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The aim of this article was to open a hatch to the consumer psychology research through the eyes of Facet Theory. The Facet Theory enables to delve into a concept or an issue under investigation and define it formally, systematically, and comprehensively, but still parsimoniously. In order to better explain its philosophical basis and the principles of this theory, we apply and demonstrate it on the domain of marketing of higher education to students. There are four distinct facets identified in this regard, namely, (A) Achieving Personal Goals, (B) Institution’s Marketing Orientation, (C) Secondary Decision Criteria, and (D) Level of Education. Based on those facets and their related respective elements, a suggested definitional directive for the marketing of higher education to students is construed.

Chinese higher education institutions have adopted a US-style tenure track system since the 1990s. This is an important reform aimed at modernizing China's higher education system. In response, authors have begun to carry out close examination of the career system and analyse its implications in a national context (Republic of China). This study aims to present the key research themes, identify research gaps and offer recommendations from the increasing pool of Chinese-language literature on the tenure track system. A scoping review of Chinese language papers was conducted using the China National Knowledge Infrastructure (including the China Academic Journals Full-text Database, China Core Newspapers Full-text Database, China Doctoral Dissertations Full-text Database, China Masters' Thesis Full-text Database, and China Yearbooks Fulltext Database) (CNKI) database. Four major research themes were identified in Chinese discourse: (1) examining the tenure track system, (2) providing suggestions for better adaptation of the tenure track system in the Chinese context, (3) analysing the negative effects of the tenure track system, and (4) analysing the positive effects of the tenure track system. Generally, authors were concerned with the adaptation and cultivation of the US-originated tenure track system in the Chinese context and emphasized the importance of acknowledging its perceived negative influences on early-career scholars who have not received adequate attention. Overall, the authors demonstrate increasing interest in the tenure track system in China, and the literature is of variable quality. Further empirical studies are needed to analyse, evaluate and guide future improvement of the career system in the Chinese context in practice. [ABSTRACT FROM AUTHOR]

During the last few decades, China implemented college enrollment expansion to accelerate the process of urbanization. However, most existing papers blaming that receiving higher education may delay people choosing to enter the age of first marriage, which in turn results in the age of the population. In this paper, we argued that the previous papers confused the total impact of higher education on the average age of the first marriage with the influence on individual's behavior change, and thus led to overestimating the delayed effect of higher education on the age choosing behavior of first marriage. The present paper re-estimated the impact of higher education on the average age of the first marriage in China with both extensive and intensive margins using the duration model and qualified the pure effect on the behavior patterns change after removing macroeconomic factors. The results show that: (1) changes in either the demographic structure or behavior patterns due to higher education explain 63.41% or 36.59%, respectively, of the average marriage age delay; (2) the macro factors would delay the age of first marriage; (3) after controlling for demographic structure and macro factors, 3 years or more of higher education would only delay the choosing behavior of entering the first marriage by 0.84 years. Thus, we concluded that higher education does not completely squeeze the time of marriage, and the expansion of college enrollment could improve social and economic benefits. [ABSTRACT FROM AUTHOR]

Translation theory is taught at a postgraduate level in Arab countries through the use of English as a medium of instruction (EMI). It is often studied as a theoretical course, which is a major part of any EMI postgraduate translation/interpreting program taught in Arab universities. The present paper examines whether or not Arab instructors use translation theory when they train students in practical courses to be translators/interpreters in EMI higher education in a selection of Arabic-speaking countries in the Middle East. It also investigates whether or not translation theory, if used by Arab instructors in the translation/interpreting training at a postgraduate level, is utilized through English only or through translanguaging. It adopts a mixed method, consisting of a questionnaire, which has been distributed to 60 Arab translation/interpreting instructors/trainers from the selected Arab countries alongside three semistructured interviews with three Arab professors who have been chosen from the 60 instructors for their long experience of translation/interpreting training. The paper argues that most of the participants use translation theory when training postgraduate students in practical courses to be translators/interpreters. This is because the use of theory offers students a solid ground for their problem-solving, decision-making and the ability to explain the logic behind their choice. The paper also shows that the participants do not completely adhere to English as a medium of instruction, rather they exercise translanguaging while using translation theory in practical courses. This is due to the specific translation/interpreting terminology contained in such theories, which may not be easily comprehended by students through the use of English on its own. Finally, the paper claims that the majority of the participants use multiple theories through translanguaging in their training. They argue that each theory has its own use and students should be exposed to as many theories as possible in EMI higher education in the selected Arab countries through translanguaging. This paper offers a baseline for using translation theory for the purpose of the translation/interpreting training through translanguaging in EMI higher education in the selected Arab countries, which may have implications for bilingual instruction of translation theory in other similar contexts. [ABSTRACT FROM AUTHOR]

With the deepening of the strategy of strengthening the country through education, the innovation and development of higher education, system reform and teaching innovation in the western region have become the focus of researchers' attention, and the optimization of educational power strategy has always been an important basis for the development of teaching work. On the basis of fuzzy models Takagi and Sugeno (T-S), this paper constructs an educational resource recommendation model based on T-S fuzzy neural network, verifies the feasibility of the model, further combines the educational resource recommendation model with university teaching, and analyzes the application effect. The current situation of educational resources investigation in M College is analyzed. It is found that the full-time teachers' overall academic qualifications are not high, the proportion of young full-time teachers with certain experience is small, and the professional advantages of the school are not obvious. After applying the educational resource recommendation model, the accuracy of educational resource recommendation is obviously improved, and the design is feasible. The educational management mode with positive psychological emotions has a good teaching effect, which can greatly improve teachers' dedication and concentration. Positive psychological emotions can reduce the possibility of intensification of contradictions and the possibility of behavioral opposition. Teaching resource recommendation mode can improve college students' interest in the application of teaching resources to a certain extent, and their application satisfaction is obviously improved. This paper not only provides technical support for the improvement of teaching management resource recommendation mode, but also contributes to the optimization of teaching power strategy. [ABSTRACT FROM AUTHOR]

In recent years, there has been a noticeable increase in attention towards promoting well-being within academic settings. In the specific context of academia, a critical issue is understanding whether the current practices for assessing and managing well-being can bridge the implementation gap and increase opportunities for creating healthy academic conditions. The paper explores the practices adopted for assessing and managing work-related stress (WRS) risks in Italian academia by referring to data from a group of Italian universities of the QoL@Work network (Quality of Life at Work in academia). The aim is to improve understanding of the factors that influence the realization of a WRS risk assessment-management pathway and how they may facilitate or hinder the transition from assessment to the implementation of interventions in the academic context. The results suggest that the assessmentmanagement pathway should prioritize the creation of organizational scaffolding to support participatory processes in order to prevent the data collected from failing to stimulate organizational change in working conditions. [ABSTRACT FROM AUTHOR]

This paper employs Bourdieu's theory of capital--focusing on family cultural, social, and economic capital--to research the early-stage mechanism through which access to higher education is formed. While all three types of capital play a significant role in acquiring higher education, most studies tend to focus on just one type of capital. In recent years, domestic scholars have also analyzed in detail the family factors affecting children's access to higher education (CAHE); however, they have not yet explained the mechanism by which these factors influence CAHE, and authentic tests are rare. Therefore, based on existing research, this paper uses the theoretical concept of family capital to reveal how contemporary Chinese families affect their CAHE. This paper analyzes the relationship between family capital, social stratification, and access to higher education opportunities using an econometric model based on baseline data from the China Family Panel Studies (CFPS) from 2010 to 2020, with 10,318 participants, including 4,419 females and 5,899 males. The results of a binary logistic regression analysis show that the possession of family cultural and economic capital has a direct positive influence on CAHE. Children from the elite stratum often benefit more from the accumulation of family cultural capital. Moreover, although it does not form a distinct stratum, the possession of family social capital also significantly influences children's access to higher education. Driven by China's political, economic, and social environment, some children from the blue-collar stratum have a comparative advantage in terms of access to higher education. The possession of family capital is an important factor in the stratification of CAHE, and cultural capital is the most influential type of capital. Parents with a low level of education should be encouraged to become engaged in schools and communities to take professional courses in assisted learning, emotional counseling, decision-making, and voluntary service. [ABSTRACT FROM AUTHOR]

Studies show that parental educational expectations (PEEs) serve as an intermediary variable between family background and children's educational attainment. This paper re-examines the relationship between PEEs and children's higher educational attainment using data from the China Family Panel Studies (CFPS) 2010–2018. To address potential endogenous problems in the previous papers, we use the average College Enrolment Opportunity Index (CEOI) when the children were 10–12 years old as an instrumental variable for PEEs. The results revealed that: (1) In addition to the indirect intermediary effects, the PEEs also had a direct impact on children's higher educational attainment independent of family background; (2) the magnitude of the effect was much larger (almost three times) than previous estimates after solving endogenous problems; (3) there was no significant gender difference in the effect of PEEs. In addition, we also found that PEEs had a greater impact on middle- and low-income families. Therefore, we argue that against the background of the "Double Reduction" policy, parents should change their conception of education and raise their expectations for their children and encourage them to strive for higher educational achievements. [ABSTRACT FROM AUTHOR]

Background: With the rapid development of higher education in China, the scale of colleges and universities is expanding, and the phenomenon of campus socialization is becoming more and more obvious. In particular, the campus and its surrounding environment are becoming more and more complex, which brings many hidden dangers in university life. Objective: In order to improve the effectiveness of safety education in colleges and universities and maintain the long-term effectiveness of college students' safety awareness, the paper proposes the construction and practice path of college safety education mechanism that integrates the psychological characteristics of students in the new era. Methods: Security issues facing universities at home, this track identifies the relationship between campus security incidents and security education and advocacy. Eight solutions to prevent and reduce incidents in schools. The paper proposes to give importance to the study of the security of college students, to create an awareness of security questions in the bank based on the recommendation algorithm, and to create to have online learning and testing for safety awareness. Results: The passing rate of 10 majors such as humanities, composition and theory of composition technology was 100%, accounting for 12% of the 83 enrolled majors, and the passing rate of 54 majors such as clinical medicine was over 90%. Conclusion: The safety online learning and testing system of college students' safety education is lively in form and highly accepted by students. The development of college students' safety education starts from the time of receiving the university admission notice, making full use of the "golden time," so as to effectively prevent and reduce the occurrence of campus safety accidents. [ABSTRACT FROM AUTHOR]

This study uses the bioecological model of human development to understand the academic career development of Chinese returnees with overseas Ph.D. degrees (CROPs). Focuses are placed on how CROPs engaged in this process through interactions with contexts, which lead to their differentiated and similar career development in Chinese higher education. Using a qualitative approach of semi-structured interviews with 31 CROPs, our findings reveal that CROPs' academic career development is co-shaped by personal characteristics and multi-layered environmental contexts. The study highlights the dysfunctionality of Chinese higher education system in the context of China's ambition to build First-class Universities and First-class Subjects (Double First-class), which constrains CROPs' academic career development. The paper offers important implications for potential CROPs, policy, and future research studies. [ABSTRACT FROM AUTHOR]

Research about the experiences of underrepresented groups in higher education (HE) demonstrates the persistence of challenges, despite policies and institutional strategies to promote inclusion. Diversity and inclusion policies have been part of the HE agenda for several decades, yet most policies and interventions focus on (a) a given, isolated identity experience (e.g., based solely on gender, social class, or ethnicity) rather than more intersectional approaches to identity; and (b) top-down interventions that do not include participants insights in their design. In this paper, we report a case study of a workshop with students at an elite university that drew on an intersectional approach to social identities (IASI), specifically, looking at gender and social class. We explore three key themes: (a) the importance of group processes, (b) the use of visual techniques, and (c) the institutional tensions and the (de)politicisation of social psychology research. Reflecting on this case study we argue that approaches to identity and inclusion in HE can benefit from intersectionality beyond the use of multi and overlapping identity and social group categories. We argue that research in this space is not neutral and needs to acknowledge researchers' position about (a) inclusion and diversity, (b) perceptions of participants in research, and (c) the motivation and aims of institutions where the research is conducted. Finally, we discuss the theoretical and practical implications of integrating an intersectional approach within social identity research in HE when focusing on underrepresented groups. [ABSTRACT FROM AUTHOR]

Distance learning programs in sustainability science provide a structured curriculum that covers various aspects of sustainability. Despite the growing recognition of distance learning in higher education, existing literature has primarily focused on specific and detailed factors, without a comprehensive summary of the global themes, especially neglecting in-depth exploration of poor engagement factors. This study bridged this gap by not only examining detailed factors but also synthesizing the overarching themes that influenced student engagement. The aim of this study was to investigate the factors that impact student engagement in distance learning within higher education institutions across different countries. By developing a theoretical framework, three key aspects of student engagement in higher education were identified. A total of 42 students and 2 educators affiliated with universities participated in semi-structured interviews. The findings of this paper indicated that sociocultural, infrastructure, and digital equity factors were the main influencing factors of student engagement. Furthermore, a student engagement assessment system was developed using machine learning algorithms to identify students with low levels of engagement and conduct further analysis that considers the three aforementioned factors. The proposed automated approach holds the potential to enhance and revolutionize digital learning methodologies. [ABSTRACT FROM AUTHOR]

Background: In the process of modernization, along with economic development, intensified social competition, and increasing mental health problems such as anxiety and depression, the issue of subjective well-being has received widespread attention. The level of subjective well-being of college students also affects whether society can achieve sustainable development. In philosophy, political science, economics, sociology and other disciplines, labor is regarded as an important factor affecting subjective well-being. Labor education is an educational activity carried out by Chinese universities in recent years. This further inspires the author to think, for the college students, will the labor education received on campus have an impact on the subjective well-being? What characteristics will its impact mechanism present? What are the characteristics of the influence on subjective well-being?. Methods: This research adopts a cross-sectional design, specifically employing a random sampling approach. In this study, the questionnaire was distributed to the college’s students of 14 universities in China through the Internet. A total of 2100 questionnaires were collected. Results: This paper mainly used questionnaires to collect data, and on this basis, examined the relationship between labor education participation, self-efficacy, healthy lifestyle and subjective well-being of college students. The results showed that: (1) Labor education participation positively affected college students’ subjective wellbeing. (2) Self-efficacy partially mediated the relationship between labor education participation and college students’ subjective well-being. (3) Healthy lifestyle partially mediated the relationship between labor education participation and college students’ subjective well-being. (4) Self-efficacy and healthy lifestyle played a chain mediating role between labor education participation and college students’ subjective well-being. [ABSTRACT FROM AUTHOR]

In the traditional teaching, the lack of emotional education for students leads to emotional indifference between teachers and students and low teaching quality. In this paper, from the perspective of emotional education. In college physical education teaching, information sharing through the Internet is compared with traditional education in terms of timeliness of communication, integrity of emotional education, teacher-student relationship, and teaching quality. The results show that the timeliness of communication has increased by 9.3%, the integrity of education has increased by 30%, and the relationship between teachers and students has also been significantly improved. In terms of teaching quality, students are more satisfied, and the teaching quality has also been improved. It also shows that emotional education in the Internet sharing information environment can better help students improve their learning, improve their learning efficiency, and learn better in happiness. Emotional education in a shared information environment can better enrich teaching content and enhance students' enthusiasm, which is of great significance. [ABSTRACT FROM AUTHOR]

The interest in program- and colleges of education- level evaluation and alignment of student learning outcomes to course content has been increasing over the past several decades. Curriculum mapping establishes the links between content and expected student learning outcomes. Curriculum map is an overview of what is taking place in the classroom; and it includes evaluation tools and activities. Social Studies Department, Federal Capital Territory (FCT) College of Education Zuba, Abuja, recently completed an accreditation exercise by National Commission for Colleges of Education Abuja, Nigeria. The audit reported that there was no match between the student learning outcomes and Social Studies curricula. The purpose of this paper was to align the Nigeria Certificate in Education (NCE) (Social Studies) minimum standards with student learning outcomes to determine gaps and redundancies. The paper also looked at how virtual education enhances curriculum mapping during COVID-19 pandemic. Minimum standards learning outcomes were modified from existing learning outcomes to better align with college learning outcomes and the Social Studies Core and Elective Competencies. All NCE Social Studies courses were mapped to the Social Studies Core and Elective Competencies and assessed to determine the gaps and redundancies. The study used the documentary research method. The purposeful sampling strategy was used to select the research site. Potential gaps were defined as coverage for each competency in about ≤20% of the courses and potential redundancies was considered as coverage of ≥80% of the courses. The mapping exercise revealed gaps; and no redundancies in course content. The findings of the mapping exercises should be used to improve the content provided to NCE Social Studies students at FCT College of Education Zuba, with the overall objective of enhancing the quality of the education provided to those students and helping them to be better students that are prepared for a successful career in Social Studies. [ABSTRACT FROM AUTHOR]

Studying at university involves demanding academic and clinical training requirements for students from Psychology and other health-allied fields, potentially having severe physical and mental health implications. Existing training programs for addressing burnout have focused thus far on specific areas (e.g., stress management, physical exercise, mindfulness meditation, etc.) with promising outcomes. However, no comprehensive programs have been developed to train students and staff in the early identification of burnout signs and characteristics as well as in self-assessing personal needs and habits (i.e., primary prevention), or in identifying community resources and evidence-based strategies to overcome burnout (i.e., secondary prevention). This paper describes the content development, refinement, and piloting process of the BENDiTEU program as part of a European collaborative to address academic burnout for health-allied students. Piloting results showed that participants viewed the program positively and provided helpful suggestions for content improvement and training delivery. Future research directions should target experimental investigations of the program's effectiveness and the longitudinal interaction of burnout with other variables (e.g., resilience). [ABSTRACT FROM AUTHOR]

This paper aims to examine students' conceptions of Geography and History as school disciplines at different educational stages. The sample, composed by a total of 73 participants from Primary School (n =26), Secondary School (n =29) and Higher Education (n =18), completed a lexical availability test in Spanish and English or in Spanish and French. The results show that lexical availability increases as the educational stage increases, although the differences are not significant between all of them. The available lexical items on Geography and History, most of which are not shared between the different stages, are very generalist, showing a rigid and formal view of the disciplines. After the analysis carried out, we consider that lexical availability may constitute a valid tool for accessing students' conceptions. [ABSTRACT FROM AUTHOR]

All academic institution contributes to the corpus of knowledge in some way. To keep expanding, the resulting information and data must be collected in a single area and shared throughout society. Knowledge developed in academic institutions is not adequately preserved or gathered, according to research. It has also been observed that the majority of the content or knowledge developed in academic institutes is unknown to the general public and is categorized as a literature review, which may be useful if proper coding is kept in the organization. The purposeful integration of humans, processes, and technology dedicated to developing, capturing, and executing an organization's creative infrastructure is known as a Knowledge Management (KM) method. Knowledge Management supports educational institutes in refining their capability to acquire and share information and knowledge, applying it to problem resolution and promoting research and continuous development. This paper advocates a holistic strategy for finding, analyzing, recording, retrieving, and distributing the whole of an administration's data properties. Databases, records, procedures, regulations and hitherto un-captured knowledge and talent in ordinary employees are samples of these properties. Higher education institutions can use KM as a tried and true approach to dealing with their problems. KM aids in the motivation of research as well as the promotion of partnerships and innovations in the future. [ABSTRACT FROM AUTHOR]

China has carried out a series of higher education reforms in the past decades. One of the most important parts of the reforms is the internationalization progress of Chinese universities. Despite being a developing country, China offers globally competitive scholarships to international students. However, surprisingly, little research has touched on how international students view China's high scholarship policies, leaving an important and intriguing question underexplored. Therefore, this paper attempts to fill the literature gap by investigating international students' brand perceptions of Chinese universities that provide high scholarships. Moreover, we reveal the process of their judgments through identifying the mediating role of perceived quality. A set of two experimental studies provide convergent support for these propositions. Theoretically, the findings of this paper contribute to the literature on higher education reforms, scholarship policies, and branding. In terms of practice, the research results offer implications to policy makers, education professionals, and students. [ABSTRACT FROM AUTHOR]

Introduction: This paper provides a glimpse into gender issues in a universitybased medical science laboratory setting in northern Taiwan. In this study, gender issues with respect to perceptions regarding gender, the degree of gender neutrality in the work environment, and the influence of gender on researchers’ academic careers were analyzed. Methods: From July to August 2021, semistructured interviews to understand the perspectives of five faculty members at Chang Gung University School of Medicine regarding gender issues were conducted. The data were transcribed verbatim and analyzed thematically. Subsequently, coding was performed using ATLAS.ti Web (Version 4.0.10). Results and discussion: It was found that gender is not perceived to correlate with performance in the medical sciences. Although the medical science laboratories in the study institution are mostly gender-neutral, instances of discrimination might have been concealed elsewhere because of underreporting. Nevertheless, medical science research culture in Chang Gung University appears to promote respect and equality owing to increased general awareness regarding such issues as well as robust policies that protect women’s rights and promote gender equality. Marriage, motherhood, and family obligations remain key challenges to the academic career of female scientists in the institution. To achieve more equitable representation of male and female scientists as well as to prevent female scientists from leaving medical science laboratories in Taiwan, institutional and national policies that provide tailored support for female scientists intending to start families must continue to be implemented. [ABSTRACT FROM AUTHOR]

Preparing music students to design and carry out community-based initiatives can be an effective way to enhance their employability and their wellbeing. With a large body of evidence now pointing to the benefits of musical engagement for older adults, both for individuals and for society as a whole, there is considerable opportunity and value in training aspiring professional musicians to work with and on behalf of those in their third and fourth age. This article describes a seminar designed by a Swiss conservatoire in collaboration with local nursing homes involving residents and music university students in a 10-week group music making program. On the basis of the positive results to emerge in terms of health, wellbeing and career preparation, we aim to provide information relevant for colleagues to replicate this seminar in other higher music education institutions. Moreover, this paper aims to shed light on the complexity of designing music students’ training so that they acquire the competences needed to deliver meaningful, community-based initiatives alongside their other professional training commitments, and to provide directions for future research. The development and implementation of these points could foster the increase and sustainability of innovative programs beneficial for older adults, musicians and local communities. [ABSTRACT FROM AUTHOR]

High vocation education is an important foundation for China to cultivate high teaching quality and technical and skilled talents. In the new era, the acceleration of the development of modern vocational education is put in a more prominent position. It is proposed that we should adhere to moral education, closely combine this with the needs of technological change and industrial upgrading, constantly improve the quality of high vocational education teaching, and cultivate more technical and skilled talents with both political integrity and ability for modernization construction. Under the background of social informatization, using artificial intelligent technology to solve these problems can play an important role for improving the teaching quality of high vocational education. This paper proposed a data mining approach in promoting student satisfaction with the teaching quality of high vocational education. We design a questionnaire for Students' satisfaction with the teaching quality of basic entrepreneurship curriculum. We take the survey data of vocation education as an example and use mining technology analysis software to understand the current status of the teaching quality of basic entrepreneurship curriculum. The results determine the main factors affecting Students' satisfaction with teaching quality. The results of this paper can be used in student management, education strategy, student education satisfaction, and teaching quality in high vocation college education, and to improve the teaching quality of fundamentals of entrepreneurship curriculum in high vocation education. [ABSTRACT FROM AUTHOR]

The new paradigms that are emerging because of technological and social advances derived from the massive use of information and communication technologies (ICTs) are generating a transformative process that is modifying all economic sectors, and education is no exception. Higher Education Institutions (HEIs) are carrying out such transformation, reacting to the need of adaptation to this new reality, experiencing a complete cultural change that is challenging the attitudes, actions and values shared by the members and stakeholders of these organizations. In order to analyze the scientific literature about this topic, a bibliometric analysis has been carried out covering the period 1900-2021, considering a sample of 469 articles included in the Web of Science (WoS) database. The results show the multidisciplinary nature of the topic, including articles published in different areas, as well as its close link with aspects such as innovation, governance and agile methodologies. Finally, this study highlights the main lines of research that could attract more attention in the immediate future. [ABSTRACT FROM AUTHOR]

University phase is a major turning point in youth's life and this is a time of profound mental and cognitive development of students. Without proper direction and guidance, it is common for students to develop deviant behaviors, non-law abidance and unhealthy beliefs. In this regard, an integral part of the educational process is the imparting of moral values and law-abiding behaviors in students. The objective of this study was to explore the role of higher education system in fostering law-abiding behavior among Chinese students, as well as the issues it causes for society. For this purpose, the principles of law-abiding behavior were studied and key psychological factors used in the system were identified. The suggestions of the bibliometric research are designed to improve and expand the method for preventing student misbehavior in educational institutions, hence enhancing the efficacy of preventative work with students. They may serve as the basis for the creation and enhancement of programs and strategies aimed at teaching lawful behavior among students. More than 3,785 articles were published related law-abiding behavior from 2000 to the end of July 2022 years were examined in this research using the Scopus database and the original sample was narrowed down to include only articles, book chapter and conference papers that contributed to law-abiding behavior and higher education literature. The VOS viewer software was used to execute the descriptive statistics and scientific mapping approaches using co-citation analysis. In the descriptive analysis, we analyzed publishing patterns over time, the geographical localization of the contributing institutions, journals, the most prolific authors. The findings of the present study may also provide the foundation for a planned educational initiative whose ultimate aim is to produce a fully realized, harmonious, self-reliant, mature, and law-abiding person. The study has provided supporting evidence for how youngsters legal sensibilities are shaped in universities have been implemented. Two distinct but interdependent educational spheres, the normative legal sphere and the space for the creation and development of students' personalities must work together to raise and educate youngsters. [ABSTRACT FROM AUTHOR]

The impact of digital devices and the Internet has generated various changes at social, political, and economic levels, the repercussion of which is a great challenge characterized by the changing and globalized nature of today's society. This demands the development of new skills and new learning models in relation to information and communication technologies. Universities must respond to these social demands in the training of their future professionals. This paper aims to analyze the empirical evidence provided by international studies in the last eleven years, related to the digital literacy of university students, including those pursuing degrees related to the field of education. Our findings highlight the fact that the digital literacy that is offered in universities to graduate/postgraduate students, in addition to treating digital literacy as a central theme, also focuses on perceived and developed self-efficacy. This is done by strengthening competencies related to digital writing and reading, the use of databases, the digital design of content and materials, and the skills to edit, publish or share them on the web, or applications aimed at treating digital literacy as emerging pedagogies and educational innovation. Secondly, we found studies related to digital competencies and use of the Internet, social networks, web 2.0, or the treatment of digital risks and their relationship with digital literacy. Thirdly, we found works that, in addition to focusing on digital literacy, also focused on different psychological constructs such as motivation, commitment, attitudes, or satisfaction. [ABSTRACT FROM AUTHOR]

In response to the COVID-19 outbreak in many parts of the world, online education has become a more viable option. Some studies have assessed undergraduate students’ readiness for online learning, while others examined students’ anxiety about online learning at home. The relationship between readiness and anxiety about online learning is, however, not well explored. This paper has two purposes: (1) to develop a new and valid instrument—the Home-based Online Learning Readiness Questionnaire (HOLRQ)—to measure students’ readiness to study online at home based on a theoretical framework of self-regulated learning. As a replacement for the previous readiness scale, this new instrument adds a section on learning strategies and updates and develops new items. (2) to investigate the relationship between readiness and anxiety in online learning. In order to explore those issues, 527 undergraduate students in China were surveyed in this study. The results indicated that HOLRQ was validated in the following six domains: motivation, self-efficacy, information technology skills, resource management, learning strategies and help-seeking. Chinese undergraduate students were more prepared in resource management, motivation, and help seeking, but less prepared in learning strategies, information technology skills, and self-efficacy. However, the regression analysis showed that readiness did not predict online learning anxiety. It means even highly prepared self-regulated learners may experience anxiety when learning online from home. The findings provide insights for instructors and administrators to determine how students really feel about learning from home with online education. [ABSTRACT FROM AUTHOR]

The purpose of this study is to quantitatively analyze 34 independent papers collated from both domestic and international literature on the correlation between university entrepreneurial activities and college students’ entrepreneurial abilities by means of meta-regression analysis and to examine in detail the significant factors affecting the entrepreneurial competencies of university students. The study revealed a significant positive relationship between entrepreneurial activities in universities and university students’ entrepreneurial ability, and further explored the extent to which each of the three types of entrepreneurial activities had an impact on college students’ entrepreneurial abilities. Then, the effects of different moderating variables on the relationship are further analyzed. The results show that the type of university, economic development, gender ratio, age structure, and time to publication all significantly moderate the degree of correlation between university entrepreneurial activities and college students’ entrepreneurial abilities. [ABSTRACT FROM AUTHOR]

One of the objectives of the United Nations and the European Commission is to encourage the implementation of education plans and strategies to develop entrepreneurial competence. This refers to the ability to identify needs or discover opportunities and to act on them in order to create value for society. This paper aims to demonstrate the impact of the project-oriented learning (POL) methodology on the development of certain generic or transversal competences associated with entrepreneurship among first-year university students in Madrid. The competences associated with entrepreneurship analyzed in this work are: selfawareness, self-reliance, achievement orientation, proactivity, cooperative teamwork, team management, planning and organization by objectives and communication. The study used a single-group pre-test/post-test, quasi-experimental methodology with a sample of over 300 students of the Francisco de Vitoria University (UFV). The results show a significant increase in self-perceived development of transversal competences associated with entrepreneurship. These findings confirm the main hypothesis that POL is an ideal methodology for the development of transversal competences associated with entrepreneurship. [ABSTRACT FROM AUTHOR]

The coronavirus disease 2019 pandemic has severely affected workers, workplaces, and working practices. In the higher education setting, universities have shifted to distance learning, resulting in profound changes in academics’ work. In this study, we aimed to describe academics’ job demands and resources related to changes in working conditions during the pandemic, and to examine how these changes have affected the perceived occupational wellbeing of academics. Additionally, we aimed to investigate academics’ expectations and concerns for future academic working practices following the pandemic. The data were collected through semi-structured interviews with 26 academics working at various universities in Sweden. A content analysis was used to identify the key themes from the transcribed interviews. The results indicated that academics experienced a lack of face-to-face communication, absence of an academic environment, work overload, and work-home interference as demanding during the pandemic. In relation to resources, online communication options, appropriate working conditions, organizational-social support, and individual factors were perceived as important. Most respondents perceived negative occupational wellbeing outcomes. However, academics who had the appropriate resources were less likely to be affected by job demands. Academics’ expectations for future academic work included continuation of working online, flexibility in the choice of workspace, and strengthened digital capacity. Their concerns were related to a lack of face-to-face interaction, management actions and economic implications, and pure digital education. This paper contributes to the literature by illustrating the complexity and diversity of experiences and preferences among academics that are important for universities to consider when organizing and managing future academic work. [ABSTRACT FROM AUTHOR]

First-generation college students and those from ethnic groups such as African Americans, Latinx, Native Americans, or Indigenous Peoples in the United States are less likely to pursue STEM-related professions. How might we develop conceptual and methodological approaches to understand instructional differences between various undergraduate STEM programs that contribute to racial and social class disparities in psychological indicators of academic success such as learning orientations and engagement? Within social psychology, research has focused mainly on student-level mechanisms surrounding threat, motivation, and identity. A largely parallel literature in sociology, meanwhile, has taken a more institutional and critical approach to inequalities in STEM education, pointing to the macro level historical, cultural, and structural roots of those inequalities. In this paper, we bridge these two perspectives by focusing on critical faculty and peer instructor development as targets for inclusive STEM education. These practices, especially when deployed together, have the potential to disrupt the unseen but powerful historical forces that perpetuate STEM inequalities, while also positively affecting student-level proximate factors, especially for historically marginalized students. [ABSTRACT FROM AUTHOR]

Most research on corruption in educational settings has focused on a cross-national and macro-level analysis; however, to our knowledge, few papers have sought to explore individual perceptions that explain corruption in higher education. The present research aimed to disentangle students' predictors of corrupt intention in a Spanish public university. A total of 933 undergraduate, postgraduate, and Ph.D. students filled out an online survey measuring four corruption scenarios: favoritism, bribery, fraud, and embezzlement. Path analysis (PA) revealed that justifiability, risk perception, and perceived prevalence of corruption were significant factors in predicting corrupt intention. Moreover, willingness to report a corrupt act was predicted by corrupt intention, justifiability, and risk perception. Corrupt behavior is a complex phenomenon explained not only by peers' behavior, but also by their individual justifications and perception of risk. Education is not free of corruption, and universities must address this urgent problem in order to avoid future economic, societal, and ethical problems. [ABSTRACT FROM AUTHOR]

In the process of communication between people, everyone will have emotions, and different emotions will have different effects on communication. With the help of external performance information accompanied by emotional expression, such as emotional speech signals or facial expressions, people can easily communicate with each other and understand each other. Emotion recognition is an important network of affective computers and research centers for signal processing, pattern detection, artificial intelligence, and human-computer interaction. Emotions convey important information in human communication and communication. Since the end of the last century, people have started the research on emotion recognition, especially how to correctly judge the emotion type has invested a lot of time and energy. In this paper, multi-modal emotion recognition is introduced to recognize facial expressions and speech, and conduct research on adaptive higher education management. Language and expression are the most direct ways for people to express their emotions. After obtaining the framework of the dual-modal emotion recognition system, the BOW model is used to identify the characteristic movement of local areas or key points. The recognition rates of emotion recognition for 1,000 audios of anger, disgust, fear, happiness, sadness and surprise are: 97.3, 83.75, 64.87, 89.87, 84.12, and 86.68%, respectively. [ABSTRACT FROM AUTHOR]

In recent years, digital tools, such as WhatsApp, have been increasingly deployed to support group interaction and collaboration in higher education contexts. To understand contemporary, digitally-mediated collaborative dynamics – including the role played by tutors and the situated nature of group development – robust and innovative methodologies are needed. In this paper, we illustrate how integrating qualitative methods with quantitative tools used in qualitative ways makes it possible to trace how tutors adapt their style to support group development, which in turn triggers student development in a circular and responsive process. To make visible this contemporary phenomenon, we combine thematic content analysis – a qualitative tool – with a quantitative method: Social Network Analysis. Drawing on data generated by two WhatsApp learning groups (six students and four academic tutors) in research exploring the collaborative construction of boundary objects in a master's level "E-learning Psychology" course, we suggest that our methodological approach has the potential to support interrogation of complex and dynamic digitally-mediated group interactions. Our results show the situational nature of an effective tutorship style through its complex adaptation to learners' maturity, digital tools, and learning goals. [ABSTRACT FROM AUTHOR]

This paper provides a broad bibliometric overview of the important conceptual advances that have been published during COVID-19 within "e-learning in higher education." E-learning as a concept has been widely used in the academic and professional communities and has been approved as an educational approach during COVID-19. This article starts with a literature review of e-learning. Diverse subjects have appeared on the topic of e-learning, which is indicative of the dynamic and multidisciplinary nature of the field. These include analyses of the most influential authors, of models and networks for bibliometric analysis, and progress towards the current research within the most critical areas. A bibliometric review analyzes data of 602 studies published (2020–2021) in the Web of Science (WoS) database to fully understand this field. The data were examined using VOSviewer, CiteSpace, and KnowledgeMatrix Plus to extract networks and bibliometric indicators about keywords, authors, organizations, and countries. The study concluded with several results within higher education. Many converging words or sub-fields of e-learning in higher education included distance learning, distance learning, interactive learning, online learning, virtual learning, computer-based learning, digital learning, and blended learning (hybrid learning). This research is mainly focused on pedagogical techniques, particularly e-learning and collaborative learning, but these are not the only trends developing in this area. The sub-fields of artificial intelligence, machine learning, and deep learning constitute new research directions for e-learning in light of COVID-19 and are suggestive of new approaches for further analysis. [ABSTRACT FROM AUTHOR]

From co-authored publications to sponsored projects involving multiple partner institutions, collaborative practice is an expected part of work in the academy. As evaluators of a National Science Foundation (NSF) Alliances for Graduate Education and the Professoriate (AGEP) grant awarded to four university partners in a large southern state, the authors recognized the increasing value of collaborative practice in the design, implementation, evaluation, and dissemination of findings in the partnership over time. When planning a program among partnering institutions, stakeholders may underestimate the need for, and value of, collaborative practice in facilitating partnership functioning. This method paper outlines an evaluative model to increase the use of collaborative practice in funded academic partnership programs. The model highlights collaborative practice across multiple stakeholder groups in the academic ecology: Sponsors of funded programs (S), Program partners and participants (P), Assessment and evaluation professionals (A), academic researchers (R), and the national and global Community (C). The SPARC model emphasizes evidence-based benefits of collaborative practice across multiple outcome domains. Tools and frameworks for evaluating collaborative practice take a view of optimizing partnership operational performance in achieving stated goals. Collaborative practice can also be an integral element of program activities that support the academic success and scholarly productivity, psychosocial adjustment, and physical and psychological well-being of stakeholders participating in the program. Given the goal of our alliance to promote diversification of the professoriate, the model highlights the use of collaborative practice in supporting stakeholders from groups historically underrepresented in STEM fields across these outcome domains. Using data from a mixed-methods program evaluation of our AGEP alliance over 4 years, the authors provide concrete examples of collaborative practice and their measurement. Results discuss important themes regarding collaborative practice that emerged in each stakeholder group. Authors operationalize the SPARC model with a checklist to assist program stakeholders in designing for and assessing collaborative practice in support of project goals in funded academic partnership projects, emphasizing the contributions of collaborative practice in promoting diversification of the professoriate. [ABSTRACT FROM AUTHOR]

Mental models influence how individuals think and act in relation to their external environment and have been identified as leverage points to address sustainability challenges. Given the importance of mental models, a new tool to assess mental models has been developed: the Mental Model Mapping Tool (M-Tool). M-Tool was designed to have a standardized format and to be user-friendly for low literacy populations, using pictograms and audio instructions. In this paper, we evaluate M-Tool's application in two studies with Tanzanian fishers. In Study 1, we investigated M-tool's convergent validity compared to standard interviewing methods (n = 30). Study 2 investigated M-Tool's construct validity by relating mental model complexity to participants' education level (n = 185), a relationship that has been well established. The findings show that (1) mental models produced with M-Tool are more complex than mental models obtained through interviewing techniques; (2) model composition is similar across the two methods; and (3) participants with higher levels of education tend to produce more complex mental models with M-Tool than participants with lower levels of education, in line with previous research. These findings suggest that M-Tool can successfully capture mental models among diverse participants. This tool offers researchers and practitioners an instrument to map and compare perceptions of (conservation) challenges across groups. [ABSTRACT FROM AUTHOR]

Introduction: Research has suggested that how learners act in CSCL environments is considerably influenced by their internal collaboration scripts. These scripts are knowledge structures that reside in an individual's memory and consist of play, scene, scriptlet, and role components. In its "internal script configuration principle," the Script Theory of Guidance suggests that as learners work in a CSCL environment, these components are dynamically (re-) configured, and that this (re-)configuration is influenced by the goals of the individual learner. However, this principle has not yet been tested empirically. Methods: In this study, upon entering a CSCL environment, we therefore experimentally manipulated the goals that students pursued while learning. In one condition, we induced learning goals while in the other condition, no goals were induced. A total of 233 pre-service teachers collaborated in dyads on the task to analyze an authentic, problematic classroom situation by aid of educational evidence. We measured their internal scripts both at pre-test (i.e., before collaboration and before goal induction) and post-test (i.e., after collaboration and goal induction), focusing on the scriptlet level. Results: Results show that goal induction had no effects on the kinds of scriptlets participants selected during collaboration. However, results from Epistemic Network Analysis show that learning goal induction led to significantly different combinations of scriptlets (especially to more relations between scriptlets that are indicative of pursuing learning goals) than no goal induction. Furthermore, participants from the learning goal induction acquired significantly more knowledge about educational theories and evidence than students from the control condition. Conclusion: This study is among the first to provide direct evidence for the internal script configuration principle and demonstrates the effectiveness of inducing learning goals as a scaffold to support students' knowledge acquisition processes in CSCL. [ABSTRACT FROM AUTHOR]

In the future of higher education, student learning will become more virtual and group-oriented, and this new reality of academic learning comes with challenges. Positive social interactions in virtual synchronous student learning groups are not self-evident but need extra support. To successfully support positive social interactions, the underlying group processes, such as collaborative group engagement, need to be understood in detail, and the important question arises: How can collaborative group engagement be assessed in virtual group learning settings? A promising methodological approach is the observation of students' non-verbal behavior, for example, in videoconferences. In an exploratory field study, we observed the non-verbal behavior of psychology students in small virtual synchronous learning groups solving a complex problem via videoconferencing. The groups were videorecorded to analyze possible relations between their non-verbal behaviors and to rate the quality of collaborative group engagement (QCGE). A rating scheme consisting of four QCGE dimensions (Behavioral, Social, Cognitive, and Conceptual-to-consequential QCGE) was applied, and non-verbal behaviors during the task were coded based on related research literature. We quantitatively and qualitatively analyzed non-verbal behaviors as indicators of QCGE. The results show that groups use a wide range of nonverbal behaviors. Furthermore, certain non-verbal behaviors are significantly related to specific dimensions of QCGE. These results help to identify relevant indicators of QCGE in virtual synchronous learning settings and thus promote the development of advanced methods for assessing QCGE. Furthermore, the indicators can be discussed as possible anchors for supporting collaborative learning in virtual synchronous groups. [ABSTRACT FROM AUTHOR]

The aim of this article was to open a hatch to the consumer psychology research through the eyes of Facet Theory. The Facet Theory enables to delve into a concept or an issue under investigation and define it formally, systematically, and comprehensively, but still parsimoniously. In order to better explain its philosophical basis and the principles of this theory, we apply and demonstrate it on the domain of marketing of higher education to students. There are four distinct facets identified in this regard, namely, (A) Achieving Personal Goals, (B) Institution's Marketing Orientation, (C) Secondary Decision Criteria, and (D) Level of Education. Based on those facets and their related respective elements, a suggested definitional directive for the marketing of higher education to students is construed. [ABSTRACT FROM AUTHOR]

The interest in student mental health and wellbeing has increased in recent years. Additionally, there is a rising volume of students seeking support. Numerous online resources have been developed to meet this need, including anonymous web-based therapy. To date, there has been little focus upon how students may utilise such a service, and this study examines routine evaluation data (solicited from a Goal-based Outcome Measure) from a United Kingdom based service provider. Over the course of one academic year (2018-2019), 211 students articulated therapeutic goals within Kooth Student, a web-based therapy and support service for individuals in higher education. These goals were examined for key trends. The students identified a total of 625 goals to work on in therapy, with individuals setting an average of three goals each. The most common goals focused upon obtaining additional support within the service and exploring their emotions. The results suggested that female students were more likely to move towards achieving their goals, with goals that did move shifting an average of 7.74 on a 10-point scale. Practical goals that focused upon getting more help, both inside and outside the service, were most likely to be achieved. In contrast, self-help/self-care goals were less likely to be achieved. These results provide a helpful insight into how students made use of therapy and highlight the importance of the interaction that web-based services have with other provision (web-based and in-person). They also demonstrate the challenge of capturing meaningful outcome data in anonymous services. [ABSTRACT FROM AUTHOR]

Service learning (S-L) is an innovative methodology, which is extensively known worldwide. The implementation of this methodology involves classroom learning and real practice. It is based on a cooperative methodology, integrating community service and learning in a connected way. Its main strength lies in its great potential as a transformative social movement to reduce inequality. The main aim of this study was to understand and describe the field of S-L and inequality in higher education through a bibliometric analysis. A descriptive, retrospective, and cross-sectional methodology is used to describe the information obtained from the 20 references on the topic registered in the Scopus and Web of Science (WoS) databases using a mixed methodology. The quantitative and qualitative results show that most of the publications are concentrated in 2016, with the United States being the country with the largest amount of scientific production on this subject. It is also worth noting that most of the authors reported this approach as a powerful tool to develop consciousness, commitment, and responsibility toward inequality and social problems. [ABSTRACT FROM AUTHOR]

Introduction: The outbreak of the COVID-19 pandemic has disrupted people's routine, bringing uncertainty and stress, leading to mental health issues. This situation is particularly acute among Chinese prospective graduates in higher education stage as they cannot predict the outcomes of their studies, graduation, and career development, and therefore experience career-related stress. Methods: This study included 4041 prospective graduates in higher education stage (using handy sampling) recruited in March 2020 as participants (MAge = 22.56, SD = 1.865), utilizing a Sparse Gaussian Graphical Model for regularized partial correlation network analysis of depression symptoms (by PHQ-9), anxiety symptoms (by GAD-7), and career-related stress, which aims to explore the role of career-related stress in the symptom networks of depression and anxiety among prospective graduates in their final semester. Results: The results revealed that fatigue, sad mood, and psychomotor symptoms in depression, as well as uncontrollable worry and trouble relaxing in anxiety, were central symptoms in the network. Additionally, sad mood and guilt belonging to depressive symptoms, and feeling afraid, restlessness, and irritability belonging to anxiety symptoms, served as bridge symptoms connecting symptom communities. Specifically, guilt as a depressive symptom showed a strong association with employment stress in career-related stress. There were no significant differences in network structure and global strength based on participants' gender. However, despite no significant differences in network structure, the global strength of prospective graduates fromWuhan was significantly lower than samples from non-Hubei provinces, possibly indicative of a Typhoon Eye Effect. Discussion: The findings of this study can inspire psychological professionals in higher education institutions to provide support for mental interventions and therapies for prospective graduates, and addressing career development issues. [ABSTRACT FROM AUTHOR]

China has carried out a series of higher education reforms in the past decades. One of the most important parts of the reforms is the internationalization progress of Chinese universities. Despite being a developing country, China offers globally competitive scholarships to international students. However, surprisingly, little research has touched on how international students view China’s high scholarship policies, leaving an important and intriguing question underexplored. Therefore, this paper attempts to fill the literature gap by investigating international students’ brand perceptions of Chinese universities that provide high scholarships. Moreover, we reveal the process of their judgments through identifying the mediating role of perceived quality. A set of two experimental studies provide convergent support for these propositions. Theoretically, the findings of this paper contribute to the literature on higher education reforms, scholarship policies, and branding. In terms of practice, the research results offer implications to policy makers, education professionals, and students.

Introduction: In recent years, research in educational contexts has pointed to the role of grit as a variable related to various positive outcomes, including life satisfaction. Academic adaptation seems vital for the success of academic life in college students. Considering university as an important life context for people pursuing higher education, what is the mediating effect of academic adaptation? This study proposed a mediation model to examine the mediating effect of academic adaptation in the relationship grit and life satisfaction. Methods: A sample of 413 undergraduate Brazilian students, age ranging from 18 to 71  years (M  =  27.30; SD  =  10.20). A correlation analysis was performed between the variables and the following mediation model was tested: Grit (independent variable), academic adaptation (mediating variables) and life satisfaction (dependent variables). Results: Mediation analysis indicated that academic adaptation mediated around 46.80% for the factor of consistency of interests and 40.90% of the relationship with perseverance of effort. Thus, the greater the grit of the university student, the greater the grit, which leads to better satisfaction with life. Discussion: In recent years, research in educational contexts has pointed to the role of grit as a variable related to various positive outcomes. The findings elucidated that grit in academic context could benefit students’ adaptation process, and the university’s responsibility to improve its students’ softskills, not only for the future stage after university, but also during the student’s schooling. [ABSTRACT FROM AUTHOR]

The neurodiversity paradigm challenges pathologising accounts of neurodevelopmental differences, including autism, attention deficit disorder (ADHD), dyslexia, developmental language disorder (DLD) and others. From a neurodiversity perspective, these differences in the way people perceive, learn about and interact with the world are conceptualised as naturally occurring cognitive variation, akin to biodiversity in the natural environment, which may bring unique strengths and challenges for individuals. An implication of this approach is that interventions designed to create contexts in which neurodivergent people can thrive are needed, in addition to those that seek to ameliorate individual-level difficulties. In this conceptual review, we consider how higher education can offer a context in which cognitive diversity can be noticed, welcomed and accepted with warmth. In universities, neurodiversity is one dimension of difference within an increasingly diverse student population, which overlaps - but is not synonymous - with disability. We argue that improving experience and outcomes for neurodivergent students should be a priority for universities aiming to produce graduates equipped to tackle the complex problems of contemporary society. Drawing on the foundational principles of compassion-focused psychological therapies, we consider how compassion can be enacted within interpersonal interaction, curriculum design, and leadership culture in universities. We apply the insights of double empathy theory to the problem of overcoming barriers of difference in the classroom. Finally, we make recommendations for Universal Design for Learning (UDL) and strengths-based pedagogical approaches, which create a fit-for-purpose educational environment for the widest possible range of learners. This realignment with the neurodiversity paradigm offers an antidote to bolt-on provisions for students who differ from the neuro-normative, and might enable neurodivergent thinkers to flourish within and beyond higher education. [ABSTRACT FROM AUTHOR]

Introduction: This research aims to investigate the impact of students' language assessment literacy (LAL) on their cognition. The study specifically examines how different levels of LAL influence two critical factors: test anxiety and motivation to learn a second language. Methods: To achieve the research objectives, a questionnaire was administered to a sample of 415 university students in China. The questionnaire utilized a five-point Likert scale to assess students' levels of LAL, test anxiety, and motivation to learn a second language. Descriptive data were examined to reveal students' proficiency in LAL, along with their levels of test anxiety and motivation. Multilevel regression analyses were performed using Mplus to investigate whether students' LAL proficiency can predict their levels of test anxiety and motivation. Results: The findings indicated that the participating students had a proficiency level of approximately 60% in the content of the LAL questionnaire. The analysis further revealed the relationships between specific dimensions of LAL and both test anxiety and second language motivation. The multilevel regression analysis suggested that theoretical knowledge about language and language learning, the understanding of the impact and social value of language assessments, and the uses of assessments to enhance learning, positively predicted students' extrinsic motivation. Furthermore, students' understanding of the uses of assessments to learn and their theoretical knowledge about language learning were identified as positive predictors of intrinsic motivation. Additionally, it was observed that students' LAL did not significantly predict test anxiety. Discussion: These findings emphasize the significance of enhancing students' LAL due to the identified relationships between LAL dimensions and motivation to learn a second language. The study suggests pedagogical implications for improving LAL, with a focus on specific dimensions that positively impact students' motivation. The absence of a significant relationship between LAL dimensions and test anxiety prompts further exploration and consideration of additional factors influencing students' anxiety in language assessments. [ABSTRACT FROM AUTHOR]

Introduction: Reading comprehension is considered a key ability for students in teacher education programs. Methods: Data from 72 students enrolled in a Chilean school of education was used to estimate the contribution of reading proficiency in first-semester academic performance using regression analysis. Results: Reading comprehension made a significant, albeit modest contribution to predict students' academic performance, after controlling for their scores in the standardized national admission tests and high-school grades. The students' average reading level was below the level of text complexity required in their first term and, although by their senior year they had made significant progress in reading comprehension, their reading level continued to be lower than text demands. Discussion: A qualitative exploration of students' reading behaviors and attitudes revealed they devoted few hours per week to reading class material and even less time to reading for leisure. Faculty were cognizant of the reading deficits of their students but had few suggestions as to how to address. Future studies in higher education should confirm whether the misfit between reading proficiency and reading demands observed in this school of education is the exception or the rule. [ABSTRACT FROM AUTHOR]

This study is centered on investigating the acceptance and utilization of AI Chatbot technology among graduate students in China and its implications for higher education. Employing a fusion of the UTAUT (Unified Theory of Acceptance and Use of Technology) model and the ECM (Expectation-Confirmation Model), the research seeks to pinpoint the pivotal factors influencing students’ attitudes, satisfaction, and behavioral intentions regarding AI Chatbots. The study constructs a model comprising seven substantial predictors aimed at precisely foreseeing users’ intentions and behavior with AI Chatbots. Collected from 373 students enrolled in various universities across China, the self-reported data is subject to analysis using the partial-least squares method of structural equation modeling to confirm the model’s reliability and validity. The findings validate seven out of the eleven proposed hypotheses, underscoring the influential role of ECM constructs, particularly “Confirmation” and “Satisfaction,” outweighing the impact of UTAUT constructs on users’ behavior. Specifically, users’ perceived confirmation significantly influences their satisfaction and subsequent intention to continue using AI Chatbots. Additionally, “Personal innovativeness” emerges as a critical determinant shaping users’ behavioral intention. This research emphasizes the need for further exploration of AI tool adoption in educational settings and encourages continued investigation of their potential in teaching and learning environments. [ABSTRACT FROM AUTHOR]

In recent years, there has been a noticeable increase in attention towards promoting well-being within academic settings. In the specific context of academia, a critical issue is understanding whether the current practices for assessing and managing well-being can bridge the implementation gap and increase opportunities for creating healthy academic conditions. The paper explores the practices adopted for assessing and managing work-related stress (WRS) risks in Italian academia by referring to data from a group of Italian universities of the QoL@Work network (Quality of Life at Work in academia). The aim is to improve understanding of the factors that influence the realization of a WRS risk assessment-management pathway and how they may facilitate or hinder the transition from assessment to the implementation of interventions in the academic context. The results suggest that the assessment-management pathway should prioritize the creation of organizational scaffolding to support participatory processes in order to prevent the data collected from failing to stimulate organizational change in working conditions.

Introduction: This research is based on the role played by the entrepreneurial competence (EC), entrepreneurial education (EE) and teachers in the social, economic and cultural development of a society. The general objective of the study is to analyze the level of knowledge pre-service, those who are studying, or have recently studied, the Bachelor's Degree in Primary Education at the University of Deusto (Spain) (DPEUD) have about the EC. Methods: A questionnaire, based on EntreComp Framework, underwent expert validation and was applied to a sample of 304 students. Results: The data showed that 25% of the respondents believed that EE was related to educating through entrepreneurship; more than 45% did not know about EntreComp and EntreCompEdu, whereas only three participants were aware of how to use them; and more than 10% of the pre-service teachers did not consider assessing the CE. Discussion: These results lead to the conclusion that there is a need for EE to form part of the different national teacher training strategies; and for policy makers to include EE in the different educational frameworks, laws and decrees. In addition, it can be concluded that social, cultural and economic value can be created through entrepreneurial actions; that EC should be assessed; and that teachers should motivate students to share and implement entrepreneurial ideas and actions. [ABSTRACT FROM AUTHOR]