Adolescents’ future time perspective (FTP) is linked to academic and mental health outcomes, yet its determinants remain insufficiently understood. This study examined associations between FTP and sociodemographic, psychological, and behavioural factors in 9,200 Polish students aged 12– 19 (54.7% girls) surveyed online in 2024. FTP was assessed using the five item scale; predictors included KIDSCREEN-27 dimensions, school stress, depression risk (WHO-5), physical activity, and risky behaviours. Linear regression identified the school environment (β = 0.256) as the strongest positive predictor, followed by physical well-being, age, physical activity, and parent–child relations, while depression risk and city residence were negative predictors. The model explained 19.5% of variance, with stronger effects among girls.
The study aims to determine the internet addiction markers of mental health disorders among university youth. Statistically significant differences were identified among the three groups based on the severity of internet addiction – low, medium, and high. Differences were found in all studied parameters based on the grouping variables “internet addiction” and “problematic use of mobile phone”. It was summarized that external markers of mental health showed direct correlations, while internal markers showed inverse correlations with internet addiction at a high level of significance.
Primary education is an essential cornerstone in the progress of a nation. Elementary school-age children serve as the primary entry point for engaging with the social environment, which has the potential to influence character development. This study examines the impact of the learning process, teacher competence, and school administration on the academic performance of primary school students in the Special Region of Yogyakarta Province. Data were collected from 561 schools using census sampling procedures, employing an explanatory quantitative approach and a cross-sectional design. The analysis results indicate that the learning process alone—when considered independently from teacher competence and school administration—does not significantly affect the quality of graduates. In contrast, the calibre of educators and the effectiveness of school administration have a profound positive impact on graduate outcomes. These findings highlight the importance of allocating resources toward improving teacher competence and school management to enhance the standards of primary education in the Special Region of Yogyakarta. Grounded in Educational Systems Theory, this study also proposes the adoption of more effective strategies to strengthen the quality of primary education at the elementary level, particularly in the Special Region of Yogyakarta Province.
This article examines the bully–victim profile in terms of readiness for interpersonal aggression and prosocial tendencies. A quantitative study was conducted among 566 students in Grades 6–8, with comparative analyses based on a high-involvement subsample. Results show that bully–victims display the highest levels across all aggression-readiness mechanisms, while no significant between-group differences appear in declared prosociality. However, a discrepancy between prosocial declarations and normative valuation indicates regulatory inconsistency and internal complexity. The findings support a regulatory-profile approach to identifying bully–victims and designing more precisely targeted school-based interventions.
This study validated the Polish SATS-36 (Survey of Attitudes toward Statistics, Schau, 2003) among 423 social sciences students from randomly selected universities using item-level confirmatory factor analysis. The six-factor structure aligned with the original but required modifications, including removing four items from the Difficulty subscale. Five subscales showed high reliability and stability. Criterion validity was confirmed through correlations with math achievement, self-rated math ability, and prior statistics experience. The Polish SATS-36 is the first validated tool for assessing attitudes toward statistics in Poland, enabling cross-cultural comparisons and supporting research to improve learning outcomes.
This research emphasizes the importance of instilling anti-corruption values such as honesty, discipline, responsibility, and fairness through an interactive digital book designed for anti-corruption and social studies education. Using a Research and Development method, the study involved students from Universitas Pendidikan Indonesia and applied interviews, observations, FGDs, and questionnaires. The book, developed in three stages using Canva, integrates cognitive, affective, and psychomotor domains. Validation results indicated satisfactory quality, and limited trials showed strong student understanding and value internalization. The findings conclude that the interactive digital book effectively fosters students’ anti-corruption character, supporting its use in hybrid learning environments.
The paper analyzes courtesy stigma in mothers raising children with autism spectrum disorder (ASD) through individual life histories. Using a narrative method and interviews, the study reconstructs and interprets their experiences, revealing mechanisms and consequences of stigma. Data were analyzed via a three-component model of affiliate stigma: affective, cognitive, and behavioral. Findings show emotions of fear, anger, guilt, shame, low self-esteem, and self-stigma. Behaviorally, both withdrawal and active struggle for the child’s welfare emerged. Conclusions highlight the need for systemic psychological support, institutional integration, partnership with parents, and inclusion of their perspectives in educational, therapeutic, and social solutions.
This study examines the dynamic interplay between social intelligence and critical thinking among faculty members at Jordanian universities, framed within an educational psychology perspective. Employing a descriptivecorrelational design, data were gathered from 357 faculty members using rigorously validated measures of social intelligence (comprising Social Information Processing, Social Skills, and Social Awareness) and critical thinking (encompassing Analysis, Interpretation, Evaluation, Inference, and Self-Regulation). Results revealed robust positive correlations among most subscales, with gender differences favoring female faculty and significant variation across academic ranks, as confirmed by independent samples t-tests and multivariate analysis of variance (MANOVA). Partial correlation analyses and network modeling were applied to elucidate underlying structural relationships further. The network approach identified Interpretation, Social Skills, and Self-Regulation as pivotal nodes, underscoring their critical role in integrating social and cognitive faculties. These key constructs represent strategic leverage points for faculty development programs designed to foster enhanced pedagogical and research capabilities. Collectively, findings highlight the synergistic nexus of social and cognitive competencies within academic settings and demonstrate the value of network-based analytical frameworks for advancing educational research.
This paper addresses the issue of the educational process for a student with a severe genetic disorder with an unfavourable prognosis, known as Edwards syndrome. It presents the results of a qualitative research study in the form of a case study of a student with Edwards syndrome. The aim of the paper is to characterize the educational specifics of a student with Edwards syndrome and the forms and methods used in their education. The research findings indicate that although the student’s developmental potential is limited, with the provision of an appropriate environment, support, and professional care, the student is able to make individual progress, particularly in the areas of communication, socialization, and basic self-care.
This study investigated how ego-resilience influences the subjective happiness of 643 upper elementary school students, specifically focusing on the mediating roles of cognitive and affective empathy. Mediation analysis revealed significant positive correlations among all variables. Both cognitive and affective empathy partially mediated the relationship between ego-resilience and happiness, with cognitive empathy exerting a notably stronger effect. This underscores the importance of metacognitive perspective-taking development in late childhood. The findings suggest that enhancing egoresilience and fostering empathy through social-emotional learning are vital strategies for promoting children’s subjective well-being in educational environments.
Introduction: Mumbai city attracts students from various backgrounds, cultures, religions, languages, and castes. Even though the city is considered a multicultural mosaic, it is fractured on the basis of class, caste, and religion. Multiple studies have shown that in a multicultural society, there are cultural differences which can also present challenges such as misunderstanding, conflicts & communication barriers among people. The present study has been planned to fill the gap in the literature by assessing the role of multicultural personality on resilience and forgiveness, and to examine the predictors and correlates. Methodology: A correlational study among 468 Indian students studying undergraduate and postgraduate courses was assessed using well-reliable and valid psychological scales to measure multicultural personality, forgiveness, and resilience, and various demographic variables like age, religion, caste, gender, and socioeconomic status. Results: It was seen that a multicultural personality was significantly correlated (moderate) with forgiveness and resilience. It has emerged that multicultural personality traits were a significant predictor of forgiveness and resilience. Conclusion: As we have students from diverse backgrounds in Mumbai, focus should be given to developing a multicultural personality in college students to make them more resilient and forgiving in nature.
This quasi-experimental pretest–posttest study tested whether guided engagement with AI-generated argumentative model essays plus explicit editing instruction produced larger gains in EFL argumentative writing than teacher handout exemplars. Ninety-six third-year undergraduates (two intact groups, n = 48 each) completed timed argumentative tasks before and after six weekly 90-minute sessions. Two assistant-lecturer raters scored essays blind to condition using an analytic rubric; objective indices (type– token ratio; errors/100 words) complemented ratings. Paired t tests showed within-group gains; an independent-samples t test on gain scores favored the experimental group (d = 0.72), with largest effects in lexical range and organization. Two experimental focus groups elucidated editing-to-transfer mechanisms.
This study validates the Teuku Umar Leadership (TUL) scale, a leadership instrument grounded in local and Islamic values within the Indonesian context. Data were collected from 551 teachers in West Aceh District using multistage random sampling and analysed using partial least squares structural equation modelling (PLS-SEM) with SmartPLS 4.1.0.9. The results confirm that 40 of 49 indicators across eight dimensions are valid and reliable, with brave, virtuous, and intelligent traits contributing most strongly to the construct. The findings support the empirical robustness of the TUL model and offer a culturally grounded framework for leadership development and educational practice.
This study explored university students’ perceptions of and actual use of ChatGPT as a writing tool in English, and examined how gender, year of study, field of study, and English proficiency influence their attitudes toward technology. A quantitative research design was employed, surveying 197 English-writing students at the University of Prishtina via an online questionnaire. Structural equation modeling (SEM) assessed the relationships among demographic variables, perceived efficacy, benefits, drawbacks, motivation, and overall attitude toward ChatGPT. Students’ attitudes are predominantly driven by their perception of ChatGPT’s efficacy in improving their writing skills. Perceived benefits, such as enhanced writing quality and increased motivation, positively influence motivation and overall attitude. Demographic factors exerted only modest effects: gender and year of study influenced how benefits and drawbacks were viewed, while field of study and English proficiency had smaller effects.
The present study aims to propose and verify a new categorization of areas of interest (AOI) when reading physics textbooks for primary schools and to compare attention patterns across three types of textbooks (classical, hybrid, interactive). The primary research method is eye tracking, which is supplemented by short semi-structured interviews. The research group consisted of 24 primary school students. Four categories of AOI students were identified: Brief Review, Shallow Review, In-Depth Processing, Intense Focus. The study provides textbook authors with universally applicable guidance on how to revise their works quickly, easily and at an acceptable financial cost, and then improve them to better meet the needs of their users after discovering strengths and weaknesses. The study outlines possible solutions to increase the attention of textbook users.
Science process skills are essential in biology education; however, students often have limited opportunities to engage in inquiry-oriented learning that promotes deep understanding. This quantitative study examined the effectiveness of an inquiry-based e-module using Black Soldier Fly maggots to enhance students’ science process skills through deep learning. The study implemented a quasi-experimental design with tenth-grade students from a public high school. The results show that students using the inquiry-based e-module achieved significantly higher science process skills than those receiving conventional instruction, even after controlling for prior knowledge. These findings demonstrate the pedagogical value of inquiry-oriented digital learning resources in strengthening scientific competencies in biology education.
This study uses Self-Determination Theory and Social Role Theory to empirically examine the relationships between spirituality and four key developmental outcomes—self-confidence, flexibility, volunteering, and helpseeking behaviors—among first-year undergraduate students, with a focus on gender differences. Survey data from 326 first-year undergraduates in the western U. S. indicate that higher levels of self-reported spirituality are positively associated with self-confidence, flexibility, volunteering, and help-seeking behaviors. The positive relationship between spirituality and self-confidence, flexibility, and volunteering was more pronounced in men, whereas the association between spirituality and help-seeking behaviors was stronger in women. These results show the importance of considering gender when exploring the impact of spirituality on student development and suggest that integrating spiritual support into educational programs may foster holistic growth among undergraduates.
This research was on the correlation that exists between decision-making styles and polytechnic effectiveness in Kwara State, Nigeria. The descriptive design was suitable for this quantitative study. The participants consisted of 939 academic staff in the polytechnics of which 260 were sampled. Two instruments Administrators’ Decision-making Styles (ADMSQ) and Polytechnic Effectiveness Questionnaire (PEQ) were used for data collection. Results revealed that directive style was the most prevalent style of decision by polytechnic administrators in Kwara State. The study recommended that polytechnic administrators could enhance their behavioral decision-making skills and adopt a balanced way to other decision-making styles to improve effectiveness.
The study addresses the problem of enhancing prospective teachers’ mathematics pedagogical content knowledge. Conducted in 2023/2024 in Manado, Indonesia, it examines the effects of project-based learning and self-efficacy on prospective teachers’ mathematics pedagogical content knowledge. The study uses a quasi-experimental design, the experiment group learnt by project based learning and control group learnt by traditional method. Mathematics pedagogical content knowledge’s data collected using essay performance test and self-efficacy’s data collected by 5 points Likert scale. Results indicate PBL significantly boosts MPCK, especially for participants with high self-efficacy, underscoring self-efficacy’s key role in maximizing PBL’s effectiveness in teacher education.
The digital transformation of extension services in higher education institutions is pivotal in enhancing operational efficiency, optimizing resource allocation, and improving service delivery. This study examines the adoption and acceptability of the SMART Community Extension Management System (SMART-CEMS) at Cebu Technological University (CTU) using the Unified Theory of Acceptance and Use of Technology (UTAUT) framework. The research evaluates the impact of key UTAUT constructs—performance expectancy, effort expectancy, social influence, and facilitating conditions—on system adoption among faculty members, extension coordinators, and administrators. A descriptive-correlational research design was employed, utilizing a structured survey questionnaire and inferential statistical analyses to assess user perceptions, adoption drivers, and challenges. Findings indicate that performance expectancy and effort expectancy significantly influence adoption, as users perceive the system as a transformative tool that enhances efficiency and streamlines extension service operations. Social influence and facilitating conditions were also found to play crucial roles, with institutional support and access to training serving as key determinants of adoption success. Despite its benefits, challenges such as data migration complexities, system integration issues, and user training gaps were identified as barriers to full implementation. The study provides strategic recommendations to mitigate these challenges, including targeted training programs, policy integration, and continuous technical support. These findings contribute to the broader discourse on digital transformation in higher education, offering valuable insights for institutions seeking to modernize extension services through technology-driven solutions. Future research should explore longitudinal adoption trends and the integration of advanced analytics and artificial intelligence to further optimize system capabilities.
