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This research aims to examine the influence of learning motivation based on environmental conditions, desire to work, and main desires. To achieve this, a quantitative research design was used, and a total of 500 students (101 boys and 399 girls) in Indonesia were selected as respondents using proportional random sampling techniques. Data collection was carried out using a learning motivation scale questionnaire. The results showed that students had a high level of motivation, with an average score of 50.8. The desire to work can be seen from hopes and dreams, as well as a conducive environment. It is known that external factors such as encouragement from others and involvement in activities have a greater influence with significance scores of 0.801 and 0.766 respectively. Meanwhile, appreciation and hopes or aspirations each received a score of 0.709 and 0.704. This implies that encouragement and activity can be integrated into the student's self. The research also shows that gender does not have a significant effect on the desire to learn. However, providing appropriate encouragement and rewards will increase students' willingness to learn, which can be maintained by educational institutions and parents and instill a desire for personal progress and development.

The current research is the study of academic buoyancy in relation to emotional intelligence and parenting styles. Academic buoyancy is a strength in a student's life to deal with the routine problems in classroom study like low grades, negative feedback by teachers, and difficulties in understanding of concepts. For the studying the relationship between the variables, data was collected from the various school of Punjab state. The data of 1,149 students were used for the analysis. The results of the research explained that academic buoyancy and emotional intelligence of the girls was found to be significantly higher than boys. Among the four parenting styles there was also gender difference. Furthermore, on the basis of stream, there was a significant difference in all the variables. In correlation analysis, there was a significant relationship between academic buoyancy and emotional intelligence. Moreover, findings of the research revealed that, both emotional intelligence and parenting styles were found to be significant predictors of academic buoyancy. So, this research is very helpful for the parents, school principals, policymakers, and administrators.

Speaking skills, being an essential part of effective communication, are significant for English as a foreign language (EFL) student in today's globalized world, and collaborative learning, being heterogeneous, assists them with more possibilities for enhancing and practicing the skills through a supportive environment, constructive feedback, and opportunities for realworld conversations. Therefore, this study aimed to identify EFL students' attitudes toward enhancing speaking skills in a collaborative learning environment. The researchers, to achieve the study objective, used the descriptive survey method to collect the data from a sample of 360 participants in the Preparatory Year (PY) at a Najran University. The study's instruments included a closed-ended questionnaire and a semi-structured interview. The results showed students having positive attitudes toward a collaborative learning environment can highly enhance their speaking skills. In addition, the respondents' study level did not impact their responses to enhancing speaking skills in a collaborative learning environment; however, male students showed higher attitudes than their female counterparts. Finally, the analysis of the interview showed that students' speaking skills can be improved in a collaborative learning environment in many ways including a supportive environment, interesting activities, and technology use. Based on the findings, the study recommends incorporating collaborative learning strategies to strengthen other language skills.

During the two-year COVID-19 pandemic, lecturers must train themselves with information technology, assessment, and teaching expertise in order to move from face-to-face learning to virtual online learning. As a result, the current study aims to investigate the effect of student motivation on grouping e-learning in the ethics and civilization course. A total of 88 students from agriculture, fishing, and forestry were chosen to participate in the experiment. Students participated in online synchronous lectures for seven weeks and another seven weeks in online group presentations. After 14 weeks, students were given the attention, relevance, confidence, and satisfaction (ARCS) motivation model questionnaire to assess their motivation on the course. As a result, the ARCS questionnaire score was 4.62, indicating that student learning motivation was adequate. Furthermore, forestry students outperformed agricultural and fishery students in terms of ARCS model score. Male students who participated in the online grouping presentation had the greatest ARCS model score compared to female students. As a result, using an online group presentation learning system for asynchronous learning is possible and beneficial, particularly for male learners.

Scientific literacy is the ability that students must have to analyze and apply science concepts in solving everyday life problems. Students' scientific literacy on peatlands can be acquired by students from daily interaction with peatlands, understanding that comes from parents and the community, as well as from learning in the classroom. This study aims to analyze the scientific literacy skills of students from several campuses in Borneo on the topic of peatlands. In this study, scientific literacy is described into scientific knowledge and scientific competencies domain. The research was conducted using a survey method with 528 respondents from several universities in Borneo, Indonesia. Research results show that even half of the respondents live around the peatland area, students' scientific literacy is in the low category. The students' scientific competencies need serious attention. A proper learning resources and comprehensive learning is needed to improve student overall scientific literacy.

The purpose of the present study was to examine how Advanced Placement (AP) course participation influences the postsecondary persistence of Black students compared to other commonly examined factors, using a nine-predictor logistic regression model. We extracted data from the 2012/14 Beginning Postsecondary Students Longitudinal Study (BPS:12/14). Black students represented 13.9 percent (N = 3475) of the BPS:12/14 student sample. Our research focused on Black students and considers the effect of their intersecting characteristics on persistence in postsecondary settings. The results suggest that AP courses have a statistically significant positive effect on their odds of college persistence (OR = 1.67). Specifically, compared to student GPA (OR = 1.68), AP course participation had the largest effect on student persistence in postsecondary education. The present study contributes to the literature by providing group-specific effect size benchmark data to characterize the impact of unique factors on the persistence of Black students in postsecondary education. These data have the potential to support meta-analytic thinking as well as policy and praxis to support the postsecondary retention of Black students.

The purpose of this study was to examine the relationship between early childhood teacher candidates' empathic tendencies and social problem-solving skills. A total of 187 teacher candidates studying in the department of Early Childhood Education at Duzce University participated in this study. The relational research model, a quantitative research method, was used. The data of this study were collected through a personal information form, the Empathic Tendency Scale, and the Social Problem-Solving Inventory (SPÇE-SF). The researchers analyzed the data using Pearson Correlation and one-way ANOVA with the SPSS program. According to the findings of the study, the empathic tendency levels and social problem-solving skills of the early childhood teacher candidates participating in the research are at moderate levels. In addition, there was a moderate positive relationship between participants' empathic tendencies and social problem-solving skills. Finally, it is seen that the empathic tendencies of the participants do not differ according to personal data such as gender, educational level, mother's and father's educational level, family type, family attitude, number of siblings, and birth order. The participants' social problems-solving skills differed only by gender and number of siblings.

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

Environmental risk perception has a long-time travel in the public participation in environmental fields. This perception involves individually socially constructed physical and mental experiences that involve many factors just for knowledge, attitudes, and the culture that develops in society. An individual's understanding of environmental risk provides an overview of an individual's preparedness for appropriate environmental risk strategies and measures. This cross-sectional survey study aims to collect data on the environmental risk perception of Indonesian students. The survey data instrument used in this study is the environmental risk perception scale (ERPS) questionnaire, transformed into Google Forms in the Indonesian language. The target respondents were 1,267 students from 1,300 undergraduate population size of educational study programs in the field of biology who came from various institutions in Indonesia. Sexual category, grade point average (GPA), and university status to explore the perception of the active student environment of prospective biology teachers with various parameters. The results showed several interesting findings: the female sex is more sensitive to environmental risks, academic abilities play a more logical role in environmental risk analysis, and respondents who have taken environmental courses have a higher sensitivity to environmental risk.

Competent teachers are attributed to student performance, school effectiveness, and the efficiency of an entire education system. Hence, this study compares the respondents' teaching proficiency across their profiles and correlates to their academic performance. The study utilized 30 pre-service secondary teachers of Eastern Samar State University Salcedo selected by complete enumeration, a descriptive comparative and correlational research design, and a questionnaire. Frequency, percentage, mean, and standard deviation were applied for descriptive analysis; t-test for comparison of respondents' teaching proficiency; and Pearson's correlation coefficient for the relationship between academic performance and teaching proficiency. The study revealed that respondents had a proficient teaching proficiency. Specifically, they were proficient in subject matter knowledge, lesson planning, classroom management, instructional strategies and motivation, communication skills, questioning skills, and professionalism. They have a very good academic performance in both professional education and major field of specialization. Furthermore, the study found no significant difference in the teaching proficiency across the respondents' sex and age. However, a significant relationship was found between academic performance and teaching proficiency. Based on the findings, it is recommended that remedial classes on contents, pedagogies, and principles be provided especially for those respondents with low academic performance, to improve their teaching proficiency.

The circumstances associated with high levels of achievement in undergraduate studies has not been thoroughly explored in the Australian context. This study investigated factors predicting high academic achievement, defined as maintaining a Distinction average, at undergraduate level. Findings revealed several factors that predicted achievement after two semesters of study. These factors included essay writing skills, with students having satisfactory writing 5.16 times more likely to maintain a Distinction average compared to those with below satisfactory writing; faculty, with students enrolled in Health Sciences 4.63 times more likely compared to students from other faculties; language background, with English-speaking background students 1.67 times more likely compared to English as an additional language or dialect (EAL/D) students; gender, with females 1.45 more likely compared to males; and age, with older students 1.03 times more likely to achieve high performance compared to younger students. Creating a profile of students likely to excel academically assists decision makers in allocating resources to students less likely to achieve. This research opens the door to further studies investigating whether these factors play a role in predicting student achievement at university.

In this study, a valid and reliable scale was developed to measure parents' perceptions of their children's social development in physical education classes. In the first part of the research, the relevant literature reviewed and student-parent interviews were held. As a result of the data obtained from the interviews, a 30-item draft scale was created. The draft scale was applied to 30 parents of students, and as a result of the feedback received, 5 items were removed from the pool. The remaining draft scale items were submitted to expert opinion and the number of items was reduced to 22. The 22-item scale was applied to 240 volunteer parents for Exploratory Factor Analysis (EFA) and to 216 different volunteer parents for Confirmatory Factor Analysis (CFA). As a result of the analyses, the final scale consisting of 15 items and four sub-dimensions was obtained. The Cronbach's Alpha values of the sub-dimensions were found to be between 0.74-0.79. In the final part, the 15-item scale was applied to 540 volunteer parents. Accordingly, while it was observed that parents' PSDSPEL scores were higher in the sub-dimension of showing positive behavior, it was determined that male parents' perception levels were higher than female parents. As a result of the study, it was found that the validity, reliability and internal consistency coefficients of the scale were at acceptable levels.

Artificial Intelligence (AI) is a highly discussed subject, and its integration into our daily lives has grown significantly. This research evaluated how dental students in North Cyprus perceive and feel about artificial intelligence, with a focus on identifying educational needs to enhance their professional skills. A self-administered multiple-choice questionnaire with 24 questions was conducted. 5 questions focused on gathering basic demographic information, such as gender, age, academic year, AI knowledge self-assessment, dental news sources, and experience in AI development. The remaining 16 questions pertained to AI-related topics. In general, students stated that they have little knowledge about AI (71.4%), and usually get the latest medical and dental news and information through the Internet (65.7%). 43,6% of the participants were strongly agree that AI-related lectures should be included in the regular curriculum for dental hygiene. Male students showed that they have significantly more knowledge about AI than female students. (p<0.05) In general, participants demonstrated diminished confidence in AI. It is seen that the dental education curriculum provided minimal information about AI and most of the students stated that AI-related lectures should be included in the regular curriculum for dental hygiene. Based on these findings, it is important to arrange lectures and seminars aimed at enhancing dental students' comprehension of AI.

This study aimed to investigate the impact of artificial intelligence (AI) anxiety on multi-dimensional 21st-century skills and lifelong learning among undergraduates. A quantitative method using a correlational research model was used to examine the relationships between AI anxiety, 21st-century skills, and lifelong learning levels, considering various demographic and educational variables. Data were collected from undergraduates in educational faculty programs in Kyrenia, Turkish Republic of Northern Cyprus (TRNC) during the 2023-2024 academic year. Findings revealed a moderate level of AI anxiety among students, a strong perception of possessing relevant 21st-century skills, and a moderate recognition of the importance of lifelong learning. Significant differences in AI anxiety were observed based on gender, with females reporting higher anxiety levels. Age, country of origin, university, faculty program, class level, GPA, use of AI-based products or services, and daily internet use for professional development also influenced students' 21st-century skills and lifelong learning levels. No significant correlations were found between AI anxiety and the other constructs, while a moderate positive correlation was identified between 21st-century skills and lifelong learning. These findings emphasize the importance of fostering 21st-century skills for lifelong learning and suggest that AI anxiety may not significantly impact students' skill acquisition or learning behaviours.

This study examined the relationship between physical activity, digital game addiction, and academic success among university students. Participants were university 704 students from Turkiye who did physical activity and played digital games. The sample group consisted of 704 university students (342 women and 362 men), selected through random sampling. Data were collected using demographic information forms, a digital game addiction scale, and an international short-form questionnaire about physical activity. The data were analyzed using Pearson correlation, t-tests, one-way ANOVA, and post-hoc tests. The findings revealed a significant negative relationship between academic success and both physical activity and digital game addiction. Men exhibited higher levels of digital game addiction compared to women, but there was no significant gender difference in physical activity levels. Students who were categorized as academically successful had lower levels of both digital game addiction and physical activity.

Self-regulation of learning refers to the actions that students perform before, during and after their learning processes take place and has a social and collaborative component. This article analyses key dimensions of learning regulation in a sample of 697 students from different subject areas (Education, Engineering, Economics and Law studies) at a Spanish university. The study determines how sex and subject area influence learning regulation, and analyses its relationship to peer learning, perceived value of peer learning and Study-Related Exhaustion (SRE). Our findings indicate that women usually have greater external regulation, place greater value on peer learning and suffer from greater academic exhaustion; however, they have higher levels of academic satisfaction. In relation to subject area, Education students disclose higher levels of self-regulation than students from other subject areas. Engineering and Economics students seem to engage more actively with peer learning, and Engineering students value peer learning the most. Engineering students also display fewer problems in their self-regulation of learning yet have higher levels of SRE and lower academic satisfaction. Our study also shows a positive relationship between external regulation and SRE, and a negative relationship between self-efficacy and SRE. Furthermore, findings suggest that peer learning may improve academic performance and student satisfaction, especially among those students with less external regulation. Our study lends support to the value and positive impact that formative feedback can have on students and to encourage autonomous and self-related forms of learning, which would ultimately improve student academic performance and well-being.

Longitudinal research on students' interest in higher education showed that interest declines throughout the study program. While researchers reported numerous factors explaining interest on the student level, research on the relationship between the lecturer level and students' interest development is considered scarce. This study aimed to analyze the relationships between lecturer level, such as attitudes toward academic success, and at the student level, such as gender, on students' development of subject interest. To achieve this, two datasets were merged and analyzed: one from a panel study of annual assessments comprising 12,116 measurement points from 5491 cooperative students in Germany, and the other from a survey of the students' lecturers from 22 different departments, using three-level growth curve modeling. The results showed a decline in subject interest over the study program and showed that academic discipline and gender explained the development of subject interest. However, lecturers' attitude to academic success was not related to their students' development of subject interest. These findings confirmed the importance of developing interest programs for students to keep interest high.

Parental vaccine hesitancy has been a hotly debated issue long before the COVID-19 pandemic. Still, the emergence of a new vaccine during this public health crisis made even pro-vaccine individuals reconsider vaccines for their children. This scoping review was conducted to understand why parents expressed hesitancy towards the COVID-19 vaccine for children under 12 years old. The search included primary sources of evidence published in English from 2020-2022. A final 41 articles met the criteria. Overall, more vaccine-hesitant characteristics were non-white, female, lower education level, lower income, on public insurance, conservative political affiliation, younger age, and rural residence. Concerns affecting confidence in the vaccine were the risk of possible side effects and lack of trust in the development of the emergency approval of the vaccine. School nurses can acknowledge parental fears and provide parents with evidence-based information when communicating with them about vaccinations.

Natural supports are informal relationships with family, friends, neighbors, and community members that serve as a source of connection and support, and as a safety net. The aim of this study was to examine the impact of natural supports on different areas of quality of life of people with disabilities. Given the theorized importance of natural support to quality of life, the secondary aim of this study was to examine disparities in natural supports among people with disabilities. We had two research questions: (1) What is the relationship between the presence of natural support networks and other areas of quality of life?; and (2) Are there differences in the presence of natural support networks based on people with disabilities' sociodemographic factors? To examine these research questions, using binary logistic regressions, we analyzed secondary Personal Outcome Measures® quality of life outcome data from 7,118 people with disabilities (January 2015 to December 2022). We found 59.0% of adults with disabilities were not connected to natural support networks. In addition, natural supports also had a wide-reaching impact on people's quality of life, from health and safety to rights to community integration to self-determination (adjusted odds ratios ranged from 1.47 to 3.53). Women, people with full/plenary guardianship, people with comprehensive behavior support needs, and people with personality/psychotic disorder were especially lacking in natural supports. We must ensure all people with disabilities are connected to natural support networks in order to maximize their quality of life.

Building upon the circumplex approach to (de)motivating styles defined by self-determination theory, this research aimed: (a) to analyse the extent to which physical education (PE) teachers' (de)motivating teaching approaches differ across gender, school level, and years of teaching experience, and (b) to test paths from PE teachers' need-based experiences to their (de)motivating teaching approaches, via motivation quality. A purposive and cross-sectional sample of 667 Spanish PE teachers (63.7% male; 54.7% primary; mean teaching experience = 10.77 years) participated. The overall results found that male, secondary school, and more experienced teachers scored lower on autonomy-supportive approaches, and higher on controlling and chaotic approaches. The findings also showed that, after controlling for gender, school level, and teaching experience, need satisfaction showed a direct significant effect on autonomous motivation and an indirect effect on participative, attuning, guiding, and clarifying approaches via autonomous motivation. Need frustration showed a direct significant effect on controlled motivation and amotivation and an indirect effect on demanding, domineering, abandoning, and awaiting approaches via controlled motivation and amotivation. Another noteworthy result is the positive relationship between need satisfaction and controlled motivation. Our results underscore the role that PE teachers' personal traits play in the adaptive motivational mechanisms underlying their variety of (de)motivating approaches to PE teaching.

Students' experiences of physical education (PE) are considered important for lifelong attitudes towards physical activity. Sex-related differences and the individualised tempo in anthropometric growth because of biological maturation lead to secondary school students within chronological age-ordered classes possessing vast differences in anthropometric and physical characteristics, which may negatively impact the PE experience for late- or early-maturing children. Therefore, the purpose of this review was to (i) critically discuss the influence of maturation on developmental factors related to PE and (ii) provide key stakeholders with guidance on how to manage this period of development more effectively and propose solutions to alleviate the confounding influence of biological maturity currently being implemented within sporting contexts. Secondary school children of different maturation status are often categorised using arbitrary, chronological age-ordered bandings, resulting in groups of children exhibiting large within-group variations in physical, behavioural, emotional, and educational development. This heterogeneity may lead to sub-optimal learning environments, which are confounded by complex and often negative developmental consequences for children who are at either extreme (late- or early-maturing) of the maturation continuum. This is particularly important within PE, where engagement, enjoyment, and resultant lifelong physical activity attitudes are influenced by perceived competence and relatedness, and where these needs may be thwarted because of considerable maturity-related variations. This paper posits that it is time for key stakeholders within child education to explore new ways to supplement current teaching practices and consider occasionally grouping children by maturation status (i.e. bio-banding) within secondary school PE to enhance students' experiences.

Background: Mental health care is critical to improving mental health but factors associated with student utilization are poorly understood. Methods: Data were from high school students (N = 2933; mean age = 15.7 ± 0.6) enrolled in a California cohort. We examined associations of sociodemographic factors, substance use, and mental health symptoms at baseline (Fall 2021) with mental health care at follow-up (Spring 2022). Results: At follow-up, 7.7% of students reported out-of-school therapy, and 16.0% reported in-school counseling. Generally, therapy was more common for female and gender minority (vs male), some sexual minority youth (vs heterosexual), black, non-Hispanic white, and multi-ethnic (vs Asian), and English language speakers. Higher socioeconomic status was associated with greater use of out-of-school therapy, but not in-school counseling. Students with clinical levels of mental health symptoms, or alcohol or e-cigarette use had greater odds of mental health care (ORs = 1.42-2.61;ps <0.05), though utilization was less than 20% for out-of-school therapy and less than 30% for in-school counseling among these students. Conclusions: Mental health care is underutilized, and disproportionately used by certain student sub-groups. Findings indicate a need to increase mental health care utilization in- and out-of-school.

This study investigated whether students' gender, prior achievement, and socioeconomic status (SES) moderated the magnitude of teacher expectation effects on students' English-as-a-foreign-language (EFL) achievement. A sample of 30 university teachers and 845 first-year undergraduate students from EFL classrooms participated in the study. Data on teacher expectations, student demographic features, and students' EFL scores in standardized tests before and at the end of the school year were collected and analysed via hierarchical regression analysis. The results showed that in EFL classrooms, 1) teacher expectations had significant effects on students' EFL achievement; 2) the magnitude of teacher expectation effects did not vary in line with student gender or prior achievement; 3) lower SES students were more susceptible to teacher expectation effects than higher SES students. Implications for teacher expectation theories and EFL education are also discussed.

Using a sample of 834 male and 765 female Asian students in China (average age = 12.31), this study investigated how active and restrictive digital parental mediation, children's social and emotional competence, and their subjective well-being were associated with cyberbullying penetration and victimization, along with the moderating roles of gender and grade. The results generally supported the unfavorable role of restrictive mediation and the favorable roles of active mediation and subjective well-being. Unexpectedly, children's social and emotional competence was positively related to cyberbullying perpetration and victimization, especially for male students. Multigroup comparisons further revealed that the favorable impacts of active mediation were more pronounced for female and middle school students, while those of subjective well-being were more salient for males.

This study used a person-centered approach to explore mental health status and profiles among a sample of 2262 university students and how these profiles differ in sociodemographic, academic, and lifestyle traits. Results revealed that around half of participants reported high well-being and life satisfaction, while over a third exhibited positive screening for anxiety, depression, and psychological distress. A latent profile analysis identified four distinct mental health profiles aligned with a dual-factor model of mental health: (1) complete mental health (28.5%), with high well-being and life satisfaction and low psychopathology; (2) troubled (20.7%), with average mental health and distress; (3) vulnerable (31.3%), with very low positive mental health, high psychopathology, and distress; and (4) symptomatic but content (19.5%), with average well-being but high reported anxiety and depression. Multinominal regression revealed that male students in natural/technical sciences with high GPAs were less likely to belong to profiles with lower well-being and life satisfaction and higher distress, while poor/excessive sleep and more leisure time predicted membership in these profiles. Implications for the assessment, support, and policy on the well-being of university students are discussed.

Reading literacy (RL) is the core type of literacy of university students. However, the factors that affect the RL of undergraduates have not been thoroughly investigated in previous studies. This study examined the relationships between individual, family, and institutional factors and RL in a sample of 66,312 Chinese undergraduate students. The findings revealed a complex predictive relationship between various factors and university students' RL. Specifically, individual factors, such as gender, grade, major, and place of residence, had a significant influence on RL. Family factors, including socioeconomic and cultural background, as well as the home literacy environment, also played a crucial role on RL. Furthermore, institutional factors, such as institutional type, reading atmosphere, teacher reading guidance, and peer reading interactions, impacted RL. However, the impact of reading resources, such as number of paper books, on RL was not significant. The Shapley value decomposition results provided additional insights, indicating that family factors were the most influential explanatory variables for RL, followed by institutional factors, with individual factors having the least impact on RL. This study suggests that current higher education in China may not completely bridge the reading gap resulting from differences in family factors.

Augmented reality (AR) has the potential to enhance visual cognition through virtual object experimentation and practice, while also fostering spatial skills relevant to mathematics. This experimental study was conducted with 86 sixth graders in Eastern China, involving a 3-month AR integrated Mathematics Curriculum (ARiMC), with pre- and post-tests administered. The analysis of spatial skills encompassed four dimensions: graphics recognition, movement, orientation, and measurement. The results revealed that there was no significant improvement in spatial skills with the experience of ARiMC. However, it's noteworthy that ARiMC had a significant impact on the graphics movement dimension, particularly among female students. This finding suggests that AR-enabled learning is a convenient and effective teaching strategy compared to traditional methods, although it didn't yield a broad enhancement in overall spatial skills. It demonstrates the capacity to improve certain abilities, particularly benefiting female students. This underscores the value of AR-enabled learning in mathematics education.

This study was conducted to optimize the designs of learning guides embedded in a computer-based simulation environment. The research was based on the Cognitive Theory of Multimedia Learning and Cognitive Load Theory. We investigated computer simulations under four conditions that combined representation and imagination learning strategies. This study recruited 244 fifth-grade Taiwanese students from various backgrounds (indigenous vs. nonindigenous, 98 vs. 146; boys vs. girls, 131 vs. 113) and examined the interactions and main effects of the four experimental conditions on the students' learning of geometric area concepts. The results revealed that the computer-based simulation platform can serve as a cognitive tool to help students to explore graphs and identify formulas. Moreover, the dynamic representations and trace changing imagination strategy embedded in the learning platform as guiding tools were highly beneficial for learners; this tool moderately reduced the learners' extraneous cognitive load and improved their learning performance at the application level. The static representation and concept imagination strategy embedded in the platform as a learning guide was also noted to increase the learners' internal cognitive load, which impaired their learning performance. Notably, boys and girls adopted different learning strategies, and the overall platform appeared to be more beneficial for nonindigenous students and students with middle to high levels of cultural stimulation than for indigenous students and students with low levels of cultural stimulation.

This study investigated the complex relationship between false-belief (FB) understanding, structural language and pragmatic communication in typically developing children. A total of 78 Finnish children, aged from 4 to 6 years, including an equal number of boys and girls, participated in this study. In the first instance, the study explored the relationship between children's structural language skills and their understanding in FB tasks. The children's structural language was evaluated using the Token Test for Children, German's Test of Word Finding and the structural language scales (Speech, Syntax, Semantics and Coherence) of the Children's Communication Checklist (CCC-2). Subsequently, the study examined the relationship between FB understanding and pragmatic communication skills, as measured by the pragmatic communication scales of the CCC-2 (Inappropriate Initiation, Stereotyped Language, Use of Context and Non-verbal Communication). In addition, the study investigated the effect of sex on these skills. A significant effect was found between the ability to understand verbal instructions and FB reasoning. However, no significant effect was found for naming and word retrieval abilities, nor for linguistic abilities as assessed by the CCC-2's structural linguistic scales. Furthermore, children who demonstrated higher skills in understanding the mental states of others also exhibited better pragmatic communication skills using the CCC-2's pragmatic scales. Although girls outperformed boys in the FB task, sex did not significantly predict pragmatic communication skills. The result suggests interrelatedness of language comprehension and FB understanding, as well as between FB and pragmatic communication abilities in typically developing preschool children.

The process of decision-making is a multifaceted cognitive endeavor encompassing various cognitive, emotional, psychological, and social processes. It empowers individuals to select from a range of alternatives. Its significance spans across age groups, impacting both adults and children, and the relevance of which goes beyond aiding learners in choosing their educational or professional paths; it also pertains to preparing them to navigate the diverse situations they will encounter throughout their lives. To approach this ability, we developed a scale comprising 20 items, assessing five distinct decision-making factors. This scale was administered to a sample of 303 learners in the first and second years of the baccalaureate course (pre-final and final years of secondary education), representing both genders, and studying in four high schools. The participants' ages ranged between 16 and 20 years. The results of this study revealed positive psychometric properties of the scale after its apparent validity was verified. Additionally, principal component analysis, using a latent root criterion greater than one (Eigenvalue > 1), and performing Varimax rotation, resulted in five factors that represent decision-making styles (dependent, avoidant, confident, rational, intuitive) that explain 53.67% of the total variance. Through the application of confirmatory factor analysis (CFA), the outcomes showcased favorable conformity indicators. The ratio of chi-square value to degrees of freedom was recorded at less than 5 (X[superscript 2]/df = 1.531). The RMSEA index, at 0.041, remained below the accepted threshold of 0.08. The metrics (CFI, TLI, GFI, IFI) all surpassed 0.90, falling within acceptable ranges. Strong internal consistency between item scores and their respective factors was established by Pearson coefficients. The correlation coefficients between each factor's score and the total scale score were robust, ranging from 0.483 to 0.727. The Cronbach's alpha coefficient for the scale's factors ranged from 0.788 (highest) to 0.723 (lowest), with an overall scale stability coefficient of 0.748. These high coefficients collectively confirm the scale's validity, reliability, and appropriateness for implementation within the Middle East and North Africa (MENA) region.

Introduction: Individuals with ADHD continue to face stigma, which can negatively impact their access to, adherence to, and quality of mental health services, as well as their overall wellbeing. Perspectives of various stakeholders regarding priorities for stigma reduction remain underexplored. This study explores young adult, parent, teacher, and mental health care professional perspectives on unmet needs of children and young adults with ADHD in the Netherlands, in the context of stigma reduction. Method: A total of 24 respondents participated in seven small focus group discussions (FGDs). The FGDs facilitated in-depth discussions exploring stakeholder group perspectives on unmet needs of children and young adults with ADHD in educational, professional, and social settings. Data was analyzed using thematic content analysis. Results: Three thematic categories of unmet needs were identified: (1) a lack of awareness, knowledge, and understanding of ADHD; (2) insufficient personalized approaches in education and health care; and (3) limited accessibility of information and support services. Within theme 1, respondents primarily highlighted the importance of improving education for primary school teachers and mental health care professionals. Theme 2 underscored the need for increased capacity for personalization and attention to the sociopsychological factors of ADHD, alongside recognizing strengths. Theme 3 emphasized the need for easy access to reliable information and mental health care, including peer networks, as well as proper follow-up and continuity of care. Discussion and Conclusion: Findings highlight the need for improving our understanding of ADHD as a complex biopsychosocial condition, which requires specific adjustments in education and mental health care. Interventions to improve support and disrupt stigmatization should meet diverse needs, incorporate multi-level strategies, and involve key stakeholders.

Objective: The aim of the present systematic review was to consolidate findings related to emotion recognition accuracy among individuals with attention deficit hyperactivity disorder (ADHD). The review also examined emotion recognition accuracy assessment methods as well as the contribution of gender to emotional recognition accuracy. Method: A total of 43 articles were identified based on inclusion criteria using PRISMA guidelines for article retrieval. Results: 58% of retrieved articles reported significantly decreased emotion recognition accuracy among individuals with ADHD relative to neurotypical peers, with either global or emotion-specific differences identified. Notably, studies finding a significant difference in emotion recognition accuracy were of significantly lower quality according to a quality review checklist than the articles finding no difference (p < 0.001). For example, when use of control conditions and multiple measures of emotion recognition accuracy were employed, no study found a significant difference in emotion recognition accuracy between individuals with and without ADHD. Regarding potential gender differences, not a single study included gender diversity beyond sex assigned at birth. The majority (86%) of studies included a predominantly male sample, with 15% including only male participants. While differences in emotion recognition accuracy were found between male and female participants in 7% of cases, future research is needed to identify the contribution of gender diversity.

Objective: Children with ADHD often experience functional impairments across various aspects of daily life. This study addresses the dearth of longitudinal research on functional impairment trajectories from preschool to school age in children with symptoms of ADHD and comorbid disorders. Methods: We investigated the extent to which functional impairments were associated with ADHD symptoms, along with behavioral and anxiety symptoms, from age 3.5 to 8 years. Utilizing parent- and teacher-reported data, we analyzed associations between global impairment, and dimension scores (e.g., family; child quality of life (QoL); learning; play/leisure activities; and friends) and symptoms at ages 3.5 and 8 years (n = 783). Results: The mean parent global impairment score increased from 0.31 (standard deviation (SD) = 0.40) to 0.83 (SD = 0.63) from 3.5 to 8 years, while the teacher impairment scores slightly decreased. Specific parent impairment dimension scores, particularly QoL, learning, and friends, significantly increased. Preschool ADHD and comorbid behavioral symptoms reported by parents weakly predicted impairment at 8 years. By age 8 years, impairment and symptoms exhibited moderate to strong correlations for all impairment dimensions. Parents reported greater child impairment during school age across settings compared to preschool, while teachers' impairment profiles remained consistent across ages. Conclusions: These findings suggest that parents perceive impairment as more pronounced at age 8 years and more strongly associated with symptoms of both ADHD and comorbid disorders than at age 3.5 years. Notably, for teachers, a robust correlation between inattention symptoms and learning impairment was observed, with substantially higher impairment scores reported for boys compared to girls.

The purpose of this review was to investigate the extent to which students with emotional and behavioral disorders (EBD) are adequately represented in and benefiting from college and career readiness (CCR) intervention research across race and gender groups. We conducted a secondary analysis of 14 intervention studies meeting the criteria for a prior systematic literature review examining CCR for U.S. students with and at risk for emotional and behavioral problems. We found that the majority (86%) of studies reported the race and gender of participants and more recent studies were more likely to have included this information. Students with EBD are more likely to be Black and identify as male, while the participants in our study samples were more likely to be White/Caucasian and identify as female. All studies reported gender exclusively within a gender binary. Furthermore, only three studies provided overall school or district demographics, allowing the reader to assess the extent to which the participants were representative of the school/district population. Finally, only two studies parceled out findings by race, making it difficult to assess the overall extent to which interventions for CCR are effective for students across race and gender groups. Given the high priority currently placed on preparing all students for college and career, these findings have important implications for practitioners, researchers, and policymakers.