) 360 Degree Videos within a Climbing MOOC (Michael Gänsluckner, Martin Ebner and Isidor Kamrat); (7) Cultivating Students' Reading Literacy Using Digital Textile-Based Reading in a Chinese Primary School (Patricia Norte, Joao Negreiros and Ana Correia); (8) How to Flip a Classroom and Improve Student Learning and Engagement: The Case of PSYC1030 (Pedro Isaias, Blake McKimmie, Aneesha Bakharia, John Zornig and Anna Morris); (9) Early Numerical Competence and Number Line Task Performance in Kindergartners (Rachele Fanari, Carla Meloni and Davide Massidda); (10) Exploring the Impact of the Informational Value of Feedback Choices on Performance Outcomes in an Online Assessment Game (Maria Cutumisu); (11) Refining Presentation Documents with Presentation Schema (Yuki Obara and Akihiro Kashihara); (12) The Knowledge Development Model: Responding to the Changing Landscape of Learning in Virtual Environments (Nan B. Adams); (13) Mobile Learning Analytics in Higher Education: Usability Testing and Evaluation of an APP Prototype (Matthias Kuhnel, Luisa Seiler, Andrea Honal and Dirk Ifenthaler); (14) Digital Competence Model of Distance Learning Students (Ketia Kellen A. da Silva and Patricia A. Behar); (15) How Dispositional Learning Analytics Helps Understanding the Worked-Example Principle (Dirk Tempelaar); (16) Pushing Buttons: A Sociomaterial Exploration of the Distributed Lecture (Anna MacLeod, Paula Cameron, Olga Kits and Cathy Fournier); (17) Multimodal Teaching and Learning with the Use of Technology: Meanings, Practices and Discourses (Vasiliki Papageorgiou and Petros Lameras); (18) Contrasts in Openness toward Mobile Learning in the Classroom: A Study of Elementary, Middle and High School Teachers (Rhonda Christensen and Gerald Knezek); (19) Classification of Learning Styles in Virtual Learning Environment Using J48 Decision Tree (Renato R. Maaliw, III and Melvin A. Ballera); (20) Using Short Videos as Testing Elements in Skill Matching--Test Design in the SMART Project (Marc Beutner and Frederike Anna Rüscher); (21) I Might Not Be as Tech as You Think: Collegiate Print versus Digital Preferences (Joan Ann Swanson, Susan L. Renes and Anthony T. Strange); (22) A Visualization System for Predicting Learning Activities Using State Transition Graphs (Fumiya Okubo, Atsushi Shimada, Yuta Taniguchi and Shin'ichi Konomi); (23) OCRA, A Mobile Learning Prototype for Understanding Chemistry Concepts (Tenku Putri Norishah Tenku Shariman and Othman Talib); (24) Teaching Strategies and Methods in Modern Environments for Learning of Programming (Slobodanka Djenic and Jelena Mitic); (25) A Lecture Supporting System Based on Real-Time Learning Analytics (Atsushi Shimada and Shin'ichi Konomi); (26) Characteristics of Effective Pedagogical Strategies for Self-Regulated Learning in Technology-Enhanced Environments: Towards Improving Learning Outcome (Ian S. McGowan); and (27) Pseudo-Haptic Feedback for Promoting Narrative Comprehension (Kazuaki Umetsu and Akihiro Kashihara). Short papers include: (1) Development of a Support Application and a Textbook for Practicing Facial Expression Detection for Students with Visual Impairment (Hirotaka Saito, Akinobu Ando, Shota Itagaki, Taku Kawada, Darold Davis and Nobuyuki Nagai); (2) Teaching Media Design by Using Scrum. A Qualitative Study within a Media Informatics Elective Course (Ines Herrmann, Sander Münster, Vincent Tietz and Rainer Uhlemann); (3) An Architecture to Support Wearables in Education and Wellbeing (Fernando Luis-Ferreira, Andreia Artifice, Gary McManus and João Sarraipa); (4) Differentiated Learning Environment--A Classroom for Quadratic Equation, Function, and Graphs (Emre Dinç); (5) Leveraging the Affordances of Mobile Learning for Vocabulary Gains (Michael Bowles); (6) Towards a Framework of Using Knowledge Tools for Teaching by Solving Problems in Technology-Enhanced Learning Environment (Sergei Kostousov and Dmitry Kudryavtsev); (7) Exploring Students' Learning Journals with Web-Based Interactive Report Tool (Yuta Taniguchi, Fumiya Okubo, Atsushi Shimada and Shin'ichi Konomi); (8) The Framework of Intervention Engine Based on Learning Analytics (Muhittin Sahin and Halil Yurdugül); (9) On the Use of E-TPCK for Situated Teacher Professional Development (Maria Mama Timotheou, Andri Christodoulou and Charoula Angeli); (10) Narb-Based Analysis of Tweets Related to United Airlines Controversy: Learning Beyond the Media (Ananda Mitra); (11) Learners' and Teachers' Perceptions of Learning Analytics (LA): A Case Study of South Hampton Solent University (SSU) (Osama Khan); (12) Issues of IT-Professionals Training in Traditional Educational Process (Farid Eminov and Irina Golitsyna); (13) The Isolation Emotion: An Emotional Point of View on Teaming and Group Tools in E-Learning Environments (Tarek Boutefara and Latifa Mahdaoui); (14) Development of Critical Thinking with Metacognitive Regulation and Toulmin Model (Yasushi Gotoh); (15) A Preliminary Investigation into Parents' Concerns about Programming Education in Japanese Primary Schools (Yukiko Maruyama, Hiroko Kanoh and Kinya Adachi); (16) Designing Philadelphia Land Science as a Game to Promote Identity Exploration (Amanda Barany, Mamta Shah, Jessica Cellitti, Migela Duka, Zachari Swiecki, Amanda Evenstone, Hannah Kinley, Peter Quigley, David Williamson Shaffer and Aroutis Foster); (17) Juxtapose: An Exploration of Mobile Augmented Reality Collaborations and Professional Practices in a Creative Learning Environment (Darren Menorath and Laurent Antonczak); (18) Gender, Games and Space (Suzanne de Castell, Hector Larios and Jennifer Jenson); (19) The Contribution of Collective Intelligence for the Analysis of the Phenomenon of Students Overcrowding (Dikagma Bassagou and Luigi Lancieri); (20) Integrated Collaborative E-Learning for the Global Management Education in the 21st Century (Barbara W. K. Son); (21) Relations between Cognitive Resources and Two Types of Germane Load for Learning (Kazuhisa Miwa, Hitoshi Terai and Yosuke Mizuno); (22) A Framework for People Re-Identification in Multi-Camera Surveillance Systems (Sirine Ammar, Nizar Zaghden and Mahmoud Neji); and (23) Connecting the Dots: Linking Creativity, Synthesis Skills, and the Students' Anxiety about the Future (Ioan Susnea, Emilia Pecheanu, Luminita Dumitriu and Adina Cocu). The two reflection papers are: (1) Localising Content for an XMOOC in the UAE (Jenny Eppard and Preeya Reddy); and (2) Academic Reading on a Collaborative, Online Platform (Jenny Eppard and Preeya Reddy). An author index is included. Individual papers contain references.

German primary school students' reading skills have declined between 2016 and 2021, with a deficit of up to one third of a school year. The most significant portion of the decline is attributed to the COVID-19 pandemic experiences. These delays are critical because children have to catch up on skills and knowledge they should already have while continuing to acquire new skills and knowledge. Students who are ill prepared in core readiness skills for secondary schools are simultaneously having to cope with the stressful experiences of school transition. Anxiety generally impedes participation in science classes, but the specific concept of science anxiety is less explored. Mindfulness has been successfully implemented in schools to alleviate stress as well as being somewhat effective in positively supporting student anxiety. This paper presents background to a current study that aims to address the significance of the issue of science anxiety amongst German post-transition students, and whether science anxiety can be improved through the implementation of a mindfulness program. [For the full proceedings, see ED652261.]

Experiencing anxiety is a major obstacle for language learners, especially in productive skills. Among these, speaking is considered to be generally the most challenging. Clearly, many students are affected by Foreign Language Speaking Anxiety (FLSA) and this negatively affects many aspects of their language learning experience, such as group work, speaking tests, presentations etc. Although many studies examine the causes of students' FLSA, there is a lack of focus on individual-specific causes. This qualitative multiple case study aimed to examine the phenomenon of FLSA, and explore the root causes of this problem, aiming at providing teachers with specific solutions to enable them to develop more effective ways to assist their students. Three preparatory class students participated in this study. The data was collected through the participants' diaries, semi-structured interviews and the researcher's informal participant observation over 6 weeks. The findings revealed that the causes of FLSA are highly personal and therefore, generally unpredictable. While certain causes have received much attention, others are practically invisible to teachers and therefore difficult to deal with effectively. The results emphasize the need for teachers to fully consult students before deciding on approaches to overcome FLSA. [This paper was published in: "EJER Congress 2023 International Eurasian Educational Research Congress Conference Proceedings," Ani Publishing, 2023, pp. 322-336.]

The Urban Education Network is comprised of the largest school districts in 14 states. In December 1985 the Network hosted a conference for its members on efforts to improve teaching and learning in urban schools. The following papers presented at the conference are included: (1) "Thinking about the Undoable: Dropout Programs" (Dale Mann), which identifies the four Cs--cash, care/concern, computers, and coalitions--in successful dropout programs; and (2) "Human Realities: A Comprehensive Approach to Children at Risk" (James B. Boyer), which calls for low-threat, high-quality instructional delivery to reduce the anxiety that at risk children feel. Also included are summaries of the following study reports delivered at the conference: (1) Instructional Risk (Patricia Milazzo); (2) The Milwaukee Study of Children at Risk (John F. Witte); (3) The Cincinnati Study of Children at Risk (Joseph Gastright, John H. Grate); and (4) The Learning to Learn Program (Ellen Racioppi). Information on how to get copies of materials covered during the conference is provided. An appendix provides the conference agenda. (BJV)

This paper demonstrates how to apply Machine Learning (ML) techniques to analyze student interaction data collected in an online mathematics game. We examined: (1) how different ML algorithms influenced the precision of middle-school students' (N = 359) performance prediction; and (2) what types of in-game features were associated with student math knowledge scores. The results indicated that the Random Forest algorithm showed the best performance in predicting posttest math knowledge scores among the seven algorithms employed. Out of 37 features included in the model, the validity of the students' first mathematical transformation was the most predictive of their math knowledge scores. Implications for game learning analytics and supporting students' algebraic learning are discussed based on the findings.

Emotions are of vital importance in the foreign language learning process. However, while anxiety is one of the most commonly studied affective variables in the foreign language research context, positive emotions have recently become a trendy research topic among English as a foreign language (EFL) researchers. In addition, foreign language anxiety (FLA) and foreign language enjoyment (FLE) are related emotions that might coexist in individuals, while the number of studies in the Turkish EFL context is too limited to draw a conclusion. This study aims to investigate whether there is a relationship between enjoyment and anxiety in the Turkish EFL learning context. In this correlational study, the Foreign Language Classroom Anxiety Scale (FLCAS) and the Foreign Language Enjoyment Scale (FLES) were administered to 242 English as a foreign language (EFL) learners. The correlational data were obtained to see the relationship between FLA and FLE. The results showed that there is a significant negative correlation between FLE and FLA. [This paper was published in: International LET-IN Conference Proceedings, 2022, pp. 306-314.]

THS is applied to Science High Schools, Social Sciences High Schools, Anatolian Technical Programs of Vocational and Technical Anatolian High Schools and Project schools for student selection. With THS, approximately 10 percent of more than one million students are placed in a secondary education institution based on their preferences. The purpose of this study was to examine the relationship between the success of the THS Science test of the students who have just graduated from middle school and who took the THS exam and their middle school science course scores, gender, and socio-economic level. In this ex post facto research, a total of 101 students were involved in the sample. Majority of the students were male (n=54, 53.5%). Pearson correlation analysis revealed that THS science score of participants were significantly and positively correlated with their 6th, 7th, and 8th grade science scores. The results of independent samples t-test demonstrated that there was no significant difference in THS science scores for male and female participants. Finally, the results of one-way ANOVA indicated that there were significant differences in THS science scores by participants' socio-economic levels. Accordingly, students with high socio-economic level had higher scores from THS science test than students with moderate and low socio-economic levels. Based on this particular finding, policy makers are recommended to reconsider their efforts to provide equality of opportunity in education. [This paper was published in: "EJERCongress 2022 Conference Proceedings," Ani Publishing, 2022, pp. 225-231.]

Purpose: Achievement in mathematics and reading is a function of many interrelated variables. Therefore, it is important to identify and compare the variables that affect success in these areas. The aim of this study is to examine the characteristics that are thought to be effective on achievement scores in reading and mathematics. Method: The data of this study, which is a correlational study, were obtained from the PISA 2015 Turkey sample. The analysis of the research was carried out with The Latent Regression Rasch Model, which is one of the multilevel analysis methods. Results: According to the results, female students were more successful than male students in reading and math. The student's SES and anxiety level were associated with success in both areas, and this relationship was more in mathematics than in reading. In addition, while there was no significant relationship between motivation and reading success, this relationship significantly increased mathematics achievement. Recommendations: It is recommended to carry out the necessary studies in order to reduce the exam anxiety levels of the students, and to increase the motivation of success by giving importance to the cooperation of students, parents and schools. In addition, future studies can examine the relationships between different fields (such as science, foreign language) and different variables. [This paper was published in: "EJERCongress 2022 Conference Proceedings," Ani Publishing, 2022, pp. 335-344.]

The number of migrants around the world has increased over the last decade, which can be attributed, in part, to increased violence from wars in the Middle East (Böhm et al., 2018; Hahnefeld, 2021; Reavell & Fazil, 2017; USA for UNHCR, 2022). About half of refugees are children (Amnesty International, 2022). These children are at risk of experiencing profound mental health issues (Williams et al., 2016), including posttraumatic stress disorder (PTSD). PTSD has been described as a condition wherein an individual enters "survival mode" (Dyer et al., 2009) and is characterized by anxiety, intrusion symptoms, avoidance of stimuli, negative alterations in cognitions and mood, and marked alterations in arousal and reactivity (American Psychiatric Association, 2013; Fasfous et al., 2021). PTSD can interfere with learning processes due to consequential deficits in verbal memory, top-down processing, and other neuropsychological functions (Herringa, 2018; Samuelson, 2010, 2017; van Rooij et al., 2018; Wrocklage et al., 2016). Researchers have documented poorer learning outcomes in refugee children compared to control (Fasofous et al., 2021). Moreover, deleterious consequences extend beyond childhood. Even after resettlement outside of a refugee camp, psychological concerns can persist, and deficits may be prevalent (Hess et al., 2022). For governments and practitioners seeking to assist refugees, it is important to understand the connection between trauma and learning so as to develop effective interventions and treatments. [This paper was published in: "EJERCongress 2022 Conference Proceedings," Ani Publishing, 2022, pp. 218-224.]

In this study, it is aimed to examine the differentiation status of the participants in terms of some demographic variables in order to determine the anxiety of the students towards sports injury. This quantitative study was carried out in a descriptive survey model. The sample of the study consists of 317 participants from high school students who continue their education in schools administered by Onikisubat and Dulkadiroglu District Directorate of National Education in Kahramanmaras city center in Turkey. The data of the research are analyzed using the statistical software program Jamovi 2.3.16. As a result of the research, it has been found that the anxiety scores of the participants towards sports injury are moderate. In the sports injury anxiety scale, statistically significant differences have been found in terms of what kind of sports they do, how many days a week they do sports, and whether they are injured or injured while doing sports. As a result, with this research, students' anxiety about sports injury has been determined in terms of different variables. [For the full proceedings, see ED652228.]

The purpose of this study was to determine if there are statistically significant relationships between academic advisors' demographic characteristics, advising-related variables, burnout, and risk for mental health disorders, such as generalized anxiety disorder (GAD) or major depressive disorder (MDD). In February 2023, we conducted a national survey of academic advisors (n = 1,598). Advisors with higher levels of burnout had increased odds of experiencing MDD and GAD symptoms. Resilience was significantly correlated with lower MDD, GAD, and burnout levels. [For the full proceedings, see ED648717.]

The purpose of this study was to investigate the sources of Chinese learning anxiety among Chinese learners in Vietnam and the strategies and methods used to cope with anxiety. Based on the findings, we suggest effective strategies to relieve learners' learning anxiety caused by different anxiety-inducing situations. The results of this study showed that (1) seven factors, namely learners' own anxiety, teachers, peers, the characteristics of the Chinese language itself, fear of making mistakes, test anxiety and the learning environment, were the main causes of Chinese learners' anxiety. (2) When Chinese learners face anxiety, they try to cope with it through independent learning and seeking assistance from teachers. In addition, because Chinese is a challenging language, they also constantly adjust their feelings to face the learning tasks, strengthen their motivation to overcome anxiety, and increase their self-confidence in learning Chinese through repeated practice. [For the full proceedings, see ED654100.]