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Eating practices are central to the everyday life of the addressees of pedagogical organisations. However, the eating practices of young people who live in residential care groups have rarely been the focus of educational research. This article presents the findings of an ethnographic research project on the eating practices of adolescents living in these facilities in Germany. We examined the participants' eating practices in their everyday lives by studying residential care groups. In this article, the eating practices of young people in the lifeworld contexts of family, peer group, school, vocational training, or work are studied. Changes in lifeworlds and eating practices caused by the COVID-19 pandemic are also addressed. Furthermore, the article discusses the ethnographic research methods and the adaptations of these methods to the post-pandemic condition.

Purpose: Given declining tuition funds and government grants, Kenyan universities need to develop strategies, including increased research grants and collaborations, to diversify their income sources. Well-managed doctoral students can boost a university's teaching and research outputs. However, numbers of students enrolled in doctoral programmes at Kenyan universities are low, and graduation rates and time-to-graduate statistics are disturbing. Research undertaken elsewhere underline the important role played by supervisors and peers in facilitating students' sense of belonging and their success. Therefore, this study aims to investigate the influence of supervisory and peer support on PhD students' sense of belonging and their success at Kenyan universities. Design/methodology/approach: In this cross-sectional study, data were gathered through an online questionnaire from 614 students admitted to doctoral programmes at Kenyan universities between 2010 and 2018. We used multi-item scales to collect data on PhD students' self-efficacy, supervisory and peer support and a sense of belonging. Findings: Structural equation modelling results revealed that PhD students' modes of study and self-efficacy were significantly associated with the quality of supervision, peer support and a sense of belonging. However, only age, a sense of belonging and the quality of supervision were directly linked to their success. Originality/value: This study contributes to the literature on doctoral-level education, responding to the need for research on the influence of relationships with supervisors and peers on PhD students' sense of belonging and their success, especially in developing countries.

Legalization of non-medical cannabis in Canada was intended to protect youth health and safety by limiting access and raising awareness of safety and risks. The purpose of this qualitative research was to explore youths' perceptions of their cannabis health literacy and future educational needs. A convenience sample of youth aged 13 to 18 residing in Newfoundland and Labrador, Canada who may or may not have consumed cannabis were included. A qualitative study using virtual focus groups with semi-structured interview questions was conducted. Ethics approval was obtained. All sessions were audio-recorded and transcribed. Inductive thematic analysis used a social-ecological framework for adolescent health literacy. Six focus groups (n = 38) were conducted with youth of all ages and from rural and urban areas. Three main themes were identified: (i) micro influences (age, gender, and beliefs), (ii) meso influences, (family, peers, and school enforcement), (iii) macro influences (cannabis legalization and social media), and (iv) evidence-informed information (harm reduction and cannabis properties). They desired evidence-informed education using harm-reduction principles, integrated early, and interactive. The findings provide support for a cannabis health literacy framework that will inform youth cannabis education programs. Interactive approaches with real-world application should support their autonomy, share knowledge, and minimize stigma.

In the context of the rapidly evolving social media landscape with the potential to revolutionise sexual health education, this article presents a critical discourse analysis and qualitative content analysis of the top 10 Chinese sexual health influencers' online discourses regarding sex and sexuality. Findings suggest that influencers utilise a range of destigmatisation strategies to facilitate sex education within a heavily censored social media environment. These include widening understandings of normalcy, using relatable images and alternative terminology to discuss sexuality, and incorporating paradoxical narratives that seek to navigate between empowering women and reinforcing self-regulation. However, the effectiveness of influencers' work is constrained by a complex web of factors, including the stringent censorship and content control enforced by the Chinese government, the economic interests that shape platforms' algorithms and advertising practices, and the persistence of societal and cultural norms that perpetuate harmful stereotypes and attitudes regarding sexual health. This study illuminates the complexities of online sex and sexuality education and sheds light on both the potential and limitations of influencers in fostering open and more inclusive dialogue about sexuality.

Experiences of and exposures to violence impact older adolescents and young adults in a myriad of ways. While typically conceptualized as interpersonal, other forms of violence, namely structural and symbolic, can be harmful to development for this population. This study utilized qualitative methodologies, including ethnographic field notes and interviews, to capture the ways in which 12 young persons aged 16 to 20 from Philadelphia experience and conceptualize multiple forms of violence across neighborhood contexts. In total, 85 interviews and over 100 hours of field observations were conducted and analyzed using thematic analysis. Findings from this study demonstrate that multiple forms of violence are experienced and impact how young adults make meaning of their life experiences. Importantly, our study explores how these forms of violence occur in tandem across contexts. Whereby, aspects of young adult development and well-being are shaped by violence across the micro, meso, and macro systems with which they interact. Implications of this work include adapting Bronfenbrenner's Ecological Systems Theory to include multiple forms of violence so that practitioners and researchers can better understand how forms of violence are enacted and the associated impacts on young adults.

The relationship between family poverty and children's psychological distress is well-established, often assessed through income-based measures. However, a child-centric perspective is lacking, particularly regarding the roles of teacher neglect and peer bullying as potential mediators, and the impact of cultural differences. This study explores how familial poverty affects psychological distress, examines teacher neglect and peer bullying as mediators, and assesses the moderating role of culture. Analyzing a global sample of 16,860 ten-year-olds from the International Survey of Children's Well-Being, the findings reveal a positive correlation between poverty and psychological distress. Teacher neglect and peer bullying partially mediate this link. Moreover, the association between teacher neglect and psychological distress is stronger for children in collectivist cultures, while the association between peer bullying and psychological distress is stronger for children in individualistic cultures. This research provides new insights and practical implications for addressing children's psychological distress worldwide.

Imposter phenomenon (IP) is characterized by an internal perception of one's intellectual fraudulence despite having objective and consistent accomplishments in a career. IP is prevalently observed among high-achieving, successful, and accomplished individuals, including students heading toward high-achieving careers. The current study explored the mental health consequences of IP among high-achieving Indian students. It was conducted with undergraduate engineering students (N = 302) enrolled in one prime engineering institution in India. A mediational model that connects IP, social comparison, and mental health has been tested. Social comparison has been assessed through both ability-related social comparison (A-SCO) and opinion-related social comparison (O-SCO). The results revealed that mental health negatively correlates with ability-related social comparison and IP. However, the opinion-related social comparison does not significantly correlate with the student's mental health status. Moreover, ability-related social comparison significantly mediates the relationship between IP and mental health. The study shows no gender difference in the variables.

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

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

Undergraduate academic achievement serves as a vital measure of higher education standards. The impact of perceived social support on academic outcomes has gained considerable attention. Nevertheless, existing studies have shown varied results regarding its correlation with undergraduate achievement, and the moderating effects remain unclear. This research utilized a meta-analytic method to comprehensively assess the link between perceived social support, including its subtypes (teacher, peer, and parental support), and undergraduate academic achievement. It further explored how variables like gender, economic level, cultural background and academic achievement measurement type function as moderators. The analysis incorporated 27 studies, resulting in 41 distinct effect sizes across 31,019 undergraduate participants. The results indicated a positive but modest correlation between perceived social support and academic achievement, with teacher support having the strongest effect among subdimensions. Moreover, the moderating effects of contextual and demographic factors on the support-achievement relationship exhibited variations across different subdimensions of perceived social support. This study provides essential empirical evidence about the complex mechanisms linking perceived social support with academic outcomes, offering theoretical and practical guidance for educational policy and future research.

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

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

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

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

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

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

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

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

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

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

Background: There is mounting empirical evidence that interacting with nature delivers measurable benefits to people which include physical health, cognitive performance, and psychological well-being. Aim: This study aimed at understanding and exploring how the power of nature and colleagues and principal support assist teachers to adapt and cope with stressors. Setting: The study was conducted in a private high school that uses the Cambridge Curriculum. Most of the students are from middle- and high-income households in the Roodepoort and Honeydew suburbs. Three male and eight female teachers participated in this study, with a mean age of 27 years and an age range between 24 years to 52 years. All the teachers were white, and they taught various subjects and they do not profess any particular religion. Methods: The study adopted a generic explorative qualitative design. Data were collected using semi-structured interviews and incomplete sentences. Data were analysed using content analysis to arrive at the themes. Results: The themes that emerged during data analysis pointed out two major protective factors that enable teachers in this school to adapt and cope resiliently -- the power of nature that surrounds the school (green space) and the principal and colleagues' support in the school. Conclusion: Natural beauty that surrounds the school that resembled a park, as well as support of the principal and colleagues contributes teacher resilience in the school. Contribution: The findings from the study pointed out how school principal and colleagues could support teachers to cope and adapt to stressors, particularly the garden.

Higher education institutions in Japan are increasingly focused on supporting students with developmental disorders, but these individuals still face daunting challenges. Although research has demonstrated the positive effects of peer support on student socialization and academic performance, few studies have examined the perspectives or experiences of peer supporters. In this qualitative study at a medium-sized Japanese national public university, we conducted semi-structured interviews with five students employed by the school to provide formal, structured support, and seven students who provided informal, "natural" support to peers with autism spectrum disorder or attention-deficit/hyperactivity disorder. Results indicate that both groups of supporters perceived difficulties and benefits associated with their respective forms of support, and that higher education institutions need to provide more training and education to enhance supporters' understanding of developmental disorders, as well as supervision for students acting as supporters.

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

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

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

Academic resilience is crucial in today's crisis-prone society. This qualitative study explored the factors that shaped academic resilience during the COVID-19 pandemic to strengthen the global literature on resilience and post-pandemic policy and practice in education. This study adopted a multiple-case study design, with the application of replication logic and data collection via semistructured interviews. The case studies featured interviews with three academically resilient students in Phuket and nine relevant informants, including parents, homeroom teachers, and local stakeholders. These interviews covered various factors surrounding personal qualities, families, peer groups, schools and teachers, communities and cultures, and the pandemic. Through thematic analysis, seven overarching themes emerged from the data: (1) achievement-oriented characteristics, (2) high aspirations, (3) COVID-19-driven adaptability, (4) self-directed learning in the use of online resources, (5) healthy family functioning, (6) role models, and (7) social support in the context of a giving culture.

The experience of living with a chronic condition (CC) impacts adolescents' psychological and social adjustment and overall functioning. Considering the increased risk of psychosocial challenges among adolescents with CC, this study aimed to enhance our understanding of the psychological and social factors that impact their quality of life. It also compared the psychological and social variables among (a) adolescents with and without CC and (b) adolescents with CC who are and who are not victims of bullying. The results demonstrated that adolescents with CC showed more psychosocial difficulties than their peers, as they more frequently reported involvement in situations of violence, and demonstrated more difficulties at a psychological and emotional level. Further, being victims of bullying increased the psychosocial vulnerabilities of these adolescents. A better quality of life was associated with the following psychosocial factors: not being a victim of bullying or cyberbullying, having less anxiety and fewer depressive symptoms, liking school, receiving more support from family and friends, having better relationships with peers, and having fewer physical and psychological symptoms. These findings are significant for helping schools develop tools and strategies to address violence and support students with CC, who are at a higher risk of being involved in such situations and require a targeted response.

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

The purpose of the present research was to examine the interplay between teacher feedback, parental involvement and peer support and on homework engagement of students. The research adopted correlation research model, and the participants of the research were students (n = 450) in the central region of Turkey. In the research, 'Teacher Feedback in Homework Scale', 'Parental Involvement in Homework Scale', 'Peer Support in Homework Scale' and 'Homework Engagement Scale' were used as data collection instruments. For the analyses, Pearson product-moment correlation and hierarchical multiple regression analyses were performed. The results showed that all research variables have a positive significant correlation with each other. Also, the analysis indicated that teacher feedback, parental involvement and peer support predicted homework engagement of students significantly.

To identify factors in adolescence that predict the onset of sexual violence in adolescence and young adulthood. Data were analyzed from six survey waves of the longitudinal Growing up with Media Study (2008-2018) conducted in the USA. Participants were 778 youth 13-18 years old at baseline, who completed online surveys assessing sexual violence behaviors and predictors. Sexual violence perpetration behaviors included sexual assault, rape, attempted rape, and coercive sex. Only 2% of females and 3% of males reported their first sexual violence perpetration by age 14. In contrast, by age 18, 6% of females and 12% of males had perpetrated their first sexual violence. For both males and females, the rate of the onset seems to plateau by age 22. Predictors of the onset of sexually violent behavior for those who began perpetrating when they were 14-17 years old were largely similar to those who began perpetrating when they were 18-25 years old. Alcohol plus other substance use, aggressive and delinquent behavior, caregiver monitoring, behavior problems at school, externalizing peers, exposure to community violence, and exposure to violent media were all implicated. Early prevention--well before college and perhaps even before high school--is needed to have an impact on the onset of sexual violence perpetration, as most perpetrators of sexual violence will have acted for the first time by age 23. Several modifiable risk factors observed in adolescence could signal the opportunity for targeted prevention to reduce the odds of onset of sexual violence.

The research investigated the obstacles faced by undergraduates with visual impairments while studying at a Nigerian university striving to establish an inclusive learning environment for students with disabilities. The aim was to generate empirical evidence that can inform policies at the university and other similar institutions. The research is anchored in Bronfenbrenner's ecological systems theory, and a qualitative descriptive research design was employed. Using purposive sampling, 11 (male = 7; female = 4) undergraduate students living with blindness were recruited. Data were collected using semi-structured interviews and subjected to inductive data analysis. It was found that students encounter various challenges, emanating from peers, lecturers, the university and their families. The results demonstrate how different contexts influence the learning outcomes of students with visual impairments, warranting more comprehensive intervention programmes.

This paper challenges the general claim that teachers are always central in the school success of refugee students (Engels et al., 2021; Ghasemi, 2021; Wubbels et al., 2006). A typological analysis based on the self-determination theory of Ryan and Deci (2017) was used to study how teacher-student interaction interplays with the sense of belonging and learning engagement of refugee students. In contrast to what studies from the Global North indicate, the analysis of the experiences of 15 refugee students in Costa Rican schools shows that teachers are less available and that refugee students may find alternative ways to succeed in school. Indeed, like other countries in the Global South, Costa Rica has seen a large influx of refugee students, and the educational system struggles in providing the appropriate support for the complex needs of these students. As such, teachers are not equipped to play a central role in the lives of refugee students. This study points out how important the role of peers is in successful engagement of refugee students in Costa Rican classrooms, more than those of teachers.

The facilitation of learners' achievement may be enhanced by considering the role of different constructs of positive psychology (PP) such as well-being and engagement. Besides, there is a widespread belief that self-efficacy has become an important psychological construct that can affect learners' academic performance. Additionally, the interpersonal connections that learners have with their teachers and peers within the educational setting play a pivotal role in their intellectual development. Several studies have confirmed that both peers and teachers have a significant role in shaping the academic performance of learners. Nevertheless, there is a dearth of empirical research examining the potential relationship between peer and teacher support and its impact on learner engagement (LE), and well-being with the mediator role of self-efficacy. Therefore, this research was designed to examine it among 640 students in China. The package of five questionnaires, namely the teacher and peer support, LE, well-being, and self-efficacy was administered to collect the data. The results obtained from the structural equation model (SEM) indicated that students who receive higher levels of support from their educators and classmates were engaged more and had high well-being. Moreover, regression analysis indicated that social (teacher and peer) support was a predictor of both well-being ([beta] = 0.436, p < 0.01) and engagement ([beta] = 0.666, p < 0.01). Furthermore, social (teacher and peer) support was a strong predictor of efficacy ([beta] = 0.768, p < 0.01). Indeed, self-efficacy could predict both well-being ([beta] = 0.446, p < 0.01) and engagement ([beta] = 0.183, p < 0.01). As a result, some suggestions are recommended for teachers, students, teacher educators and other members of the academic community.

Values serve as guiding principles, motivating specific behaviors, and actions. Peers spend a considerable amount of time together, thus offering a unique platform for the acquisition and development of values. During adolescence, a stage of life when youth are actively defining their identities, peers emerge as vital social agents, contributing significantly to the process of value formation. In this article, I examine the ways peers contribute to the development of youth's values, with a focus on basic personal values theory. This theory sheds light on how and why peers play a role in shaping the values of adolescents. It examines the phenomenon of similarity in peer values ("values similarity") and explores how factors such as gender, age, and culture act as potential moderators in the relation between peers' and youth's values similarity. I conclude by summarizing key insights and proposing directions for research.

Building on previous research that demonstrates the association of youth experiences in afterschool science and higher science identities, this paper presents a network study of 421 middle school students that examines afterschool science participation, friendship ties, and science identities. Participation in afterschool science clubs is associated with higher science identity, but the mechanisms and order of causality are unclear. Youth form friendships inside and outside of school, and peers may influence participation in afterschool activities, as empirical research on friendships shows that they are associated with youth interests. These peer interactions also have the potential to shape identity development during adolescence. In this study, we explore associations among youth participation in afterschool science clubs, peer friendship groups, and science identity. We find that youth who participate in afterschool science clubs have higher science identities than those who do not participate. Additionally, having friends in afterschool science clubs is associated with higher science identity, even among students who report not participating in clubs themselves. Results suggest that afterschool science clubs support youth science identities, even beyond those who directly participate.

Background and Aims: Peer relationships during adolescence play an important role in shaping academic outcomes. The present study examined friend influences on emotions towards math, as well as the role of temperament in these influences. Sample: The sample consisted of 350 Finnish students (mean age 13.29 years; 64% girls) who were involved in stable friendship dyads from fall to spring of Grade 7. Methods: In this two-wave study, information on adolescents' temperament (i.e., negative emotionality, extraversion, effortful control) and on seven emotions towards math (i.e., enjoyment, hope, pride, anger, anxiety, shame, hopelessness, and boredom) was collected during grade 7. The data were analysed using longitudinal actor-partner interdependence models. Results: The results showed that friends resembled each other in all the investigated math-related emotions. Furthermore, over and above these initial similarities, friends mutually influenced each other's math-related enjoyment and anger towards math. Students characterized by higher negative emotionality also influenced their friends with lower levels of negative emotionality towards an increase in math-related anger and a lack of effortful control made adolescents more susceptible to friend influence over math-related shame and anxiety. Conclusion: Our findings demonstrate that friends influence each other over time in math-related enjoyment and frustration. Furthermore, high negative emotionality may make adolescents more influential over their friends' math-related anger and a lack of effortful control may make adolescents more susceptible to friend influence over math-related shame and anxiety. Thus, the current findings have implications for how peer relations may impact individual outcomes in mathematics, for better or worse.

Teachers' self-efficacy, attitude, and engagement are influenced by various factors, encompassing personal, school contextual, and behavioral aspects. Nevertheless, prior studies have not thoroughly explored the intricate relationship between teachers' self-efficacy, attitudes, and engagement, particularly in the context of teaching science through an integrated STEM approach (ISTEMA). Drawing upon the Social Cognitive Theory and the Theory of Planned Behavior, this study proposes a structural equation model that incorporates school contextual factors: school administrative support and peer or collegial support, along with the personal factor--teachers' STEM discipline knowledge to predict teachers' self-efficacy in teaching science through ISTEMA. It also considers school administrative support and teachers' self-efficacy to teach science through an ISTEMA as predictors for teachers' attitudes and engagement in the implementation of ISTEMA. Additionally, school administrative support, teachers' self-efficacy to teach science through ISTEMA, and teachers' attitude to teach science through ISTEMA are regarded as behavioral factors that predict engagement in the implementation of ISTEMA. The survey was administered to 452 high school teachers hailing from four distinct regions and Phnom Penh City, Cambodia. The results of the full structural equation modeling (SEM) analysis revealed that changes in teachers' STEM discipline knowledge and peer or collegial support may correspondingly lead to changes in teachers' self-efficacy to teach science through an ISTEMA (SE), with an indirect effect of school administrative support (AD) on SE via teachers' STEM discipline knowledge. The enhancement of SE and teachers' attitude to teach science through an ISTEMA (ATT) significantly influences teachers' engagement to teach science through an ISTEMA (EGG), whereas AD has a direct impact on engagement and an indirect one via teachers' self-efficacy and attitude. Furthermore, SE directly and indirectly affects engagement through teachers' attitude. These findings hold profound significance in shaping policies related to teacher training in integrated STEM education and theoretical foundation for future studies.

This study investigates the relative effectiveness of online dynamic assessment (DA) compared to the teacher's explicit feedback in the acquisition of requests in an online learning environment. Thirty-four intermediate-level English as a foreign language (EFL) learners were randomly assigned to three groups: expert peer DA (PDA), teacher DA (TDA), and teacher's explicit feedback (TEF). Following the metapragmatic instruction, the participants were provided with 15 discourse completion tests (three treatment sessions, five items for each session) to complete. Discourse completion tests depicted request scenarios and required the participants to write what they would say in those situations. The participants worked independently, and when the DA groups created poorly constructed requests, they were given online pre-established mediational hints. These hints were arranged from the most implicit to the most explicit, and were provided by either an expert peer (for the PDA group) or the teacher (for the TDA group). The TEF group, on the other hand, received the teacher's explicit feedback on any pragmatic deviations. The analysis of the pretest and post-test scores by series of t-tests and an ANCOVA showed that the best performance belonged to the PDA group, followed by TDA and TEF groups. The findings underscore the pedagogical value of DA and the superiority of expert peers' mediation over teacher mediation in the development of L2 pragmatic competence.

Objective: Sleep deprivation is common among children and schools are ideal settings in which to influence children's sleep. Children spend a significant amount of time at school during key developmental periods, and programmes that influence students' well-being also benefit academic achievement. Comprehensive School Health (CSH) is an approach that prioritises school, home and community partnerships by supporting the development of health behaviours. However, sleep is often unaddressed in the school environment. The objective of this study was to integrate multiple partner perspectives to inform how to strengthen school-based sleep promotion using a CSH approach. Design: A secondary qualitative analysis of student aged 9-11 (n = 45), parent/guardian (n = 24) and teacher (n = 19) interviews from participants representing elementary (Kindergarten -Grade 6) schools and communities in Alberta, Canada was conducted. Data were examined using an a priori framework in alignment with the four components of the CSH approach: social and physical environment, teaching and learning, policy and partnerships and services. Inductive content analysis was used to develop categories followed by subthemes within each CSH component. Results: Subthemes identified within each component were as follows: social and physical environment (culture of healthy sleep habits; students influence each other); teaching and learning (formally integrate sleep-specific learning into curricula; school, teacher and parents/guardian collaboration); policy (sleep-positive classroom policies) and partnerships and services (community partnerships; school-home collaboration). Conclusion: This research identifies recommendations from student, parent/guardian and teacher interviews to inform and strengthen school-based sleep promotion when taking a CSH approach. Findings can support school partner efforts to foster a school culture (or ethos) of healthy sleep habits leading to improvements in student sleep behaviours.

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

Experiences of dating violence are widespread among adolescents. Therefore, increasing the understanding on the developmental antecedents is crucial. However, most existing studies involve cross-sectional designs, which poses a challenge in better understanding the developmental precursors of dating violence victimization. To address this, we examine age 13 predictors of age 17 dating violence victimization in a culturally diverse sample of 643 participants (57.3% girls). Negative binomial regression models showed some significant associations between self-reports of anxiety and depression, poly-victimization, endorsement of violence-legitimizing norms of masculinity, and having initiated sexual relationships and dating at age 13 with dating violence victimization at age 17, with variations depending on the gender of the victim and the form of dating violence measured. Findings increase longitudinal evidence in the field with the aim of informing prevention and intervention strategies that address factors associated with dating violence early in adolescence.

Although recent years have seen a growing interest in students' experiences of boredom in foreign language learning, scant attention has been paid to this negative emotion in online live classes. With a mixed-methods approach, this study investigated what factors were responsible for student boredom in online live classes and what made Chinese students majoring in English more bored in online live classes than in traditional in-person classes. Data were collected through a questionnaire and focus group interviews. Quantitative and qualitative data analyses revealed that the main factors responsible for this negative emotion in online live settings were teacher-centered classes, less engagement and interaction, high task challenges, monotonous and long learning activities, textbook-based activities, students' lack of self-discipline, peer influences, the absence of emotional support, unreliable internet connection, physical fatigue, a locked-down campus, and a dormitory learning environment. Students' greater boredom in online live settings than in-person settings arose from student-related factors, technological factors, and environment-related factors. This study sheds light on how to alleviate student boredom in foreign language learning in online live settings.

Teachers are key to antibullying efforts, and their attitudes toward bullying can influence their intervention responses. There has been a proliferation of this type of research but thus far no review has been performed to coalesce the evidence. Following PRISMA and Cochrane guidelines, we performed a systematic and meta-analytic review. A total of 3990 titles and abstracts identified across 7 databases (PsycINFO, Education Source, ERIC via EBSCOhost, ERIC via ProQuest, Web of Science, ProQuest Dissertations and Theses, Google Scholar) were screened against inclusion and exclusion criteria. After screening, 27 studies were included in the systematic review, 25 of which were included in meta-analyses. The association between antibullying attitudes and intervention responses differed depending on whether (1) measures assessed retrospective reports of intervention responses (i.e., how often teachers used that response) versus intervention intentions (i.e., likelihood they would intervene in hypothetical scenarios) and (2) the specific type of intervention response. Results indicate that teachers' antibullying attitudes were positively related to some responses (disciplining/punishing bullying, victim support, involving parents, involving peer bystanders), negatively related to some responses (advocating avoidance, encouraging independent coping), and unrelated to others (advocating assertion, enlisting other adults, separating students). Results also indicate a positive overall association between antibullying attitudes and intervention likelihood. No moderation by form of bullying was found. Implications for preservice training and in-service teachers' professional development to target bullying attitudes are discussed.

Background: Undergraduate engineering students experiencing distress are less likely than peers to ask for professional help. A population-specific instrument to facilitate the identification of factors that influence mental healthcare utilization could guide development and testing of interventions to increase help seeking. Purpose: We used mixed methods guided by the Integrated Behavioral Model (IBM) to develop and evaluate the Undergraduate Engineering Mental Health Help-Seeking Instrument (UE-MH-HSI). Method: First, we adapted existing measures of mental health help-seeking intention and mechanisms (i.e., attitudes, perceived norm: injunctive, perceived norm: descriptive, personal agency: autonomy, personal agency: capacity). Second, we coded qualitative interviews (N = 33) to create population-specific mental health help-seeking belief measures (i.e., outcome beliefs, experiential beliefs, beliefs about others' expectations, beliefs about others' behavior, beliefs about barriers and facilitators). Third, we tested the psychometric properties using data from 596 undergraduate engineering students at a historically White, research-focused institution in southern United States. Results: Psychometric analyses indicated that (1) help-seeking mechanism and intention measures demonstrated unidimensionality, internal consistency, construct replicability, and sufficient variability; (2) mechanism measures demonstrated criterion evidence of validity; and (3) most items within the belief measures demonstrated sufficient variability and convergent evidence of validity. Conclusions: The UE-MH-HSI is an evidence-based tool for investigating mental health help-seeking factors and their relationship to help-seeking behavior, well-being, academic success, and engineering identity formation. Guidelines for use are provided.