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This study aims to compare the psychological resilience of children who receive Montessori education with those who do not receive Montessori education(the group attends a school where education is provided according to the Preschool Education Programme of the Ministry of National Education). The study used the Relational Scanning Model Comparison Types to compare the psychological resilience of children who received Montessori education with those who did not. The research involved 99 children aged 3–6 years who received regular preschool and Montessori education during the 2021–2022 academic year. It is reported that no developmental or neurological defects were observed in any of the participants. The study group comprised 50 children aged 3–6 years from a private kindergarten affiliated with National Education in Nilüfer district and 49 children aged 3–6 years from a private Montessori kindergarten in Nilüfer district. According to the study, children who received Montessori education demonstrated comparatively higher levels of psychological resilience than those who did not receive Montessori education. It has been observed that there exists a weak but meaningful correlation between the psychological resilience of children and their social relationships/social performance, particularly in those who have received Montessori education for an extended duration. As a result, it can be inferred that Montessori education positively impacts children's psychological resilience. [ABSTRACT FROM AUTHOR]

Copyright of Revista Española de Orientación y Psicopedagogía (REOP) is the property of Revista Espanola de Orientacion y Psicopedagogia (REOP) 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 study aimed to determine the effectiveness of "MasterRadio" as a tool in increasing the proficiency level on basic operations among grade three pupils of J.M. Reliquias Elementary School in the District of Hinoba-an 1, for School Year 2022-2023. The researcher used a combination of single-subject experimental research design. It utilized weighted mean and mean percentage score in its treatment and computation of statistical data. Pre- and postassessment scheme were also employed. The researcher made use of the Enhanced Regional Unified Numeracy Test (E-RUNT), as a standardized tool to determine the proficiency level of the pupils. The following were the salient findings of the study: 1) the Grade III pre-assessment results revealed "Nearly Proficient" with an MPS of 67.9; 2) after the 10-week implementation of the intervention MasteRadio, the post- assessment results yielded an MPS of 91.88 or "Highly Proficient"; 3) an increase of 23.98 in the post-assessment strongly indicated that the intervention "MasteRadio" was effective in increasing the grade III learners' numeracy skill; 4) as to the remarkable experiences during and after the implementation of the "MasteRadio", pupils found this intervention as an enjoyable activity in mastering basic operations; and 5) parents, were able to become motivated in facilitating and supervising their children in their learning. Thus, enabling them to realize the significant role they play in their children's education and future. [ABSTRACT FROM AUTHOR]

This study aimed to determine the physicochemical analysis, the level of acceptability and marketability of 10 grams, 15 grams, and 20 grams proportions of MaBeanBran Dinner Roll in Carranglan Nueva Ecija during the school year 2023-2024. The experimental method of research was used with survey questionnaire as the data gathering instrument. This study also used the nine Hedonic rating scale for the acceptability and five Likert scale for the marketability of the MaBeanBran Dinner Roll. Bakers, Consumers, and Sellers evaluated the acceptability and marketability of this research. The statistical tools used in the study were Weighted Mean, one-way ANOVA and Tukey Pairwise Comparison. The data revealed that the three groups of respondents evaluated the acceptability level of MaBeanBran Dinner Roll with 10 grams, 15 grams, and 20 grams proportion in terms of appearance, aroma, color, taste, and texture as Very Acceptable. Meanwhile, there were no significant differences on the evaluation of the three groups of respondents on the acceptability level of MaBeanBran Dinner Roll in three proportions in terms of the said criteria. On the other hand, the level of marketability as evaluated by bakers, consumers, and sellers received different evaluations utilizing the 10 grams, 15 grams, and 20 grams in terms of supply availability, production cost, consumer demand, and packaging resulting to significant difference on their evaluations. Furthermore, the respondents provided comments and suggestion for further improvement of the product. [ABSTRACT FROM AUTHOR]

Context: Objective Structured Clinical Examinations (OSCEs) are an increasingly popular evaluation modality for medical students. While the face-to-face interaction allows for more in-depth assessment, it may cause standardization problems. Methods to quantify, limit or adjust for examiner effects are needed. Methods: Data originated from 3 OSCEs undergone by 900-student classes of 5th- and 6th-year medical students at Université Paris Cité in the 2022-2023 academic year. Sessions had five stations each, and one of the three sessions was scored by consensus by two raters (rather than one). We report OSCEs' longitudinal consistency for one of the classes and staff-related and student variability by session. We also propose a statistical method to adjust for inter-rater variability by deriving a statistical random student effect that accounts for staff-related and station random effects. Results: From the four sessions, a total of 16,910 station scores were collected from 2615 student sessions, with two of the sessions undergone by the same students, and 36, 36, 35 and 20 distinct staff teams in each station for each session. Scores had staff-related heterogeneity (p<10-15), with staff-level standard errors approximately doubled compared to chance. With mixed models, staff-related heterogeneity explained respectively 11.4%, 11.6%, and 4.7% of station score variance (95% confidence intervals, 9.5-13.8, 9.7-14.1, and 3.9-5.8, respectively) with 1, 1 and 2 raters, suggesting a moderating effect of consensus grading. Student random effects explained a small proportion of variance, respectively 8.8%, 11.3%, and 9.6% (8.0-9.7, 10.3-12.4, and 8.7-10.5), and this low amount of signal resulted in student rankings being no more consistent over time with this metric, rather than with average scores (p=0.45). Conclusion: Staff variability impacts OSCE scores as much as student variability, and the former can be reduced with dual assessment or adjusted for with mixed models. Both are small compared to unmeasured sources of variability, making them difficult to capture consistently. [ABSTRACT FROM AUTHOR]

Undoubtedly, social media is one of the significant components of computer and internet technologies. It offers users the opportunity to share emotions, thoughts, and life experiences through various means such as text, images, and videos on the internet. In doing so, it not only provides a multifaceted communication and interaction opportunity for users of all ages but also creates a dynamic and entertaining parallel universe. This universe shapes and transforms individual, social, and cultural life, as well as habits. With the daily increase in user numbers, social media has become an integral part of our lives. The primary objective of this study is to determine the social media usage habits of fourth-grade students, known as Generation Z. The research was conducted using semi-structured interviews, a qualitative data collection method. The universe of the study consisted of 654 fourth-grade students attending state schools in seven different provincial centers representing the seven geographical regions of Turkey during the 2021-2022 academic year. The data were collected using an interview form developed for this research and analyzed with the content analysis technique. According to the research findings, it was determined that approximately three-quarters of primary school fourth-grade students use social media on a daily basis. Moreover, most participants stated that they use social media for educational, communicative, and entertainment purposes. The most preferred social media platforms by students were identified as YouTube, WhatsApp, TikTok, and Instagram. [ABSTRACT FROM AUTHOR]

This study aimed to identify the factors associated with absenteeism among High School students for the school year 2022-2023. The research focused on 120 High School students from Nunungan District High Schools, located in the District of Nunungan, Lanao del Norte. Employing a descriptive-correlational research design, the study aimed to explore and identify the factors related to absenteeism within this specific population during the specified school year. The findings revealed that the school environment demonstrated a positive and significant relationship with absenteeism underscoring that a positive school environment was associated with reduced absenteeism. Commitment also exhibited a significant and negative relationship with absenteeism indicating that higher levels of commitment were linked to lower rates of absenteeism. However, parental control did not emerge as a significant predictor suggesting that, within the context of this model, parental control may not independently contribute to explaining absenteeism. Among the socio-demographic factors, only the father's education appeared to be a significant predictor highlighting the potential influence of a father's education on absenteeism. This study concluded that the positive perceptions of the school environment, commitment levels, and parental control among respondents collectively provided valuable insights into factors influencing students' academic experiences. The consistently favorable evaluations across various dimensions of the school environment underscoring the need for educational institutions to prioritize maintaining supportive atmospheres and positive interpersonal dynamics. Notably, the high levels of commitment exhibited by students emphasized the significance of fostering positive relationships, particularly with teachers and peers, to enhance the overall educational experience. [ABSTRACT FROM AUTHOR]

The reading skills and traits of second-graders in the public primary schools in the East II District were assessed in this study, and the learners' profiles were categorized as independent, instructional, or frustrated. A modified survey questionnaire was used to collect data in the first quarter of the School Year 2023-2024. A sample of 175 respondents was randomly selected from 12 different schools. Ordinal regression analysis was used to look at the effects of sociodemographic profiles and the connections between reading profiles and dimensions. The results showed conflicting patterns when the respondents' reading habits were compared to their sociodemographic profiles-p-values exceeding 0.05. The mother's reading habits, reading materials, and occupation did not significantly correlate with the reading profiles. None of these traits was statistically significantly associated with the probability of having a reading profile that fitted into the "frustration" category. On the other hand, the father's educational background showed a strong correlation. With a McFadden value, the pseudo-R2 goodness was found to be moderate, indicating that the sociodemographic factors under consideration can account for a reasonable portion of the variation in the reading profile. [ABSTRACT FROM AUTHOR]

This study focuses on how levels of burnout impact on the quality of sleep and academic performance of university students. Previous research has found limited evidence on the prevalence of burnout in university students, in addition to the relationship between exhaustion behaviours and sleep quality. The social exchange theory (SET) is important for understanding how the various actors in that context behave and with what effect on their social exchanges, here, specifically, verifying academic burnout and its perception by students and institutions themselves. Research has not sufficiently addressed the examination of burnout and forms of coping in that context. The data for this study were collected during the 2023 academic year, through an online survey, from 311 Portuguese university students from different undergraduate courses, without children and without student‐worker status, aged between 18 and 38 (M = 21.58 and DP = 3.20). The results showed a high‐negative correlation between burnout and sleep quality in university students with a direct impact on academic performance (burnout rates and poor sleep quality are associated with low academic performance scores, regardless of the course attended). This research and its results make a contribution that directs the management of university and specifically of courses towards a greater awareness of the existence of burnout and well‐complied sleep schedules by students. Given the evidence that there is a deficit in sleep quality caused by burnout in university students, resilience in this context is one of the aspects that deserve further research, in order to prevent burnout, poor sleep quality, and consequently, control of academic grades. [ABSTRACT FROM AUTHOR]

During the 3 years of the COVID-19 pandemic, Japanese children had to live with strict mitigation measures at school, such as eating school lunches silently and wearing masks during physical exercise classes, even after those mitigation measures have been relaxed worldwide. Excursions and other school events were frequently cancelled, especially in 2020 and 2021. This study conducts a retrospective survey on school experiences to understand how the strict mitigation measures were related to children's mental health and well-being. Results revealed school excursion cancellation to be associated with a higher risk of developing depressive symptoms {odds ratio [OR] 1.543 [95% confidence interval (CI) 1.109–2.148]}, and high cancellation rate of other school events to be associated with dissatisfaction in school experience [OR 1.650 (95% CI 1.222–2.228)]. In the subsample analysis, we found that girls and children with no extracurricular activities tended to exhibit depressive symptoms due to the cancellation of school excursions. Overall, the study demonstrated that persistent strict mitigation measures at schools might be a key factor in understanding children's mental health and psychological well-being during a long-lasting pandemic. [ABSTRACT FROM AUTHOR]

Background Methods Results Conclusions Herein, we consider the hypothesis that mothers harm peer relations when they respond to child conduct problems by expressing disapproval of friends, which exacerbates the behavior problems they were presumably attempting to deter.A community sample of Lithuanian adolescents (292 boys and 270 girls, aged 9–14 years) completed surveys three times during an academic year. Classmate nominations indexed peer status (acceptance and rejection), self‐reports described perceived maternal disapproval of friends, and peer nominations and self‐reports separately gauged conduct problems.Over the course of a school year: (a) conduct problems were associated with subsequent increases in perceived maternal friend disapproval; (b) perceived maternal friend disapproval was associated with subsequent decreases in peer status; and (c) low peer status was associated with subsequent increases in conduct problems. Full longitudinal, random‐intercept cross‐lagged panel mediation models confirmed that mothers who disapproved of friends were sources of peer difficulties that culminated in conduct problems and intermediaries whose response to child conduct problems damaged peer relations. Findings were stronger for peer rejection than for peer acceptance, suggesting that peers actively dislike those with mothers who intervene in peer relationships.Maternal disapproval of friends in response to child conduct problems damages the child's standing among peers, which then exacerbates behavior problems. This consequential cascade underscores the need for parent education about the potential deleterious consequences of well‐intentioned interference in peer relations. Practitioners should be prepared to offer constructive, alternative solutions when youth present behavior problems. [ABSTRACT FROM AUTHOR]

Copyright of Cuadernos del Centro de Estudios de Diseño y Comunicación is the property of Cuadernos del Centro de Estudios de Diseno y Comunicacion 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 study aimed to determine college students' perceived learning experiences, challenges, and coping strategies in the blended learning modality. A descriptive research design was used in this study. The investigation was conducted in Notre Dame of Midsayap College to one hundred (100) college students enrolled in blended learning modality for the academic year 2022-2023. A researcher-made questionnaire was used to gather data. Frequency and percentage distribution, mean and standard deviation, t-test and ANOVA, and Pearson-r correlation were used in treating data. With unprecedented events and rapid development, higher education institutions focus on providing and improving blended learning services practically. The study found that the experiences encountered by college students in blended learning had low active participation in online and onsite activities. The respondents needed help to handle various tasks and activities. However, respondents have different coping strategies to manage with difficulties, such as having time for relaxation and breaks during blended learning. The study also revealed a significant difference in the overall learning experiences of the respondents in terms of sex, age, and course. Hence, respondents shared the same experiences and struggles during the blended modality. [ABSTRACT FROM AUTHOR]

Background: Evolution is a unifying theme in biology and its understanding is essential to address sustainability problems. However, many people across the world do not understand evolution. Textbooks are among the most widely used educational resources and the way they depict evolution may greatly impact students' scientific literacy in evolution. In this paper we investigate which evolution concepts are addressed in European science textbooks, from the 1st to the 9th grade. A content analysis using the 'Framework for the Assessment of school Curricula on the presence of Evolutionary concepts", was performed on textbooks from eight European countries: Belgium, Cyprus, Czech Republic, Greece, Italy, Netherlands, Portugal and Slovenia. At least two experienced coders per country independently analysed the texts, images and activities, discussed the results and reached a final consensus. Results: Our results show that textbooks lack or rarely address concepts considered important for evolution understanding, notably the processes driving evolution and their daily life implications, limiting opportunities for education for sustainability. Conclusions: We recommend that science textbooks emphasize evolution and its processes since the first school years. This recommendation is particularly relevant for the analysed textbooks from Cyprus and Belgium, that cover less than 45% of the concepts important to evolution literacy. [ABSTRACT FROM AUTHOR]

Background Methods Results Conclusions Symptoms of anxiety and attention‐deficit/hyperactivity disorder (ADHD) are prospectively related from childhood to adolescence. However, whether the two dimensions of ADHD—inattention and hyperactivity‐impulsivity—are differentially related to anxiety and whether there are developmental and sex/gender differences in these relations are unknown.Two birth cohorts of Norwegian children were assessed biennially from ages 4 to 16 (N = 1,077; 49% girls) with diagnostic parent interviews used to assess symptoms of anxiety and ADHD. Data were analyzed using a random intercept cross‐lagged panel model, adjusting for all unobserved time‐invariant confounding effects.In girls, increased inattention, but not hyperactivity‐impulsivity, predicted increased anxiety 2 years later across all time‐points and increased anxiety at ages 12 and 14 predicted increased inattention but not hyperactivity‐impulsivity. In boys, increased hyperactivity‐impulsivity at ages 6 and 8, but not increased inattention, predicted increased anxiety 2 years later, whereas increased anxiety did not predict increased inattention or hyperactivity‐impulsivity.The two ADHD dimensions were differentially related to anxiety, and the relations were sex‐specific. In girls, inattention may be involved in the development of anxiety throughout childhood and adolescence and anxiety may contribute to girls developing more inattention beginning in early adolescence. In boys, hyperactivity‐impulsivity may be involved in the development of anxiety during the early school years. Effective treatment of inattention symptoms in girls may reduce anxiety risk at all time‐points, while addressing anxiety may decrease inattention during adolescence. Similarly, treating hyperactivity‐impulsivity may reduce anxiety risk in boys during late childhood (at ages 8–10). [ABSTRACT FROM AUTHOR]

This study was undertaken to develop and validate Contextualized-Based e-Learning Modules in Chemistry 10 of Sta. Elena High School, City Schools Division of Marikina City, School Year 2022-2023. The researcher used descriptive research design in the study to evaluate the developed Contextualized-Based e-Learning Modules in Chemistry 10, and to assess the level of performance of the student respondents after the utilization of the mentioned material. The sources of data were the twenty (20) experts and twenty (20) Science teachers, as well as thirty (30) Grade 10 students. The teacher-respondents evaluated the material as Very Satisfactory with a grand weighted mean of 3.86 and 3.88 respectively and showed no significant difference. Meanwhile, the performance of the students as reflected in their pre-test and post-test results showed substantial increase from 62.50% to 90.60% and indicated significant difference. Furthermore, the respondents commended the aid that the e-learning module to learners as it contains informative content, while they suggested to further improve some of its parts for clearer instructions. [ABSTRACT FROM AUTHOR]

The new generations develop their lives surrounded by different digital media, consuming and producing everything that increasingly refined algorithms put within their reach. In this context, proposals appear which seek to enhance citizens' critical perspective and which are beginning to be put into practice in formal educational initiatives that raise awareness about consumption and digital dependence. This article sought to analyze the reflections of the students before an experience of "digital diet" (24 hours of disconnection), integrated in a subject of the Degree of Social Education during the academic year 2021/2022. For this purpose, a qualitative methodology was proposed which aimed to analyze the educational possibilities of this proposal for raising awareness about the use of digital media. The results of this work revealed that an important part of the participating students failed to complete the challenge or showed symptoms associated with addiction. At the same time, the protagonists asserted the importance of ICT in different areas of their lives. Finally, the need to raise awareness among citizens through proposals such as the one analyzed in this study is highlighted. [ABSTRACT FROM AUTHOR]

Students' science process skills in the learning process are still less sensitive, the use of learning models that are rarely used is a factor in the lack of interest and stimulation of students' science process skills in learning, therefore research has been carried out which aims to determine the improvement and influence of the environmental approach-based SSCS model on process skills. science on the benefits of living things for the surrounding environment at SD IT AlIshlah Sudimampir. This research aims to find out whether there is an improvement or influence on the environmental approach-based SSCS learning model on science process skills. This research is experimental research with a Pretest and Posttest Control Group Design. The population of this study were all fourth grade students at SD IT Al-Ishlah Sudimampir for the 2021/2022 academic year. Using random sampling techniques, class IV A was determined as the experimental class with a total of 22 students and class IV B as the control class with a total of 21 students. Research data was collected through written tests. Based on the results of the hypothesis test using the independent sample t-test, Sig

Improving the understanding of basic operations in the mathematics teaching-learning process by students in their early ages, encourages the search for learning strategies. This article is based on identifying difficulties in the effective learning of the basic operations of addition and subtraction by students of the elementary sublevel, so the objective is proposed to socialize a strategy based on the use of the Japanese Abacus to enhance learning in additions and subtractions by elementary sublevel students, in the mathematics teaching process at the Dr. Carlos Reyes Andrade multigrade school, for the 2023-2024 school year. To do this, theoretical methods such as historical-logical, analysis-synthesis, modeling and structuralfunctional systemic were applied. As empirical methods, the analysis of documents, observation, the pedagogical test and the survey, which allowed us to characterize and contextualize the population of 19 students and two teachers of the aforementioned educational institution in Ecuador. The information processed determined that the contents related to addition and subtraction at the elementary sublevel have not been adequately treated. As the main result of the article, a Strategy is presented in whose design actions are proposed based on the use of the Japanese Abacus as an ideal tool to learn mathematics, specifically addition and subtraction by students of the elementary sublevel. [ABSTRACT FROM AUTHOR]

In today's education it is essential to assume the playful activity in the teaching-learning process so that it can contribute greatly to the strengthening of calculus, generating spaces for participation and motivation. A research process based on the mixed approach with an explanatory scope and pre-experimental design was developed with the objective of designing and validating a playful strategy for the teaching-learning of addition without regrouping with numbers up to four digits, in the second year of the General Basic Education School "Ciudad de Tena", Ecuador, in the school year 2023-2024. The initial characterization of the teachinglearning process of addition, in the defined sample context, evidenced insufficiencies referred to the identification of the practical meaning of the operation, limitations of the students to identify the digits that, according to their position, correspond to the units, tens, hundreds, and units of thousand and to arrive at a result of the sum with correction from the integration of the partial sums. A ludic strategy was designed for the teaching-learning of addition configured from the systemic conception of a didactic sequence. The validation of the designed ludic strategy makes it possible to sustain that this scientific result contributes significantly to the improvement in the academic performance of second year students to solve written calculation exercises of addition without regrouping with numbers up to four digits, which proves the formulated hypothesis and demonstrates the fulfillment of the research objectives. [ABSTRACT FROM AUTHOR]

Mathematics, due to its importance, is present in any curriculum or educational training program; Therefore, it is essential to have a training process in schoolchildren in which they achieve a high basic knowledge of numbers in different mathematical operations. Therefore, this research aims to develop a didactic strategy, based on digital resources for the learning of multiplication. The research was descriptive-explanatory and was developed in three phases, during the 2023 school year. It was framed in a mixed approach in which different methods and techniques were used; multi-methodological complementarity was used in the rigorous interpretation of the results resulting from scientific inquiry. In it, an analysis of the main aspects related to the learning of multiplication was carried out, in which the necessary aspects were raised to propose the design and development of the didactic strategy based on digital resources. To determine the effectiveness of the proposal, experts were consulted and the main results achieved were assessed. In this sense, favorable results were shown, related to the use of digital resources in the teaching of multiplication. The use of the experts' criteria evidenced the objective nature of the proposal, in this sense, the comprehensiveness of the actions, the variety, the sufficiency and the replicability of the same were recognized. All of which evidences the validity of the proposal. [ABSTRACT FROM AUTHOR]

Inclusion of multilingual students—teachers' perceptions on language support models Ensuring the best possible support for multilingual students is a challenge for educational systems the world over. In Austria, new language support models, the so-called German language support classes (GLSC) and pull-out courses (POC), have been installed in the school year 2018/19. The new models offer language support in separate classrooms and have been strongly criticised since their implementation due to their segregative and assimilative character. This study aims to examine teachers' perceptions of language support models for multilingual students in Austria. For this purpose, a large-scale quantitative survey including 1,267 in-service teachers (mean age = 43.40) from eight of nine states in Austria was conducted. Results indicate that teachers perceive a segregated language learning setting more negative for the academic, social and emotional development of students compared to an inclusive one. Furthermore, they also experience that more resources are needed to adequately implement an inclusive learning environment for multilingual students. [ABSTRACT FROM AUTHOR]

Neurosurgery is a surgical discipline that demands comprehensive knowledge in other specialties. It is regarded as one of the most competitive specialties. However, there is a new trend toward considering life-style friendly specialties. Therefore, this study aims to assess the neurosurgery perception and identify potential factors influencing such attitudes. An observational, survey-based study was conducted on medical students at the College of Medicine, Imam Abdulrahman bin Faisal University, Dammam, Saudi Arabia. An online-based questionnaire was administered to the participants. It consisted of 2 main parts: the first part collected demographic data, while the second part included 20 Likert scale-based questions. Pearson's χ2 test was utilized, with statistical significance set at P < 0.05. A total of 305 medical students from various academic years participated in the questionnaire survey, with nearly an equal gender distribution. Remarkably, a significant majority (76.72%) expressed uncertainty or disagreement regarding the adequacy of neurosurgery education during their medical studies. While a substantial portion of participants (69.5%) found neurosurgery intriguing, almost half (47.87%) indicated that they would not pursue it as their future specialty. The consideration of neurosurgery as a career path showed statistically significant differences in relation to both gender and academic year (P = 0.009 and P < 0.001, respectively). This study emphasizes how gender and academic year affect choosing neurosurgery as a career but notes limitations like self-reporting bias and a single-institution scope, which may affect generalizability. Future research might consider national summer training programs to engage more students in neurosurgery. [ABSTRACT FROM AUTHOR]

The quality of sex education varies. In England from 2020, the government attempted to improve provision by making lessons a statutory requirement. We assessed implementation in 25 secondary schools in 2022–23, framed by May’s general theory of implementation. This identifies processes of sense-making, cognitive participation, collective action and reflexive monitoring, influenced by an intervention’s capability, stakeholder potential (individual and collective commitment), and institutional capacity (norms, and material and cognitive resources). Interview data from staff leading relationships and sex education (RSE) were coded thematically informed by May’s concepts. Those leading implementation ‘made sense’ of statutory guidance, finding it relevant and clear. ‘Cognitive participation’ among participants was strong, promoted by individual support for RSE but undermined by social norms prioritising academic attainment, limited skills among non-specialist teachers, and lack of ‘collective commitment’ among some staff and students. ‘Collective action’ varied across schools, influenced by availability of material resources and specialist staff. Schools undertook internal the ‘reflexive monitoring’ of provision, supported by school leaders’ awareness work would be assessed by government inspectors. On its own, statutory status is likely insufficient to achieve a step-change in RSE implementation. Other forms of support may be needed including training and offering support to more specialist teachers. [ABSTRACT FROM AUTHOR]

The empirical correlation system serves as a crucial tool for unveiling the linear interconnections between two variables. Its significance lies in providing a prominent approach to depict a straightforward relationship without explicitly indicating a causal link between the sets involved. In the current research, an innovative concept of correlations is introduced specifically for Neutrosophic Over Soft Sets (NSO-sets). This novel framework involves a meticulous examination of basic definitions and operations associated with Neutrosophic Over Soft Sets. Furthermore, the study extends to the introduction of a groundbreaking concept: a topological space integrated with Neutrosophic Over Soft Sets (NSO-sets). This addition aims to broaden the scope of understanding and application in mathematical contexts.The research does not merely establish theoretical foundations; it also explores various properties and theorems related to the introduced concepts. This is complemented by a series of numerical examples designed to provide clarity and facilitate a comprehensive grasp of the material. To demonstrate the practical application of these concepts, the research utilizes the correlation framework to present a numerical illustration. Specifically, it is applied to determine the top-performing student at GFC School for the academic year 2022-2023, showcasing the real-world relevance and applicability of the proposed methodologies. [ABSTRACT FROM AUTHOR]

The main aim of this study is to examine the role of workplace incivility in the relationship between cognitive cynicism and job alienation. Teachers working in Erzurum province in the 2022-2023 academic year constitute the population of this study. Among this population, 390 individuals selected with a simple random sampling model constitute the sample of the study. In order to collect data from the sample group, data were collected with the questionnaire method, which is one of the most widely used quantitative research techniques in the literature. The questionnaire forms were prepared online and delivered to the sample group by the researchers. Reliability analyses, explanatory and confirmatory factor analyses and correlation analyses were applied to the obtained research data with the help of SSPS and AMOS programs, and the structural model of the research was tested, direct and indirect relationships between the variables of the model were determined, and the validity of indirect relationships was examined with bootstrap analysis. As a result of this study, it was revealed that workplace incivility had a significant role in the relationship between cognitive cynicism and work alienation among teachers. At the same time, as a result of the study, some suggestions for administrators and teachers were presented. [ABSTRACT FROM AUTHOR]

This article investigates American Indian literacy in the United States. Using 1900 through 1930 decennial census data, literacy levels and trends in reading and writing are documented for this period and for people born from 1820 through 1920, providing a large-scale historical picture of American Indian literacy. The pace and extent of literacy is documented from very low for those born during the early 1800s to fairly universal for those born during the early 1900s. Increases in Native literacy are demonstrated to have been closely related to birth year, with successive birth years having higher levels of literacy. Little evidence was found that increases from 1900 to 1930 happened because people increased their literacy after the school years and as they matured through adulthood. A close birth year level relationship between literacy and one year of school attainment was also found. [ABSTRACT FROM AUTHOR]

Previous studies conducted in various nationally representative samples of the general population show that positive mental health is related to social prosperity. However, specific studies in university populations are scarce. In this study, we set out to explore factors associated with mental well-being (MWB) in a representative sample of first-year university students in Spain. MWB was assessed with the short version of the Warwick-Edinburgh Mental Well-Being Scale. Multinomial logistic regressions were performed to explore the association between different blocks of factors, including relational, adversity, stress, lifestyle, spiritual, health, and self-perceived health variables with high and low MWB, controlling for sociodemographic and university-related variables. Data from 2082 students (18.6 ± 1.2 years; 56.6 % females) were analysed. Being male, being born in a foreign country, "high" self-perceived support, and "high" self-perceived mental health increased the odds of high MWB. Growing up in the suburbs, stressful experiences, and anxiety disorders reduced the odds of high MWB. Mood and anxiety disorders increased the odds of low MWB. "Middle" self-perceived support, sleeping ≥8 h per day, and "high" self-perceived mental health reduced the odds of low MWB. The cross-sectional design precludes establishing causal relationships. Data were collected in the 2014–15 academic year using self-reported online surveys. The factors associated with high and low MWB do not always mirror each other, so specific plans are needed to successfully address each of the two poles. Interventions and policies targeting these factors for health promotion and disease prevention would improve the MWB of university students. • This study explored factors associated with high and low mental well-being (MWB). • A representative sample of first-year university students in Spain (N = 2082) was analysed. • The short version of the Warwick-Edinburgh Mental Well-Being Scale was used. • Gender, country of birth and place raised were the main sociodemographic factors associated with MWB. • Relational, adversity and stress factors, lifestyle and (self-perceived) mental health were also assocaited with MWB. [ABSTRACT FROM AUTHOR]

• Conflictual teacher-child relationship relates negatively to student's task persistence. • Student's task persistence relates positively to a close teacher-child relationship. • Parent- and teacher-child closeness has a cumulative effect on task persistence. The present study investigated the extent to which the quality of both parent-child and teacher-child relationships uniquely and interactively relates to a child's task persistence in first grade. Furthermore, the study also examined the role of a child's task persistence in the quality of their relationships with their parents and teachers after controlling for the child's gender, temperament, academic performance, and parental education level. The study followed Lithuanian children from the beginning (T1, n = 337) to the end (T2, n = 341) of first grade, along with their parents (T1, n = 347; T2, n = 323) and first-grade teachers (T1, n = 24; T2, n = 25). At the start of first grade, the children completed reading, spelling, and math (i.e., addition and subtraction) performance tests. The parents and teachers filled out questionnaires at the beginning and end of these students' first-grade academic year. The parents reported on the quality of their relationships with their children and on their children's temperament, while teachers reported on their relationship quality with each student and their task persistence. First, the results indicated that a conflictual relationship between the students and their teachers was related negatively to subsequent task persistence. Second, the moderation results indicated that if the teacher-child relationship was close, then a close parent-child relationship longitudinally was related positively to the children's task persistence. Third, the results indicated that a child's higher level of task persistence was associated longitudinally with a closer relationship with their first-grade teachers. [ABSTRACT FROM AUTHOR]

Copyright of Art-Sanat Journal / Art-Sanat is the property of Art-Sanat 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 International Primary Education Research Journal is the property of International Primary Education Research 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.)

Copyright of International Journal of Educational Psychological Studies (EPS) is the property of Refaad for Studies, Research & Development 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 International Journal of Educational Psychological Studies (EPS) is the property of Refaad for Studies, Research & Development 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.)

With growing demand for workers in science, technology, engineering, mathematics (STEM) and health care, it is important to assess not only whether education interventions impact educational attainment, but also students' majors. This study examines the impact of Early College High Schools (ECHSs) on bachelor's degree attainment by field of study using data on four hundred thousand students from North Carolina (7,300 in an ECHS). Using propensity score weighting, I find that ECHSs increase bachelor's degree attainment within ten years of high school entry by 4.7 percentage points (19 percent over baseline), with STEM degree attainment increasing by 1.3 to 2.4 points (18 to 34 percent). However, within STEM and STEM-related fields, ECHSs increase degrees in the natural sciences (1.3 points or 45 percent), math/computer science (0.6 points or 60 percent), and psychology (1.2 points or 57 percent), but have null and directionally negative effects on engineering (−0.1 points or −7 percent) and health care (−0.3 points or −17 percent). Patterns are generally similar across student subgroups, though male students drive increases in computer science/mathematics, whereas female and White students drive decreases in health care. Thus, ECHSs increase STEM degree attainment overall, but more research is needed to examine whether intensive dual-enrollment experiences like the ECHS may create barriers or disincentives to pursuing certain STEM fields. [ABSTRACT FROM AUTHOR]

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]

Background: The item analysis of multiple-choice questions (MCQs) is an essential tool that can provide input on validity and reliability of items. It helps to identify items, which can be revised or discarded, thus building a quality MCQ bank. Aim: The aim of the study to evaluate the quality of MCQs by analyzing DIF, DI and DE and to find out the association of MCQs having good difficulty and discrimination indices with DE. Method: The study conducted in the department of maternity and child health nursing at College of nursing during the academic year 2023, second semester. Students of level six who took the final exam of one course second semester academic year 2023, A total 0f 152 third year Bachelor of Nursing. The item analysis explored the difficulty index (DIF I) and discrimination index (DI) with distractor effectiveness (DE). Data was kept confidential and the descriptive and inferential statistics will be computed using SPSS 22.0. Results: Of total 50 MCQs, the majority, that is, 74 (82%) MCQs had a good/acceptable level of difficulty with a mean DIF I of 94.94 ± 6.36 (mean ± SD); this indicates that, on average, the MCQs were relatively easy for the students, as the difficulty index is close to 100. The discrimination index, which assesses the ability of the MCQs to differentiate between high and low-performing students, had a mean of 0.11 and a standard deviation of 0.47. This relatively low mean value suggests that the MCQs had limited discriminatory power, meaning they did not effectively distinguish between students with different levels of performance. 150 (75%) were categorized as functional distractors (FDs). These FDs effectively served their purpose by distracting students from selecting the correct answer, challenging their knowledge and understanding. On the other hand, 50 distractors (25%) were classified as non-functional distractors (NFDs). Conclusion: The categorization of the MCQs based on distractor efficiency highlights the importance of having well-constructed and effective distractors. The presence of functional distractors challenges students' decision-making, while non-functional distractors need to be revised or replaced to improve the overall quality of the MCQs. This finding indicates a potential area for improvement in the construction and selection of MCQs to enhance their ability to differentiate student abilities. [ABSTRACT FROM AUTHOR]

We study how the financial literature has evolved in scale, research team composition, and article topicality across finance‐focused academic journals from 1992 to 2021. We document that the field has vastly expanded regarding outlets and published articles. Teams have become larger, and the proportion of women participating in research has increased significantly. Using the Structural Topic Model, we identify 45 topics discussed in the literature. We investigate the topic coverage of individual journals and can identify highly specialized and generalist outlets, but our analyses reveal that most journals have covered more topics over time, thus becoming more generalist. Finally, we find that articles with at least one woman author focus more on topics related to social and governance aspects of corporate finance. We also find that teams with at least one top‐tier institution scholar tend to focus more on theoretical aspects of finance. [ABSTRACT FROM AUTHOR]

Copyright of Educación XX1 is the property of Editorial UNED 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 Pedagogía Social is the property of Pedagogia Social 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 this study, we present the DP Plugin for IntelliJ IDEA, designed to extend the Drop Project (DP) Automatic Assessment Tool (AAT) by making it more suitable for handling small exercises in exercise-based learning environments. Our aim was to address the limitations of DP in supporting small assignments while retaining its strengths in project-based learning. The plugin leverages DP's REST API to streamline the submission process, integrating assignment instructions and feedback directly within the IDE. A student survey conducted during the 2022/23 academic year revealed a positive reception, highlighting benefits such as time efficiency and ease of use. Students also provided valuable feedback, leading to various improvements that have since been integrated into the plugin. Despite these promising results, the study is limited by the relatively small percentage of survey respondents. Our findings suggest that an IDE plugin can significantly improve the usability of project-oriented AATs for small exercises, informing the development of future educational tools suitable for mixed project-based and exercise-based learning environments. [ABSTRACT FROM AUTHOR]

This paper draws mainly on interview surveys to clarify the history of the Ski Class at the Hikone Campus of Shiga University. The Ski Class is a physical education class in the Faculty of Economics. It has a long history that began in 1956 when Hikoji Enomoto, who was in charge of physical education at Shiga University’s Faculty of Economics, decided to implement the Ski Class as part of his search for a new program of university physical education. The guesthouse Shirakaba-so in Miasa, Omachi City, Nagano Prefecture, has always been used as the dormitory. Since the beginning, the students have lived there in a group setting for four days, and this form continues to this day. According to the past Faculty Degree Requirements, the Ski Class was open to first- and second-year students until 1994 and attracted more than 600 participants a year in most years. Currently, only first-year students are eligible, and the number of participants since 2001 has been around 80 at the lowest and 120 at the highest. The Ski Class was held at the Omachi Ski Resort until the school year 2000. After that, sessions were held at the Yanaba International Ski Resort, the Sun Alpina Aokiko Ski Area, and the White Resort Hakuba Sanosaka, and in the school year 2010, the training slope was settled on at the Jigatake Snow Resort. [ABSTRACT FROM AUTHOR]

Copyright of Education Technology Theory & Practice / Egitim Teknolojisi Kuram ve Uygulama is the property of Education Technology Theory & Practice (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.)

The current study explored changes in first-year teacher self-efficacy of 77 teachers in Virginia during COVID-19. Data included four survey times (August, October, February, and June) to measure changes in first-year teacher self-efficacy. The results found that teacher self-efficacy was highest entering the school year but significantly decreased during the first month of the school year. Self-efficacy scores did not significantly increase until the end of the year. Based on the current results, school districts should provide teacher induction programs throughout the school year to support first-year teacher self-efficacy. [ABSTRACT FROM AUTHOR]

Copyright of Spanish Journal of Comparative Education / Revista Española de Educación Comparada is the property of Editorial UNED 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 TAY Journal / Türk Akademik Yayınlar Dergisi is the property of Turk Akademik Yayinlar Dergisi (TAY 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.)

Translators are expected to have expertise and experience in the relevant field. For this reason, the study aimed to examine the professional competence, academic self-efficacy and intercultural communication competence perceptions of translator candidates on a relational basis. In this research, the relational screening model, one of the quantitative research approaches, was used. The sample of the study consists of student translators who are studying or have recently graduated from public universities in Kazakhstan. In this context, 214 translator candidates who studied at 4 different state universities in Kazakhstan and graduated in the 2023 academic year were included in the research. 'Translator Professional Competence Scale', 'Academic Self-Efficacy Scale' and 'Intercultural Communication Scale' were used as research data collection tools. Descriptive analyzes and structural equation modeling analyzes were carried out using SPSS 25.0 and AMOS 24.0 programs. According to the research findings, it was found that the professional competence, academic self-efficacy and intercultural communication competence of translator candidates in Kazakhstan were at medium levels. According to SEM analyses, the academic self-efficacy and intercultural communication competencies of translator candidates significantly affect their professional competencies, both separately and together. [ABSTRACT FROM AUTHOR]

The overarching focus of this study is to gain a comprehensive understanding of how the admission of international students into institutions of higher education in the US, creates advantages to their college campuses and communities, apart from its concomitant liabilities. The US has been the most preferred study abroad destination for international students (IIE, Open Doors, 2023). In the 2022/2023 academic year, 1,057,188 international students enrolled in colleges and universities in the US representing about 25% of total international students enrollment worldwide (Bound et al., 2020). This study will be an exploratory attempt to understand the advantages that international students bring to higher education institutions in the US and their contributions to the country's economy overall. It is intended to provide a rich description of international students contributions over the years, in addition to the costs and benefits associated with admission of international students. [ABSTRACT FROM AUTHOR]

The integration of True Liberator Pedagogy (TLP) to blending of critical pedagogy, Design Thinking (DT), and transformative learning theories offer a strategy to tackle the changing demands of contemporary education. This educational approach is influenced by Freire, Vygotsky, Dewey, and other modern educational theorists, advocating for a move away from traditional teaching methods towards 'action-oriented learning' as a different approach to traditional didactic methods. TLP focuses on fostering critical awareness, compassion, and interactive learning to transform education beyond academic pursuits, aiming for societal empowerment and creativity. This approach boosts academic achievement and promotes the growth of socially conscious, compassionate, and creative individuals. TLP's approach to curriculum design promotes active engagement, practical implementation, and deep contemplation, in accordance with the needs of a world that is increasingly integrated and interconnected. The practical application of TLP is discussed, suggesting that it has the potential to revolutionize education and promote a fairer society. [ABSTRACT FROM AUTHOR]

Copyright of Mehmet Akif Ersoy University Journal of Education Faculty is the property of Mehmet Akif Ersoy Universitesi Egitim Fakultesi Dergisi 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 Mehmet Akif Ersoy University Journal of Education Faculty is the property of Mehmet Akif Ersoy Universitesi Egitim Fakultesi Dergisi 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.)