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Psychological distance (PD) can be a barrier to how students perceive climate change impacts and severity. Localizing climate change using place-based approaches is one way instructors can structure their curricula to help combat students' PD, especially from a spatial and social viewpoint. We created a novel classroom intervention that incorporated elements of place-based education and the Teaching for Transformative Experiences in Science model that was designed to lower undergraduate biology students' spatial and social distance of climate change. Our research questions sought to determine whether students' PD changed following our intervention and whether variables beyond our intervention might have contributed to changes we identified. To measure the efficacy of our intervention, we administered a survey that contained several instruments to measure students' recognition and psychological distance of climate change pre- and post-intervention. We found that students' psychological distance to climate change decreased after participating in our classroom intervention. Additionally, course level was the only outside variable we identified as a predictor of students' post-activity scores. Participation in our activity lowered our students' spatial and social psychological distance, which could have impacts beyond the classroom as these students become the next generation of scientists and voters.

Feminist Imaginaries are psychological and social spaces where creative possibilities are overflowing. They facilitate new ways of being, new ways of knowing and new ways of knowledge creation. This paper embraces a decolonial and feminist approach to storytelling, remembering, reclaiming and retelling; telling the stories of a band of wandering women, journeying to the psychosocial spaces of the Imaginary. Drawing upon a feminist theoretical tapestry, creative writing methods and autoethnographic approaches, the story is an example of the possibilities for Feminist Imaginaries in academic research. Many female students I have encountered naively believe they have social justice and equality but the inequalities are hidden in low paid, part-time work and unpaid care. To explore patriarchy's deceptive nature, reference is made to the canons of Western art and literature as spaces from which to depart. It is from this space and time of departure that our journeys to the Imaginaries begin. Our lived experiences as artists as educators makes our activism all the more urgent to care for racialised, working class and disabled students. Those experiences are illustrated in poetry and visually in an artwork created to accompany this paper entitled, "Remember, shout her name, tell her-story." Furthermore, creative writing is a form of the Imaginary and is used to tell this tale. I suggest, by borrowing from Laurel Richardson, creative writing is a method of inquiry to learn about ourselves and our research. By writing into the topic, rather than reading around and then writing, the imagination can wander and wonder freely. I include a small demonstration of how this process might be performed. In this way the story is open-ended, to be continued, as so too the fight for social and gender justice must continue. Accordingly, I invite you, the reader, to remember your stories, reclaim, imagine them, document and share them.

In this study, the impact of training supported by the TUBITAK 2237-A Grant Program for Scientific Training on the self-efficacy of pre-service science teachers (PSSTs) in implementing the constructivist approach and delivering distance education (DE) was investigated. The research employed a single-group pretest-posttest experimental design, a quantitative research design. The study's population comprised PSSTs enrolled in science teaching programs across 27 universities in Turkiye, with a sample of 32 preservice teachers selected through criterion sampling. Data were collected using the distance education competence scale and self-efficacy scales for applying the constructivist approach. The analysis involved both descriptive and statistical methods. The results revealed a significant enhancement in the self-efficacy of PSSTs in both distance education delivery and the application of the constructivist approach through the online education. This improvement was attributed to the direct experiences and mentor support gained during the training program, as discussed in the study.

Nature connection has been found in previous research to be a predictor of pro-environmental attitudes and behaviours. For this reason, efforts to build children's nature connection through a variety of avenues, including environmental education, have been explored by practitioners and researchers alike. In this paper we undertook a purposive literature search of research looking at factors associated with children's nature connection. The resulting synthesis of 28 studies found demographic, dispositional, affective, familial, environmental, and experiential factors that are associated with children's nature connection that will be of interest to educators, parents, researchers, and policy makers. Recommendations are made for the implementation in environmental education programmes and beyond, in order effectively mobilise an integrated response that will foster a sustained connection to the natural world.

The phenomenon of microaggressions is well established within the counseling literature, particularly as it relates to race, ethnicity, gender, and affectual orientation. However, research related to disability or ableist microaggressions is still in its infancy, so counseling professionals have limited information about experiences of disability and ableist microaggressions. The purpose of this qualitative content analysis was to describe participants' self-reported experiences with ableist microaggressions. Participants (N = 90) had a diagnosed disability and the majority (91.11%) identified as having two or more nondominant identities beyond their disability. We report two categories and 10 themes. While participants were part of the general population, we position our discussion and implications within the context of professional counseling to increase counseling professionals' awareness and knowledge so counselors can avoid ableist microaggressions and provide affirmative counseling services to persons with disabilities.

This qualitative study involves six lecturers who have supervised students with disabilities. Participants were purposively selected and interviewed telephonically using semi-structured interviews. The study adopted a thematic data analysis approach to identify patterns in supervision experiences. The paper problematises a deficit approach that is dominantly adopted to identify and design programmes and manage students-at-risk. The analysis of the supervision of postgraduate students-at-risk is framed within the Humanising pedagogy which advances the accommodation of students' unique needs to develop their capacities for success. This theoretical framework is not adopted much in the open and distance learning context at postgraduate level and the use of supervisors' insights adds new knowledge to the field that is dominated by students' experiences. The study established that students do not communicate their disabilities to supervisors timely for early intervention, supervisors are responsive to students' challenges which include difficulties in academic writing and limited access to research resources and technologies, and supervisors experience systemic challenges in acquiring assistive technology for students with disabilities. This study proposes a humanised supervision model that advances disability inclusivity.

This study explores users' perceptions of the Virtual Assistant application facilitated by the Anadolu University Open Education System. It assesses the application's effectiveness and user satisfaction by analyzing opinions regarding its importance and the experience it delivers. The research delineates its population as learners engaging with the Virtual Assistant within the Anadolu University Open Education Framework. Employing a sequential explanatory design within mixed-method research methodologies, the investigation commenced with an online Virtual Assistant Satisfaction Survey involving 374 participants as the sample-subsequent focus group discussions with 18 users aimed to delve deeper into satisfaction levels vis-à-vis user expectations. Findings indicate a moderate level of satisfaction among users with the Virtual Assistant application, reflecting a congruence with anticipated outcomes. Moreover, the analysis across various dimensions revealed a comprehensive satisfaction in alignment with user expectations, particularly highlighting approval for the application's adherence to the Open Education website's design language. Conversely, dissatisfaction was noted concerning the specificity and utility of the information provided. The study identifies a disparity in satisfaction levels, with high marks in design aspects and lower evaluations in usability. Recommendations are extended towards enhancing the Virtual Assistant and similar tools through user-centric development and encouraging further research predicated on the insights garnered from this study.

The adoption of learning analytics (LA) in higher education institutions (HEIs) in Mexico is still at an early stage despite increasing global interest and advances in the field. The use of educational data remains a challenging puzzle for many universities, which strive to provide students, teachers, and institutional administrators with information and insights to better understand their performance. The objective of this study was to identify the perspectives of teachers, students, and administrators about the use of educational data to explore opportunities for the adoption and integration of LA in three different Mexican universities. A qualitative approach was used, adopting instruments and guidelines previously developed in the framework of Learning Analytics for Latin America (LALA) project, adapting them to the Mexican context. Methods included (1) structured interviews with high-level institutional administrators and (2) focus groups with students, teachers, and other educational administrators. Results showed that perceptions are oriented toward improving school performance through data-based feedback, with ethical responsibility. Emergent categories were physical and mental health, development of healthy relationships and well-being, feedback style, and governance in a bureaucratic setting. The specific modern construct of LA still needs to be internalized and disseminated to Mexican universities' educational stakeholders to increase the likelihood of successful adoption.

Online peer feedback has been widely applied to teaching L2 writing because of its potential benefits. Accordingly, training is one of the prominent factors contributing to the effectiveness of the activity, especially for inexperienced learners. Acknowledging this significant issue, the current study aims to develop specific online peer feedback training for inexperienced learners based on their performance naturally during the online peer feedback process, followed by an assessment of its effectiveness. Using the qualitative method design that draws upon the sources of data, including students' online written comments (Google Docs), oral feedback (Zoom recorded), observations, their drafts, and their reflections and responses through semi-structured interviews, this study presents an in-depth analysis of students' performance toward peer feedback (without training), how the training is developed, and the impacts of training on the students' practice. Finally, the study discusses pedagogical implications regarding the instructions and training for online peer feedback in teaching L2 writing, which can be applicably adapted for similar EFL or ESL contexts and learner backgrounds.

This study was designed considering the necessity of a questionnaire (validated on Romanian population and built after consulting the available papers on the subject) for evaluating the resilience of adolescents. It was focused on further developing the ARES ("Adolescents' Resilience Evaluation Scale", built in 2018 as a pilot-study, with 62 subjects). This new form (ARES-i25) includes new theoretical aspects, new items and it was completed by 423 subjects. Using factorial exploratory analysis, five factors (which explained 72,1% of the variance of resilience) were identified: tenacity and self-efficiency; self-confidence; learn from life experiences; rapid recovery after trauma; social and familial resources. The reliability was proven by its internal consistency ([alpha]= 0.83 on a general level, and subscales 0.71<[alpha]> 0.89), while its concurrent validity was proven by 0.05 0.75 (comparing the results to those of BRS - Smith et al., 2008) thus proving the adequate psychometric qualities of the new form of ARES-i25. Future studies will focus on extending the sample and on applying ARES-i25 in other countries and creating programs for developing resilience.

Institutional politics and emerging changes to the professoriate have potentially positioned tenure-track faculty within an academic labor system that assumes academic training and expertise guides their progression. This qualitative narrative study of 12 higher education and student affairs (HESA) pre-tenure faculty explored their navigation of tenure experiences at their institutions. Participants shared personal and professional challenges related to tenure in which they were challenged to negotiate academic and student affairs professional identities. Personal challenges included strained personal lives and relationships with feelings of isolation or loneliness. These findings offer insight into HESA pre-tenure faculty experiences as an avenue to better support this unique population. Study implications center equitable practices and community building.

This study investigates the effect of programming courses on the computational thinking (CT) skills of elementary school students and the learning effectiveness of students from different backgrounds who are studying programming. We designed a OwlSpace programming course into an elementary school curriculum. Students in fourth and fifth grades were taught the fundamentals of programming. We measured and analyzed the effectiveness of their CT skills and self-efficacy in CT. The researchers analyzed the changes in the CT of different gender, different grade, and different past experience students in programming courses and then made specific recommendations for information technology teachers and related units. The results demonstrate that students learned and improved their CT skills by taking OwlSpace programming course. Additionally, gender, grade, and past experience are found to have no impact on the students' learning that means the course can improve students ability without limited any characteristics.

The digitization of academic practices has transformed how research output is shared and discussed, with academic social network sites (ASNS) like Academia.edu and ResearchGate emerging as pivotal platforms. However, their uptake and implications in contexts like Latin America still need to be explored. This study examines the emerging tensions related to using ASNS (Academia.edu and ResearchGate). As such, it offers a qualitative data analysis from 28 interviews with Chilean university researchers. It focuses on three emerging and overlapping tensions: the quantification of research via altmetrics, reputation building, and self-promotion. The findings underscore that altmetrics--despite providing a broader view of research impact--can mirror and perpetuate the problematic aspects of academic capitalism. Digital reputation, tied to high scores, conflicts with more qualitative aspects. The observed ambivalence towards self-promotion exposes a tension between the traditional scientific ethos and academic capitalism. Ultimately, this research unveils the multifaceted implications and paradoxes introduced by these platforms in the Chilean academic milieu.

The home environment and experiences before a child enters formal schooling have a significant impact on their educational progress and results. Most research in this area has been conducted in Western countries and may differ across different countries and cultures. The purpose of this study is to investigate how literacy skills are developed in Kazakh homes and the kinds of social interactions that take place between parents and children to foster this development. An ethnographic case study design through participant observations and interviews was used to further understand the relationship between the Kazakh home learning environment (HLE) and literacy development in four affluent and highly educated families. The findings of this study suggest that parent-child social interactions play an important role in the development of literacy skills in Kazakh families. The parents purposefully used play, joint book reading and storytelling to focus on oral language development and to establish skills in one language first despite the fact that Kazakhstan is a bilingual country that is gradually moving towards a trilingual policy (Kazakh, Russian and English). The study highlights the types of regular and high-quality literacy-related social interactions parents engage in to help their children succeed educationally in school and beyond. The findings of this study suggest that children would benefit from regular parent-child interactions and policymakers and other stakeholders responsible for early years learning and development should encourage parents to be actively involved in their children's learning and literacy development in the home environment.

The growing number of suicide cases in India's top engineering institutions indicates a mental health emergency. Deteriorated mental health status of engineering students has been a major concern for social scientists, policymakers, educationists, and parents. Nevertheless, not much academic research has addressed this issue. The current study aims to explore the anteceding factors associated with mental health crises among engineering students. This study relies on a sequential exploratory mixed-method design. In the first phase, 16 undergraduate students were interviewed to explore the anteceding factors that deteriorate their mental health status. Based on the qualitative findings, we developed a hypothesized model. In the second phase, this model is tested through a quantitative study (N = 395). Inductive thematic analysis of the qualitative interviews revealed that students' mental health status (stress and guilt-related symptoms) was associated with (a) centrality of engineering identity, (b) parental pressure, (c) academic stress during the coaching period and college years, (d) upward social comparison, and (e) motivation-related factors (intrinsic motivation, extrinsic motivation, and academic amotivation). Based on this finding, a model is developed that connects academic amotivation, intrinsic/extrinsic motivation, academic stress, and the mental health status of the students. The quantitative study results indicated that academic amotivation significantly mediates the relationship between academic stress and mental health status. Moreover, male engineering students score significantly higher in mental health status and significantly lower in extrinsic motivation-identified than female students. The study concludes that academic stress is a key issue in determining amotivation and deteriorated mental health status of engineering undergraduates.

Suicide is a serious public health problem and is the fourth leading cause of death among adolescents. Suicide ideation is the most significant predictor of suicide. However, few empirical studies have examined the relationship between stressful life events, insomnia, depression symptoms, self-esteem, and suicide ideation among college students. This study builds on O'Connor's The integrated motivational-volitional model of suicidal behavior theory will verify the relationship between these five factors through a large data study among college students, and further reveal the mechanisms and interventions of suicide ideation among college students. A total of 2717 (mean age = 19.81 years, 22.49% male) college students from South China participated in this behavioral and health survey. Using self-reported questionnaires which were Adolescent Self Rating Life Events Check-list, MINI-C, Insomnia Severity Index, PHQ-9, and Self-Esteem Scale to assess the subjects' demographic information, suicide ideation, stressful life events, insomnia, depressive symptoms, and self-esteem levels as comprehensively as possible. A moderated chain mediation model was used to validate their relationship. The results showed that stressful life events significant positively predicted insomnia symptoms, depressive symptoms, and suicide ideation. The mediating effect of depression between stressful life events and suicide ideation was significant. The chain mediating effect of insomnia and depression between stressful life events and suicide ideation was significant. However, the mediating effect of insomnia between stressful life events and suicide ideation was not significant. Also, the positive prediction of stressful life events and depression on suicide ideation was weaker when the individual's self-esteem level was higher, and the moderated chain mediating effect was significant. This study developed a moderated chain mediation model, and proposes a new integrated stress coping-self-perception model of suicide ideation to discover the important role of self-esteem levels in adolescent suicide prevention.

Given the potential applications of generative AI (GenAI) in education and its rising interest in research, this systematic review mapped the thematic landscape of 407 publications indexed in the Web of Science, ScienceDirect and Scopus. Using EPPI Reviewer, publication type, educational level, disciplines, research areas and applications of GenAI were extracted. Eight discursive themes were identified, predominantly focused on 'application, impact and potential', 'ethical implication and risks', 'perspectives and experiences', 'institutional and individual adoption', and 'performance and intelligence'. GenAI was conceptualised as a tool for 'pedagogical enhancement', 'specialised training and practices', 'writing assistance and productivity', 'professional skills and development', and as an 'interdisciplinary learning tool'. Key gaps highlighted include a paucity of research and discussions on GenAI in K-12 education; a limited exploration of GenAI's impact using experimental procedures; and a limited exploration of the potential and ethical concerns of GenAI from the lens of cultural dimensions. Promising opportunities for future research are highlighted.

Children with severe multiple disabilities face numerous possibilities for enjoying music and participating in performance activities; however, the research practice for realizing these possibilities involves various difficulties. To understand the disabilities of children and their engagement with music, awareness of one's perception of disability is necessary for each practitioner-researcher. The researchers of the current study reflected on their personal views about disability and life histories and described and analyzed them through collaborative autoethnography (CAE). The study was conducted through the practice of combining electronic music equipment and traditional instruments as a music education project for children with severe multiple disabilities. The results demonstrated that the perceptions of the researchers about disability and their life histories interacted with and transformed their research practice. Additionally, the study highlighted how endeavors in CAE encouraged dialogue among researchers and deepened mutual understanding. The suggestions for researchers of music education practice with children with disabilities include analysis of disability from the first-person perspective and sharing of views among co-researchers.

Autistic people diagnosed in adulthood often report that the experience can be life-changing, but there are issues with the diagnostic pathway. Few studies consider the views of people "currently" seeking diagnosis or contextualise the experience of diagnosis around developing an autistic identity. In this qualitative participatory study, we explored experiences of navigating an autism diagnosis in adulthood in the UK. We recruited six women (aged 21-46 years) who were seeking diagnosis, who worked with the academic researchers across four sessions to develop the study, share their experiences and analyse the themes. In one session, they completed a semi-structured interview alongside photovoice, a community-based action method, to explain and reflect on their experiences. We used reflexive thematic analysis to identify patterns, with four key themes identified: (1) 'everything shattered', (2) 'being seen', (3) 'understanding not judgement, please' and (4) 'here's a leaflet, off you go'. The themes reflected a desire for change and improved support for both diagnosis and developing autistic identity. Following photovoice methodology, together we identified actions to improve adult diagnosis, including involving autistic people in making improvements to the diagnostic criteria, for key professional and community groups to listen more to autistic people and for diagnostic support services to be flexible and appreciative of wider neurodivergence and intersectionality.

This study aimed to investigate the impact of external factors on the experiences and family relationships of autistic adolescents and their families. A qualitative approach was used, with in-depth interviews conducted with 30 participants, including autistic adolescents, siblings and parents from within families with an autistic adolescent family member. The findings suggest that external factors significantly influence the well-being of autistic adolescents and their families. The school environment was identified as a significant factor, with sensory overload, bullying and adverse interactions with teachers having a negative impact on the mental health and quality of family relationships for participants. In addition, the study highlighted that isolation and stigma were major concerns for families, suggesting a need for public efforts to raise awareness and understanding of autism. The lack of appropriate support and services was also identified as a significant challenge that families face. The study highlights the need for person-centred approaches to service provision, which involves including autistic adolescents and their families in the design and delivery of support and services. The study recommends collaboration among schools, service providers, and families, as well as efforts to promote autism-friendly environments in schools and the broader community.

Children with Developmental Language Disorder (DLD) often experience co-occurring psychosocial difficulties, the developmental trajectories of which are still not fully understood. This study sought to explore the manifestation of such difficulties during childhood, through first-hand accounts of those with DLD and their close relatives. Individual semi-structured interviews were conducted with 11 mothers of children with DLD (aged 6-12 years old) and were analysed alongside the secondary data from interviews of five adults with DLD. Interviews were conducted online; all participants resided in Europe and were fluent in spoken and written English. A process of interpretive phenomenological analysis resulted in the development of five overall themes: experiencing anxiety, social frustrations, maintaining factors, childhood strengths and the parenting experience. Cognitive appraisals appeared particularly important during childhood in both escalating and maintaining anxiety, low self-esteem, emotion dysregulation and social frustrations. High levels of isolation and stress were experienced by all mothers. The findings suggest parents in the United Kingdom and Ireland require more support and guidance at the point of diagnosis than is currently provided. Emphasis was given to the link between children's experience of anxiety and social behaviours, such as withdrawal, as well as their intolerance of uncertainty. Internalising symptoms were a prioritisation for intervention during childhood by both parents and adults with DLD.

Autistic adults experience stark health disparities and difficulties accessing health care. Their realities of managing complex health conditions are unknown. Our research explored the experience of Autistic adults self-managing diabetes. Interviews with Autistic adults with diabetes and their support people were thematically analysed to identify three key themes. The Autistic experience influenced diabetes self-management, including autism-unique challenges and strengths. Participants prioritised avoiding Autistic burnout over diabetes self-management; mitigating the psychosocial pressures of neurotypical systems took precedence. Health professionals often separated autism and diabetes subsequently overlooking key factors impacting diabetes self-management. To better meet the needs of Autistic adults, diabetes care and health management more broadly should be considered within the context of autism, including supports for self-management during Autistic burnout.

Communication and interaction in neurotypical environments can be challenging for autistic individuals, potentially disrupting the parent-child relationship. In Relationship Development Intervention (RDI) that facilitates improved interactions between autistic children and their parents, RDI Consultants play key roles in enabling parents to develop skills that support the parent-child relationship. Parents follow the guidance of the Consultants to build their capacities to model reciprocal communications with their autistic children. Given the significant role played by the Consultant, their perspectives should be explored. Two research questions were explored: 1) What are the lived experiences of RDI Consultants in delivering RDI to autistic children and their families? 2) What are RDI Consultants' perspectives regarding the outcomes of engaging in RDI for autistic children and their families? Eleven RDI Consultants participated in semi-structured interviews to explore their experiences in using RDI. Interviews were conducted via Zoom. All interviews were transcribed verbatim and thematically analysed. Three main themes were produced: 1) RDI helps autistic children reach their potential; 2) Parents learn to embrace parenthood through RDI; and 3) Consultants form a team with parents. Overall, RDI was perceived to be beneficial in improving autistic children's social engagement, such as parent-child interactions, as well as enhancing parenting experiences. The results add to and extend the existing evidence of RDI, which may provide families of autistic children and those professionals who are working with these families more therapeutic choices to consider. Future research implications for parents and health professionals involved in therapies are discussed.

This study examined caregivers' lived experiences during the initial weeks of stay-at-home mandates within the unique socio-cultural and healthcare context of the United States. To learn about the experiences of caregivers during the early stages of the COVID-19 pandemic, we conducted seventeen semi-structured interviews with caregivers of young children with autism (ages 3-8) in Illinois. The inability to meet demands, the abrupt loss of social and therapeutic support, and the loss of opportunities for leisure and self-care took an emotional toll on the caregivers and the families. Although four caregivers attributed positive changes in their lives to the lockdown (e.g., more family time and improved academic standing for their child), the reported negative impacts overshadowed the positives. To foster resilience and reduce the adverse long-term effects of world-changing events on families of young children with autism, the information gleaned from this study can inform educators, service providers, and other concerned parties about unique considerations when creating future proactive and responsive support measures.

We investigated the factors associated with subjective temporal distance of pandemic-related events in a sample of healthcare workers. A total of 257 healthcare workers were asked to recall two COVID-19 pandemic-related events that impacted them the most at the beginning of the pandemic (April--May 2020), and rated event centrality, phenomenological characteristics, subjective temporal distance, and visual perspective (field vs. observer) for each reported event. Results showed a negative relationship between subjective temporal distance and event centrality only for memories remembered from the field perspective (field memories), but not those remembered from the observer perspective (observer memories). Furthermore, event centrality enhanced recollection of sensory and perceptual details, which, in turn, resulted in memories being felt temporally closer to people. However, only field memories, not observer memories, revealed this pattern, showing that recollective experience shaped by visual perspective mediates the relationship between event centrality and subjective temporal distance.

This article focuses on rater severity and consistency and their relation to different types of rater experience over a long period of time. The article is based on longitudinal data collected from 2009 to 2019 from the second language Finnish speaking subtest in the National Certificates of Language Proficiency in Finland. The study investigated whether rater severity and consistency are affected differently by different types of rater experience and by skipping rating sessions. The data consisted of 45 rating sessions with 104 raters and 59,899 examinees and were analyzed using the many-facet Rasch model and generalized linear mixed models. The results showed that when the raters gained more rating experience, they became slightly more lenient, but different types of experience had quantitatively different magnitudes of impact. In addition, skipping rating sessions, and in that way disconnecting from the rater community, increased the likelihood of a rater to be inconsistent. Finally, we provide methodological recommendations for future research and consider implications for practice.

This study draws on research that investigated transformative learning with reference to complexity theories. It describes the use of dance-informed performative autoethnography employed to analyze and interpret participants' experience of crisis in research conducted within a disability service system in Italy during COVID-19 pandemic. Firstly, the use of this method of inquiry after the initial data collection was useful in deepening the crisis experience. Secondly, the representation of the data through dance performance fostered new interpretations of the crisis situation that further validated the presentation of the data and had the secondary advantage of reinterpreting the entire experience.

Gamification possesses a great potential to shape human behaviors and performance. However, the mixed results in gamification research suggest the need to develop a thorough understanding of the mechanistic underpinnings of gamification. Although self-determination theory (SDT) provides a solid theoretical framework to achieve such purposes, it has been mostly applied superficially, limiting its potential to significantly impact gamification research and practice. This paper suggests that SDT, particularly three ideas in SDT -- a continuum of motivation, the mutually supportive nature of basic psychological needs, and the functional significance of an event -- have not been fully explored in gamification research and practice. Attention to the three ideas and relevant SDT literature will advance gamification research and practice in the following ways. First, the idea of continuum of motivation can serve as a powerful framework to conceptualize gamification. Second, the ideas of mutually supportive nature of basic psychological needs and the functional significance of an event can help us develop a nuanced instead of simplistic approach to gamification design. Finally, the three ideas suggest important research directions that have yet to be fully explored in current gamification research.

The breadth of opportunities in biomedical engineering (BME) creates both a diversity of career options for students pursuing the degree and a potential hurdle in communicating the relevance of their skills when applying for specific jobs. This conundrum has driven research efforts seeking to understand what is valued by BME employers. Our work explored this area of need through an analysis of researcher-designed resumes (DRs) based on skills potentially of interest to BME recruiters in industry and academia. DRs were distributed to potential employers through an online survey asking about their perspectives on the quality of a subset of four DRs based on their indicated area of expertise. We performed a quantitative and qualitative analysis of 12 industry and 6 academic responses and compared our results to existing BME resume evaluation rubrics. Our results confirm a quantitative alignment between existing BME resume rubrics and employer's perceptions which was previously unexplored. Qualitative results pointed toward (1) the importance of how experiences are represented as an important differentiator in resume reviews, (2) the acknowledgment from reviewers that resumes are only one step in a job application, and (3) specific similarities and differences in the skills that academic and industry employers look for in BME resumes. Our work provides validity evidence from employer perspectives to support the use of existing resume guidance tools in BME. Our qualitative data analysis expands that guidance by making recommendations for additional tools to craft resumes that clearly communicate the relevant experiences of an applicant.

Intimate partner violence and sexual assault are under-researched experiences in autistic people's lives. Recent research, however, has shown that autistic people are more likely to have been victimized than non-autistic people. This research, therefore, sought to explore the firsthand accounts of a range of autistic people about intimate partner violence and sexual assault. Twenty-four autistic adults with lived experience (6 male, 15 female, 3 non-binary) aged 25-61 years took part in semi-structured interviews online. They were asked about their experiences of intimate partner violence and sexual assault, whether and how they felt being autistic interacted with those experiences, and what recommendations they would have for improving education in the future. Almost all participants had repeated experiences of intimate partner violence and sexual assault, regardless of gender, and there were clear similarities in their stories. Six themes with subthemes were identified. These were "'experiences of abuse'", "'autism used against you'", "'poor family models'", "'impact of/on friendships'", "'handling trauma'", and "'recommendations for future practice'". Autistic people experience many of the same patterns of abuse as non-autistic people do, but there are unique autism-related vulnerabilities and outcomes. We found that there were a variety of responses to these experiences, and call for greater understanding so that autistic victims can be better supported.

The purpose of this study is to provide an insight view about the challenges to female government college principals and vice principals in Chitral, Pakistan. The study uses in-depth interviews for data collection and on the basis of predetermined criteria, the study participants were selected. The findings of the study explain that in district Chitral female government college principals and vice principals face socio-cultural, religious, and political challenges in their work place and remain under tremendous pressure that leads to limit their efficiency and restrict their professional growth. However, very few principals and vice principals are satisfied with their jobs because of supportive families. Therefore, the study recommends that these aspects be placed before forums for consideration to rightly empower the female principalship/education leadership for assurance of quality female education in Chitral and Pakistan, through real delegation of power with a conducive environment to female government college principals and vice principals.

This study examines the experiences of the only three female headteachers leading boys' senior high schools (SHS) in Ghana to understand the uniqueness of their career journeys, on-the-job experiences and the leadership strategies. Qualitative phenomenological approach was used for the study. The three women were interviewed multiple times over a period of five months between November 2020 and March 2021. The data were inductively and deductively analysed to identify themes that help to tell their story. The results of this study show that early exposure to role models and socialisation into the power of positive thinking at the family, school and societal levels imprint values that inspired the participants to top leadership positions and the strategies they deployed -- blending of motherliness and professionalism, networking and ethical leadership. The female headteachers are bridge builders and transformational leaders who are suitable for leadership in the twenty-first century. This study identifies several implications for female headteachership including: initial preparation for aspirants of school leadership positions, ongoing professional development, and support of female school leaders. The Ministry of Education should provide women with more headteachership or leadership opportunities in schools.

While there is a substantial body of leaving care research, the theorization of care leaving has been more limited. Only a few studies have incorporated a life course perspective, mainly in Global North contexts where life course perspectives may differ significantly from those in the Global South, including Africa. Drawing on findings from a feasibility research study, this paper contributes to the emerging international literature on theorizing care leaving by applying a life course perspective to the experiences of youth leaving care in four African countries. The paper highlights how life course can be a useful conceptual framework for understanding the experiences of care leavers with an emphasis on four core concepts: biography, linked lives, waithood, and agency. Implications for policy and practice are outlined with a focus on interdependence, participatory practice, biography, and cultural transition planning alongside efforts to redress systemic, oppressive barriers facing care leavers in society.

Concrete symbols (e.g., "sun," "run") can be learned in the context of objects and actions, thereby grounding their meaning in the world. However, it is controversial whether a comparable avenue to semantic learning exists for abstract symbols (e.g., "democracy"). When we simulated the putative brain mechanisms of conceptual/semantic grounding using brain-constrained deep neural networks, the learning of instances of concrete concepts outside of language contexts led to robust neural circuits generating substantial and prolonged activations. In contrast, the learning of instances of abstract concepts yielded much reduced and only short-lived activity. Crucially, when conceptual instances were learned in the context of wordforms, circuit activations became robust and long-lasting for both concrete and abstract meanings. These results indicate that, although the neural correlates of concrete conceptual representations can be built from grounding experiences alone, abstract concept formation at the neurobiological level is enabled by and requires the correlated presence of linguistic forms.

This paper presents an overview of the arts-based methodology used in a research project that aimed to explore the impact of the lived experiences of racism on 10- and 11-year-old children in the United Kingdom. The research responds to the relative lack of literature concerning the racialised experiences of young children. We discuss how we developed the arts-based method of body mapping as an ethical approach to foregrounding the children's voices. We consider that this approach contributes to knowledge and understanding about exploring the nuanced and complex relationship between the children's external worlds and their internal feelings, and supporting them to process and communicate this. We suggest that the method presented is transferable, and present our ethically engaged, arts-based planning framework that can be used if others wish to adopt this way of working.

Hispanic and Latino/a/x students encounter substantial barriers and challenges at all educational levels when attempting to find necessary resources in secondary ensembles, graduate from high school, attend college, obtain teacher licensure, and enter the music education profession. Despite data showing growth of the Hispanic and Latino/a/x population in U.S. schools, music educators cannot assume that these numbers will equate to more diversity in the field of music education. Considering the overwhelming number of obstacles Hispanic and Latino/a/x peoples face when trying to enter the field of music education, more supports are needed to (a) recruit a more diverse educator population and (b) retain highly qualified educators.

Previous research indicates that menopause can be an extremely difficult transition for some autistic people. This study asks how autistic people experience menopause and how they can better access services, support and information; autistic Community Research Associates played an important role in each stage of the research. Online focus groups and interviews were conducted with 24 autistic participants who lived in Canada (n = 13) or the United Kingdom (n = 11) and had experience with the menopausal transition. Transcripts were coded and analysed by four team members using reflexive thematic analysis. Four themes and eight subthemes were identified: (1) Complexity, multiplicity and intensity of symptoms (0 subthemes); (2) Life experience and adversity converging at midlife (three subthemes); (3) The importance of knowledge and connection (two subthemes); and (4) Barriers to support and care (three subthemes). Limitations include a potential sample bias towards difficult experiences of menopause. The majority of our sample had a late diagnosis or discovery of autism, and their experiences might not generalize to wider autistic populations. This research may help autistic people prepare for menopause and recognize symptoms earlier. Hearing about the experiences of others may let autistic people who struggle with menopause know they are not alone.

The purpose of this study is to explore the views of autistic adults on randomised controlled trials, specifically on processes such as randomisation and blinding, to understand the barriers and facilitators for recruiting autistic people to randomised controlled trials involving medications. We conducted one-to-one interviews with 49 autistic adults. Interviews were audio-recorded and analysed thematically. The participants found randomised controlled trial processes acceptable and linked positive attitudes towards randomised controlled trial participation to autistic peoples' heightened sense of fairness and preference for evidence-driven knowledge. However, randomised controlled trial designs may be incompatible with a (1) preference for a controlled predictable world, (2) perceived vulnerability at physical and mental health levels and (3) history of misunderstanding and exclusion, crucially from healthcare professionals. Suggestions that emerged from our findings include efforts to co-produce research to nurture trust and adapting communication practices to improve access to trials. Autistic people are a highly motivated group to work with research teams to mitigate barriers to randomised controlled trial participation. We explored what psychosocial determinants play a role in the acceptability of randomised controlled trials to test interventions to improve quality of life and mental health in autistic adults. The study provides useful information that may help the design and conduct of more accessible trials with and for the autistic community.

Many autistic people and people with non-spectrum neurodevelopmental disabilities (e.g. intellectual disability) report feeling lonely, which can negatively impact their well-being. There is little longitudinal research, however, tracking changes in how autistic people experience, conceptualize, and cope with loneliness throughout their lives. A longitudinal sample of 114 people, which included autistic participants and participants with neurodevelopmental disabilities, characterized experiences of loneliness, perceptions of other people's loneliness, and strategies used to cope with loneliness from childhood to adulthood. Level of loneliness and coping strategies were coded from Autism Diagnostic Observation Schedule Modules 3 and 4 protocol forms. Autism Diagnostic Observation Schedule Loneliness Ratings were correlated across time and increased from adolescence to young adulthood. The most common loneliness coping strategies were Behavioral Distraction (e.g. watching TV) and Instrumental Action (e.g. seeking social contact), which were both used by more people in adulthood than childhood. Those who used Behavioral Distraction and a greater number of coping strategies had higher Autism Diagnostic Observation Schedule Loneliness-Self Ratings (i.e. were lonelier) during adolescence and adulthood. Findings highlight adulthood as a particularly vulnerable time for loneliness and indicate a need for more support and social opportunities for autistic adults and adults with neurodevelopmental disabilities who wish to make more social connections.

This research aims to examine the extent to which the way entrepreneurs learn is reflected in entrepreneurship education, highlighting the existing gap between the literature on entrepreneurial learning and the practice of entrepreneurship education. To explore entrepreneurial learning in-depth, we adopted an interpretivist-constructivist approach that involves participant observation at coworking spaces and semi-structured interviews with entrepreneurs. Data were subsequently analyzed using thematic analysis. Major findings indicate that social networks play a vital role in facilitating entrepreneurial learning, with context and network serving as essential learning mechanisms. However, these elements are often disregarded in traditional entrepreneurship education approaches. This study highlights a gap in the literature where the focus of entrepreneurial learning is primarily on entrepreneurs, while entrepreneurship education primarily focuses on students and educators. The study's contribution is its emphasis on the importance of social networks in entrepreneurial learning and its potential for redesigning entrepreneurship education. By bridging the gap between entrepreneurial learning and entrepreneurship education, it is possible to create educational approaches that more closely mimic how entrepreneurs learn in real life, potentially leading to more impactful entrepreneurial activity.