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Online Arabic learning presents several challenges, one of which is the ineffective utilization of learning media. This study aims to describe the tendency of Arabic learners through the Dars Arabi YouTube channel video media and the relationship between the learner's propensity and the variables of gender, age, and educational background of Dars Arabi channel users. This study uses a descriptive statistical method. The sample selection was taken randomly from as many as 160 people from a population of around 17,800 YouTube channel subscribers. This study's findings indicate that the tendency of online Arabic learners is at a moderately average level. This study also shows no statistically significant difference between trends in YouTube channel users and the variables of gender, educational background, and users' age. This study's conclusion shows the importance of using YouTube media to learn Arabic with content that is fun and can be enjoyed by all groups of society in a relaxed manner.

Expansion in higher education and changes in student profiles have led to an increase in non-linear trajectories that do not fit into a time frame considered standard. However, universities continue to establish success and failure parameters relating to performance indicators that do not consider the heterogeneity of trajectories. The theoretical perspective on which we base our work is the complexity approach, which resituates what we understand as a trajectory of success (and failure), incorporating a broader view to better understand how students navigate through higher education. Based on research on university dropout and changes of trajectory, we present the results of a study carried out using sequence analysis in face-to-face and online universities. The research question on which this study focuses is whether, given the context of greater heterogeneity and complexity, there could be a greater similarity between the students' trajectories in face-to-face and online modalities in relation to complex trajectories. The results show that complex trajectories are very present in both modalities, and differences are observed according to students' gender and age. A key conclusion is the discussion on how we consider success and failure student trajectories in the contemporary university taking into account the perspective of complexity.

Volunteers are noteworthy youth development professionals in the 4-H program whose training translates into practices that promote positive outcomes among young people they serve. This study explored how contextual and programmatic factors were associated with volunteers' practices of the essential elements with youth. Programmatic influences included breadth of volunteer training, tenure in 4-H whereas gender and age were contextual factors. Results supported associations between breadth of volunteer training and the essential element of mastery; this effect was not found with other essential elements. Also, volunteers' tenure in the 4-H program moderated the relationship between breadth of training and practices promoting mastery, with stronger association between training breadth and mastery for less seasoned volunteers. Moreover, among volunteers reporting greater breadth of trainings in the past year, men reported greater levels of facilitating independence than women, an effect not found across the whole sample. Our findings suggest mastery as a relevant essential element retained in training and applied in 4-H volunteers' practice. Implications are discussed regarding volunteer training content and promotion of responsibilities for both new and seasoned volunteers, as well as consideration for possible effects of differences in gender role expectations influencing the practice of promoting certain essential elements.

This paper provides a thorough examination of the role of Artificial Intelligence (AI), particularly ChatGPT and other AI language models, in the realm of education. Drawing insights from existing literature and a novel study on educator perspectives, the paper delves into the potential advantages, ethical dilemmas, and factors shaping educators' attitudes towards AI integration in education. AI language models have the potential to revolutionize educational content creation, personalize learning experiences, and streamline assessment and feedback processes. These capabilities hold the potential to enhance teaching and learning outcomes while catering to the diverse needs of students. However, ethical concerns loom large in the adoption of AI in education. Bias in generated content is a chief concern, as it can perpetuate societal biases and lead to unfair treatment or the dissemination of inaccurate information. The solution lies in rigorous data curation to ensure equitable educational experiences for all students. Moreover, the potential for generating inappropriate or misleading content poses a significant ethical challenge, impacting students' well-being, civic understanding, and social interactions. Safeguards must be implemented to detect and rectify biased or inappropriate content, fostering inclusive and unbiased learning environments. Transparency emerges as a crucial ethical consideration. The opacity of AI models like ChatGPT makes it difficult to comprehend their decision-making processes. Enhancing model interpretability and explainability is vital for accountability and addressing embedded ethical issues. Privacy concerns related to data collection and usage are emphasized in the literature. Clear policies and guidelines must govern data collection, use, and protection, ensuring data is solely employed for educational purposes and maintaining robust data security measures. Our study expands upon these insights by exploring socio-demographic factors, motivations, and social influences affecting educators' AI adoption in higher education. These findings inform institutions on tailoring AI integration strategies, emphasizing responsible usage through training, and assessing the impact on learning outcomes. As educational institutions increasingly embrace AI, including advanced models like GPT-4, a cautious and thoughtful approach is vital. Balancing potential benefits with ethical challenges ensures that AI enhances teaching and learning while upholding fairness, equity, and accountability. In summary, this paper illuminates the potential of AI in education, accentuates ethical concerns, and highlights the significance of understanding educators' perspectives. Collaboration between educators and policymakers is essential to navigate the complexities of AI integration, ensuring that education remains a realm of equitable, efficient, and accountable learning experiences.

There is an increasing interest in the integration of computational thinking (CT) in the K-12 curriculum. By integrating CT into other disciplines, the aim is to equip students with essential skills to navigate domain-specific challenges. This study conducts a systematic review of 108 peer-reviewed scientific papers to analyze in which K-12 subjects CT is being integrated, learning objectives, CT integration levels, instructional strategies, technologies and tools employed, assessment strategies, research designs and educational stages of participants. The findings reveal that: (a) over two-thirds of the CT integration studies predominantly focus on science and mathematics; (b) the majority of the studies implement CT at the substitution level rather than achieving a transformation impact; (c) active learning is a commonly mentioned instructional strategy, with block-based languages and physical devices being frequently utilized tools; (d) in terms of assessment, the emphasis primarily lies in evaluating attitudes towards technology or the learning context, rather than developing valid and reliable assessment instruments. These findings shed light on the current state of CT integration in K-12 education. The identified trends provide valuable insights for educators, curriculum designers, and policymakers seeking to effectively incorporate CT across various disciplines in a manner that fosters meaningful skill development with an interdisciplinary approach. By leveraging these insights, we can strive to enhance CT integration efforts, ensuring the holistic development of students' computational thinking abilities and promoting their preparedness for the increasingly interdisciplinary domains of digital world.

Digital technologies have become a part of everyday life, taking center stage. It has dominated people's lives and changed the way they live life. The task of protecting and raising awareness of children from the negative effects of the digital age, which especially affects the psychological, physical, social and cognitive development of children, is again on the family, school and society. For this reason, this study aims to define the concept of digital literacy for today's children by presenting a different perspective and inspiring new research to be conducted. In the study, the literature review model, one of the qualitative research methods, was used. Articles, theses, dissertations, professional publications, research and research reports on the subject were examined. In the findings section of the study, the importance of the child and the family raising him/her, the digital age and its impact on education, the importance of digital literacy in education, and the advantages and disadvantages of digital literacy are discussed. In conclusion, in order to shape the future of societies with solid foundations, it is very important to teach children digital literacy skills, which also means understanding technology and using it appropriately, in the light of customs and traditions.

The COVID-19 epidemic has impacted higher education institutions across the country by switching traditional teaching practices to online learning. The attitudes of students towards elearning are essential to research in order to determine the extent to which successful implementation of online learning. Thus, this research aims to evaluate the attitudes of Indonesian students towards e-learning throughout the pandemic. The study adopted a quantitative research approach through a survey questionnaire. The attitude of students was evaluated using the attitude scale towards e-learning. The questionnaire comprised 20 items assessing students' attitudes towards remote learning. A questionnaire was distributed to 342 (255 female and 87 male) undergraduate students who took online courses at an Indonesian state university. The statistical analyses including descriptive statistics, t-tests and one-way ANOVA were used in the present study. The results suggested that students' e-learning attitudes tend to be neutral. The ttest and ANOVA indicated that there was no statistically significant gap in students' attitudes with respect to gender, daily internet usage time or level of COVID-19. Meanwhile, age, study year and personal computer ownership exerted a statistically significant impact on e-learning attitudes. Teachers can better prepare for the adoption of online learning during COVID-19 and beyond by using the valuable insights provided by the findings.

A study on the digital wisdom of primary school teachers in Penang, Malaysia was conducted with 372 participants. A research questionnaire was used to collect data, and the findings suggest that most teachers moderately practice digital wisdom in their classrooms. The study also found that digital status has a significant but weak relationship with digital wisdom, while age has a significant and moderate relationship with it. However, there is no significant relationship between school location and gender with the practice of digital wisdom. Experience has a significant and moderate relationship with digital wisdom, while education level has no relationship. Overall, the results provide insights into teachers' digital wisdom levels and how they relate to demographic profiles.

To estimate the distribution of the number of acquaintances of the members of a society, the network scale-up method asks survey respondents about the number of people they know with features for which national statistics are available. While many features have been used for this purpose, first names have been suggested to produce particularly low levels of transmission error and recall bias. For this method to be precise, a set of names needs to be selected for the survey that jointly represents the population in relevant variables such as gender or age. This article provides a solution approach to finding the optimal set of names. This can be applied to any population for which a joint distribution of first names and relevant variables is available. We show that our approach successfully provides sets of names closely mirroring the population distributions for six countries with different name statistics.

Computational Thinking (CT) is essential for developing creativity, problem-solving, and digital competence in the 21st century. Coding tools like robotic toys and tablet apps have become popular in early childhood education to support CT development, but there is a debate on which tool is more effective. Little evidence exists on the effect of coding on children's Social-Emotional Competence (SEC), which is crucial for lifelong development and extends beyond cognitive development. This experimental study aimed to compare the effectiveness of two 9-week programs on promoting 73 preschool children's CT and SEC, one using coding robots and the other using coding apps. The results showed that children who participated in the Coding Robot Program had higher CT scores than those in the Coding App Program, after controlling for age, gender, family socioeconomic status, and baseline CT scores. While the SEC scores showed no substantial disparities between the groups, it was revealed that the initial performance levels moderated the intervention effects on emotional regulation and overall SEC. This suggests that the Coding Robot Program could be especially advantageous for a subset of children who initially have difficulties with emotional regulation and social skills. Implications of this study are presented for research and practice.

How horizontal stratification in education influences marriage expectations is less known. Using data from the 2009 Beijing College Students Panel Survey and a fuzzy regression discontinuity design, this study examines whether university quality impacts students' intended age at marriage. Results show that attending a tier 1 university, relative to a tier 2 university, delays a students' intended age at marriage by around 12 months in China. This delaying effect is estimated to take place through different romantic cultural resources and career resources universities provide. The findings demonstrate the causal effect of horizontal stratification in higher education on college students' marriage plans. What postpones their marriage plans is not only university attendance but also which university to attend.

Prominent theories of reading development have separately emphasized the relevance of children's skill in learning (Share, 2008) and lexical representations (Perfetti & Hart, 2002). Integrating these ideas, we examined whether skill in learning lexical representations is a mechanism that might explain children's reading development. To do so we conducted a longitudinal study, following 139 children from Grades 3 to 5. In Grade 3, children completed measures of word reading and reading comprehension and again at Grade 5. In Grade 4, children read short stories containing novel words; they were later tested on their memory for the spellings and meanings of these new words, capturing orthographic and semantic learning, respectively. Using multiple-mediation path analysis, we tested whether children's skill in learning orthographic and semantic dimensions of new words was a mediator of individual differences in each of word reading and reading comprehension. In models controlling for nonverbal ability, working memory, vocabulary, and phonological awareness, we found two clear effects: individual differences in orthographic learning at Grade 4 mediated the gains that children made in word reading between Grades 3 and 5 and individual differences in semantic learning at Grade 4 mediated gains in reading comprehension over the same time period. These findings suggest that children's ability to learn lexical representations is a mechanism in reading development, with orthographic effects on word reading and semantic effects on reading comprehension. These findings show the power and the specificity of children's capacity to learn in determining their progress in learning to read.

The adoption of genetically modified organisms (GMOs) in Ghana has raised a lot of public concerns and mixed feelings among some Ghanaians. Our present study, therefore, explored the current knowledge of the general public on GMOs, their perceptions, and factors that influence their understanding of GMOs. A total of 200 Ghanaians were interviewed using an online semi-structured questionnaire to solicit information on their knowledge of GMOs. The findings of the study showed that most Ghanaians (183 out of 200) are aware of GMOs. Age and level of education significantly influenced consumers' awareness of GMOs. The results also revealed that most of the participants have a medium to a high level of knowledge of GMOs; however, limited information about GMOs is available to the public. About 61% of the respondents are willing to consume GMOs when made available in Ghana. Also, the findings of the study showed that the respondents would prefer GM-labelled products. The educational level of the respondents significantly influenced their knowledge and understanding of GMOs. The study recommends that scientists and various media platforms provide a platform to address the concerns of the public on GMOs and occasionally engage them in GMO-related issues and their role in addressing food insecurity and malnutrition.

Population aging presents opportunities and challenges for higher education. Increasingly, age-diverse student populations are entering into or returning to postsecondary education; meanwhile, campuses are workplaces where faculty and staff are aging-in-place. Yet, age bias and discrimination continue to exist in institutions of higher education. As encouraged by the Age-Friendly University (AFU) initiative, higher education should foster age-inclusive environments. However, empirical measures are needed to document what it means to be age inclusive. To this end, the present study used the Inventory and Campus Climate Survey (ICCS; Silverstein et al., Silverstein et al., The Gerontologist 62:e48-e61, 2022), based on social-ecological theory, to assess age-inclusive practices and awareness of these practices across seven campus domains, along with personal beliefs regarding age inclusivity, as predictors of perceived age-friendliness. AFU network institutions in the U.S. (23 campuses) provided data from a total sample of 1549 faculty, 2582 staff, and 2700 students. Confirmatory Factor Analysis established the proposed structure of the Age-Friendliness and Personal Beliefs scales of the Campus Climate Survey. Model testing revealed that campus constituents, regardless of role, were largely unaware of age-friendly practices reported by campus administrators, and that the degree of fit between actual practices and constituents' awareness of them predicted perceptions of age inclusivity. Constituents differed in their assessment of which age-friendly practices most contributed to their own sense of age inclusivity, with physical environment playing an important predictive role across all groups. The findings indicated that, even among institutions that endorse AFU principles, there is an overall disconnect between practices and perceptions that can impede the impact of age-inclusive efforts for age-diverse individuals who might benefit from them.

Given the need for a swift, systematic way to identify students with internalizing and externalizing behavior patterns to connect these students with appropriate supports, we present new findings of the Student Risk Screening Scale--Internalizing and Externalizing (SRSS-IE). In this article, we examined (a) factor structure of the SRSS-IE and (b) the extent to which measurement invariance holds across gender, special education status, race, and ethnicity, as well as time point (fall, winter, spring) within each school level (elementary, middle, high). The sample includes 124 schools from four U.S. geographic regions in their first year of implementing the SRSS-IE collected over a 10-year span. Using confirmatory factor analysis procedures accounting for the nesting of students within teachers' classrooms, we confirmed a two-factor structure (internalizing and externalizing) and determined three items may be removed from the instrument while maintaining adequate model fit, pending replication with schools in later stages of screening implementation. All model comparisons between configural, metric, scalar, and strict models met invariance criteria within a time point. Longitudinal models also met these invariance criteria. We discuss educational implications, limitations, and directions for future research.

Background: People with intellectual disabilities may experience frailty earlier than the general population. This scoping review aimed to investigate how frailty is defined, assessed, and managed in adults with an intellectual disability; factors associated with frailty; and the potential impact of COVID-19 on frailty identification and management. Method: Databases were searched from January 2016 to July 2023 for studies that investigated frailty in individuals with intellectual disabilities. Results: Twenty studies met the inclusion criteria. Frailty prevalence varied between 9% and 84%. Greater severity of intellectual disability, presence of Down syndrome, older age, polypharmacy, and group home living were associated with frailty. Multiagency working, trusted relationships and provision of evidence-based information may all be beneficial in frailty management. Conclusion: Frailty is common for people with intellectual disabilities and is best identified with measures specifically designed for this population. Future research should evaluate interventions to manage frailty and improve lives.

Children's motor competence (MC) levels tend to be low, and the investigation of variables that facilitate skillfulness is an important concern. The socioecological model is a useful framework to explore factors that influence MC and to inform the development of targeted interventions. This cross-sectional study aimed to perform an exploratory analysis of MC correlates among children. The sample comprised 267 second- and fourth-grade children (120 female; M[subscript age] = 102 months, SD = 14 months) from six primary schools. The children's legal guardian questionnaire collected sociodemographic, behavioral, and family variables. MC was assessed with the Motorische Basiskompetenzen battery. Data analysis involved simple and multiple regression models. The mean total Motorische Basiskompetenzen score was 8.9 (3.4) out of a maximum score of 16. Sex, age, body mass index, and physical activity and sports clubs were significantly related to total MC in all models (p < 0.05). The final model predicted a variance of 24.5%, adjusted R[superscript 2] = 0.245, F(20, 246) = 5.32, p < 0.001, with male sex (B = 2.03) and organized physical activity (B = 0.35) being positively associated with total MC. Fourth grade (B = -3.6) and body mass index (B = -0.23) were negatively associated with MC. The study provides provisional evidence for the role of some sociodemographic and behavioral factors in MC development, which are important to design future MC interventions.

The presence of cyberspace in the lives of young people is such that we can no longer distinguish between online and offline spheres. They live a process of onlife development that is not always equitable in terms of gender. This paper aims to account for the online behaviour of Spanish adolescents according to gender and age, the decisions they make when constructing their virtual identity, and the effects that this has on them. A quantitative study has been carried out at a national level (N=2,076, 12-18 years old) following a non-experimental ex post facto design by means of a survey study. The results show that there are gender differences in the preference for one or other social network. A high percentage of girls make different choices when it comes to their online presence. Unlike boys, girls state that their virtual self and their behaviour significantly influence the opinion that they have of themselves and their need to feel integrated. In conclusion, the decisions that adolescents make when creating their virtual selves do not only have negative consequences derived from poor management, but are also plagued by mandates and stereotypes that determine how they should be and what they should do online; something that is especially pressing for girls.

In the current digital age, the integration of information and communication technologies (ICT) into teaching practices has become a determining factor in learning quality. The teachers' digital competence issue has come back to the forefront because of the schools' closure due to the COVID-19 pandemic. Our study aims to assess the sense of competence in terms of ICT use of a sample of 260 secondary school teachers in the Directorate of Education in Rhamna, Morocco, by adopting a quantitative methodology. Our findings suggested that only 26.1% of the individuals in our sample reported they feel effectively competent. The pandemic made a significant change in teachers' perceptions of the importance of ICT integration and training in the field. Moreover, a cross-analysis highlighted significant relationships between the sense of competence in terms of ICT use and six independent variables: continuous training, learning readiness, gender, age, teaching experience, and school subject. Our findings would be helpful for policymakers to guide educational policies by focusing on ICT continuous training to enhance teachers' digital competence.

This study examines science, mathematics, and classroom teacher candidates' attitudes towards mistakeinstant feedback. A total of 531 undergraduate students from different universities in Türkiye participated in the study. "Mathematics and science teachers' attitude scale towards mistakes and instant feedback to mistakes" (MST-AS) was used to collect data. Data analysis was conducted using descriptive statistics, t-tests, and ANOVA tests. A statistically significant difference between the external and internal attitude dimensions, along with the departments' overall attitude scores, was found. Based on a Tukey's Post Hoc test significant differences were determined between science and mathematics teacher candidates, and between mathematics and classroom teacher candidates in their overall scores, in favour of the science and classroom teacher candidates. The differences among the attitudes of the teacher candidates according to their grade level and achievement was not statistically significant. To better understand the attitudes of teacher candidates, more in-depth or longitudinal studies can be conducted on the variables correlated with high and low attitudes.

This study aims to reveal the astronomy-related self-efficacy beliefs of pre-service teachers studying science education, primary school education, and social studies education programmes. The study is conducted using the survey design, a quantitative research method. The study sample consists of 322 pre-service teachers in their third or fourth year of a science education, primary school education, or social studies education programme at a university in Turkey's Central Anatolia Region during the 2016 fall semester. The Astronomy Teaching Self-Efficacy Belief Scale developed by Günes was used as the data collection tool. SPSS 22 was used to analyse the data, and the analyses benefited from descriptive and inferential statistics. Based on the findings, the pre-service teachers' total scores for astronomy self-efficacy showed no significant difference in terms of certain variables (i.e., gender, age, year, and having taken a previous astronomy course). However, significant differences were found regarding self-efficacy scores in terms of the programme and having taken part in astronomy and sky-gazing activity. Concerning the obtained results, the following suggestions can be made: pre-service teachers should be actively involved during the astronomy course, and their classroom management experiences should be promoted to improve their astronomy self-efficacy belief levels.

This is a longitudinal study to investigate whether there is a correlation between the methods for completion of homework and the incentive levels with academic achievement. The method adopted in this study is the t-test statistical analysis to assess the relationship between the use of compulsory homework on achievement and the influence of intervening and moderating variables. The findings are as follows -- Cohort 1 which completed homework in the traditional pen and paper style (with a mean of 13.278) performed better than the Cohort 2 which completed homework online They also performed better than Cohort 2 which completed homework online (with a mean of 11.851). Cohort 3 that had no incentive and subsequently no compulsion to do the homework (with a mean of 11.851) performed better than Cohort 2 which completed homework online (with a mean of 9.658).

From a young age, children's math achievement is influenced by individual factors, such as math anxiety. While math anxiety has been linked to math avoidance, few studies have explored this link in young children, particularly in the context of play. Because play-based instruction is commonly used for math in early childhood classrooms, understanding the impact of math anxiety on children's engagement in math-related play may have important implications for children's early math learning. The current study examined the role of children's math anxiety in their persistence and exploration during a math toy play task. We observed wide variability in children's play behaviors, finding that children's actions during play did not relate to their math anxiety, but their talk related to math while playing with the toy did. There are also age and gender differences in math anxiety, school experience, and reasoning about the toy play task. These results suggest that math anxiety may influence certain aspects of children's engagement in math-related play, and that more research is needed to consider links between math anxiety and math avoidance in young children.

Financial constraints caused by the economic slowdown in 2020 and COVID-19 that followed, affecting the student motivation for academic achievements, are of strategic importance to the global higher education (HE) sectors. This study aims to examine the effects of financial constraints on the motivation and academic performance of students of different nationalities in the United Arab Emirates (UAE) during the pandemic. This study will help us recognize the challenges among students from different backgrounds and nationalities and develop remedial strategies with a global perspective. We used a Likert scale-based questionnaire to collect data on motivation level, and associated variables from a sample of 371 students enrolled in different colleges in the UAE. Statistical techniques such as t-test, F-test, and chi-square test were used to explore the relationship between the variables in the data. The findings of the study revealed that financial constraints during the pandemic did not significantly affect academic motivation, regardless of gender, nationality, and age. The participants expressed that they were prepared and aware of the sunk costs involved in education. However, as the financial impact of the pandemic extended beyond 2020, unemployment increased, and parents were less prepared to bear their children's education costs. This inevitably increased the responsibilities of the universities to provide financial support to deserving students.

The rapid spread of COVID-19 has forced schools and universities to close. Globally, education systems face unprecedented challenges, and learning management systems (LMS) are the only solution. The current study aimed to investigate the effectiveness of a Blackboard collaborative breakout group on the cognitive achievement of physical education teaching styles. The quasi-experimental method involved creating two groups: one experimental and one control, with the experimental group using Blackboard collaborative breakout groups and the control group relying exclusively on online lectures and continuing with the same method without breakout groups. The study sample consisted of 40 students who were randomly assigned and divided equally into the two groups. Based on the research sample, homogeneity within the group and equivalence between groups in terms of age, Grade Point Average (GPA), and high intelligence test (IQ) were evaluated. The results showed that the experimental group's cognitive achievement was superior to that of the control group. Therefore, the design of the learning process enhances student collaboration, participation, and reinforcement. Additionally, the experimental group retained the learning outcomes for a month after the cessation of all teaching and learning processes. To conclude, giving a lecture using webinar tools such as Blackboard Collaborate Ultra does not necessarily mean achieving the intended educational goals. As a result, it is necessary to look for ways to integrate active learning strategies, such as collaborative learning, to enhance student involvement in distance learning.

The rate of child marriage worldwide reaches 21%. Indonesia was the 37th country with the second-highest percentage of child marriages in ASEAN. Adolescent knowledge and attitudes affect behavior in child marriages. Therefore, educational media is needed to increase knowledge and form positive attitudes in adolescents related to the maturation of age marriage. This study was to determine the effect of video on the knowledge and attitudes of adolescents about the maturation of age marriage. This research used a quasi-experimental nonequivalent control group design carried out in April-October 2022. The experimental group was given treatment through an educational video and the control group using a pocketbook. High school student was the population. Sampling technique was employed, involving 120 respondents for both groups. The research instrument used was a questionnaire which has been tested. Data analysis using statistical test software. In the video group, the mean difference test results for the level of knowledge were p=0.000 and attitude was p=0.006. In the pocketbook group, the level of knowledge was p=0.003 and attitude was p=0.314. Educational video is an effective method to improve adolescents' knowledge and attitude about the maturation of age marriage. It can be used to prevent child marriage among adolescents.

Wisdom, well-being, and resilience are essential for individuals to effectively cope with life's adversities. This study aims to examine the relationship between wisdom, well-being, and resilience within a sample of 223 participants (60 males and 163 females) aged between 18 and 65 years. Moreover, gender, age, and marital status were examined in relation to the three variables. The study utilized the San Diego Wisdom Scale, the World Health Organization-5 Well-Being Index, and the Connor-Davidson Resilience Scale for data collection. Pearson correlation, t-test and Chi-square analyses were employed to analyze the obtained results. The study findings revealed a significant positive correlation between wisdom and resilience, psychological well-being and resilience, and well-being and age. No correlation was observed between wisdom and well-being and wisdom and age. Males demonstrated having higher psychological well-being, while females reported higher wisdom than males. Furthermore, compared to unmarried individuals, married ones had higher psychological well-being.

The COVID-19 pandemic caused a major crisis in numerous social spheres, especially among children, due to the closure of schools in hundreds of countries. The lockdown resulted in classes being given exclusively online, which could have led to increased participation in antisocial online behaviour such as cyberhate. This research aims to find out the impact of lockdown on cyberhate in children in Primary Education and to analyse the role of social, emotional and moral competencies as a protective factor. The study was conducted with 792 primary school pupils (Mage=10.81, SD=0.85) from Cuenca (Ecuador). A questionnaire focusing on cyberhate, social and emotional competencies, empathy, and moral emotions scales was used. A quantitative study was carried out with a longitudinal design with two data rounds of collection separated by an interval of five months. The results showed that total cyberhate and its dimensions, perpetration and propagation, increased longitudinally. Cyberhate among these participants could be predicted, after five months of lockdown, for being male, being in the highest school year, attending a state school, and obtaining low scores in moral emotions. The effects of the lockdown have highlighted the importance of face-to-face social relationships, which has exciting implications on the importance of school in developing social, emotional, and moral competencies which foster coexistence and respect for diversity.

One of the factors that emotionally affect the education-learning process is anxiety. Considering students' anxiety in teaching how to read and write, anxiety will positively contribute to effective and productive learning. This study aimed to determine the "Reading Anxiety" of primary school students. A 29-item "Reading Anxiety Scale" was developed based on the 42- item draft scale that Çeliktürk and Yamaç (2015) used in her research titled "Developing a Reading Anxiety Scale for Primary and Secondary School Students: Validity and Reliability Analysis." Çeliktürk and Yamaç permitted using the developed "Reading Anxiety Scale" in this study titled "Determination of Reading Anxiety of Primary School 4th-grade Students". Descriptive survey model was used in the study. This study was conducted with the voluntary participation of 1049 students attending the 4th grade of primary school in the central districts of Eskisehir (Odunpazari and Tepebasi). Convenience sampling determined the schools, and the data obtained were tabulated and interpreted using the SPSS program in the computer environment. The reliability coefficient of the 29-item reading anxiety scale was 0.957 (95.7%). Confirmatory Factor Analysis (CFA) was applied, and the acceptable fit of 0.90 [less than or equal to] CFI [less than or equal to] 0.95 was checked. Standardized factor loads were higher than 0.3 and at an acceptable level of fit. No significant difference was found regarding the district of the school, gender, and father's working status. However, there were significant differences in reading anxiety according to age, parents' education level, and mother's working status within the 95% confidence interval. Accordingly, it was concluded that students' age, parents' education level, and mothers' working status affect students' reading anxiety. However, no significant difference was found regarding the district of the school, gender, and fathers' working status. No significant difference was found between the reading anxiety levels of the students according to the district where the school is located, their gender and the working status of their fathers. It was determined that as the education level of the students' parents increased, the level of reading anxiety decreased. It was determined that the working status of the mothers of the students caused a significant difference between the reading anxiety levels, while the working status of the fathers did not cause a significant difference.

Training pre-service teachers has become more important with the significant changes in the utilization of educational technologies in the 21st century. That said, educators are now expected to be digitally literate, capable of accepting and using new technologies by employing skills in the use of web tools. Accordingly, this quantitatively driven research investigates pre-service English as a Foreign Language (EFL) teachers' levels of web-pedagogical content knowledge (WPACK) together with critical digital literacy (CDL) in order to address technology acceptance in teaching and learning practices. In doing so, 94 pre-service EFL teachers are recruited from the department of English Language Teaching at a state university in Türkiye during 2020-21 academic year. The results have showed that pre-service EFL teachers' levels of CDL are moderately high where their levels of WPACK are even higher, albeit with no significance regarding gender, age and personal computer ownership. To note, pedagogical implications and further recommendations are listed to better understand their technology adoption.

This article focused on uncovering the background of the youth lamenting unemployment in the presence of agribusiness employment opportunities. A phenomenological qualitative design was employed to generate in-depth information. The sample frame was formed of youth agribusiness clubs from the district agribusiness office. Purposive and snowball sampling was used to recruit participants doing different agribusinesses. Photovoice, focus group discussions, and oral interviews were used to generate data, which was analyzed using content, discourse, and thematic approaches. The data revealed that background factors such as age, educational attainment, and marital status were key factors in explaining youth unemployment in agribusiness employment opportunities. The study found that most youths in rural areas marry soon after dropping out of school, followed by taking up agriculture as a livelihood. Those youth dropping out of school before they turn 18 are considered children and enter agribusiness without the necessary skills. Systematically, they are forced to engage in agribusiness at a very young age, such as 14, in order to survive and to take on family responsibilities. The study recommended the introduction of practical agriculture in primary and secondary schools so that school dropouts at least gain agribusiness skills for self-employment, as well as deploying new ways of reducing early marriages.

This study aimed to investigate the relationship between students' adjustment to the academic learning process (academic adjustment) and motivation for learning science. The study was conducted with the participation of university students enrolled in science-related programs. A correlational research design was utilized in which data was collected through the Academic Adjustment Subscale (AAS) and the Students Motivation towards Science Learning (SMTSL) scale. Both scales were piloted before administering to data collection. The research sample comprised of 526 students selected using a simple random sampling technique, with participants providing informed consent prior to their involvement in the study. The collected data was analyzed using Pearson's r correlation and independent sample t-tests after checking normal distribution of data. Results showed a small positive correlation between students' academic adjustment and motivation for learning science. Statistically, no significant mean differences were found between male and female students, as well as between the 17-22 years and 23-27 years old student groups. These findings suggest that academic adjustment plays an important role in motivating students to learn science and vice versa. Given that the study did not find significant differences based on gender and age groups, educational institutes should provide need based individualized support and guidance to all students regardless of their gender or age.

Students teaching students is widely accepted to be one of the most effective teaching methods with benefits for both the students teaching and those that are learning (Sorcinelli, 1991; Stigmar, 2016). Previous studies have found that students acting as instructors experience improved content knowledge and develop skills and confidence in communication of complex subject matter (Swim, 1999). Students learning from other students experience increased enjoyment and enthusiasm in learning science (Hinck, 2013; Rao et al., 2007). We created a cross-age scientific curricular experience program model that utilized hands-on activities with instruction by trained high school students. This study aims to understand how these curricular experiences impact the self-efficacy of student instructors as well as student learner engagement. We found that student instructors commonly have positive teaching experiences and feel more confident about teaching after each curricular experience. Student engagement during all curricular experiences was high and reflections from instructors, students, and classroom-teachers highlighted the benefits of students teaching students. Overall, this study shows support for cross-age instruction and the importance of hands-on activities in scientific education. We hope educators increase cross-age instruction and hands-on activities throughout their science classes.

This study aims to shed light on the motivation governing instrument choice. To collect data, we designed, piloted and administered a survey to a population of students enrolled in a music teacher education programme in Sweden. In line with previous, Anglo-centred research, we identify the instrument's timbre and parental influences as relevant motives for this decision. Uncommonly, however, taking part in a testing session is suggested to have a similarly influential effect. Accordingly, our study supports the value of offering free-to-all sessions where children may try different instruments and openly discuss them with music teachers. Further insights from our results include families exerting more influence than peers, genre preferences bearing little relevance and potential tendencies regarding the influence of gender and socio-economic background for instrument choice. In addition, we uncover several motives that counteract this decision, music provision being the main impediment to pursuing one's original preference, thereby underscoring the urgency of reducing the Swedish communal schools' waiting lists for specific instruments. Our results further suggest the presence of mediating factors, including the musician's starting age, family environment (beyond parents/guardians) and the availability of the instrument at home. This finding opens a new path in the study of instrument choice and challenges the way this topic has been traditionally researched, given that such factors could function as confounding variables in the study of instrument choice.

The adult-centric concept of 'age-appropriateness' is an arbitrary signifier and yet it commands a powerful common-sense appeal in governing the shape of sexuality education. The visibility of LGBTQ+ lives in primary schools is deeply impacted by the cis-heteronormative ways in which age-appropriateness is commonly understood and mobilised; very often resulting in silence and delay. The concept of age-appropriateness also becomes entangled with moral panics about 'promoting' LGBTQ+ lives, or children being somehow 'recruited' to identify as LGBTQ+. This paper draws on findings from a study with the parents of eleven trans and gender diverse children (then aged between 5 and 13) conducted in 2017, as well as a follow-up study conducted with seven participants from the same group of parents and children in 2022. The paper explores how the politics of age and agency intersect and become intensified as trans and gender diverse children and their parents navigate and make decisions about their bodies, lives and everyday worlds in primary schools. These stories of trans and gender diverse children provide an arresting invitation to adults to attend closely to the rich stories of children themselves in (re)considering the potential of sexuality education across contexts.

Much research has been conducted "on" young people as a population rather than "with" them. Traditionally, porn research has focused on effects--on the assumption that people, especially young people, are impacted by the sexual media they consume, which leads to negative outcomes such as violence and addiction. In this sense, porn is framed as risky and children and young people become especially 'at risk'. Sex, sexuality and sexual media are then portrayed as a threat from which young people should be protected. Nevertheless, for many young people watching porn is a normal activity and engaging with porn online is a part of everyday life for some teenagers. Scholars have indicated that many young people perceive porn as ubiquitous, as part of society, and difficult to avoid. In this reflexive article I will interrogate the need for such research, even if it is considered as a form of 'dirty work', within an alarmist and sensationalist media-driven culture. By examining my experiences of the ethics review process, access to participants, and the fieldwork itself, I hope to demonstrate moments of texture and detail throughout the process which future sex, sexuality and porn researchers can draw upon.

Using an intersectional analysis, this article critically analyses implied and expressed norms to identify perceptions of appropriate behaviour in children's play, and to explore how social communicative arenas such as Internet forums construct knowledge and values. Adults' responses to an incident that occurred amongst a group of children in Swedish early childhood education as part of free play during the preschool day were analysed. The incident was described in a thread posted on the "Familjeliv" (Family Life) internet forum. The research questions were: what images of children are prominent in discourse on appropriate behaviour as part of free play; what discursive categorisations of children related to age, gender and sexuality can be identified within this discourse; and how do these categorisations intersect? Netnography provided the method used together with thematic content analysis. Findings reveal two contrasting views: first, the view that four-year-olds cannot commit sexual assault on another person; and second, the view that they can. Young children were constructed either as non-sexual, innocent, curious and playful, or as perpetrators who lack consequentialist thinking. Age was the dominant discursive category utilised in relation to sexuality and appropriate behaviour, followed by gender.

Recent years have witnessed growing acceptance of gender and sexuality diversity in Australia; yet, its inclusion in the school curriculum remains contentious. Despite evidence to the contrary, there is a commonly held belief that parents consider the inclusion of such topics inappropriate. In the light of this, this paper focuses on an analysis of three qualitative items from an Australian national survey of parents of children attending government-funded schools. Informed by the responses to these questions, we sought to better understand the concept of age-appropriateness present in the discourses deployed by a (minority) number of Australian parents who did not support gender and sexuality diversity-inclusivity in the curriculum. Thematic data analysis identified three key themes used by parents to warrant gender and sexuality diversity curriculum exclusion based on age inappropriateness: namely, inclusion is 'confusing'; children are too 'immature'; and children are too 'easily influenced'.

Science capital consists of science-related cultural and social capital and science-related behaviours and practices. This study aims to clarify the core dimensions of science capital among Finnish parents through consideration of how parents' educational degree, profession, age and residential area are associated with their science capital. To test this, a survey was conducted with a sample of 740 parents in Finland aged 26 to 69 years. Exploratory factor analysis was used to explore the science capital dimensions and confirmatory factor analysis supported the final seven-factor model. Differences in parents' responses, including by sociodemographic background, were measured using an analysis of variance (ANOVA) test. The core dimension of cultural capital focuses on the valuing of science in society. Behaviour and practices consist of everyday and informal learning in community spaces, and social capital is strongly linked to future affinity and science identity. Parents' residential areas and educational degrees seem to have the largest effects on different dimensions. However, a parent's level of education, profession or residential area do not seem to affect their engagement in everyday science activities with their children. These results provide support to discuss inequalities among families, and ways to increase family science capital.

While well-being of school principals is becoming an increasing concern in public education, the understanding of well-being and its manifestation is still lacking in research. This research tackles the nuances and complexities surrounding the notion of well-being and sheds light on its conceptualisation, manifestation, and contributing factors. Data for this research come from an online survey among public school principals in the province of British Columbia, Canada. This survey research utilised reliability, factor, correlation analysis, and structural equation modelling (SEM) and examined how well-being of school principals is manifested along different well-being dimensions and what underlying relationships exist between each dimension in relation to principals' overall well-being and their demographics. The results reaffirm that well-being is a multidimensional construct, encompassing dimensions that speak to different but interrelated aspects of a principal's well-being state, among which emotional and psychological well-being has been revealed as a vital component in principals' overall well-being. The findings have significant implications on health and well-being related support for school principals in order to prepare them for the increasingly demanding job.

Recently, universities and colleges have gradually shifted from face-to-face teaching to small private online course-based teaching, which integrates massive open online courses with physical classroom teaching. However, learners often experience adjustment problems within this relatively new environment. This survey-based study evaluated the status of college students' learning adaptability and clarified the relationships between the factors influencing small private online course-based blended learning. With 3,050 participants from a Higher Vocational College in China, the researchers conducted an in-depth study using correlation analysis, regression analysis, and path analysis. The results revealed that students' learning adaptability was generally at the upper-middle level with females scoring higher than males, and there was no significant difference in learning adaptability based on the students' ages, grades, or Internet age. Regarding the impact of interest variables on learning adaptability, teaching support, learning platform, and curriculum setting had a significant positive effect; whereas learning attitude, autonomous learning, teaching methods, and learning environment did not have a significant positive effect. The teaching management had no significant impact either. Our findings have some implications for improving the efficacy of small private online course-based learning in educational institutions in China and elsewhere.

Women seeking higher education frequently do so during peak childbearing years and women with higher levels of education are more likely to postpone motherhood until a later age. Fertility rate, defined as the average number of children born to a woman over her lifetime, has decreased globally. The decrease in birthrate has been partially attributed to women seeking educational opportunities. Understanding the experience of students in this realm would allow higher education institutions to better support students who are (or wish to be) mothers. Unfortunately, there is a paucity of research examining graduate women and the factors involved in their consideration of having a child while in school. We seek to fill this gap by examining the impact of fertility concerns (FC) and importance of on-time degree completion (DC) on the probability of having a biological child in graduate school (PC) among 469 female graduate psychology students in the USA. We found higher FC was associated with higher PC. In contrast, higher DC was associated with lower PC. Furthermore, FC had a significant unique relation to PC after accounting for the contribution of DC. We discuss how institutions and programs may help support and empower female graduate students by implementing educational policies and procedures that are supportive of graduate student mothers. This is particularly important because a large proportion of women pursue advanced degrees, and this number is projected to increase.