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This study assessed the influence of a 10-week teacher emotionally supportive quasi-experimental intervention on the perceived teacher emotional support (PTES), basic psychological needs (BPNs) satisfaction, emotions of anxiety and enjoyment, and emotional engagement of learners of English as a foreign language (EFL). Strategies targeting the three dimensions of TES, that is, positive climate, teacher sensitivity, and regard for students' perspectives, were deployed exclusively in an experimental group (N = 63), which was compared to a control group (N = 58) in which a more typical teaching approach was followed. Classroom observations and questionnaires were used to capture three time points of changes in learner behaviors. The results of multivariate analyses revealed significant positive changes over time in students' self-reported PTES behaviors, BPNs satisfaction, emotions, emotional engagement and observed behaviors solely in the experimental condition. Learner BPNs satisfaction showed the largest group differences by mid-term treatment. With the continuous deployment of the treatment, the between-group differences peaked toward the end of the experiment for all learner behaviors. The largest variance at this stage was in learner PTES. These experimentally driven findings provide compelling evidence for the advantages of TES pedagogical interventions for second language learners.

This paper presents a critical analysis of the EMPATHICS model of language learner well-being proposed by Oxford (2016) as a prerequisite first step to validate this model. The analysis was guided by the theories in the field of language learning and teaching as well as by some elaborations and suggestions originally made by Rebecca Oxford herself. The massive overlap between the dimensions in the EMPATHICS and the absence of operationalization in the literature indicate that the model is acronym-driven rather than theory-based. A thorough revision of the model is needed to eliminate overlap between the dimensions. We argue that empathy, emotions, emotional intelligence, engagement, motivation, and character strengths of language learners (E4MC) lie at the heart of the EMPATHICS model and that all the other dimensions are theoretically interrelated with these more limited number of dimensions. A revised, trimmed-down E4MC model of language learner well-being would allow the operationalization of the construct and could lead to the future development of an instrument that could be further validated.

This study utilises a holistic approach of positive psychology (PP) in the second language acquisition (SLA) domain to test a model of willingness to communicate in English language (L2WTC) among 328 Saudi learners. The model examines how potential connections among learners' negative emotions (anxiety and boredom), positive emotions (enjoyment and grit), and motivation have a positive effect on learner L2WTC. Questionnaire data were analyzed using a partial least squares structural equation modelling (PLS-SEM) analysis to identify and verify direct, indirect, and total effects in the model. The final model adequately fit the data. All learner emotions except boredom significantly directly predicted L2WTC. The strongest direct predictors of L2WTC were motivation, followed by anxiety. Grit directly affected motivation, and enjoyment mediated the relationship between motivation and L2WTC. Significant negative direct paths were detected from anxiety to motivation, enjoyment, and grit, and indirect paths from anxiety to L2WTC were shown through the mediation of these variables. Anxiety had the largest total effect on L2WTC, followed by motivation. These findings support the feasibility of a holistic perspective of PP in the SLA by which positive and negative emotional/affective variables can inherently interact to account for L2WTC via classroom pedagogical interventions for emotion regulation.

The present study explores the relationship between the concepts of foreign language (L2) learners’ resilience and their behavioral, emotional, cognitive, and agentic engagement. It also aims to understand the role of L2 resilience in students’ overall engagement. The study employs a quantitative approach and utilizes online questionnaires by which it collected data from 123 English as a foreign language (EFL) university students. Data analysis procedures involved descriptive statistics, correlation analysis to identify the levels of L2 resilience and engagement among the EFL participants as well as the associations between these constructs; and a multiple regression analysis to unveil the explanatory power of learner resilience in language engagement. The findings revealed moderate levels of L2 resilience and overall engagement as well as significant correlations between learners’ resilience and their overall engagement and its four dimensions. The linear multiple regression analysis showed that EFL learners’ resilience has explained around a third (30%) of the total variance in their overall engagement. These findings provide insights into the importance of EFL learners’ resilience in accounting for their engagement. Such findings highlight the significance of promoting learners’ resilience for the purpose of enhancing their L2 engagement and thereby leading a successful language learning journey.

Marketers use digital marketing to influence purchasing intentions and decisions, and have recently focused on millennials and generation Z. Several studies have examined the influence of digital marketing on purchasing intentions, which largely depends on generation and culture, but research in the Arab world is limited, especially in Saudi Arabia. Also, there is a lack of research that predicts purchasing intentions based on digital marketing factors. This research aims to create a dataset that helps to investigate digital marketing factors that influence purchasing intentions among millennials and generation Z in Saudi Arabia. The data are collected by using an online questionnaire that distributed via social media platforms, WhatsApp, X (Twitter), and Telegram. 520 complete responses were obtained during this study. These data can be reused to compare the digital marketing impact among the two generations. The dataset can be a useful resource for local and international companies that target the market segment of millennials and generation Z in Saudi Arabia to develop more effective and attractive marketing strategies.

This study tested the psychometric properties and factorial validity of the language domain-specific trait emotional intelligence (L2-TEI) scale among 415 language learners and assessed its criterion validity in predicting language engagement. The scale consistes of four factors—emotionality (EM), self-control (SC), wellbeing (WB), and sociability (SO). Four models we considered to validate the scale: confirmatory factor analysis (CFA), exploratory structural equation modeling (ESEM), bifactor CFA, and bifactor ESEM were employed to evaluate the factorial validity of the L2-TEI scale. The findings showed that ESEM provided more valid results than CFA with the best fitted model being the bifactor ESEM. The bifactor ESEM has substantiated four L2-TEI specific factors while accounting for the global factor of TEI. The test of criterion-related validity indicated that the structural bifactor ESEM explained 73 % of the variance in learner engagement as an outcome variable, with the global TEI and the specific factors of SO and WB being the predictors of language engagement. These findings support the validity of the L2-TEI scale for assessing students' TEI in the L2 domain. Finally, the findings highlight the imprtance of adopting specific trait emotional intelligence to understand students' language learning outcomes such as engagement.

The symptoms of COVID-19 included fever with or without respiratory syndrome, but patients subsequently developed pulmonary abnormalities. Exposure to air pollution, meanwhile, is associated with complications such as acute respiratory inflammations, asthma attack, and deaths from cardiorespiratory disease. To analyze the association of the air quality index (AQI), ambient air pollutants (PM10, SO2 and O3) and meteorological parameters (temperature and relative humidity [RH]) with COVID-19 incidence and mortality, a retrospective study was conducted to examine COVID-19 infection, meteorological parameters, ambient air quality and ambient air pollutants in Dammam from 1 January to 30 April 2021. Data of COVID-19 incidence and mortality for Dammam were retrieved from Saudi Arabia Ministry of Health's publicly accessible database. Meteorological data, AQI and average PM10, SO2 and O3 values were extracted from the publicly available website of Ministry of Environment, Water and Agriculture. The correlation of COVID-19 incidence and mortality with the independent variables was analysed by Pearson's correlation test or Spearman's rho test as applicable, and a p-value less than 0.05 was considered significant. COVID-19 incidence exhibited a positive correlation with temperature (r = 0.537, p = .0001) and a negative correlation with RH (r=−0.487, p=.0001). No correlation was observed between the meteorological variables and COVID-19 mortality. COVID-19 incidence showed a positive correlation with AQI (r=0.269, p=.015) and with the ambient air pollutants SO2 and O3 (r=0.258, p=.018), and COVID-19 mortality showed a positive correlation with PM10 (rs = 0.344, p=.002). Short-term exposure to O3, SO2 and higher temperature had direct relationship with COVID-19 incidence, while RH had inverse relationship. PM10 is positively associated with COVID-19 mortality.

In this paper, we examine the interplay between the structural and spectral properties of the unit graph G(Zn) for n=p1r1p2r2…pkrk, where p1,p2,…,pk are distinct primes and k,r1,r2,…,rk are positive integers such that at least one of the ri must be greater than 1. We first analyze the structure of the unit graph of Zn, treating it as what we will define as a ‘generalized join graph’ under these conditions. We then determine the Laplacian spectrum of G(Zn) and deduce that it is integral for all n. Consequently, we obtain the Laplacian spectral radius and algebraic connectivity of G(Zn). We also prove that the vertex connectivity of G(Zpq) is (p−2)q, where 2≠p

This paper provides a broad critical review of the research that examined the emotional factors such as learners' attitudes, motivation, language anxiety, autonomy, and self-esteem in the context of learning English as a foreign language (EFL) in Saudi Arabia over a period of 20 years (2000-2020). The aim of this critical review is to answer some questions relating to identifying the most common themes of research efforts in this area, the strengths, and weaknesses among it; and to explain how such efforts have contributed to the development of English language learning/teaching within the Saudi context. The study is significant in that the findings identified some issues with thematic orientation in Saudi EFL emotion research--particularly regarding under- and over-explored topics due to an element of randomness in how research topics related to EFL emotions are often selected and explored, with some topic areas receiving excessive attention and others receiving little or no attention. Some issues related to research design and methodology were also acknowledged and assessed. The study suggests that it is useful to develop ways to coordinate and streamline future research on EFL emotions in Saudi Arabia and to work towards developing new research protocols that investigate the practicalities of language learning emotions in real learning situations.

It is well known that successful second language (L2) learners are motivated individuals. Accordingly, L2 researchers have tested the predictive power of different motivational constructs on language learning outcomes. However, this perspective appears to neglect the assessment of achievement as a predictor of future motivation. To assess this possibility, we first employed the latent growth curve model (LGCM) to evaluate the initial values and growth rates of the two variables. We further applied a newly developed statistical method, the random-intercept cross-lagged panel model (RI-CLPM), to study the causal relationship. A total of 226 language students were monitored for 17 weeks at three time points. The analysis showed an increasing trend in the association between the growth levels of both variables. However, students' autonomous motivation at Time 1 appears to affect achievement at Time 2. Further, the second wave of the RI-CLPM illustrated that achievement at Time 2 impacted autonomous motivation at Time 3, while motivation failed to predict scores on achievement at Time 3.

Let $ R $ be a ring and $ U(R) $ be the set of unit elements of $ R $. The unit graph $ G(R) $ of $ R $ is the graph whose vertices are all the elements of $ R $, defining distinct vertices $ x $ and $ y $ to be adjacent if and only if $ x + y \in U(R) $. The Laplacian spectrum of $ G(\mathbb{Z}_n) $ was studied when $ n = p^{m} $, where $ p $ is a prime and $ m $ is a positive integer. Consequently, in this paper, we study the Laplacian spectrum of $ G(\mathbb{Z}_n) $, for $ n = p_1p_2...p_k $, where $ p_i $ are distinct primes and $ i = 1, 2, ..., k $.

Let $ G $ be a graph with adjacency matrix $ A(G) $, and let $ D(G) $ be the diagonal matrix of the degrees of $ G $. For any real number $ \alpha\in [0, 1] $, Nikiforov defined the $ A_{\alpha} $-matrix of $ G $ as $ A_{\alpha}(G) = \alpha D (G) + (1 - \alpha)A (G). $ The eigenvalues of the matrix $ A_{\alpha}(G) $ form the $ A_{\alpha} $-spectrum of $ G $. The $ A_{\alpha} $-spectral radius of $ G $ is the largest eigenvalue of $ A_{\alpha}(G) $ denoted by $ \rho_\alpha(G) $. In this paper, we propose the $ A_{\alpha^-} $-matrix of $ G $ as $ A_{\alpha^-}(G) = \alpha D (G) + (\alpha-1)A (G), \, \, \, 0 \leq \alpha \leq 1. $ Let the $ A_{\alpha^-} $-spectral radius of $ G $ be denoted by $ \lambda_{\alpha^-}(G) $, and let $ S^{\alpha}_{\beta}(G) $ and $ S^{\alpha^-}_{\beta}(G) $ be the sum of the $ \beta^{th} $ powers of the $ A_{\alpha} $ and $ A_{\alpha^-} $ eigenvalues of $ G $, respectively. We determine the $ A_{\alpha^-} $-spectra of some graphs and obtain some bounds of the $ A_{\alpha^-} $-spectral radius. Moreover, we establish a relationship between the $ A_{\alpha} $-spectral radius and $ A_{\alpha^-} $-spectral radius. Indeed, for $ \alpha\in(\frac{1}{2}, 1) $, we show that $ \lambda_{\alpha^-}\leq \rho_\alpha $, and we prove that if $ G $ is connected, then the equality holds if and only if $ G $ is bipartite. Employing this relation, we obtain some upper bounds of $ \lambda_{\alpha^-}(G) $, and we prove that the $ A_{\alpha^-} $-spectrum and $ A_\alpha $-spectrum are equal if and only if $ G $ is a bipartite connected graph. Furthermore, we generalize the relation established by S. Akbari et al. in $ (2010) $ as follows: for $ \alpha\in[\frac{1}{2}, 1) $, if $ \, \, \, 0 < \beta\leq 1 $ or $ \, 2\leq\beta\leq 3 $, then $ S^{\alpha}_{\beta}(G)\geq S^{\alpha^-}_{\beta}(G), $ and if $ \, 1\leq\beta\leq 2 $, then $ S^{\alpha}_{\beta}(G)\leq S^{\alpha^-}_{\beta}(G), $ where the equality holds if and only if $ G $ is a bipartite graph such that $ \beta \notin \{1, 2, 3\}. $

In this series of papers, we study the crosscap two embedding of a class of multipartite graphs, namely, annihilating-ideal graphs of a lattice. In Part 1 of the series [Class of crosscap two graphs arising from lattices-Ⅰ, Mathematics, 11 (2023), 1-26], we classified lattices with the number of atoms less than or equal to 4, whose annihilating-ideal graph can be embedded in the Klein bottle. In this paper, which is Part 2 of the series, we classify all finite lattices with at least 5 atoms whose annihilating-ideal graph is embedded in crosscap two surfaces. These characterizations help us to identify classes of multipartite graphs, which are embedded in the Klein bottle.

Purpose – This study aims to propose and test a model that examines the potential connections between two teacher situational variables (teacher immediacy and credibility) and three learner affective factors (motivation, attitudes and communication confidence) and to examine how such associations predict learners’ L2WTC (Foreign/second language willingness to communicate) in a language class via a comprehensive communication model to structurally verify the theoretically based associations among these variables. Design/methodology/approach – In total, 214 females and 198 males took part in the study with age range between 19 and 38 years. Participants filled in a verified, translated Arabic version of the questionnaires using an online questionnaire. Data were gathered using questionnaires and were analyzed using descriptive statistics, confirmatory factor analysis, path analysis and sequential mediation analysis using bootstrapping methods to identify and verify direct and indirect paths in the model. Findings – The initial L2 communication structural model showed acceptable goodness of model fit. Teacher credibility and immediacy behaviors only indirectly predicted L2WTC through the mediation of affective variables. Motivation and communication confidence mediated the relationship between credibility and L2WTC, while the association between immediacy and L2WTC was mediated by communication confidence. Originality/value – The findings of this study have important pedagogical implications globally for professions related to communication instruction, especially with regard to teacher credibility behaviors and particularly for practitioners and beneficiaries in EFL contexts where learners are widely acknowledged for their unwillingness to communicate in foreign language classes.

This study addresses a new area of research in Saudi Arabia. Using a sample of 630 Saudi students, it investigates learners' level of autonomy and its relationship to academic achievement in English as a foreign language (EFL). Learners' level of autonomy was measured by a survey, whereas their achievement was evaluated using standardized achievement tests. The data were analyzed using descriptive analyses and a t-test. The findings revealed that learners were "non-autonomous," with a mean autonomy score of 2.35 out of 5; and also low language achievers (M = 66 out of 100). Gender had a significant effect on autonomy and achievement. These findings emphasize the vast lack of awareness of the vital role of learner autonomy in the Saudi EFL setting. The study suggests that Saudi learners and teachers alike require increased awareness of the importance of the concept of autonomy and that practical means to promote Saudi EFL learner autonomy should be sought and practiced.

Induction of cell fates by growth factors impacts many facets of developmental biology and disease. LIN-3/EGF induces the equipotent vulval precursor cells (VPCs) in Caenorhabditis elegans to assume the 3°-3°-2°-1°-2°-3° pattern of cell fates. 1° and 2° cells become specialized epithelia and undergo stereotyped series of cell divisions to form the vulva. Conversely, 3° cells are relatively quiescent and nonspecialized; they divide once and fuse with the surrounding epithelium. 3° cells have thus been characterized as passive, uninduced, or ground state. Based on our previous studies, we hypothesized that a 3°-promoting program would confer resistance to cell fate-transformation by inappropriately activated 1° and 2° fate-promoting LET-60/Ras and LIN-12/Notch, respectively. Deficient MIG-15/CNH-MAP4 Kinase meets the expectations of genetic interactions for a 3°-promoting protein. Moreover, endogenous MIG-15 is required for expression of a fluorescent biomarker of 3° cell fate, is expressed in VPCs, and functions cell autonomously in VPCs. The Ras family small GTPase RAP-2, orthologs of which activate orthologs of MIG-15 in other systems, emulates these functions of MIG-15. However, gain of RAP-2 function has no effect on patterning, suggesting its activity is constitutive in VPCs. The 3° biomarker is expressed independently of the AC, raising questions about the cellular origin of 3°-promoting activity. Activated LET-60/Ras and LIN-12/Notch repress expression of the 3° biomarker, suggesting that the 3°-promoting program is both antagonized by as well as antagonizes 1°-and 2°-promoting programs. This study provides insight into developmental properties of cells historically considered to be nonresponding to growth factor signals. [ABSTRACT FROM AUTHOR]

The present study explores the relationship between the concepts of foreign language (L2) learners' resilience and their behavioral, emotional, cognitive, and agentic engagement. It also aims to understand the role of L2 resilience in students' overall engagement. The study employs a quantitative approach and utilizes online questionnaires by which it collected data from 123 English as a foreign language (EFL) university students. Data analysis procedures involved descriptive statistics, correlation analysis to identify the levels of L2 resilience and engagement among the EFL participants as well as the associations between these constructs; and a multiple regression analysis to unveil the explanatory power of learner resilience in language engagement. The findings revealed moderate levels of L2 resilience and overall engagement as well as significant correlations between learners' resilience and their overall engagement and its four dimensions. The linear multiple regression analysis showed that EFL learners' resilience has explained around a third (30%) of the total variance in their overall engagement. These findings provide insights into the importance of EFL learners' resilience in accounting for their engagement. Such findings highlight the significance of promoting learners' resilience for the purpose of enhancing their L2 engagement and thereby leading a successful language learning journey. [ABSTRACT FROM AUTHOR]

In this paper, we examine the interplay between the structural and spectral properties of the unit graph G (Z n) for n = p 1 r 1 p 2 r 2 ... p k r k , where p 1 , p 2 , ... , p k are distinct primes and k , r 1 , r 2 , ... , r k are positive integers such that at least one of the r i must be greater than 1. We first analyze the structure of the unit graph of Z n , treating it as what we will define as a 'generalized join graph' under these conditions. We then determine the Laplacian spectrum of G (Z n) and deduce that it is integral for all n. Consequently, we obtain the Laplacian spectral radius and algebraic connectivity of G (Z n) . We also prove that the vertex connectivity of G (Z p q) is (p − 2) q , where 2 ≠ p < q . We deduce the vertex connectivity of G (Z n) when n = p r q s , where 2 ≠ p < q are primes and r , s are positive integers. Finally, we present conjectures regarding the vertex connectivity of G (Z n) when n = p 1 p 2 ... p k and n = p 1 r 1 p 2 r 2 ... p k r k , where p i are distinct primes, r i are positive integers, and 1 ≤ i ≤ k . [ABSTRACT FROM AUTHOR]

The Impostor Phenomenon (IP) describes experiences of perceived intellectual fraudulence despite the existence of objectively good performances, and it is a robust predictor of experiences and outcomes in higher education. We examined the role of the IP in the domain of second language (L2) acquisition by testing its relations with a robust predictor of L2 use, willingness to communicate (WTC). We collected self-reports of 400 adult Iranian L2 learners and tested the associations between the IP and WTC. As expected, we found a negative association between IP and WTC (r = −0.13). When testing a mediation model with perceived competence and communication anxiety as parallel mediators, we found evidence for full mediation via perceived competence. Our findings show the importance of considering self-evaluations in the domain of L2 acquisition. Further implications and limitations are discussed.

Social media has become an essential tool for travel planning, with tourists increasingly using it to research destinations, book accommodation, and make travel arrangements. However, little is known about how tourists use social media for travel planning and what factors influence their intentions to use social media for this purpose. This thesis aims to understand tourists’ intentions to use social media for travel planning. Specifically, it investigates the factors influencing tourists’ intentions to use social media for planning travel to Saudi Arabia. It develops a machine learning (ML) classification model to assist Saudi tourism SMEs in creating effective digital marketing strategies for social media platforms. A survey was conducted with 573 tourists interested in visiting Saudi Arabia, using the Design Science Research (DSR) approach. The findings support the tourist-based theoretical framework, showing that perceived usefulness (PU), perceived ease of use (PEOU), satisfaction (SAT), marketing-generated content (MGC), and user-generated content (UGC) significantly impact tourists’ intentions to use social media for travel planning. Tourists’ characteristics and visit characteristics influenced their intentions to use MGC but not UGC. The tourist-based ML classification model, developed using the LinearSVC algorithm, achieved an accuracy of 99% when evaluated using the K-Fold Cross-Validation (KF-CV) technique. The findings of this study have several implications for Saudi tourism SMEs. First, the results suggest that SMEs should focus on developing social media content that is perceived as useful, easy to use, and satisfying. Second, the findings suggest that SMEs should focus on using MGC in their social media marketing campaigns. Third, the results suggest that SMEs should tailor their social media marketing campaigns to the characteristics of their target tourists. This study contributes to the literature on tourism marketing and social media by providing a better understanding of how tourists use social media for travel planning. Saudi tourism SMEs can use the findings of this study to develop more effective digital marketing strategies for social media platforms.

Children’s health is one of the most significant fields in medicine. Most diseases that result in children’s death or long-term morbidity are caused by preventable and treatable etiologies, and they appear in the child at the early stages as mild symptoms. This research aims to develop a machine learning (ML) framework to detect the severity of disease in children. The proposed framework helps in discriminating children’s urgent/severe conditions and notifying parents whether a child needs to visit the emergency room immediately or not. The model considers several variables to detect the severity of cases, which are the symptoms, risk factors (e.g., age), and the child’s medical history. The framework is implemented by using nine ML methods. The results achieved show the high performance of the proposed framework in identifying serious pediatric diseases, where decision tree and random forest outperformed the other methods with an accuracy rate of 94%. This shows the reliability of the proposed framework to be used as a pediatric decision-making system for detecting serious pediatric illnesses. The results are promising when compared to recent state-of-the-art studies. The main contribution of this research is to propose a framework that is viable for use by parents when their child suffers from any commonly developed symptoms.

Low-code development platforms were introduced as a solution to the dilemma of the gap between the high demand for applications and the low number of developers available to meet this demand. The low-code development platforms help the developers to build fast, efficient, and scalable applications with a minimal need for coding, which introduced the concept of citizen developers in the field of application development. This study explores the factors that attract the developers and programmers to utilize LCDP and discusses some of the problems and challenges that prevent other programmers and developers from using it. An online survey was conducted in Saudi Arabia among 49 respondents of professional developers from different departments of Information Technology in several kinds of businesses as well as students from the Computing and Information Technology faculties to understand the developers’ motivations to adopt low-code development platforms. A total of 19 respondents were using LCDP, while the other 30 were not. The paper also highlights the reasons why some developers are not interested in moving toward low-code and commit to the traditional programming approach. The results of this study explain the factors and advantages that prompt developers to use LCDP and identifies the concerns that prevent them from using it. Reducing development time is considered as an advantage by the majority of the sample that used LCDP. Additionally, the Minimum coding needed reduces the development time and make the application development much easier. On the other hand, some of the reasons for not using LCDP by the developers were the low level of scalability in these platforms, and a lack of knowledge about these platforms and how to deal with them.

This study aimed to examine a theory-driven model to explain how language learner's trait emotional intelligence (TEI) and effort as two learner character strengths predict learner enjoyment as a positive emotion and anxiety and boredom as two negative classroom emotions, and how these variables, collectively, predict resilience in language learning. The underlying relationship between these variables was tested via a comprehensive model within a positive psychology perspective using the partial least squares structural equation modeling (PLS-SEM) approach. The paths in the final structural model indicated that L2 learner TEI did not significantly explain their resilience directly but rather completely indirectly through the mediation of learner negative and positive emotions. Learner effort, directly and indirectly, predicted L2 resilience and its predictive power in it was much larger than that of TEI. In addition, enjoyment and boredom directly influenced L2 resilience and also mediated the relationship between learner character strengths and resilience. Anxiety did not significantly predict learner L2 resilience directly since its influence was rather dependent on the role of enjoyment and boredom in L2 resilience. These findings widely support the claims within positive psychology domain that recognize the vital role of character strengths and learner emotions in enhancing L2 learner resilience.

Background. Novel educational strategies are essential to cultivate a cadre of nurses with the requisite skills, critical thinking abilities, and adaptability demanded by contemporary healthcare contexts. The shift towards various learning modalities in nursing education, including online, hybrid, and in‐person formats, raises questions about their impact on student engagement and academic self‐concept. Objectives. This study aimed to assess and compare the levels of student engagement and academic self‐concept among nursing students engaged in different study modalities (online, hybrid, and in‐person). Methods. In this descriptive comparative study, 203 nursing students were evaluated using the university student engagement inventory (USEI) and academic self‐concept questionnaire (ASCQ). Participants were divided into groups based on their involvement in online, hybrid, or in‐person study modes. Differences and correlational analysis within variables were performed to evaluate the comparison between groups. Results. Significant differences were observed in the USEI scores among the study modalities: online (mean = 45.7, SD = 5.6), hybrid (mean = 48.8, SD = 6.1), and in‐person (mean = 50.4, SD = 6.2), with in‐person students displaying the highest levels of engagement (F = 10.663, P < 0.001). Academic self‐concept scores also varied notably (F = 9.422, P < 0.001) between modalities, particularly between online (mean = 54.8, SD = 5.3) and in‐person students (mean = 58.8, SD = 7.7). Correlational analysis within each modality revealed significant relationships among the subdomains of USEI and ASCQ. Conclusion. The study demonstrates that the mode of study substantially influences nursing students' engagement and academic self‐concept, with in‐person learners showing higher scores in both domains. These results are vital for educators and policymakers in nursing education to optimize learning experiences across different modalities. [ABSTRACT FROM AUTHOR]

This study utilises a holistic approach of positive psychology (PP) in the second language acquisition (SLA) domain to test a model of willingness to communicate in English language (L2WTC) among 328 Saudi learners. The model examines how potential connections among learners' negative emotions (anxiety and boredom), positive emotions (enjoyment and grit), and motivation have a positive effect on learner L2WTC. Questionnaire data were analyzed using a partial least squares structural equation modelling (PLS-SEM) analysis to identify and verify direct, indirect, and total effects in the model. The final model adequately fit the data. All learner emotions except boredom significantly directly predicted L2WTC. The strongest direct predictors of L2WTC were motivation, followed by anxiety. Grit directly affected motivation, and enjoyment mediated the relationship between motivation and L2WTC. Significant negative direct paths were detected from anxiety to motivation, enjoyment, and grit, and indirect paths from anxiety to L2WTC were shown through the mediation of these variables. Anxiety had the largest total effect on L2WTC, followed by motivation. These findings support the feasibility of a holistic perspective of PP in the SLA by which positive and negative emotional/affective variables can inherently interact to account for L2WTC via classroom pedagogical interventions for emotion regulation. [ABSTRACT FROM AUTHOR]

This study assessed the influence of a 10-week teacher emotionally supportive quasi-experimental intervention on the perceived teacher emotional support (PTES), basic psychological needs (BPNs) satisfaction, emotions of anxiety and enjoyment, and emotional engagement of learners of English as a foreign language (EFL). Strategies targeting the three dimensions of TES, that is, positive climate, teacher sensitivity, and regard for students' perspectives, were deployed exclusively in an experimental group (N = 63), which was compared to a control group (N = 58) in which a more typical teaching approach was followed. Classroom observations and questionnaires were used to capture three time points of changes in learner behaviors. The results of multivariate analyses revealed significant positive changes over time in students' self-reported PTES behaviors, BPNs satisfaction, emotions, emotional engagement and observed behaviors solely in the experimental condition. Learner BPNs satisfaction showed the largest group differences by mid-term treatment. With the continuous deployment of the treatment, the between-group differences peaked toward the end of the experiment for all learner behaviors. The largest variance at this stage was in learner PTES. These experimentally driven findings provide compelling evidence for the advantages of TES pedagogical interventions for second language learners. [ABSTRACT FROM AUTHOR]

Feelings of anxiety are commonly expressed by Saudi learners in their English as a foreign language (EFL) classes. These feelings typically exert detrimental effects on these learners' foreign language attainment. This paper reports on the findings of a large-scale study for which three data collection iterations were conducted over three years to investigate the levels and sources of foreign language anxiety (FLA) among 1389 Saudi EFL learners. Learners were asked to report the amount of anxiety they typically experienced in English language classes and the potential causes that aroused their feelings of language anxiety. The Foreign Language Classroom Anxiety Scale (FLCAS) was used to evaluate learners' anxiety. Descriptive statistics, such as mean and standard deviation, were used to assess the levels of learners' anxiety, and an explanatory factor analysis (EFA) was conducted to identify the sources that evoked learners' anxiety in classroom-based language learning. Participating learners in the three studies reported moderate to high levels of anxiety, with communication being the key cause of learners' language anxiety. The three studies' findings were highly consistent, and thus, we were able to propose a context-based model of FLA in the Saudi EFL context.

Let L be a lattice. The annihilating-ideal graph of L is a simple graph whose vertex set is the set of all nontrivial ideals of L and whose two distinct vertices I and J are adjacent if and only if I∧J=0. In this paper, crosscap two annihilating-ideal graphs of lattices with at most four atoms are characterized. These characterizations provide the classes of multipartite graphs, which are embedded in the Klein bottle.

Flavobacterium suncheonense is a member of the family Flavobacteriaceae in the phylum Bacteroidetes. Strain GH29-5(T) (DSM 17707(T)) was isolated from greenhouse soil in Suncheon, South Korea. F. suncheonense GH29-5(T) is part of the G enomic E ncyclopedia of B acteria and A rchaea project. The 2,880,663 bp long draft genome consists of 54 scaffolds with 2739 protein-coding genes and 82 RNA genes. The genome of strain GH29-5(T) has 117 genes encoding peptidases but a small number of genes encoding carbohydrate active enzymes (51 CAZymes). Metallo and serine peptidases were found most frequently. Among CAZymes, eight glycoside hydrolase families, nine glycosyl transferase families, two carbohydrate binding module families and four carbohydrate esterase families were identified. Suprisingly, polysaccharides utilization loci (PULs) were not found in strain GH29-5(T). Based on the coherent physiological and genomic characteristics we suggest that F. suncheonense GH29-5(T) feeds rather on proteins than saccharides and lipids.