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Children are unique humans and experience varied development even though they are of the same gene or the same sex but grow and develop according to their respective characteristics. Of course, this condition also demands adjustments in providing appropriate and varied stimuli and responses. This study aims to observe the growth and development of children to explore the growth and development of children and see the reactions generated by children if given a specific stimulus. This research method uses longitudinal case studies. The respondents of this study were three children. The study found that children's cognitive, psychosocial and moral development can be developed by conditioning the child and the child's environment. Children's health and a conducive environment play an essential role in determining children's growth and development. Maternal health and parental cooperation also determine the growth and development of the child.

Open education is an education and instruction network that is widely used to overcome physical and temporal limitations. In the current study, an evaluation was made by taking the opinions of students on the application areas of the open education system in Turkey. In this context, the reasons for students attending open education high schools to switch to open education high schools were examined and a general perspective on open education applications was presented in line with their goals and expectations. To this end, phenomenology, one of the qualitative research methods, was used and students' opinions and experiences about open education were elicited. The sample of the current study is comprised of 500 open education high school students registered through public education centres. An online questionnaire form consisting of semi-structured open-ended questions was used to collect data in the study. When the findings were examined, it was seen that the reasons for the participants' enrolment in open education differed. In the analysis performed, it was seen that the reasons for enrolling in open education were grouped under six sub-headings: individual-emotional reasons, familial reasons, economic reasons, health-related reasons, reasons arising from school education processes and environmental-stimulating reasons.

Because women in Indonesian society gain more experience in the family, one of which is education instilled through family gender culture, women's career aspirations are believed to have their own characteristics. In today's society, the current condition of female students' career expectations is apprehensive. Most of the female students do not have any professional characteristics, such as career aspirations. This research involving 109 female students from various cultural contexts will divide their findings into two categories: patriarchal family education and matriarchal family education. The main objective of this research is to investigate the career expectations of female students in relation to patriarchal and matriarchal family education, and to compare the two household categories. As a result, the majority of female students from societies that place a patriarchal emphasis on gender have expectations of career self-efficacy, whereas those from societies that place a matriarchal emphasis on gender have expectations of outcomes. Parametric analysis of variance (ANOVA) test was used for comparative analysis. The test results show F = 75.011 for career expectations on self-efficacy and F = 145.467 for outcome expectation (OE). 0.000 is a significant value for both variations.

The objective of this research is to examine teachers' competence in designing activities after engaging in professional development activities aimed at enhancing teaching design in order to develop students' thinking abilities that are contextually appropriate. The participants consist of 5 elementary school science teachers from schools. The research employed semi-structured interviews and classroom observation as research instruments. The findings reveal that teachers engaged in self-development through observation and learning from their peers within the community of practice (CoP). They receive advice and feedback from fellow teachers and apply these insights to improve their activities. Consequently, teachers are able to continuously refine and develop their teaching approaches to align with students' contexts. This approach facilitate diversification in thinking and learning management, as well as collaborative teamwork to enhance teaching methods. As a result, engaging and interesting thinking development activities are incorporated into student learning, along with the creation of a seamless learning-promoting environment. Collaborative teamwork in instructional design and problem-solving further afford teachers the opportunity for additional self-learning and personal development. This collaborative approach also contributes to fostering cognitive diversity and relieved the need for individual teachers to undertake all tasks independently.

This research examines the reasons for school dropout occurring at varying education levels in the Turkish education system (TES). To this end, research on school dropouts pertaining to TES has been targeted. The systematic data analysis method was used in the research. 47 studies suitable for the purposes of the study were analyzed through content analysis. A total of 290 coding processes were carried out. The results suggest that the family factor emerges as the main factor for school dropout in primary education in TES. The inadequacy of families' financial situation and low interest in education are effective. At the high school level, students' academic failure, absenteeism, peer pressure, and indifference of families appear as the causes of school dropouts. In higher education, difficulties learners experience in adapting to novel social environments, academic failure, financial problems and the thought of being a misfit for the selected department seem to be among the causes of school dropout. In the other group, the reasons for dropping out are determined as academic failure, financial difficulties, early marriages, dislike of school, indifference of family, negative effects of friend groups, and indifference towards school.

Background: South African schools accommodate a wide range of learners with various learning abilities in accordance with the policy of inclusion. However, little is known about how learners with learning disabilities are supported in the classrooms. Aim: The study sought to explore how learners with learning disabilities are supported in mainstream classrooms in the wake of the policy on inclusivity. Setting: This qualitative study embedded in descriptive phenomenology was carried out in eight selected mainstream primary schools in the Vaal Triangle of South Africa. Method: Data were collected through in-depth interviews with each participant and were thematically analysed using the Capability theory by Sen, 1998. The theory basically states that individuals can reach their maximum capabilities if they receive adequate support. Results: Findings revealed that learners with learning disabilities receive additional support from their teachers through one-on-one tuition, their peers, learner support educators, school based support teams and psychologists. However, two major drawbacks have emerged in the provision of additional support to learners with learning disabilities: insufficient teacher training for inclusion and a lack of commitment from parents to have their children undergo further assessments by educational psychologists. Conclusion: The study recommends that psychologists, school based support teams, parents and social workers must all be involved in the provision of support to learners with learning disabilities. The study further recommends that teachers' training institutions must reinforce their training programmes to include strategies for teaching learners with learning disabilities in mainstream classes. Contributions: This study is important for mainstream class teachers as they can effectively strategise on supporting learners with learning disabilities in their classrooms. Strategies that can be used include supporting learners with learning disabilities with individual educational programmes, buddy systems, as well as provision of relevant teaching or learning aids. Furthermore, the study lays the foundation for further research on effective mainstream classroom teaching pedagogies.

Studies indicate that student teachers' engagement in continuous professional learning, (i.e., student teacher professional agency [STPA]), can improve their readiness for their careers. Unlike earlier qualitative studies often from the Global North, this research contributes geographical and methodological relevance to the literature by investigating STPA in a Brazilian teacher education program using a quantitative approach that aligns with an ecological understanding of STPA. A questionnaire assessing STPA, environmental (i.e., curriculum coherence and learning environment), and individual (i.e., teacher identity) factors was administered to 283 student teachers. Data were analyzed using structural equation modeling and network analysis. The student teachers' perceptions of (1) coherence between parts of the program, theory, and practice; (2) positive climate with their peers and mentors' recognition; and (3) teacher identity were the most relevant factors regulating STPA. These findings offer insights into developing a Brazilian teacher education curriculum to strengthen STPA.

Purpose: This study explores a nuanced understanding of tiger parenting by moving beyond cultural essentialist perspectives and an East (Chinese)-versus-West binary framework. Design/Approach/Methods: The study draws on data from 80 parents in Hong Kong SAR, an example of a culturally-hybrid East Asian metropolis. We applied maximum variation sampling to recruit participants with diverse school choices encompassing different education levels, occupations, social classes, and ethnicities. We used semi-structured interviews to investigate parental beliefs, practices, and understandings of tiger parenting. Findings: The findings suggest that tiger parenting is a cross-class and cross-culture phenomenon that would be more fruitfully analyzed by considering parental mindsets, educational structures, peer pressure, generational influences, cultural roots, class preferences, and global aspirations. We posit that tiger parenting and similar parenting practices are increasingly necessitated by fiercely competitive education systems, and becoming globalized across ethnic groups and social class spectrums. Originality/Value: This study contributes to the discussion on tiger parenting by highlighting previously understudied factors underpinning the concept. We argue that our analytical approach avoids the previous narrow and cultural essentialist understanding of tiger parenting, and advances the theoretical cogency of the concept.

Students' physics self-efficacy, interest, and identity in introductory courses can influence their outcomes in that course and their future career aspirations. A lot of work has focused on the role these motivational beliefs play in students' outcomes without attention to the role the perception of the inclusiveness of the learning environment plays in shaping these beliefs. This study used a validated survey instrument to probe the motivational outcomes of 873 students at the end of a two-semester mandatory introductory physics course primarily for bioscience majors, in which women make up 62% of the class. We investigated how the perception of the inclusiveness of the learning environment (perceived recognition, peer interaction, and belonging) predicts male and female students' motivational outcomes, including their physics self-efficacy, interest, and identity. We found that these motivational beliefs were lower for women and the perception of the inclusiveness of the learning environment plays a major role in explaining these motivational outcomes. These findings can be useful in providing support and creating an equitable and inclusive learning environment to help all students excel in algebra-based physics courses for bioscience majors.

Prior research on college choice indicates parents are the preferred source of information about college, yet little research exists from the viewpoint of parents, and even less research from the viewpoint of rural and minoritized parents. Using Q methodology, this study explored rural parent viewpoints of what makes college possible. The study was framed in social capital, community cultural wealth, and Perna's conceptual model of college choice. Factor analysis showed five distinct viewpoints and three consensus viewpoints among the parents. The five distinct factor viewpoints focused on academic achievement, college costs, the influence of family and friends, hard work, and staying close to home. Most notably, three consensus statements across all five factors indicated parents did not view teacher or school counselor expectations as important for making college possible. Findings can inform college access program planning and school outreach to parents and offer direction for future research on parent and community capital in college access.

This paper examines how male preservice teachers pursuing an elementary or middle level education certification perceive barriers and supports in their chosen major and future profession. To answer this question, the authors used a convenience sample of male undergraduate students at a mid-sized, private, liberal arts college. Sixteen male students completed an online 24-question Likert scale survey and nine of these students participated in a semi-structured focus group. Our results support current literature findings showing male preservice teachers experience barriers to the field related to gender identity. Additionally, findings highlight the significant role teacher preparation programs, cooperating teachers, and peer support systems play in the resiliency and success of male preservice teachers. Implications from this research include the need for teacher preparation programs to address these barriers and provide systems of support of this underserved population.

The COVID-19 pandemic exacerbated inequities within higher education. This study examined how first-generation students, compared to their continuing-generation peers, navigated institutional resources such as programs and academic advising during the pandemic. To examine institutional resource barriers, usage, and helpfulness for students, the study analyzed survey data of 524 students at a four-year private university in the United States. Results showed that lack of time, awareness, and access to institutional resources were barriers for first-generation students in using institutional resources. Furthermore, qualitative findings reveal factors that first-generation students found helpful in their college career: transparency of institutional resources on campus, initiative from institutional figures in reaching out to students, and holistic support for academic, personal, and professional development.

The importance of close social contacts in the educational process has been widely documented, but mainly for the school sector. The present article examines the importance of close relationships on university students' dropout tendencies. Using longitudinal panel data collected at a medium-sized German university, students (N = 7,169) were surveyed in four waves. The authors investigate how the family situation, partnerships and relations to peers correspond with students' dropout intentions. Data analyses revealed three main findings: First, parental educational aspirations negatively influence the tendency to dropout. Second, students living in partnerships display lower dropout intentions; however, a new partnership favors the tendency to drop out. Third, while close friends decrease students' dropout intentions, having a high proportion of friends from non-university life domains increases them.

Background: Students' recognition beliefs have emerged as one of the most important components of engineering role identity development for early-career undergraduate students. Recognition beliefs are students' perceptions of how meaningful others, such as peers, instructors, and family, see them as engineers. However, little work has investigated the experiences that facilitate recognition beliefs, particularly across the intersections of race, ethnicity, and gender. Investigation of these experiences provides ways to understand how recognition may be supported in engineering environments and how White and masculine norms in engineering can shape marginalized students' experiences. Purpose: We examined how specific experiences theorized to promote recognition are related to recognition beliefs for students at the intersections of race, ethnicity, and gender. Based on self-reported demographics, we created 10 groups, including Asian, Black, Latino and Hispanic, Indigenous, and White cisgender men and Asian, Black, Latinè/x/a/o and Hispanic, Indigenous, and White ciswomen, trans, and non-binary individuals. This article describes the patterns within each intersectional group rather than drawing comparisons across the groups, which can perpetuate raced and gendered stereotypes. Methods: The data came from a survey distributed in Fall 2017 (n = 2316). Ten multiple regression models were used to understand the recognition experiences that influenced students' recognition beliefs by intersectional group. Results: There is no one-size-fits-all approach to developing students' recognition beliefs. For example, family members referring to the student as an engineer are positively related to recognition beliefs for Asian, Black, Latino and Hispanic, and White cisgender men. Friends seeing Asian and White marginalized gender students as an engineer is predictive of recognition beliefs. Other recognition experiences, such as receiving compliments from an engineering instructor or peer about their engineering design and contributions to the team, do not influence the recognition beliefs of these early-career engineering students. Conclusion: This article emphasizes the need to draw on multiple experiences to support the equitable development of early-career engineers across race, ethnicity, and gender, and reveals patterns for recognition that may support future scholarship on effective classroom practices for recognition.

While intergroup contacts and social norms both have important roles in regulating intergroup relations, their effects on intergroup outcomes have mostly been examined independently from each other. The purpose of this longitudinal study was to explore the role of perceived ingroup norms about intergroup contact in the relationships between both direct and extended intergroup friendships and positive and negative outgroup orientations. To provide a more comprehensive normative perspective of intergroup contact, we tested for both cross-sectional and longitudinal, as well as moderation and mediation effects of perceived peer, parental, and school contact norms. The research was carried out in two waves on a sample of 1,128 majority and minority adolescents from four multiethnic communities in the Republic of Croatia. The results indicated that all three types of perceived ingroup contact norms exclusively mediate the cross-sectional, but not longitudinal, relationships between both forms of friendships and positive and negative outgroup orientations, highlighting the importance and consistency of perceived parental and school normative influences.

This study analyzed collaborative invention projects by teams of lower-secondary (13-14-year-old) Finnish students. In invention projects, student teams design and make materially embodied collaborative inventions using traditional and digital fabrication technologies. This investigation focused on the student teams' knowledge creation processes by examining how they applied maker practices (i.e., design process, computer engineering, product design, and science practices) in their co-invention projects and the effects of teacher and peer support. In our investigations, we relied on video data and on-site observations, utilizing and further developing visual data analysis methods. Our findings assist in expanding the scope of computer-supported collaborative learning (CSCL) research toward sociomaterially mediated knowledge creation, revealing the open-ended, nonlinear, and self-organized flow of the co-invention projects that take place around digital devices. Our findings demonstrate the practice-based, knowledge-creating nature of these processes, where computer engineering, product design, and science are deeply entangled with design practices. Furthermore, embodied design practices of sketching, practical experimenting, and working with concrete materials were found to be of the essence to inspire and deepen knowledge creation and advancement of epistemic objects. Our findings also reveal how teachers and peer tutor students can support knowledge creation through co-invention.

This study explores why the principals experiences burnout and what the future plans of the principals who experienced burnout were. This is a case study that uses qualitative research methods. Before collecting qualitative data, the researcher collected and analysed data from principals working at different school levels and revealed their burnout tendencies. Subsequently, I collected qualitative data from kindergarten, middle school, and vocational high school principals through semi-structured interview questions and analysed them through content analysis. Along with the four main themes, four subthemes emerged based on the theme of burnout sources. Accordingly, school principals experience burnout due to situations arising from parents, senior management, teachers, other principals, students, non-education-related workload, and insufficient financial income. Although the short-term plans of school principals experiencing burnout are to continue their duties in their schools, in the long term, they plan to leave the profession and completely move away from educational work.

This study examined the dynamic between perceived authoritarian parenting style (PAPS), and subjective wellbeing (SWB) among purposively recruited 423 college students in China. Expectancy value beliefs (EVB), fear of failure (FOF), and competitiveness were taken as mediators. The data were analyzed using Bootstrap method of 5000 sample and 95% confidence interval. The results revealed a significant negative total effect of PAPS on SWB. Additionally, two indirect paths were found to be significant: the mediation of FOF (Path 2) and the serial mediation of FOF and competitiveness (Path 6). These findings suggest that the perception of authoritarian parenting style is a negative predictor of students' happiness, and that FOF and competitiveness played important mediating roles in this relationship. These findings have important implications for educators, parents, and policymakers who aim to promote positive academic and personal outcomes for college students. The results suggest the need for interventions that address the negative impact of PAPS on students' wellbeing, and the importance of fostering positive beliefs about the value of education and academic achievement, as well as reducing FOF and promoting healthy competition.

This classroom study explored how to make positive psychology exercises more accessible to neurodivergent college students. Neurodiversity is an umbrella term for identities linked to autism, ADHD, dyslexia, and other neurodevelopmental differences. Students participating in the study engaged in weekly evidence-based activities to support well-being, such as gratitude, acts of kindness, and using strengths as part of a one-credit positive psychology course. Throughout the semester, they provided written responses about the impact, barriers, and accessibility of the activities. Comments indicate that the exercises had a positive impact on perceived wellbeing. We report student feedback and discuss potential applications in student life outside the classroom.

This study investigates the relationship between acculturation and language attitudes among Turkish immigrant parents and their children's heritage language proficiency, using Vygotsky's sociocultural theory (Vygotsky, 1978) and Berry's acculturation theory (Berry, 1997). Fifty-two Turkish parents (M age = 38.15, SD age = 4.84) completed questionnaires on acculturation and language attitudes, while their children (M age = 8.23, SD age = 2.18) completed vocabulary tests. Results reveal a positive correlation between parents' separation attitudes and supportive language practices, emphasizing Turkish use at home. Younger children showed higher heritage language proficiency, highlighting the importance of early language acquisition. Active Turkish usage among siblings also positively impacted proficiency, while passive exposure through media did not. These findings suggest that immigrant parents' cultural integration attitudes shape their language management strategies, influencing their children's heritage language retention. The study advocates for modifying immigrant parents' acculturation attitudes to enhance heritage language maintenance, proposing targeted bilingual interventions to promote effective language management in immigrant families (Halsted, 2015), with implications for improving bilingual education strategies for immigrant students.

The objective of this research is to develop a model for life skills training through the strengthening of academic, personal, social, and career competencies for middle school students. We designed this model to equip students with the necessary skills to navigate the complexities of life's challenges. Design-Based Research (DBR) serves as a research methodology, encompassing four stages: identification and analysis of practical problems, solution design, iterative testing cycles and solution refinement, reflection, and producing the final design. Validation testing of the model was conducted with four experts, including one developmental guidance and counseling specialist, one developmental psychologist, one adolescent psychologist, one curriculum and learning specialist, and eight guidance and counseling teachers or practitioners. The results of expert and practitioner validation indicate that the life skills training model is worthy of further experimentation to develop student's life skills. Recommendations for future research emphasize the importance of developing new skills or competencies for the younger generation and educators to address the challenges and dynamics of the digital era. Globalization and societal shifts toward digitally automated services underscore the need for teacher preparation in imparting life skills that not only adhere to conventional norms but also integrate technological skills into student education.

Underrepresentation of females in the field of engineering is overwhelming and posing a serious concern to the human race, especially in the developing countries. This has grievous impacts on the socio-economic and environmental growth and development of the nation. The paper seeks to investigate: (i) female students' knowledge of the fields of engineering; (ii) female students' perceptions of what the gender of engineers ought to be; and (iii) the various factors that influence students' career choice in engineering. The study was a descriptive study of the survey type. Data were collected using a self-constructed questionnaire. The sample of the study was 366 public female senior secondary II students who were in science class in Ikere-Ekiti, Nigeria. The findings revealed that majority of the respondents were familiar with the traditional disciplines in the field of engineering. The respondents perceived engineering as a male-dominating profession. Personal, family, school, and social indices were adduced as factors responsible for female students' choice of career. It was concluded that there exists gender discrimination in the choice of female students' career. It was recommended that female students have the ability, rights, knowledge, and duties in the society, and they can be professionals in engineering.

The aim of our study was to explore students' bystander roles in peer bullying considering the interaction between their individual and contextual characteristics. We included social status goals (popularity, social preference and social insecurity), moral disengagement and peer support as key variables for differentiating bystander behaviour. Our sample comprised 5148 students from the 8th and 9th grades across 118 primary schools in Slovenia. Bystander roles (active and passive reinforcers, ignorants and defenders) were determined by peer nominations. Other characteristics were measured with self-report questionnaires. For each variable, we normalized students' results with regard to their classroom to define classroom norms as the context of peer bullying resulting in "low", "average" and "high" group. Students with similar individual and contextual characteristics were grouped into four clusters. The results showed that students from all clusters were present in all bystander roles, which indicates a highly complex interaction of various factors in bystander behaviour. Some educational implications are discussed.

Students with intellectual disability should be able to engage in the same robust, authentic college experiences as their peers without disabilities. As opportunities for inclusive postsecondary education (IPSE) for students with intellectual disability have grown, the field has worked to understand the application of evidence-based practices in secondary transition and supports, such as promoting self-determination. The authors conducted a scoping review on self-determination and IPSE, with findings indicating a small but growing body of literature. Much of the literature addresses the topic generally through practice-based descriptions, and the authors provide recommendations for future directions in research and practice.

In this study, it was aimed to reveal the ideas of physical education teachers about students' participation in the course and to examine the attitudes of secondary school students towards physical education and sports course. Sequential transformational research model was used in the study. The qualitative part of the research group consisted of 60 physical education and sports teachers working in Balikesir province and the quantitative part consisted of 462 secondary school students studying in Bandirma district. When the qualitative research results are analyzed, it is seen that "negative situations and thoughts" and "negative situations and thoughts" are divided into two categories. When the results of the quantitative research were examined, it was concluded that the attitudes towards physical education and sports course were statistically different in favor of female students according to the gender variable, in favor of students who like physical education and sports course according to the liking status, in favor of students with family members who do sports according to the variable of doing sports in the family, and according to the class category variable; there was no difference according to the variable of being a licensed athlete.

The COVID-19 outbreak has changed pedagogical choices in the teaching of English. Social media has become one of the alternatives in mediating and assisting virtual teaching and learning. With the study reported on here we aimed to investigate the use of social media in the teaching of English during the COVID-19 pandemic in Indonesian schools. In this exploratory study we employed a 40-item questionnaire focusing on the types of social media used, skills taught, problems encountered, and how these were managed. The respondents were 158 English teachers from 34 provinces in Indonesia. The data were analysed quantitatively and qualitatively to generate interactive and comprehensive data. From the study it became clear that the most frequently used social media platforms in Indonesia were WhatsApp, YouTube, and Instagram. The combination of social media was found to be a suitable platform to employ for acquiring all English skills. Reasons for the use of social media range from practicality to teachers' familiarity. Teachers' teaching experience tended to influence the reasons why social media were used. The results of our study reveal that the internet networks, learners' readiness as well as parents' support were challenges encountered by learners. To solve these problems, teachers implemented some alternative social media platforms and communicated with parents to enhance English teaching during the pandemic.

Stuttering, the repetition of voice, syllable or sentence, is a speech and social communication disorder that negatively affects the fluency of speech. Students who stutter are often socially isolated in school, and also experience high anxiety and communication difficulty at different levels. With the study reported on here we investigated teachers' opinions about the difficulties they experience when supporting students who stutter, and how educational regulations are implemented. In this descriptive study the qualitative research method was employed. This method enables an in-depth investigation of participants' opinions and thoughts. Interview notes and observation data were analysed using descriptive and document analysis. Teachers' opinions are described along 4 main themes, namely recognition and intervention, providing cooperation, in-class communication environment, and academic support. The findings in the study show that teachers and peers have a great influence on stuttering children's access to quality education and their social acceptance.

This article aims at exploring the correlation of student' perceived parental expectations, academic self-efficacy and academic engagement based on the expectancy value theory. Specifically, this study innovatively integrated the parental expectations, academic self-efficacy and academic engagement from students' perspectives into one model and explored the relationships between them. This study adopted quantitative questionnaire survey, including three instruments. This study adopted the Living up to Parental Expectation Inventory, Academic Self-Efficacy Scale, and The Utrecht Work Engagement Scale for Students to assess students' perceived parental expectations, academic self-efficacy, and academic engagement. Quantitative data was analyzed by descriptive statistical technique and referential statistical technique. Results showed that there is a moderate significant positive correlation between student's perceived parental expectations and academic engagement, and similarly, there is a moderate significant positive correlation between academic self-efficacy and academic engagement. The results of hypothesis testing found that hypothesis on the direct significant effects of students' perceived parental expectations on academic engagement has been rejected, indicating the mediation effects of academic self-efficacy.

An incongruence exists between the growing job opportunities in rural areas and the educational opportunities provided to rural students, especially in science, technology, engineering, and mathematics (STEM) fields. Positive change is possible, however. As one means to tackle this complex issue, this study sought to understand the perceptions and experiences of students who graduated from rural high schools and pursued STEM majors in college as exemplars of rural students who pursued postsecondary education in STEM disciplines. This phenomenological study explored how college students in STEM majors perceived their rural schools and communities as influencing their academic journeys. Rather than focusing only on deficits and inequities associated with rurality, this study employed the rural cultural wealth (RCW) framework to highlight the agency and capital rural students employed within their journeys. Qualitative data analysis revealed that participants' comments about their rural schools and communities were diverse. The findings also aligned and extended current literature and the RCW framework. These insights into these STEM students' rural backgrounds and academic journeys were then used to create recommendations for future P-20 educational research, practices, and policies.

People with high self-esteem are better able to take delight in life's little pleasures, handle difficult situations, overcome challenges, establish lasting relationships, and strengthen their weaknesses. This study examined socioeconomic status, body image, and peer influence on self-esteem among in-school adolescents in Ibadan, Nigeria. The descriptive survey design of the correlational type was used during the investigation. This study employed a multi-stage sampling technique. Three hundred and forty-five in-school adolescents made the study sample. Data was collected using reliable instruments: (Peer Influence Scale [alpha] = 0.78; Body image scale [alpha] = 0.83; Parental Socioeconomic Status Scale [alpha] = 0.89; Self-Esteem Inventory [alpha] = 0.71). From the results, socioeconomic status (r = 0.533; p < 0.05), body image (r = 0.577; p < 0.05), and peer influence (r = 0.331; p < 0.05) had a significant relationship with (self-esteem). Body Image made the most significant contribution ([beta] = 0.371; t = 7.555; p < 0.05) followed by Peer influence ([beta] = 0.316; t = 8.112; p < 0.05) and Socioeconomic status ([beta] = 0.312; t = 6.374; p < 0.05). The study underscores the need for counseling and orientation programs for adolescents in all ramifications; this will help ease the psychological strain that could hamper their self-esteem.

During their studies, Roma university students enter into a milieu different from their family environment and this can affect their identity. In our research, we used life story interviews (N 5 108) to study Roma university students who attended Roma College for Advanced Studies (RCAS). We were interested in how their identities were formed and what role their family Roma identity strategy and the RCAS played in it. In our analysis, we divided the Roma students into five categories (separated, integrated, assimilated, negative, marginalized) and these identity strategies were also used to determine the respondents' family identity. In the sample, the largest proportion consisted of those who had an integrated personal and family Roma identity strategy. The majority of the respondents had not changed identity strategies and also interpreted their personal identity according to the family pattern. Some of the Roma university students went to RCAS specifically to strengthen their Roma identity. Overall, it can be said that the family Roma identity strategy can be linked to the development of personal identity, and the RCAS can have a role in preserving and strengthening the Roma identity of university students.

For much of human history, inequity was taken as a fact of life. However, as reflection on the human condition became more prominent, arguments that some forms of inequity can be ameliorated began to emerge. In this paper, the authors note that "inequity aversion" is a built-in human trait, and they reflect on the fact that, nonetheless, throughout human history, inequity has typically been the norm. In spite of the difficulties inherent to the challenge of making progress toward a less unequal world, the authors argue that progress is nonetheless possible, particularly if those bent on such movement adopt the following five rules of thumb: (1) Pick your battles, (2) articulate a precise doable vision, (3) speak to the collective imagination, (4) avoid virtue signalling, while embracing costly ones, and (5) get comfortable with tragic optimism. The article concludes by focusing on the need for educators to help shape the lenses of the next generation so that, when they view the enormity not only of the number of problems that humans face, but also the scope of each one, they are not overwhelmed either with anger or pessimism.

Family instability has negative consequences, on average, for child and adolescent behavior, cognitive scores, and educational attainment. Beyond changes involving parents, many children experience household changes involving extended family and nonrelatives. These children are less likely to graduate from high school and complete some college than those who experience no such changes. Research finds small or insignificant negative consequences of these changes among Black children. I estimate heterogeneous effects of household changes involving parents, extended family, and nonrelatives on educational attainment among Black children based on the likelihood of such changes. Black children least likely to experience changes experience stronger negative effects on educational attainment than those moderately and most likely to do so. Black children who are least and moderately likely may be more negatively affected in terms of some college completion relative to Black children who are most likely to experience this type of household change.

The purpose of this narrative inquiry is to better understand why students in higher education are motivated to get involved in student government. We analyzed the responses of ten current student government leaders at public regional comprehensive institutions in the United States. The analysis is guided by Astin's theory of student involvement and the social change model of leadership development. The study finds that many leaders did not initially plan to engage in student government, emphasizing the impact of past civic involvement, current student engagement, and peer invitations on their subsequent student government participation. Implications call for institutions to deepen their understanding of enrolled students and provide accessible avenues for leadership development.

This article examines the role of the Great Depression in shaping the intergenerational mobility of some of the most upwardly mobile cohorts of the twentieth century. Using newly linked census and vital records from the Longitudinal, Intergenerational Family Electronic Micro-database, we examine the occupational and educational mobility of more than 265,000 sons and daughters born in Ohio and North Carolina. We find that the deepest and most protracted downturn in U.S. history had limited effects on sons' intergenerational mobility but reduced daughters' intergenerational mobility.

Despite reasons to believe that paternal incarceration has heterogeneous consequences for children, little research explores the processes underlying variation in children's responses to this adverse event. We use data from the Jail and Family Life Study, an in-depth interview study of incarcerated fathers and their family members (including their children), to understand the heterogeneous processes linking paternal incarceration to children's well-being. Children commonly reported that their father's incarceration restructured their lives by altering their emotional and instrumental responsibilities. Within each of these domains, though, children expressed considerable variation in their responses, with some children seamlessly stepping into new responsibilities stemming from paternal incarceration and other children, especially older children who had witnessed their fathers' frequent entanglements with the criminal legal system, consciously stepping away from these responsibilities. These findings illustrate the range of responses that children have to paternal incarceration, shedding light on processes that have not been observed in survey research.

Learning anatomy via cadaver dissection is considered a best practice in anatomical education. However, occupational therapy programs commonly use alternative or adjunct teaching methods when teaching anatomy. The purpose of this study was to investigate students' perceptions of learning hand anatomy through participation in the Dell Hand Instructional Module (DHIM), a novel educational intervention incorporating an animated video series and a translucent, three-dimensional model of the hand. Participants attended one anatomical instructional session and one assessment session, completed a questionnaire about their experiences, and participated in a focus group. Participants agreed or strongly agreed that the DHIM made learning about hand anatomy more interesting and enjoyable, was an effective learning tool, and helped them to understand spatial relationships between the hand structures. Thematic analysis of focus group responses resulted in five themes: instructor impact, learning environment, learning preferences, interaction with the model, and perceptions of the educational intervention. Findings suggest this novel intervention supported hand anatomy instruction and was helpful to student engagement in the learning process. Future research should assess learning outcomes associated with the DHIM, as well as investigate the use of trained graduate students as DHIM facilitators.

This empirical cross-sectional study explored the effect of chronotypes on classroom behaviour. One hundred and forty young Portuguese children, from 1st to 4th grades, were examined regarding their chronotype and disruptive behaviours occurring in the classroom. Three groups of chronotypes (i.e., morning, intermediate and evening) were identified. The Chronotype Questionnaire for Children evaluated the chronotype of children, and the Conners Scale -- reduced version for teachers (self-report) identified the frequency of the following behaviours in the classroom: psychomotor agitation, inattention, and opposition. Multivariate analysis of variance and analysis of regression parameters showed that morning children are more agitated and impulsive compared to evening peers. Concerning academic achievement, students did not differ in the subjects Portuguese and Mathematics for both semesters when considering chronotype and controlling for covariates such as age and gender. Parental qualifications appeared as an influential covariate for the chronotype effect in disruptive behaviour. This evidence addresses the contributions of school policies and family supervision regarding young children: children have earlier evening chronotypes; chronotypes impact specific disruptive behaviours in the classroom; parents' education influences the sleep habits and behaviours of children in school; parents and schools need more support and evidence to correctly identify children's chronotypes, to understand how chronotype and sleep habits affect behaviours in the classroom, and to recognise that more studies should be replicated attending to the contextual factors of health outbreaks and war conflict. With reliable data, this study highlights concerns and novelties for education and psychology.

This paper focuses on the experiences of ten women in Canada with refugee backgrounds from the Horn of Africa as they helped their adolescent children (ages 12-18) navigate the challenges of at-home online learning during the global COVID-19 pandemic. We situate our analysis within specific aspects of Yosso's (2005) Community Cultural Wealth framework to demonstrate that, while the women's efforts were hampered by online learning technologies, they were able to harness aspirational and familial capital to keep their children engaged in schoolwork. The women felt deeply involved in their children's education, particularly in terms of following up on children's homework, monitoring their activities, and providing guidance.