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Background To ensure the validity and therapeutic utility of the Neck disability index (NDI) scale, translations, cultural adaptations and psychometric evidence is necessary. This study aimed to address the absence of a suitable and validated Hindi version of the NDI for the rural population. The specific objectives were to translate, adapt, and evaluate the psychometric properties of the newly developed Hindi version of the NDI. Methods Following guidelines provided by the American Association of Orthopedic Surgeons, the original English NDI scale was cross-culturally adapted into Hindi. The adaptation process included translations (forward and backward), expert committee review, pre-testing and cognitive debriefing with 30 individuals experiencing chronic non-specific neck pain. The outcome of this process was the creation of the Hindi version of the NDI, termed NDI-Hi. Subsequently, NDI-Hi was administered to 211 participants with neck pain from multiple centers for psychometric testing. The evaluation involved test-retest reliability over a 48-hour interval, factor analysis, assessment of internal reliability measures, and criterion-related validity by comparing it with the NPAD-Hindi version. Results The NDI-Hi version exhibited favorable psychometric properties, including good test-retest reliability with an intra-class correlation coefficient (ICC) of 0.87. Internal consistency of the scale was high, indicated by Cronbach’s alpha coefficient (α) of 0.96. The standard error of measurement (SEM) was determined to be 2.58, and the minimal detectable change (MDC) was calculated to be 7.15. Furthermore, the NDI-Hi showed significant correlation with the NPAD-Hindi version, with a correlation coefficient (rho) of 0.86, and a p-value of less than 0.001. Conclusions The NDI-Hi demonstrated validity and reliability as an outcome tool for assessing neck disability. It can be effectively utilized in clinical practice and research settings involving Hindi-speaking individuals with chronic non-specific neck pain. The adapted scale is particularly well-suited for the rural Northern Indian Hindi-speaking population.

Background and Objectives: In today’s rapidly changing and interconnected world, where individuals often face high levels of stress, uncertainty, and interpersonal dynamics, Alpas’s framework suggests that emotional intelligence plays a crucial role in helping people thrive. By developing emotional intelligence skills, such as self-awareness, self-regulation, empathy, and social skills, individuals can better manage stress, communicate effectively, build strong relationships, and make sound decisions even in challenging circumstances. Methods: A cross-sectional study was conducted among college students. Participants who were willing to take part in the study were included, considering both males and females. A total sample of 134 students was taken from the NIMS College of Physiotherapy. Emotional intelligence was assessed using the WONG scale, while educational achievement was measured by the total percentage obtained in the last semester. Academic stress was evaluated using the Student Inventory Scale. A Google Form was created, and only those willing to participate in the study filled out the form. Results: There was a negative correlation between emotional intelligence and academic stress (r=1.000), academic stress and percentage (r=-0.62), and percentage and emotional intelligence (r=-0.67). Conclusion: The present study concludes that emotional intelligence, academic stress, and educational achievements are negatively correlated with each other. It has been observed that students experiencing stress tend to exhibit lower emotional intelligence, which ultimately leads to poorer academic performance.

Background and Objectives: Physical health is a state of lack of illness and disease. The psychological well-being of college-going students is closely related to physical activity and life satisfaction. It can lead to low life satisfaction, mental disorders, and overall low QoL (QoL). The present study aims to evaluate the relationship between physical activity, life satisfaction, and mental well-being of students. Methods: A cross-sectional study was conducted among college-going students to evaluate the relationship between physical activity, life satisfaction, and mental well-being of college students. Data were collected with online Google Forms, using the convenience sampling method to achieve the required sample size of 279 students. Follow-up data was entered into an Excel sheet and evaluated with SPSS software, version 20. Results: After data collection using online Google Forms, data were evaluated using the SPSS software, version 20, and the results showed that physical activity is significantly correlated with mental well-being with a P of 0.004. Life satisfaction is correlated with physical activity according to a P of 0.038 and mental well-being is also correlated with life satisfaction with a P of 0.032. Conclusion: The study concluded that physical activity, life satisfaction, and mental well-being in college-going students are significantly correlated with each other.