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Objective: To assess whether sex or school year influence physical activity and exercise (PA/EX) behaviors and perceived benefits and barriers of PA/EX among college students. Participants: Participants were 862 (78% female; 20.1 ± 1.4 years) college students. Methods: The International Physical Activity Questionnaire, Exercise Benefits and Barriers Scale, and resistance training (RT) questions were completed online. Results: Factorial ANOVA (sex x year) determined no significant interaction effects of sex and school year in behaviors or perceived benefits and barriers (all p  > .05). Males reported higher levels of PA/EX and RT than females ( p  < .05) with no differences by school year ( p  = .34). Benefits Scale scores and some of its subscales were higher for males and first-year students compared to females and third- and fourth-year students (all p  < .05). Conclusion: PA/EX promotion programs may need to be tailored differently based on sex and school year.

Zimbabwean higher education was not spared by the effects of the COVID-19 pandemic. To avoid on-campus infections, Zimbabwean universities, like their global peers suspended classes and asked resident students to vacate their accommodation. Academics, parents and students alike, expressed concern over the possibility of the 2020 academic year being lost. However very little, if any attention was paid to students' psychological wellbeing despite the huge potential that there was of it being negatively affected by the pandemic. Using the holistic approach to wellbeing, this study investigated Zimbabwean higher education students' psychological wellbeing during COVID-19. A mixed methods approach which employed an online questionnaire was used to gather data from 36 students enrolled at universities both in Zimbabwe and internationally. In the light of the generally negative sentiments expressed against the support which the students received and based on the holistic approach to wellbeing, we argue that the students' psychological wellbeing should have been conceptualised as a function of interrelated dimensions such as the physical, social and spiritual. The paper concludes by suggesting a conceptual framework which would not only have been useful during the COVID-19 pandemic to enhance students' resilience but one from which insights could be drawn in dealing with any future disruptions to higher education in the country. [ABSTRACT FROM AUTHOR]

Purpose: Occupational asthma is commonly observed in bakers and confectioners. Endogenous and exogenous risk factors contribute to bakers' asthma. A heightened awareness of this and early diagnosis can be helpful in terms of prevention. The aim of the study was to identify a temporal relationship between the years of training, as well as possible technical, procedural, and individual risk factors for the development of flour-exposure related atopic symptoms such as rhinitis, cough, and rash in young professionals. Methods: 127 bakers and confectioner trainees were observed over a one-year period. Two questionnaires served as test instruments. It was investigated whether the rates of atopic symptoms change over the course of a school year and which conditions in the workplace could be responsible for this. Descriptive statistics were used to answer the research questions concerning flour exposure and symptom rates. The Pearson-Chi-Square test was used for testing statistical differences between different groups (e.g. year of training, working conditions). Results: An increase in rates of self-reported rhinitis, coughing, and rashes throughout the duration of traineeship was shown (e.g. rhinitis of bakers at work: 0% in the first year of training, 20% in the second and 33% in the third year of training). The installation of vapour extraction systems and low-dust transfer of baking agents led to fewer symptoms in the workplace (30% of participants with rhinitis symptoms worked with no installed vapour extraction systems). A medical history of atopy was positively correlated with the occurrence of symptoms. Conclusion: To prevent the development of asthma in bakers, methods to improve occupational health and safety should be developed. Creating low dust working conditions e.g., due to the use of vapour extraction systems should be considered. [ABSTRACT FROM AUTHOR]

Copyright of Intercontinental Journal of Sport Management / Revista Intercontinental de Gestão Desportiva is the property of Revista Intercontinental de Gestao Desportiva and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Students’ personal culture must be paid special attention at university, as the formation of a highly professional specialist means not only the acquisition of knowledge, but also the manner of behavior and ability to communicate with other people. This article reveals the approaches to the formation of personal culture of students of H.S. Skovoroda Kharkiv National Pedagogical University. We assumed that English classes may not be restricted only to linguistic issues and grammar revision, but these classes might have a high educational potential. In our experiment we researched how English classes can develop students’ personal culture. At the beginning of the academic year a survey to understand students’ awareness and interest in this issue was conducted. The analyses of the answers showed that their understanding of this notion was narrow enough. The author developed a number of activities aimed at increasing the awareness about personal culture. Such activities as mini lectures, discussions of different aspects of personal culture, role plays etc. have changed the attitude of students to their personal culture. At the end of academic year the author conducted a survey again. It showed that the understanding of personal culture was developed; the students understood the need to improve their personal culture. The components that were not discussed during the classes almost did not change in percentage terms. After taking part in the experiment, almost all students mentioned tolerance and culture of behavior in the definition of personal culture, which we also consider a positive result. [ABSTRACT FROM AUTHOR]

Copyright of Campus Virtuales is the property of Campus Virtuales and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In response to the pressing need for innovative educational approaches, this research investigates the implementation of SIMULE to evaluate its impact on the conceptual understanding and procedural fluency of Grade 7 students. This study focused on utilizing SIMULE as an instructional resource in improving the conceptual understanding and procedural fluency of Grade 7 students at Lambayong National High School, School Year 2023 – 2024. A total of 89 students were the respondents of the study. Respondents were selected through purposive sampling and grouped using simple random sampling. This study employed a quasi-experimental design. The data were gathered using the researcher-made pretest and posttest. Mean and standard deviation determined the student’s concept fluency level and procedural understanding. T-test was used to determine the significant difference between the two groups' pretest and posttest scores and the mean gain scores. The study revealed that both groups had little mastery of the topics before the conduct of the study. In the posttest, both groups improved their conceptual understanding and procedural fluency. It revealed that using SIMULE and conventional teaching can help students improve their conceptual understanding and procedural fluency. However, students exposed to SIMULE performed better than those exposed to traditional teaching. Further, the learning gains were significantly higher in favor of the students exposed to SIMULE. Thus, the study recommended using SIMULE as an intervention material to improve students’ conceptual understanding and procedural fluency. [ABSTRACT FROM AUTHOR]

Introduction: There is a great deal of research on the awareness of students and professionals regarding oral cancer. The aim of this study was to find out students' opinions in their final years of dental school training who have clinic time about the importance of correct mucosal examination of the oral cavity. Materials and Methods: A cross‐sectional study was carried out and a questionnaire was designed and distributed to fourth‐ and fifth‐year dental students. The questionnaire included demographic aspects of the participants and five closed questions related to the importance given to the exploration of the soft tissues during patient visits, the importance of the university training received, their interest in continuing education on this subject, their role as dentists in early diagnosis and whether they consider themselves prepared to diagnose oral cancer. Results: A total of 214 undergraduate dental students participated in the study, 24.3% fourth year and 75.7% fifth year. Moreover, 97.7% of the students considered soft tissue examination to be important or very important, 90.2% of the students surveyed considered the university training received to be important or very important and 66.4% of the students considered that the most qualified professional to diagnose an oral lesion is the dentist. Conclusion: In this study, most of the students felt that graduate training in oral cancer is important, as well as soft tissue examination. In addition, the majority considered that the professional most indicated to diagnose oral lesions is the dentist. However, a very small percentage felt prepared to diagnose oral cancer themselves. [ABSTRACT FROM AUTHOR]

Copyright of Revista Complutense de Educación is the property of Universidad Complutense de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Purpose: The purpose of this research was to compare the effectiveness of emotional intelligence training and self-compassion practices on mental well-being, academic vitality, and academic self-concept among female high school students in Hamedan. Methodology: The research method was a semi-experimental three-group design (two experimental groups and one control group) with pre-tests and post-tests. The sample was selected using multi-stage cluster sampling from the population of female high school students in Hamedan in the academic year 2023-2024, with 60 individuals randomly chosen (20 in the first experimental group, 20 in the second experimental group, and 20 in the control group). Measurement tools included the Keyes and Magyar-Moe (2003) Mental Well-being Scale and the Liu and Wang (2005) Academic Self-concept Questionnaire. MANCOVA test and its assumptions were used to test the research hypotheses. ANOVA (one-way analysis of variance) with box plot and post-hoc tests like Tukey and Scheffé were employed for multiple comparisons in the post-test using SPSS version 23. Findings: The results showed that both emotional intelligence training and self-compassion practices are effective in improving the mental well-being and academic self-concept of female high school students in Hamedan. Additionally, it was found that self-compassion training is more effective than emotional intelligence training in enhancing academic selfconcept, but there is no significant difference in the effectiveness of emotional intelligence training and self-compassion practices on mental well-being. Conclusion: Psychologists can help students gain more awareness of their emotions and learn how to deal with them, set meaningful and achievable goals, increase academic vitality and motivation through realistic goals aligned with personal interests, and strengthen their academic self-confidence. Students should be taught how to cope with educational stress and anxiety, find creative solutions, and learn to utilize available resources and supports. [ABSTRACT FROM AUTHOR]

In 2016, Beninese police moved onto the university campus in Abomey-Calavi to control the violent student demonstrations which led to the invalidation of the 2015-16 academic year in the Faculté des Lettres, Arts et Sciences Humaines and the turmoil that turn of events subsequently risked causing. This local form of censorship was amplified by nationwide breaches of freedom of speech and opinion. How did the university react to all this? Certain teachers and students used educational activities as a pretext for overcoming the drastic restrictions to their freedoms. This article argues that the analysis of purposefully selected dramatic fiction can be employed in the critique of genuine infringements to freedom, and also in the identification of ways in which individuals overcome those infringements. Participant observation and the concept known as the "Horizon of Social Expectation" are applied to dramaturgical texts. The first part of the article provides a brief description of the political context, the strategic positioning of contributors and their respective levels of involvement in the pedagogical experience. This contextualisation then leads to the second part: a presentation of the results of the analysis conducted on paratextual data and the two dramaturgical categories of the theatrical text itself. [ABSTRACT FROM AUTHOR]

Writing argumentatively is a significant aspect in acquiring knowledge and developing English language skills. Therefore, this study aimed to investigate the pattern of critical thinking evident in English argumentative writing of private university students in Makassar, Indonesia. Data were specifically sourced from argumentative essays composed by fourth semester students during the academic year 2022-2023. A qualitative method incorporating content analysis was adopted to obtain an extensive elucidation and examination of the pattern observed in argumentative essays. The pattern was subsequently analyzed to generate an ideal framework for constructing persuasive arguments. The results showed that students who were part of the instructional treatment group outperformed the control group in terms of critical thinking skill as well as the skill to identify and evaluate elements of reasoning. Moreover, the treatment group showed superior writing skills and stronger organization and coherence. The integration of technology resources, such as YouTube, also had the potential to foster critical thinking skills. [ABSTRACT FROM AUTHOR]

In this article, the authors share an account of an eighth-grade personal narrative unit designed to support students in composing accounts of life during the 2020–21 pandemic school year. The article provides an overview of the four phases that comprised this nine-lesson unit and the materials and resources used. Students' voices, perspectives, and details from their compositions feature throughout the article. Implications for practice include considering the importance of life writing for both self and audiences and the meaningfulness of making space in middle level curricula for students to process their lives and respond to events in their world. [ABSTRACT FROM AUTHOR]

Background: Many national studies in Saudi Arabia have revealed a lack of knowledge about eye donation. The current study assessed awareness and attitudes towards eye donation among health faculty students in Jeddah, Saudi Arabia. It aims to increase their awareness as future healthcare providers are expected to raise general awareness to attain more local corneal donations. Methods: A cross-sectional study including 1,060 health faculty students was conducted at King Abdulaziz University. Data were collected through an online questionnaire that covered participants' demographics, academic year, knowledge, and attitudes regarding eye donation. Results: Thirty-five percent of students had heard about eye donation, with the most common sources of information being social media (29%) and health workers (24%). Most respondents, 61% (n = 643), indicated willingness to donate their eyes after death. Of these respondents, 93% (n = 986), 6.8% (n = 72), and 0.2% (n = 2) had poor, fair, and good knowledge levels, respectively. A total of 66% (n = 696) and 34% (n = 364) had negative and positive attitudes, respectively. Conclusion: Students in this study showed low levels of knowledge and negative attitudes about eye donation. Students should be adequately educated about the significance of eye donation. [ABSTRACT FROM AUTHOR]

This cross-sectional study investigated the reasons behind academic cheating in a cohort of nursing students in Saudi Arabia. The study involved 482 nursing students from two government universities in Riyadh. We used a newly developed self-reported questionnaire called the Reasons for Cheating Scale (RCS) to collect data. The highest-scoring reasons for academic cheating in the study population included the desire to obtain high grades, encouragement from friends to cheat, and the perception that exams were too difficult. Male students scored significantly higher than female students for reasons such as not understanding the course material, unclear test questions and instructions, pressure from families to excel, difficulty of the course material, and ignorance of effective study methods (P < 0.05). Age also had a role, as students aged 15-20 years had significantly higher scores for the item "Exams are too hard", whereas those aged =25 years had higher scores for "Difficulty of the course material" (P < 0.05). Additionally, students in the preparatory year had significantly higher scores than those in other years for reasons such as difficult exams, unclear test questions and instructions, fear of failing, difficulty of the course material, and the desire to please their families (P < 0.05). Overall, the desire to obtain high grades emerged as the main reason for academic cheating in our cohort of nursing students in Saudi Arabia. The findings suggest that sociodemographic characteristics, including sex, age, and academic year, should be considered when addressing the issue of cheating among nursing students. [ABSTRACT FROM AUTHOR]

The problem of increasing the effectiveness of the educational process in the Physical Education and Sport specialty at the Faculty of Educational Sciences and Arts, part of the Sofia University “St. Kliment Ohridski” is particularly timely, considering that the specialty is very recent – it was launched at Sofia University during the academic year of 2009/2010. On the other hand, there is a relentless competition in this field among the other universities in the country. In order to optimise the educational process in the specialty, the opinion of the students is extremely important, as a way for the lecturers to get relevant feedback. The goal of the study is to research the work done with the students and on this basis to make an attempt to optimise the educational process of the specialty. The study used a survey conducted on February 08, 2023 with a card containing a total of 32 questions. The results were analysed and presented based on analysis of the frequency (f) and percentages (%). The data gathered by the survey was processed in MS Excel. [ABSTRACT FROM AUTHOR]

Copyright of Current Research in Dental Sciences is the property of Ataturk University Coordinatorship of Scientific Journals and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article aimed to determine the dimensions of mathematical excellence among students participating in sports teams in a wall university, and researchers adopted the descriptive curriculum due to its relevance with nature of the study where the sample included (103) A student participating in the various sports teams of Jadara University during the academic year 2022-2023, where the sample constituted a percentage (61.6%) of the study community of 167 players and researchers used Donald Dell's scale (Donald Dell) to measure the direction towards the dimensions of mathematical excellence, which was prepared by Dr. Mohamed Hassan Allawi, where the scale consists of (54) phrases. The conclusions indicated that there was consent to move towards the dimensions of mathematical excellence (Orientation towards restraint, orientation towards sense of responsibility, orientation towards respect for others). The absence of statistically significant differences in my dimension (orientation towards restraint, orientation towards respect for others) is attributable to the gender variable. The existence of statistically significant differences after the orientation towards a sense of responsibility and for the benefit of male students and the absence of statistically significant differences towards the dimensions of sporting excellence as a whole (the orientation towards restraint, the orientation towards a sense of responsibility, the orientation towards respect for others) is attributable to the change of the practice game. The study recommended the need for similar research based on other psychological variables. [ABSTRACT FROM AUTHOR]

Background: Integrating medical students in research at an early stage of their program is a crucial step to enhance the ability of future physicians to employ critical thinking and problem-solving processes, which in turn improves patients' health outcomes. Methods: A cross-sectional questionnaire-based survey was administered to medical school students at Al-Balqa Applied University. This study aims to analyze the attitudes, practices, and barriers faced by medical students in regard to engaging in medical research. Results: A total of 333 students participated in the study with a mean age of 21.2 ± 1.5 years. A total of 60.1% were females. Female students had significantly higher knowledge scores (µ = 3.97, SD ± 1.81, P = 0.009) than males (µ = 3.44, SD ± 1.69). As students progress to higher academic years of their clinical program, their knowledge in research significantly increases in comparison to their knowledge in basic medical years (P < 0.001). Student age and academic year significantly correlated with the knowledge scores; each additional year of study increased the knowledge score by 0.25 (β = 0.25, P < 0.001, R2 = 0.63). The percentage of students who correctly answered each question on the knowledge scale was 37.5% (SD ± 12.5%). The most reported barriers to research participation were insufficient training in medical research, lack of sufficient research opportunities, and lack of stimulation and support from faculty. Conclusions: Medical students demonstrated a positive attitude toward research starting from their second year of study, despite having limited knowledge on the topic. They identified barriers that could be utilized to promote greater involvement of students in research. The implications for clinical practice suggest that policymakers and educators should consider the outcomes of this study and implement improvements in medical education, specifically by encouraging the early participation of students in the research process. [ABSTRACT FROM AUTHOR]

The purpose of this study is to identify whether students' academic performance is influenced by their learning style. The research addressed students in the field of educational sciences. To collect research data, a questionnaire was applied to a number of 143 students aged between 19 and 56 years. The research data were statistically analyzed using the Kruskal Wallis Test. The statistical results indicate significant differences between students with auditory, visual and practical learning styles depending on the academic performance and the year of study. Our results can be used in the teaching-learning process by the teacher. [ABSTRACT FROM AUTHOR]

This essay examines potential barriers to the academic success of international master’s students studying in higher education in the UK and identifies key elements that draw together university policy and culture and classroom practice to enable this group of students to ‘hit the ground running’. These barriers are viewed through the lens of academic shock and academic integrity. Key themes are discussed including the importance of factors such as language barriers, misunderstandings, and anxiety, as well as the importance of providing clear definitions of what constitutes academic integrity violations in UK universities. The timeframe of one academic year, in which full-time international master’s students are required to acquire new knowledge and skills often impedes the successful completion of early assignments set during their first term. Solutions for addressing these barriers are proposed and aimed at supporting the achievement of international master’s students. [ABSTRACT FROM AUTHOR]

Copyright of Sociedad e Infancias is the property of Universidad Complutense de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Research objectives (aims) and problem(s): The aim of the article is to present the results of an evaluation study of an educational and preventive programme implemented in eight year 4 groups in six Krakow primary schools. The programme, entitled KOTWICA, ran from December 2021 to June 2022. The evaluation was external and comprehensive. During the programme, the evaluation of the process and of the outcome were carried out in the pre-test--post-test format. The research question is "what are the results of the evaluation of the KOTWICA educational and preventive programme for students of the fourth year of primary school?" Research methods: Eight proprietary tools were used to evaluate the process, and two standardised tools were used to evaluate the result. The collected material was subjected to statistical processing, whilst the qualitative data was encoded, categorised and analysed using tools for qualitative data analysis. Structure of the article: At the beginning, the authors justify the undertaking of the research and introduce the subject of the study on the basis of theoretical findings and the state of research in the field of school prevention. Then the research objectives are described and the research problem is defined. In turn, the research method, the selection criteria for the study group and the principles of data collection and processing are described. The results of the research and the limitations of the research process were also described. Finally, the conclusions of the research and recommendations for the theory and policy of school prevention are described. Research findings and their impact on the development of educational sciences: The results of the evaluation allow us to conclude that the objective of the educational and preventive programme conducted in year 4 was achieved and that it met the needs of the participants. However, they do not allow us to draw clear conclusions as to the effectiveness of the educational activities, due to the limitations of the collected research material. Conclusions and/or recommendations: In the light of the results, the authors drew conclusions regarding the methodology of evaluation studies and recommendations for preventive and educational practice. [ABSTRACT FROM AUTHOR]

Copyright of Gymnasium: Scientific Journal of Education, Sports & Health is the property of Alma Mater and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Human Sciences Journal / Revue des Sciences Humaines is the property of Universite des Freres Mentouri Constantine and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study aims to determine the effectiveness of group guidance with the pass the compliment game technique to increase students' confidence in SMP Muhammadiyah Sukaramai in the 2023/2024 academic year. The method used in this research is a quantitative approach with a quasi-experimental research method, which is an experimental research method that allows researchers to control as many variables as possible from the existing situation. The results showed that no that there is no increase in student confidence by carrying out Group Guidance services through the 'pass the compliment' game technique for grade VIII of SMP Muhammadiyah Sukaramai, Tegal Sari I, Kec. Medan Area, North Sumatra 20216 for the 2023/2024 academic year. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Theory & Practice in Education (JTPE) / Eğitimde Kuram ve Uygulama is the property of Journal of Theory & Practice in Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Traditional Medical Complementary Therapies is the property of Turkiye Klinikleri and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of INES Journal: The Journal of International Education Science / Uluslararası Eğitim Bilimleri Dergisi is the property of INES Journal: The Journal of International Education Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The present study aims to explore the different ways in which a group of students, diversified across school levels, understand the high-stakes tests that they are going to take. High-stakes tests are defined as tests whose results have implications for school system and educational policy, and where important decisions about students, teachers and administrators are made. Phenomenography was chosen as the research method for this purpose. Phenomenography is a research method which describes differences in the way we experience and understand the phenomena around us. The study involved 18 students who prepared for three different high-stakes tests (LGS, YKS, and KPSS) during the 2021- 2022 school year. Data were collected through semi-structured interviews. The researchers studied what participants experienced during the exam preparation and how they view their high-stakes test. The phenomenographic analysis revealed six different ways of understanding related high-stakes tests. These are “a life and death matter,” “a frightening experience,” “a time of strain,” “a struggle at an inconvenient time,” “an improving experience,” and “an opportunity to change the direction of life.” Age, experience, and number of retakes of the test are critical in forming these understandings. The results of this study will provide data for educational researchers to develop new perspectives and strategies for educational practice. [ABSTRACT FROM AUTHOR]

A high-performing academic education system supports the development of skills such as curiosity and creativity in students' activities and learning experiences. However, the academic curriculum gives quite a lot of importance to the accumulation of knowledge and the learning of specific skills, which can encourage an education that is less oriented towards the development of creativity and curiosity, especially in the discipline of History. Our study has as target group the 3rd year students of the Pedagogy of Primary and Preschool Education, whom we monitored during two academic years. The purpose of the research is to analyze the effect of the didactic strategy on students' creative thinking and to show that creativity is a fundamental element for the development of their historical thinking as students and future practitioners. In our approach, we started from the following premises and hypotheses: 1) creativity is present in all learning contexts, although it is not always specified as such; 2) students need to be creative in a constantly changing world that requires us to permanently adapt; 3) outside of those disciplines that explicitly emphasize creativity (fine arts, music etc.) creativity is rarely present in the discussions regarding teaching and learning; 4) if at History we apply a series of strategies to stimulate creative thinking that includes interactive methods, diverse teaching aids and mixed organizational forms which involve cooperation, then students' creativity, curiosity and interest in this subject will be stimulated. Therefore, we proposed the following objectives: (O1) The implementation of didactic strategies that stimulate students' creativity; (O2) The analysis of the results - how does the didactic strategy affect creative thinking in the history discipline? (O3) The analysis and evaluation of the effect that the didactic strategy may have on creativity at History. The expected results are, in the case of students, an increase in creativity through the application of certain didactic strategies, motivation for learning and positive attitudes towards history, with the belief that when they become teachers they will apply similar strategies in the classroom. [ABSTRACT FROM AUTHOR]

Copyright of Erzincan University Journal of Education Faculty / Erzincan Üniversitesi Egitim Fakültesi Dergisi is the property of Erzincan University Faculty of Education Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study aimed to identify learners' clusters of reading self-concept as a factor of reading comprehension and vocabulary in a large sample of 4th and 5th grade Hebrew speaking students (N = 1333). The students were followed longitudinally from the beginning to the end of the school year. In terms of changes over time, changes of the student's cluster affiliation and the changes in academic emotions throughout the year were examined. The results yielded two clusters of learners at both time points ('High' and 'Low' profiles, based on the mean scores at each measure) that had a different effect on reading self-concept. In addition, it was found that most of the students remained at the same cluster throughout the year and declined in their positive emotions. The understanding that emotional characteristics are an integral part of the individual learner has important implications for our theoretical knowledge as well as for daily work with learners and in the development of intervention programs. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Tikrit University for Humanities is the property of Republic of Iraq Ministry of Higher Education & Scientific Research (MOHESR) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The aim of this study was to An educational study of the effect of future anxiety on the academic progress of university students. Generally, Future anxiety means the score that a student obtains on the Future Anxiety Scale. This study aims at identifying the level of future anxiety among the students of Prince Sattam Bin Abdul-Aziz University. It attempts to highlight the differences between them in light of variable according to gender. It also seeks to underscore the impact of future anxiety on their academic achievement and the reasons for this anxiety and the suggested treatment. To achieve this goal, the researcher uses the descriptive analytical method to collect and analyze the data. The study is conducted on a sample of (60) male and female students in the academic year (2022/2023). The study sample was selected using stratified random sampling. [ABSTRACT FROM AUTHOR]

This article is an academic record of the doctoral thesis on course "Grade repetition: lived experiences of high school students" which undertakes the analysis of the educational trajectories of adolescents and young people who have failed a year of study in the first two years of the high school. The objective of this research is to make visible the critical knots that students experience at this stage. It is addressed through qualitative research of an exploratory nature whose specific sample is made up of the testimonies of students who have just failed a year of study. The experiences of students and teachers in the primary / secondary transition process are to be considered, taking into account the institutional conditions which interfere with the educational trajectories, thus jeopardizing enrollment and graduation level of dropping off and not graduating in the level they are attending. The current challenge is to achieve the improvement of the level based on an institutional consensus that includes the analysis of the teaching practices and the consideration of the consequences they can produce in the academic performance. [ABSTRACT FROM AUTHOR]

A new pedagogical engineering plan is being implemented in universities by Morocco's Ministry of Higher Education, Scientific Research and Innovation, by the start of the next academic year 2023-2024 in line with ESRI PACT 2030. The Final Year Project, a common practice in Moroccan higher education, has so far allowed students to apply their knowledge and skills in scientific research, promoting more equitable outcomes. However, the National Committee for Coordination of Higher Education has approved the plan to cancel it from bachelor degree programs in Morocco, which will be carried out by the next university year, raising new questions and concerns amongst the students. This paper aims to investigate the perceived importance of Final Year Projects for Moroccan students, measure their readiness to graduate with a bachelor degree without it and study the expected impact this would have on future generations' education journey. [ABSTRACT FROM AUTHOR]

Students' acceptance and use of feedback to improve their writing may be influenced by their attitudes toward receiving such feedback. In the present study, we investigated the trajectories of students' attitudes toward receiving feedback on their writing from teachers and peers in Grades 3–7. Data were collected from 1,071 students in the fall of three consecutive academic years using a cohort-sequential design. Results indicate that students have a generally positive attitude toward receiving writing feedback by both peers and teachers at all grades. However, results of parallel process latent growth modeling suggest that these attitudes decline annually between third and seventh grade. Further, both trajectories seem to shift between fifth and sixth grade, suggesting different processes between Grades 3–5 and Grades 5–7. Finally, female students tended to like receiving feedback from teachers and peers more than their male peers. [ABSTRACT FROM AUTHOR]

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Proper waste management in school is a crucial issue to maintain a safe and conducive learning environment for all the members of the educational community. This paper aimed to evaluate the implementation of Project GIGO (Garbage In, Garbage Out) at Morong National High School- Senior High during the School Year 2022-2023. This study used quantitative descriptive research design using an online survey questionnaire which was administered to thirty (30) teachers and one hundred (100) students of MNHS-SH. Based on the results, the two groups of respondents have similar evaluation on the implementation of Project GIGO in terms of objectives, process, monitoring and evaluation, and stakeholder’s participation. It is important to note that the school should improve its linkages to seek support for its implementation. In addition, some of the problems that were given by the respondents were lack of knowledge, disobedience of some students, and limitations on the materials. Meanwhile they have suggested establishing strong connections with external members of the school, intensify the monitoring and evaluation, and spread more awareness among its clientele for the success of the project. [ABSTRACT FROM AUTHOR]

This paper investigates the impact of using captions on the English-speaking performance of low- and high-level EFL learners. The experimental research took place during the 2019 academic year's first semester. This research was carried out at a university in central Tokyo. A total of 67 students were recruited from two freshmen English classes. They were divided into two groups: captioned group (34 participants) and non-captioned group (33 participants) over a 13-weeks semester. All participants watched audiovisual media with or without captions. All participants were asked to take speaking tests in order to evaluate the impact of caption use. The results of the independent t-tests showed that caption usage improves EFL learners' overall speaking accuracy. The overall speaking scores of both low-level and highlevel learners showed statistically significant differences in terms of speaking fluency and accuracy in favor of the high-level learners. Several pedagogical consequences and recommendations for future research are made based on these results. [ABSTRACT FROM AUTHOR]

Copyright of Educational Academic Research is the property of Ataturk University Coordinatorship of Scientific Journals and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The objective of the study was to analyze changes in motivation in physical education students during a school year, as well as changes in their intentions to be physically active. The participants were 830 Spanish physical education students (Mage = 13.86, range = 11–17 years) attending 10 secondary schools in northern Spain. The sample was divided into two groups: TARGET condition (n = 417), in which Epstein's TARGET strategies were applied, and non-TARGET condition (n = 413). Questionnaires were administered at three different times during the school year: T1 (September), T2 (February), and T3 (June). Mixed-model linear procedures with maximum likelihood estimates were carried out. In the TARGET condition group, the results showed an increase in students' intrinsic motivation, identified regulation and introjected regulation, whereas external regulation and amotivation gradually decreased. In the non-TARGET condition group, a decrease in students' intrinsic motivation and identified regulation emerged, as well as an increase in external regulation and amotivation. [ABSTRACT FROM AUTHOR]

Purpose: The availability of daily assessment data in a centralized monitoring system at school provides the opportunity to detect unusual scores soon after the assessment is carried out. This paper introduces a model for the detection of unusual scores of individual students to immediately improve performances that deviate from a normal state. Design/methodology/approach: A student's ability, a subject's difficulty level, a student's specific ability in a subject, and the difficulty level of an assessment in a subject are selected as factor effects of a linear ANOVA model. Through analysis of variance, a case study is conducted based on 330 data points of assessment scores of primary grade students retrieved from an international school in Japan. Findings: The actual score is below the lower control limit, which is recognized as an unusual score, and the score can be detected immediately after sitting for an assessment and is beneficial for students to take immediate remedies based on daily assessment. This is demonstrated through a case study. Originality/value: The detection of unusual scores based on a linear model of individual students soon after each assessment benefits from immediate remedy aligns with a daily management concept. The daily assessment data in a school system enable detection based on individual students, subject-wise and assessment-wise to improve student performances in the same academic year. [ABSTRACT FROM AUTHOR]

Objectives: This study measured whether and to what degree Readable English effectively improves reading fluency and comprehension skills of adolescent learners. Methods: This experimental study (N = 855) measured the efficacy of two different multiple component reading programs for students in grades three, four, and five. Students were pre-and post-tested using EasyCBM Grade Level Reading Benchmarks. Students scoring at/below the 30th percentile on either benchmark were also assessed with the WRMT-3 Passage Reading Comprehension and Oral Reading Fluency measures. Students received 45–60 instructional hours in either Readable English or Amplify CKLA during their regular ELA class. Results: Students who received Readable English instruction significantly outperformed students in the typical practice condition on all measures of reading fluency and comprehension. The intervention condition's EasyCBM benchmark reading rate (m = 29.6 WCPM), reading accuracy (m = 3.1%), and comprehension (m = 1.9) surpassed the control group's reading rate (m = 17.4 WCPM), accuracy (m = 0.7%), and comprehension (m = 0.7) WRMT-3 ORF showed students in the Readable English intervention condition (m = 13.4 growth scale values [GSV] and m = 1.0 grade equivalency) outscored students in the control condition (m = 7.8 GSV and m = 0.5 grade equivalency). WRMT-3 Passage Comprehension showed Readable English students (m = 11.0 GSV and m = 0.9 grade equivalency) outgrew control condition students (m = 4.4 GSV and m = 0.3 grade equivalency). Conclusions: In a school year fraught with pandemic instructional interruptions and learning loss, students in grades 3–5 who received Readable English instruction closed reading gaps. The meaningful gains in reading rate and accuracy experienced by students in the intervention group will give exponential word reading volume dividends to students able to read text faster and more accurately going forward, helping them become more skilled readers. [ABSTRACT FROM AUTHOR]

Background: Students' mental well-being can be influenced by various maternal characteristics due to their close relationships with their mothers. These factors have an impact on their overall mental health. This study aimed to investigate the relationships between students' mental well-being, mothers' emotional breakdown, and marital justice, with the mediating role of mothers' marital intimacy in Ahvaz, Iran. Methods: The statistical population of this descriptive-correlational study included all female and male senior high school students in Ahvaz, Iran, and their mothers during the 2022--23 academic year. A stratified cluster sampling method was employed, and 300 students and their mothers were selected as the research sample. The research utilized several tools, including the Psychological Well-being Scale, the Love Trauma Inventory, the Marital Justice Scale, and the Marital Intimacy Questionnaire. Path analysis was conducted using SPSS version 27 and AMOS version 25 to evaluate the proposed model. Results: The mean and standard deviation (SD) of students' mental well-being, mothers' emotional breakdown, mothers' marital justice, and mothers' marital intimacy were as follows: 59.69 (12.94), 19.29 (5.11), 59.36 (8.87), and 67.99 (12.34), respectively. The findings indicated that all direct paths to students' mental well-being were significant (P<0.001), except for the marital justice of mothers. Furthermore, mothers' marital intimacy significantly mediated the indirect path between mothers' emotional breakdown and students' mental well-being (P<0.001). Similarly, the relationship between mothers' marital justice and students' mental well-being was significantly mediated by mothers' marital intimacy (P<0.001). Conclusion: The study revealed a direct positive relationship between mothers' marital intimacy and students' mental well-being. Therefore, it is expected that enhancing mothers' marital intimacy will have a positive impact on students' mental well-being. To achieve this, training workshops should be conducted to improve marital justice between spouses, thereby enhancing mothers' marital intimacy and boosting students' mental well-being. [ABSTRACT FROM AUTHOR]

This article discusses the conceptualization of the interculturality of the students of the Indigenous Autonomous University of Mexico from the gender perspective, if the perception of interculturality changes because of being a man or a woman. It has as a reference the research work on the ways in which interculturality is conceived by students, called academic holders, in the 2013-2014 school year. In the first place, this research was based on the analytical method that involved the analysis of elements that make up the students' understanding of interculturality. The descriptive method was used, which consisted in the breakdown of each of the terms that describe interculturality. This was very timely due to the complexity of the aforementioned phenomenon in terms of data collection and interpretation, the Ethnographic method was also used because the research does not leave aside what people do, how they behave and how they interact, in addition It is proposed to describe their beliefs, values, perspectives, motivations. The methods were supported by research techniques that facilitated the understanding of the study phenomenon, the participant observer technique and the questionnaire were used, because there are spaces in which it is difficult to can access the daily life of students. The perception of interculturality does not change because of being a man or a woman, it was found that the concept of interculturality is polysemic that has many meanings, most of which refer to the relationship of cultures in a place and their interaction. [ABSTRACT FROM AUTHOR]