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.
