This study investigates the complex factors influencing language learning among junior high school students at Panique National High School, moving beyond the traditional focus on motivation. Through a qualitative, phenomenological approach, the research explores how environmental conditions, support systems, and personal experiences interact to shape language acquisition of Junior high school learners in a rural Philippine setting. Data from in-depth interviews reveal that while motivation is important, it is not the sole determinant of language learning success. Key findings highlight the significant roles of socio-economic status, parental involvement, and the learning environment. Positive exposure to the target language and supportive experiences foster engagement and achievement, building confidence and fluency. Conversely, negative experiences, lack of resources, and insufficient support from teachers and family hinder progress. The study concludes that effective interventions must address not only motivation but also the broader context in which students learn, highlighting the need for holistic strategies to better language competence and literacy outcomes.
This study conducts a bibliometric analysis of research at the intersection of Arabic language teaching and educational technology to characterize the structural configuration and thematic evolution of the field. Data were retrieved from Scopus and Web of Science and screened following the PRISMA 2020 protocol, yielding a final corpus of 174 documents published between 2003 and 2026. Performance analysis, scientific-law analyses (Lotka and Bradford), keyword and co-occurrence analysis, co-authorship and co-citation network analyses, and Latent Dirichlet Allocation (LDA) topic modeling were conducted through the srlengine.com academic analysis platform. The corpus comprises 762 authors and a total of 802 citations (mean 4.61 per document; h-index 14, g-index 23, i10-index 20). Author productivity conforms to a Lotka distribution with an exponent of 3.65 — substantially above the classical value of 2.0 — indicating an early-stage field with a narrow productive core. Bradford analysis identified 11 core journals with a multiplier of 4.09, confirming high source concentration. Output is regionally concentrated in Malaysia, Indonesia, and Saudi Arabia, while China emerges as a citation outlier, producing only 24 publications but attracting 1,376 citations through integration with the broader AI-in-language-education literature. All collaboration and co-citation networks return low density values (0.028–0.063), depicting a fragmented intellectual structure. LDA analysis reveals that two AI-oriented topics jointly account for 44% of the corpus, whereas pronunciation and speech constitute only 1%, signaling a pronounced under-development of speech-technology and diglossia-aware research. The field is expanding rapidly under the post-2022 generative AI wave but remains structurally immature, geographically concentrated, and thematically uneven.
This study aimed to examine the relationships among maternal self-efficacy, parenting stress, and mothers’ perceived difficulty in managing challenging behaviors during early childhood. It also explored whether maternal self-efficacy predicts mothers’ perceived difficulty in managing both offensive and passive challenging behaviors, and whether parenting stress mediates these relationships. The sample consisted of 300 mothers with children aged 3 to 6 years. Data were collected using the Parental Self-Efficacy Scale, the Parental Stress Scale, and a challenging behavior inventory. Structural equation modeling (SEM) was used to test the proposed relationships, and bootstrap analysis was conducted to examine indirect effects. The findings show that higher maternal self-efficacy is associated with lower parenting stress and lower perceived difficulty in managing both offensive and passive challenging behaviors. Parenting stress is positively related to perceived difficulty in managing challenging behaviors and partially mediates the relationship between maternal self-efficacy and perceived difficulty. These results indicate that maternal self-efficacy influences behavioral management both directly and indirectly through its effect on parenting stress. Maternal self-efficacy appears as a key factor in parenting and identifies parenting stress as an important mechanism. These two elements shape how mothers manage children’s challenging behaviors. Mothers’ ability to effectively manage these behaviors may support children’s school readiness and their capacity to benefit from educational environments. The findings contribute to a better understanding of parenting processes in early childhood. They also provide practical implications for supporting effective behavior management and children’s educational development.
Although information and communication technologies (ICT) in education has been widely studied, the specific ways digital competencies and varying ICT use patterns influence science literacy remain insufficiently underexplored. The rapid evolution of the digital age has made ICT an essential component of learning, yet effective digitalization requires more than technological access, it demands the development of students’ digital competencies, encompassing skills in information access, analysis, communication, and problem-solving. These competencies are vital not only for academic success but also for participation in a technology-driven society. Science education offers a critical setting for exploring this relationship, as it inherently fosters both digital competencies and science literacy, defined as the capacity to understand, evaluate, and apply scientific knowledge in real-world contexts. International assessments such as the Programme for International Student Assessment (PISA) demonstrate the importance of digital tools in enhancing scientific reasoning and conceptual understanding. However, the extent to which different ICT use contexts, within school, beyond school, and across time, mediate or regulate the impact of digital competencies on science literacy remains unclear. This study investigates (1) the direct effects of students’ digital competencies on science literacy, (2) the mediating roles of digital inquiry-based learning (ICTINQ) and subject-related ICT use (ICTSUBJ), and (3) the regulating roles of extracurricular ICT use (ICTECA), regulated school use (ICTREG), and temporal use patterns (ICTWKDY, ICTWKEND). By clarifying these relationships, the research addresses a critical gap in understanding how digital engagement supports scientific reasoning and problem-solving in modern education.
This study examines the associations between perceived teacher social support and students’ socio-affective attitudes toward mathematics and their fluctuations according to teacher gender, student gender, and type of support. Drawing on a multidimensional conception of socio-affective attitudes and on the Child and Adolescent Social Support Scale, data were collected from 544 lower secondary students in the French-speaking region of Switzerland. Separate regression models were estimated for girls and boys in classes taught by male versus female teachers. Results show that teacher support is not uniformly perceived. Its effects differ depending on the gendered configuration of the classroom and on the specific type of support (emotional, informational, instrumental, evaluative). In classrooms taught by male teacher, support explains a larger share of variance in girls’ attitudes, whereas boys appear particularly responsive to support in classrooms taught by female teacher. Some forms of support are associated with ambivalent or contrasting outcomes across genders. Overall, teacher social support should not be considered a neutral pedagogical resource; rather, it contributes to shaping students’ emotions, competence beliefs, engagement, and gender representations in mathematics within a socially structured context.
