The present study aims to investigate the views of science students regarding the use of simulations to enhance cognitive development, self-regulation, and self-confidence within their respective disciplines. 141 undergraduate students of the University of Crete, enrolled in the Certificate of Pedagogical and Teaching Competence program, participated. The study adopted a qualitative, interpretive research design employing thematic analysis. The data were collected through an anonymous open-ended questionnaire. The participants maintained that simulations strengthen numerous cognitive and executive functions that are highly important for the cognitive development of the growing individual. Observation, attention, critical thinking, and problem-solving were mentioned in almost all of their responses. They emphasized the value of hypothetico-deductive reasoning in learning (122/141), as well as organization (118/141), comparison (112/141), and decision-making (93/141). In addition, several references were made to “central coherence,” expressed through the terms “information gathering and processing” (92/141), and to the function of “inhibitory control–inhibition” (90/141), expressed through the terms “evaluation/self-monitoring.” At the same time, “creativity” appears in a considerable number of responses (87/141), while memory is mentioned less frequently. Participants, also, strongly associate the use of simulations with the enhancement of learners’ self-efficacy (120/141) and self-confidence (90/141)..Finally, the participants support the connection between “self-regulation” and science teaching through simulations in a large proportion of their responses. The term itself was used verbatim in a small share of the responses (40/141); however, it was additionally expressed descriptively in many others (90/141), resulting in a total of 130/141 references to the function of self-regulation.
Digital technologies are central sources of health information, yet meaningful engagement with online resources varies widely, even among individuals with regular Internet access. This study examined whether digital self-efficacy and stage of change for using the Internet to obtain health information predicted evaluation of a culturally tailored online health portal. A cross-sectional survey was completed by 206 adult African American women following structured exposure to a nutrition and physical activity website designed using both surface- and deep-structure cultural tailoring strategies. Measures assessed digital self-efficacy, stage of change for Internet-based health information use, attitudes toward website features, and overall portal evaluation. Bivariate analyses indicated that higher digital self-efficacy and more advanced stage of change were associated with more favorable portal evaluation. In multivariable regression models, stage of change and endorsement of valued website features emerged as significant independent predictors, whereas structural access indicators did not. Digital self-efficacy was associated with evaluation but did not retain independent significance after accounting for readiness. Regression diagnostics supported the stability of model estimates. Qualitative findings reinforced these results, with participants emphasizing clarity, usability, and culturally relevant representation as central to engagement. Integration of qualitative and quantitative findings demonstrated methodological triangulation, supporting the interpretation that engagement reflects both cognitive appraisal of design features and developmental readiness. These findings suggest that digital health engagement is a staged, psychologically mediated process rather than a direct consequence of access. Interventions that align with motivational readiness and incorporate culturally responsive design may enhance sustained engagement and advance digital health equity.
The present study explores the impact of smartphone use on course comprehension and psychological well-being in middle school students. Students in 6th, 7th, and 8th grade (N = 25) participated in a repeated measure design with two conditions – (1) no access to smartphones; (2) access to smartphones during the school day. Students filled out a survey about their course comprehension and psychological state (operationally defined as anxiety and mindfulness) twice during each condition. In addition, teachers were briefly interviewed on the experience students had with access to their smartphone. Results indicated significantly lower levels of mindfulness when students had access to their smartphones than without access. In addition, teachers revealed that students were detached, aloof, and exhibited bullying behaviors when they were able to use their smartphones in the class. These findings can aide educators and policymakers in making informed decisions about the highly controversial government bans on cell phone use in class.
Background: Creative and expressive writing has been increasingly used as a supportive approach for children’s emotional development, yet empirical research on its effects in non-clinical child populations remains limited, particularly in Eastern European contexts. Expressive writing is assumed to support emotional regulation through narrative integration and emotional clarification. Method: This exploratory pilot study examined pre–post changes associated with a ten-session online creative and expressive writing program. Participants were 27 typically developing children aged 9–12 years (M = 10.7), with a final analytical sample of 26 children. Parents completed the ASEBA–Child Behaviour Checklist (CBCL 6–18) before and after the intervention. Outcomes included Anxiety/Depression, Withdrawal/Depression, and Aggressive Behaviour. Analyses focused on descriptive pre–post change patterns. Results: Downward trends were observed across all assessed indicators. Decreases were most consistent for Anxiety/Depression (88.5% of participants) and Aggressive Behaviour (53.8%), while changes in Withdrawal/Depression were less pronounced (34.6%). A notable cross-sectional finding was a reduction in the CBCL item reflecting maladaptive perfectionism (“I must be perfect”). Conclusions: The findings suggest that creative and expressive writing may support emotional regulation in school-age children, particularly by reducing internalized distress and externalized behavioural tension. Effects related to social withdrawal appeared more limited, highlighting the relational complexity of this dimension. These preliminary results support further controlled and longitudinal research on expressive writing as a developmentally appropriate emotional regulation strategy.
With an increased number of English language learners (ELL) enrolled in PK-12 classrooms, increased attention is placed on this group of students. M Multiple factors could impact their learning such as the language barrier, learning difficulties, behavioral, developmental, or other delays. The current research conducted an interview study of experienced K-12 teachers who have taught ELL with special needs. Research findings include multiple challenges these students experienced in their everyday learning and social interaction, as well as suggested effective strategies from the field. The participating teachers also provided recommendations for pre-service teacher training programs to prepare future teachers who can work with ELL students with special needs. Although the participating teachers’ experiences and suggestions may not be able to generalize in different settings, it provides a window to understand ways to help these children navigate through the journey and conquer difficulties to reach their potential.
