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The study delves into the behavioral shifts observed in "digital students" transitioning from distance to onsite learning during the Generation Z era, influenced significantly by the disruptive effects of the COVID-19 pandemic. Technological advancements have reshaped students' perspectives, rendering educational and organizational engagements more accessible via platforms like video conferencing. However, the return to onsite learning has prompted a notable culture shock, leading to heightened levels of stress and anxiety among digital students. This research aims to examine the psychological ramifications of stress and anxiety on post-pandemic student attitudes toward extracurricular organizational intention. Employing the depression anxiety stress scale (DASS-42) and conducting multiple linear regression analysis on a sample of 420 respondents, the study reveals a significant negative impact of stress level (-35.6%) on students' intentions to engage in organizational activities. Additionally, anxiety levels contribute to a variation of -6.8%. These findings underscore the intricate relationship between psychological factors and student participation, underscoring the imperative to address stress and anxiety to foster robust involvement in campus organizational endeavors.

Purpose: Given the research gaps identified in a literature review, this study aims to uncover how the intensity of learners' motivational behavior and its predictors vary with grade level. Methodology: A large-scale survey was conducted to examine motivational behavior and its predictors among EFL learners across three education levels and ten grades in Taiwan: primary school (Grades 3 to 6), junior high school (Grades 7 to 9), and senior high school (Grades 10 to 12). A total of 12,441 valid cases were collected from both rural and urban areas in Taiwan. ANOVA and multiple regression analysis were used to analyze the data. Findings: The results showed a significant effect of grade level on the intensity of motivational behavior. Specifically, learners' intensity of motivational behavior tended to decline with grade level (years of study). The significant predictors of motivational behavior also differed with grade level. Significance: In addition to theoretical and methodological contributions to L2 motivation research, this study can enhance understanding of factors that could enhance learners' motivational behavior and offer implications to assist EFL teachers in developing motivational teaching strategies.

This study aimed to investigate the impact of artificial intelligence (AI) anxiety on multi-dimensional 21st-century skills and lifelong learning among undergraduates. A quantitative method using a correlational research model was used to examine the relationships between AI anxiety, 21st-century skills, and lifelong learning levels, considering various demographic and educational variables. Data were collected from undergraduates in educational faculty programs in Kyrenia, Turkish Republic of Northern Cyprus (TRNC) during the 2023-2024 academic year. Findings revealed a moderate level of AI anxiety among students, a strong perception of possessing relevant 21st-century skills, and a moderate recognition of the importance of lifelong learning. Significant differences in AI anxiety were observed based on gender, with females reporting higher anxiety levels. Age, country of origin, university, faculty program, class level, GPA, use of AI-based products or services, and daily internet use for professional development also influenced students' 21st-century skills and lifelong learning levels. No significant correlations were found between AI anxiety and the other constructs, while a moderate positive correlation was identified between 21st-century skills and lifelong learning. These findings emphasize the importance of fostering 21st-century skills for lifelong learning and suggest that AI anxiety may not significantly impact students' skill acquisition or learning behaviours.

This study was an exploration of COVID-19 anxiety and its relationship with teacher burnout. The study was a cross-sectional survey research design with a convenience sample drawn from a population of K-12 public school teachers. A non-parametric statistical test, Kruskal-Wallis, showed a statistically significant difference in teacher burnout across the three grade levels: X[superscript 2] (2, N = 61) = 6.20, p = 0.045. Teacher burnout was lowest amongst elementary school teachers (M = 47.00) when compared to middle school (M = 74.00) and high school teachers (M = 71.00). Implications include a need for increased administrative support and decreased stress levels for teachers.

The metaverse which is considered as the digital big bang of humanity and the next evolution of the internet is anticipated to offer a living environment for civilization 5.0 and beyond in various domains including education. Each novice technology that enters our daily lives generates also fear, anxiety, and problems as well as hope, benefit, and attraction. The purpose of this research is to investigate what ethical problems the metaverse may cause in higher education institutions and how healthy metaverse universities can be created within the framework of ethics. Interpretative phenomenological research design was employed in the study and data was collected from the field experts and lecturers in higher education. The study indicated thirteen VR/AR/XR experts' and lecturers' visions on the metaverse-based ethical issues and practical implications that could be applied within the scope of five thematic nodes comprising metaverse awareness, security and data, safety and wellness, social equality and diversity, and accessibility. It is expected that the study will contribute to the design of a healthy and good metaverse in the future of higher education institutions pursuant to ethical values.

This research paper delves into the origins of English as a Foreign Language (EFL) speaking anxiety in Moroccan high school students and offers potential remedies to reduce or prevent its occurrence, with a particular emphasis on encouraging a willingness to speak. The study involved 37 high school teachers who completed a questionnaire regarding their strategies to mitigate speaking anxiety and promote communication willingness among Moroccan EFL high school students. The data was collected and analyzed using SPSS. The findings reveal that anxiety stems from various factors, including linguistic issues (such as limited vocabulary, grammar challenges, and fluency), personal factors (such as learner personality and motivation), and teacher-related factors (including feedback quality and classroom activities). Moreover, the research suggests that teachers should prioritize strategies like providing positive feedback, offering praise, and incorporating collaborative work or task-based learning to reduce students' EFL speaking anxiety. Additionally, teacher participants proposed additional strategies focused on a variety of activities and methods to foster a welcoming classroom atmosphere.

Writing anxiety has been identified as a significant obstacle for English as a Foreign Language (EFL) learners in China, with previous studies indicating that it can negatively affect writing performance. Despite this, most research on writing anxiety in the Chinese EFL context has focused on the relationship between writing anxiety and writing performance, with limited attention paid to exploring writing anxiety during the writing process and its sources in depth. This study applied a qualitative method to explore Chinese EFL learners' writing anxiety in the writing process. Thematic analysis was used for analyzing data collected through semistructured interviews with 18 Chinese EFL learners. The results revealed seven primary themes, including lack of knowledge about the writing topic, inexperience with the genre, challenges with brainstorming or coming up with ideas, trouble with structuring or arranging information, difficulty with integrating sources, linguistic difficulty, and negative or no feedback from instructors. The findings indicated that writing anxiety accompanies throughout the writing process. EFL learners need strategies to alleviate writing anxiety, including clear instructions on how to approach writing tasks, provision of appropriate resources, individualized feedback, and a supportive learning environment.

Studies show undergraduate students typically view the idea of research negatively, with students reporting feelings of anxiety, difficulty, detachment, and reduced perceptions of relevancy to their own life. Course-based undergraduate experiences (CUREs), where students have an opportunity to engage in authentic research experiences, can reach large number of students in a convenient fashion, thus, are well-positioned to shift student perceptions of research. The purpose of this study is to explore changes in attitudes towards research in a large sample of undergraduate students' after completing one semester of a CURE, either in-person or online due to COVID-19. This study used a within-subjects pre-posttest design. Data collection took place over eight semesters from fall 2019 through spring 2022 at a large metropolitan public university in the southeast region of the United States. Students enrolled in the CURE were asked to complete the Attitude Towards Research scale at the beginning and end of the semester covering the following factors: usefulness of research (F1), anxiety (F2), affect indicating positive feelings about research (F3), life relevancy of research to the students' daily lives (F4), and difficulty of research (F5). Wilcoxon signed rank tests for paired data were conducted and Mann-Whitney U tests assessed whether there were any differences between students who completed the course face-to-face versus online. Across all eight semesters, 1,003 students (74% female, 91% Seniors) provided valid pre-posttest data. Statistically significant improvements were observed across all semesters (online and face-to-face) for research anxiety, positive attitude towards research, research relevance to own life, and research difficulty from the ATR scale (p<0.05). For usefulness of research for profession (F1), statistically significant differences were observed in four out of the eight semesters (p<0.05). Changes in students' attitudes towards research did not differ between course modality (face-to-face versus online) except for F1. The mean change in F1 was different between students taking a face-to-face (mean: 0.22, ±SD 1.02) versus online version (mean: 0.07, ±SD 0.72) of the course (z = 2.35, p = 0.02). Findings from this study demonstrate the potential of a CURE at reducing anxiety, lowering perceived difficulty, enhancing overall impressions, and students' overall attitudes toward research and research-based education. Continued consideration and evaluation of how and what is delivered in CUREs to students is required to advance the pedagogy of research methods.

This study aims to investigate students' speaking anxiety in English classes in the second semester of Universitas Borneo Tarakan. Specifically, this study examines the factors that influence students' speaking anxiety and strategies to minimize it based on what the students have experienced. Thirty-eight students were selected as research subjects using a specialized sampling method. The researchers used a descriptive qualitative method with a phenomenological approach by conducting interviews, questionnaires, and observations with students who have anxiety in speaking English. The results showed two factors, including internal factors, i.e., discouragement (feeling shy), lack of confidence, and fear of making mistakes, and external factors (limited vocabulary and friends/classmates). And there are two strategies shown in this study (preparation and relaxation). The conclusion of this study is that speaking anxiety can occur and hinder students' speaking performance. Therefore, strategies are needed to do so in order to make it easier for students to speak.

Certified dietary managers (CDMs) lead their food services team by ensuring food quality, safety, and palatability while applying nutrition principles to food purchasing, storage, preparation, and service. Despite labor shortages and forecasted growth in both healthcare and food services management jobs, approximately 30% of credentialing exam candidates forego their exam within the first year after completing a didactic career technical education program approved by the Association of Nutrition and Foodservice Professionals. Moreover, very few return to pursue their exam after the first year. This study explored, through the lens of the theory of planned behavior, the perceived obstacles contributing to CDM program graduates' reluctance to sit for the national board certification. Semi-structured interviews were conducted with a purposive and convenience sample of eight participants from various regions of the United States to gain insight into internal and external factors contributing to their exam hesitancy. Thematic analysis yielded several themes, including a lack of control over internal and external barriers to taking the exam. Participants reported facing family and work constraints exacerbated by the pandemic and the lack of financial resources to meet exam preparation and registration costs. They expressed feelings of exam-related anxiety, being ill-prepared, unsupported by their programs and employers and discouraged by the observed stressful working conditions of current CDMs. This study helps establish a foundation for remedial action by stakeholders, educational program leaders, and CDM employers in support of certification candidates. Findings raise questions about the prevalence of credentialing exam barriers in other disciplines and pave the way for future investigations about exam hesitancy.

The effects of COVID-19 have resulted in peritraumatic stress experiences within various groups, including teachers. With this study we aimed to determine the prevalence of peritraumatic stress and the factors associated with each level of PTSD among teachers in South Africa. A cross-sectional study was conducted in South Africa among teachers using an online survey. A sample consisted of a total of 1,008 primary and secondary teachers responded to the COVID-19 peritraumatic distress index and the occupation-specific survey. Descriptive and multinomial logistic regression analyses were used to analyse the data. There was evidence of high levels of distress associated with the COVID-19 pandemic among teaching professionals in South Africa. Therefore, there is a need to create mental health awareness among teaching professionals and to create systems that support the uptake of psychological services among the members of this population.

Background: Concussions are a prevalent health concern, affecting millions of individuals in the United States yearly. Concussion symptomology overlaps with other conditions making diagnosis and management particularly challenging, particularly among individuals with ADHD. ADHD is a neurodevelopmental disorder that affects a significant portion of the adult population. Objective: To enhance our understanding of symptom resolution and identify factors that could influence concussion care management, the purpose of the current study was to examine the recovery trajectory of adults diagnosed with both ADHD and concussion compared to the trajectory of adults who have experienced a concussion but do not have an ADHD diagnosis. Methods: The study included a retrospective chart review of patients treated for concussion at a concussion specialty clinic. Results: The findings of the study revealed no significant differences in history of concussion or recovery time between patients with and without ADHD. It was observed that patients with ADHD had a higher prevalence of anxiety, depression, and other mental health conditions. Conclusions: The findings of the current study underscore the need for additional research to guide the care of patients diagnosed with both ADHD and concussion.

The study explores whether physical activity (PA) in early adolescence limits the risk of internalizing and externalizing problems in youth with difficult temperaments, from low-income families, or exposed to impaired family functioning. Participants (N = 1312; 53% girls) were drawn from the Quebec Longitudinal Study of Child Development (QLSCD). Results revealed that difficult temperament was associated with subsequent symptoms of anxiety among youth with low PA levels. Impaired family functioning was associated with higher levels of subsequent physical aggressivity among youth with high levels of PA. These results highlight the complex role of PA in different aspects of adjustment and the importance of the quality of PA contexts in young adolescents exposed to family adversity.

Online parenting interventions hold promise for increasing access to behavioral support for families with low income and who reside in rural areas. The current study evaluates the efficacy of a mobile app-based parenting support program, the Family Check-Up Online (FCU-O) with telehealth coaching support, for parents of children 1.5-5 years old at risk of experiencing parenting challenges. We tested effects of the FCU-O on parent wellbeing (parenting self-efficacy and symptoms of depression and anxiety) and parent-reported parenting skills (support for positive behavior, limit-setting, and proactive parenting) at the 3-month follow-up in a randomized controlled trial (FCU-O versus control). We also tested relationships between parents' baseline characteristics and their engagement with the app and telehealth coaching. Eligibility criteria included endorsing depressive symptoms or current or past substance misuse. Participants (N = 356) were predominantly White (72%) and low-income, with 43% of families residing in a rural area. Approximately one-third-of participants reported clinically significant symptoms of anxiety or depression and one-third-endorsed a lifetime history of opioid misuse. Intent to treat analyses tested effects of the FCU-O on parent wellbeing and parenting skills. The FCU-O was associated with improvements to parents' support for positive behavior, limit-setting, and proactive parenting skills, as well as parenting self-efficacy and depressive symptoms. Parents' initial symptoms of depression and anxiety significantly predicted greater telehealth coach engagement; low levels of initial self-reported skills positive behavior support and limit-setting significantly predicted greater app engagement. Results provide support for the FCU-O as a preventive parenting intervention for parents experiencing mental health challenges, with implications for reducing barriers to accessing parenting support for underserved families.

Examination of the personal characteristics (i.e., gender, participation styles) of participants and the technical infrastructure (i.e., device type, internet connection type) of Instructional Discussion Forums (IDFs) can provide functional clues for mitigating social anxiety in these settings. In this context, this research investigated variances in learners' participation styles and social anxiety in IDFs in terms of gender and ICT availability. In addition, it explored the predictive relationships between participation styles and social anxiety. A sample of 272 freshman undergraduate students discussed various topics related to Internet ethics for three weeks through an IDF. The results indicated that participation styles differed by gender and ICT availability in several respects. First, handheld devices and cellular internet connections exerted a medium-size effect on social anxiety. Further, "to get information" and "to fulfill requirement" purposes in the "Why" dimension of participation styles had a small predictive relationship with social anxiety, as did "analytical" and "practical" participation approaches in the "How" dimension. Of these, only the "to get information" purpose negatively predicted social anxiety. Overall, participation styles accounted for 19.1% of the variance in social anxiety. Based on the findings, future directions and practical implications are suggested for both researchers and practitioners.

This study investigated vocational students' mental health by identifying the prevalence of depression, stress, anxiety, eating disorders and associated risk and protective factors among 16- to 18-year-old students attending a vocational college in Malta. Health Related Quality of Life (HRQOL) was also investigated. A sample of 422 students completed standardised self-report mental health tools and a demographic and personal variables' questionnaire. A total of 64.4% of students were found to be struggling with at least one of the mental health conditions assessed while 36.7% reported a suspected eating disorder. The prevalence rates of depression, anxiety and stress (moderate, severe or extremely severe) were 43.3%, 48.8% and 29.3% respectively. Students had a lower HRQOL than the reference population as indicated by European norm data. Only 13.5% of participants sought help from mental health services. Risk factors include female gender, poverty, being LGBTQ, not living with both parents, past negative school experiences, poor relationships and presence of suspected or diagnosed conditions or disabilities, amongst others. Having supportive relationships with family, peers and school personnel emerged as protective factors.

Anxiety can affect learners' performance in several ways. It can be a helpful motivational tool to assist students in learning a language. At the same time, anxiety can become a serious factor in hindering language acquisition. This study examines the relationship between students' writing performance and anxiety levels across three different proficiency groups of students. The participants were fifty EFL students enrolled in a Business English Writing course, and the target writing genre was inquiries and acknowledgments of inquiry letters. The two main instruments used to collect data were students' writing samples and closed-ended questionnaires. The data were analyzed utilizing descriptive statistics, one-way ANOVA, and Pearson's coefficient correlation. This study showed a significant difference in writing anxiety between the high and the low-proficiency groups. In contrast, it was found that there were no statistically significant differences in anxiety between the high and the mid-proficiency groups. In addition, the study's outcomes indicated that the students' level of anxiety varied across the three groups of students. It was found that the students with a high level of anxiety performed less professionally than those with lower writing anxiety. The findings provide insights into teaching and learning writing, particularly into ways to decrease learners' anxiety and improve their learning outcomes.

Anxiety disorders are highly prevalent globally and it is much more prevalent among adolescents because of their exposure to a variety of stressors. Research shows that emotional and biopsychosocial well-being changes over the course of their schooling, with a general increase in anxiety, highlighting the need to further investigate the risk factors that contribute to worry and anxiety symptoms among college student populations. In Mauritius, there has been a rise in the number of adolescents who are recipients of psychiatric treatments at the local government hospitals as well as an increase in the number of cases reported to the school authorities. The present study aimed to identify the causal factors of anxiety among adolescents, and its effects in the educational context. Further, the role of educational social workers in overcoming anxiety was explored and the aim was achieved using the exploratory approach. A focus group discussion using a semistructured questionnaire was conducted with ten (10) people including educational social workers and educational psychologists recruited through convenience sampling. A thematic analysis of the data shows academic anxiety as an emerging factor, followed by bullying and lastly, family issues. The findings revealed impacts at the school level such as students' inability to concentrate in class, non-participative and also showing emotional distress. While educational social workers provide counselling to students and parents, a need for teacher empowerment and peer counselling are proposed as future avenues.

Teaching English speaking has become a centre of attention among scholars and teaching English to speakers of other languages (TESOL) practitioners for a few decades. However, the issue of teaching English speaking in "Kampung Inggris"/English Village remains under-researched, notably viewed from the tutors' challenges and solutions in the Indonesian English as a foreign language (EFL) milieu. This study addressed this gap. Two English tutors from "Kampung Inggris"/English Village got involved as the participants. The data were collected through semi-structured interviews and analyzed with thematic analysis. The findings reported that there were five challenges encountered by tutors when teaching English speaking, namely tutors' inability of exploring English language teaching materials, tutors' insufficient English vocabulary, tutors' ineffective time management during language teaching practices, demotivated tutees to learn English, and perceived teaching anxiety. In addition, the tutors stipulated four solutions to cope with such challenges, namely building a good rapport between tutor and tutees, tutors' self-motivation to English vocabulary enrichment, selecting appropriate and providing updated English language teaching materials, and motivating English language tutees. Therefore, teaching English speaking should not only rely on immersing students in fluency-based activities but also manage tutees' psychological factors to attain more effective teaching English speaking objectives.

This study investigated the developmental impact of teacher autonomy support on changes in students' mental well-being and academic stress throughout upper secondary school. The sample consisted of 1453 Norwegian students (baseline M[subscript age] = 17.00; 60.6% girls; 80.9% Norwegian-born). The unconditional latent growth curve model results showed that perceived teacher autonomy support and mental well-being decreased during the three-year-long education. Academic stress, on the other hand, increased during this period. Findings from the parallel process latent growth curve model indicated that the initial status and change in teacher autonomy support were positively and negatively related to the initial levels and trajectories of mental well-being and academic stress, respectively. Girls experienced a higher level of academic stress and lower mental well-being and teacher autonomy support at the beginning of upper secondary school. Students with a higher socioeconomic status reported higher initial mental well-being and teacher autonomy support than others but also a more rapid decline in teacher autonomy support throughout upper secondary school. This study provides new insights into academic, psychological, and affective processes and their interrelationships during upper secondary school.

Amid global constraints imposed by COVID-19, the education sector witnessed sudden transformations, including school closures and the adoption of distance learning, leading to heightened anxiety among Filipino teachers and impacting their overall well-being. This study explores the mediating roles of burnout and work--life balance in the associations between COVID-19 anxiety and life satisfaction among teachers. Data were collected from 532 teachers (73.3% women; mean[subscript age] = 27.93 ± 1.27 years) engaged in remote work through an online survey using self-reported questionnaires. Results indicated a significant and adverse influence of COVID-19 anxiety on life satisfaction. Also, COVID-19 anxiety showed an effect on both burnout and work-life balance. A significant association between work-life balance and life satisfaction was found, with work-life balance playing a significant mediating role in the relationship between COVID-19 anxiety and life satisfaction. These results suggest that the anxiety induced by COVID-19 disrupts the equilibrium between work-life balance and increases burnout, leading to reduced life satisfaction. To mitigate these negative effects on life satisfaction, policymakers and school authorities should devise effective strategies aimed at alleviating teachers' anxiety related to COVID-19. This approach aims to ultimately diminish burnout, fostering an improvement in work-life balance and life satisfaction for educators.

This study is an investigation of the validity of the Online Test Anxiety Inventory (O?-TAI) for adult students. The scale contained the 20 items of the Test Anxiety Inventory (Spielberger, 1980), together with five computer anxiety items, all rephrased so as to pertain to online test anxiety. The scale was administered to a large sample of Greek and Cypriot postgraduate students and Rasch measurement was used for the investigation of its psychometric properties. After original analyses, one of the computer anxiety items was removed, leaving the final instrument with a total of 24 items. Results showed that the scale is unidimensional thus supporting that computer anxiety can indeed be considered a component of online test anxiety. All evidence collected supports the high degree of construct validity of the scale. Furthermore, results verify that the 4-point scale used is optimal. Additional research, with adult student populations from other countries, with the use of the O?-TAI is suggested for the purpose of broader use.

This study employs advanced data mining techniques to investigate the DASS-42 questionnaire, a widely used psychological assessment tool. Administered to 680 students at Necmettin Erbakan University's Ahmet Kelesoglu Faculty of Education, the DASS-42 comprises three distinct subscales--depression, anxiety and stress--each consisting of 14 items. Departing from traditional statistical methodologies, the study harnesses the power of the WEKA data mining program to analyse the dataset. Employing Naive Bayes (NB), Artificial Neural Network (ANN), Logistic Regression (LR), Support Vector Machine (SVM) and Random Forest (RF) algorithms, the research unveils novel insights. The ANN method emerges as a standout performer, achieving remarkable distinctiveness scores for all subscales: depression (99.26%), anxiety (98.67%) and stress (97.35%). The study highlights the potential of data mining in enhancing psychological assessment and showcases the ANN's prowess in capturing intricate patterns within complex psychological dimensions. By charting a course beyond conventional statistical methods, this research pioneers a new frontier for employing data mining within the realm of social sciences. As a result of the study, it is recommended that teacher candidates in the teacher education process should have knowledge about depression, anxiety and stress, and relevant courses on these topics should be added to the curriculum of teacher education programs.

To better understand pre-service teachers' teaching anxiety in specific cultural contexts and promote their overall anticipatory socialisation process, this study investigated the level, dimensions and causality of Chinese pre-service teachers' teaching anxiety during student teaching. We conducted a survey of 426 Chinese pre-service teachers who were at the end of their bachelor or master programmes to become primary or secondary school teachers. The results of this study revealed that the participants experienced moderate anxiety (M = 25.51), with more concerns about their professional teaching competencies (M = 10.75) and teaching management ability (M = 7.66) than personal image, personal affairs and evaluation (M = 2.92, 2.35, 1.82). Moreover, gender, educational background, self-concept, student ability, job demands and job resources were correlated with teaching anxiety. Among these, self-concept and job demands best explained teaching anxiety with estimated regression weights of -0.541 for self-concept and 0.079 for job demands (p < 0.001). This study contributes to the literature on teaching anxiety by exploring culturally specific elements in China and offers valuable implications for interventions to reduce anxiety among pre-service teachers.

Language classroom anxiety is a significant concern for applied linguists and English language teachers. As an affective variable, foreign language anxiety has the potential to harm learners' language learning and performance. While the impact of language anxiety on the academic achievement of learners of English as a foreign language (EFL) has been extensively studied, little research has investigated the coping strategies of teachers to address learners' anxiety. This study aimed to explore such EFL teacher strategies in online English language classes, using a qualitative phenomenological research approach. The study involved in-depth interviews with 20 teachers selected through theoretical sampling. The researchers used thematic analysis to analyze the interview data. The results revealed three factors that emerged from 24 identified coping strategies: creating a safe environment for EFL learners, utilizing learners' first language (L1), and engaging learners in classroom activities. These findings have theoretical and practical significance for teachers, educators, and administrators.

In this study, it was aimed to examine the adaptation processes of individuals with intellectual disabilities and their mothers to COVID-19 restrictions. The research was designed in qualitative research method and focus group interview technique was used. The mothers of individuals with intellectual disabilities constitute the participant group of the study. A semi-structured interview form consisting of eight questions prepared by the researchers was used as a data collection tool. Data were collected through two focus group interviews via Zoom link. The data obtained were analyzed by content analysis method. As a result of the research, four themes were reached: "Life Before the Pandemic", "Encountering the Pandemic", "Effects of the Pandemic", and "Facilitation in the Adaptation Process to the Pandemic". As a result, although COVID-19 restrictions led to the regression of some skills of individuals with intellectual disabilities, it created an opportunity for them to develop new interests. In addition, although there were supports that facilitated the pandemic process, it was determined that mothers needed even more psychological support during this period.

Background: The outdoor industry has experienced a number of problematic issues, one of the most prominent being staffing concerns related to hiring, retention, and burnout. Purpose: This study investigated the relationship between the level of experience, gender, and age on the selected variables of resilience, coping skills, mental toughness, levels of anxiety, job positivity, and burnout. Methods: This study used an electronic self-report instrument to measure the six variables. For simplicity, level of experience was measured as the overall length of time working in the outdoor industry. Findings: Results partially supported the hypothesis that level of experience can be linked to higher job positivity, lower anxiety, and higher levels of burnout. No significant relationship was found between level of experience and resilience, mental toughness, or coping. Gender and age did not moderate the relationships between experience and the outcomes of interest. Implications: The findings of this study suggest that experience in outdoor adventure programs may be associated with higher job positivity, lower anxiety, and lower levels of burnout among more experienced staff. These results highlight the importance of providing opportunities for individuals to gain experience in order to enhance their well-being and job satisfaction within outdoor adventure programs.

Depression is common among autistic youth and is associated with worse quality of life in this group. Despite significant need for high-quality efficacious treatments, there has been very limited research on interventions for depression in autistic youth. This single-arm pilot study examined the feasibility and preliminary efficacy of a novel, behavior-based approach for treatment of depression symptoms in autistic adolescents without intellectual disability (i.e. Behavioral Activation for Autistic Adolescents, BA-A). BA-A is an individually delivered manualized 12-session treatment that utilizes established BA strategies and incorporates common mental health treatment adaptations for autistic young people. Of the 18 youth (11-16 years old) who enrolled, 15 completed all 12 treatment sessions, as well as pre-treatment, post-treatment, and follow-up assessment visits. Clinician treatment fidelity was quite high. Paired sample t-tests found that depression symptoms decreased pre- to post-BA-A according to multiple informants (i.e. self, caregiver, and independent evaluator), and treatment gains were maintained at 1-month follow-up. Paired sample t-tests also found that caregiver-reported anxiety symptoms and social skills improved pre-treatment to post-treatment. The results, although preliminary, indicate that BA-A may improve depression symptoms in autistic youth without intellectual disability. Furthermore, these promising findings suggest that a randomized controlled trial of BA-A is warranted.

The complexities of individual (developmental changes) and contextual (change of school) factors interact during a school level transition period. The current study focuses on one aspect of possible difficulties, namely anxiety, and one potential support mechanism, specifically social support from family and peers, and their interplay during the school year when transitioning to a higher level of education. The study monitors anxiety levels of Slovene students (N = 115, 69.6% females) and the role of their social support through their transition using a longitudinal design with four time points--at the beginning of the school year, at the middle of the school year, at the end of the school year, and at the beginning of the new school year after the transition--in the context of the COVID-19 pandemic. The findings from an unconditional growth model show a significant difference in anxiety at the initial measurement, while the change in time is insignificant. The findings show that peer support is a significant predictor of anxiety at all four time points and that family support is a significant predictor of anxiety at three of the four time points (not significant at the end of school year). Students who report a higher sense of peer and family support report less anxiety. As identified in the study, social support is an important protective factor for higher anxiety levels; therefore, it is important to provide mechanisms of social support during a transition and throughout the pre- and post-transition school years.

Evidence suggests that youth progressively experience mental health needs and discover mental health symptoms for the first time in adolescence. Schools have come to the forefront of providing mental health services, as adolescents spend most of their day in the academic setting. The current study aimed to examine individual and school-level factors related to school-based mental health service use. This study employed data from the National Longitudinal Study of Adolescent to Adult Health, sampling students between 12 and 17 years old across 172 schools (N = 14,464). The dependent variable was use of school-based mental health services (SMHS) in the past year. Individual-level predictors included sociodemographic characteristics, enabling factors, and need. School-level factors were then included. We conducted a multilevel logistic regression model clustering at the school level. The study found that approximately 11% of variation in SMHS utilization is explained at the school-level. The odds of SMHS use was significantly associated with anxiety, depressive symptoms, and risk-taking behaviors. The odds of SMHS was higher for females, Black compared to White students, and public assistance recipients. SMHS use was negatively associated with school connectedness. The racial breakdown of student enrollment and location of services were significant factors that predicted service use. This study is among the first empirical studies providing important evidence regarding individual and school-level predictors of SMHS utilization. The study has implications for the continued need for school-based mental health professionals and school institutions' efforts to meet students' mental health needs and increase their access to services.

The extant literature suggests the importance of belonging in preventing and reducing internalizing symptoms. However, it is not yet clear which sources of belonging are most distinctly and robustly linked to symptoms of depression and anxiety. Further, the associations between various sources of belonging when also considering forms of peer victimization have not been readily examined. As such, the current study examined how peer, family, and school belonging are differentially associated with symptoms of depression and anxiety among middle school-age students (N = 256, M[subscript age] = 12.23 years, 52% male) when also considering the variance associated with forms of peer victimization. Further, sources of belonging were examined as moderators of the links between various forms of peer victimization and internalizing symptoms. Findings indicated that while family belonging was most robustly associated with depression symptoms, school belonging was most robustly associated with anxiety symptoms. Relational and cyber-, but not overt, victimization were distinctly and robustly associated with both symptom clusters. The only moderating effect evident was with school belonging and overt victimization, such that the association between overt victimization and depression symptoms was only evident when levels of school belonging were high. Findings contribute to our knowledge of distinct associations of various sources of belonging and further highlight the associations between peer victimization and internalizing symptoms among middle school students.

Although the tobacco plant has been employed as a medicinal and sacred herb by Indigenous cultures across the Americas, its usage drastically changed after the 15th-century colonial arrival; its large-scale commodification and global marketing once brought to Europe lead to hedonic and addictive uses harmful to health. As a consequence, tobacco smoking is now one of the largest public health problems worldwide. However, in the Peruvian Amazon, a region of origin of tobacco species, Indigenous healers still know how to use the plant for therapeutic purposes. Due to a general disregard of Indigenous knowledge and stigma, these uses have however not so far been clinically investigated. We hence conducted for the first time a clinical field study assessing a sample of patients treated by a traditional healer specialized in tobacco in the Peruvian Amazon (observational design, pilot study, N = 27). The study was conducted within a transdisciplinary and multi-epistemic medical frame, in close partnership with an Amazonian healer. We used validated self-report scales to quantitatively assess mental health variables before and after the weeklong treatment, and mixed-methods to report experienced effects. Paired-samples t-tests comparing pre- and post-treatment scores revealed significant reductions in anxiety, depression, perceived stress, and general symptom indicators. Experienced effects included initial physical discomfort, followed by psychologically or existentially/spiritually significant insights. Our findings point to a sophisticated therapeutic approach based on Indigenous knowledge of tobacco applications, which should be further investigated. The study also contributes to the burgeoning scientific field on therapeutic uses of contentious psychoactive plants.

The current study examined the psychometric properties and correlates of three measures assessing individual differences in mattering among people from Palestine assessed in January, 2024. This study uniquely considers mattering as a resource and feelings of not mattering as a risk factor among people experiencing traumatizing life circumstances. Our sample consisted of 950 Palestinian adults (305 men and 645 women). They completed the General Mattering Scale, the Anti-Mattering Scale, the Fear of Not Mattering Inventory, and the Depression Anxiety Stress Scales-21 (DASS-21). Extensive psychometric tests supported these measures as each having one factor with adequate reliability and validity. Examination of means indicated significantly elevated levels of fear of not mattering, anxiety, depression, and stress. Regression analyses further established that each measure predicted significant unique variance in anxiety, depression, and stress. The findings attest to the further use of these measures and how feelings of mattering can be vital resource as the need for resilience and adaptability escalates due to traumatizing events.

This exploratory study investigates how international students perceive and experience communication challenges in Iran's higher education context. This study explores the real-life experiences of international students enrolled in various academic programs. This study employs a qualitative approach using interviews to gather data. This study involved 70 international students from different countries. Participants were enrolled in various programs at Iranian universities. The findings revealed five communication challenges: "linguistic barriers," "cultural differences," "lack of confidence," "ineffective teaching practices," and "poor teacher rapport." As mentioned by the participants, these challenges influence effective communication and participation in academic settings. This study found that these communication challenges often co-occur together and can lead to other communication challenges. In this regard, linguistic barriers among international students can contribute to a lack of confidence, and ineffective teaching practices can lead to language barriers. The most common pattern observed in the data was linguistic barriers leading to a lack of confidence. This study emphasizes the importance of addressing these challenges to establish a more inclusive and engaging learning environment for international students. By acknowledging and actively addressing the communication challenges faced by international students, educators and policymakers can play a crucial role in establishing a supportive and inclusive learning environment that enhances students' communication skills and overall academic success.

The purpose of this study is to determine the variables that affect career transition levels of Turkish and U.S. participants. For this purpose, 336 (n[subscript U.S.] = 151; n[subscript Turkey] = 185) participants who reported their socio-economic level as middle experiencing career transition at least for 2-3 months are included in the study. According to the Career Transition Model, hopelessness and trait anxiety affect Turkish participants' career transition significantly, but do not have such an effect for U.S. participants. In addition to this, social support does not affect career transition of Turkish participants significantly, and this is also true for U.S. participants. Finally, the Career Transition Model does not show a significant difference based on culture.

Academic procrastination has been a subject of particular interest in research due to its frequent association with heightened levels of anxiety, stress, and the long-term risk of emotional and behavioural vulnerability (Hoge et al., 2013). Our study tests the correlation between motivational persistence as a trait and academic procrastination, as well as the impact of behavioural disengagement on this relation. A total of 426 female students aged 18 to 30 years participated in the study (M = 1.77, SD = 1.39). The results demonstrate a significant and negative correlation between motivational persistence and academic procrastination, and a weak correlation between behavioural disengagement and academic procrastination. Behavioural disengagement has a significant impact on the association between motivational persistence and academic procrastination; academic procrastination decreases irrespective of the level of behavioural disengagement. We discuss the practical implications from a feminine viewpoint and the extent to which coping strategies remain stable or vary depending on the situation.

Personal values are broad motivational goals that have been found to have systematic relations with subjective wellbeing in adults. Values that promote higher subjective wellbeing are considered "healthy" while those that hamper it are considered "unhealthy" (Schwartz & Sortheix, 2018). However, little is known about these relations in children. This pre-registered study examined (1) whether the values of children (6 to 12 years of age) relate to their subjective wellbeing and (2) whether these relations are moderated or mediated by perceived social support from parents, teachers, classmates, and close friends. These research questions were examined with a sample of 738 primary school students (50% female). Our results show that "healthy" growth values were positively related to subjective wellbeing overall, and for the subgroups of girls and children 9 to 12 years but not boys and children 6 to 8 years; however, "unhealthy" anxiety values were only negatively associated with subjective wellbeing for girls. While perceived social support partially mediated relations between growth values and subjective wellbeing, the direct values-wellbeing relations accounted for over half the variance. Interestingly, this study also found that growth values positively, and anxiety values negatively, influenced perceived social support from all referents. While perceived social support did not moderate values-wellbeing relations in the overall sample, differences were found in the way perceived social support moderated these relations in some age and gender subgroups. Taken together, these findings suggest that "healthy" growth values positively influence subjective wellbeing in middle childhood, even after accounting for perceived social support.

Background: School engagement is a positive, malleable aspect of youth functioning that may be influenced by familial factors. Both risk and protective factors may affect youth's school engagement. Objective: Utilizing an intergenerational transmission of risk framework, the current study examined how maternal factors (i.e., maternal psychopathology, maternal trauma history, maternal education) and youth factors (i.e., social support) relate to school engagement. Methods: Participants were 117 youth of color aged 8-13 years (M[subscript age] = 9.96, SD = 1.40), 51% female, 89% Black or African American and their female primary caregivers; all families had experienced adversity. Using a single-group, cross-sectional design, hierarchical linear regression models examined direct and interactive effects. The first block included maternal psychopathology (i.e., anxiety or depression), maternal trauma history, maternal education, and child social support. The second block added the interaction between maternal psychopathology and child social support. Results: Results revealed a direct, positive relation between child social support and school engagement. Social support also moderated the association between maternal anxiety and school engagement; for individuals with extremely low social support, higher maternal anxiety was related to lower school engagement. Conclusions: Results illustrate the value of an intergenerational approach to exploring how maternal factors have implications for youth functioning. Findings also highlight the importance of social support among families of color exposed to adversity. Limitations include the cross-sectional design; thus, future research would benefit from longitudinal examination of maternal and child factors related to school engagement to assess temporal and directional effects.

The study investigates the potential of anxiety clusters in predicting programming performance in two distinct coding environments. Participants comprised 83 second-year programming students who were randomly assigned to either a block-based or a text-based group. Anxiety-induced behaviors were assessed using physiological measures (Apple Watch and Electrocardiogram machine), behavioral observation, and self-report. Utilizing the Hidden Markov Model and Optimal Matching algorithm, we found three representative clusters in each group. In the block-based group, clusters were designated as follows: "stay calm" (students allocating more of their time to a calm state), "stay hesitant" (students allocating more of their time to a hesitant state), and "to-calm" (those allocating minimal time to a hesitant and anxious state but displaying a pronounced propensity to transition to a calm state). In contrast, clusters in the text-based group were labeled as: "to-hesitant" (exhibiting a higher propensity to transition to a hesitant state), "stay hesitant" (allocating significant time to a hesitant state), and "stay anxious" (remaining persistently anxious in a majority of the coding time). Additionally, our results indicate that novice programmers are more likely to experience anxiety during text-based coding. We discussed the findings and highlighted the policy implications of the study.

Technologies like ChatGPT and other AI tools have impacted learning by giving students more chances to ask questions and explore knowledge. The inclusion of Non-Player Characters (NPCs) as scaffolding in game-based situated learning activities can have a positive impact on learning. The application of ChatGPT to role-playing has potential; therefore, this study designed a "ChatGPT-based NPCs scaffolding Workflow Framework" and used it as the basis for designing and evaluating an educational game for employee ethics training with empirical evidence. This study had 61 participants, divided into a document scaffolding group (n = 32) and a ChatGPT-based NPC group (n = 29) and examined the learning achievement, flow, motivation, and anxiety in the two groups. The results showed that the designs of both groups benefited learning achievement, and both groups could maintain a certain level of high motivation and engagement. Through qualitatively analyzing the content of students' discussions with NPCs, it was found that there is potential for NPC-assisted learning through ChatGPT. Overall, this study explored the efficacy and limitations of using ChatGPT-based NPCs as scaffolding in game-based learning and found that it is extensible. We also present a framework for the design of ChatGPT-based NPCs scaffolding mechanism.

Background: Both child temperament (specifically high shyness and fear) and environmental stressors like the COVID-19 pandemic are known to confer risk for elevated anxiety symptoms in children. However, few studies have examined the long-term impact of the pandemic on young children's anxiety. Objective: We examined the moderating effects of disruptions experienced during the early months of the pandemic on the longitudinal association between shy and fearful temperament at age 2 pre-pandemic and anxiety symptoms in the year following the start of the pandemic. Methods: Participants were 125 parents of toddlers (M[subscript age] = 26 months, 54% girls, 80% White) who were participating in an ongoing anxiety screening study when the pandemic started in 2020. Shy and fearful temperament were assessed pre-pandemic at age 2 years using the Early Childhood Behavior Questionnaire and anxiety symptoms were assessed within the first post-pandemic year (at ages 3 or 4) using the Spence Preschool Anxiety Scale. Parents completed the Epidemic-Pandemic Impacts Inventory at the start of the pandemic to assess types of disruptions experienced. Results: Shyness predicted higher anxiety symptoms among children whose parents experienced more work-related disruptions. Fear was associated with higher anxiety symptoms at lower levels of social activities disruption but was unrelated to anxiety symptoms at high levels of these disruptions. Conclusions: Results suggest that anxious temperament may serve as a meaningful screening target for identifying the children most in need of support during times of major stress.

Background: Fear of missing out (FoMO) and homesickness have been associated with a variety of negative psychosocial outcomes; however, they have rarely been studied together or with adolescents in residential settings. Objective: This study examined the potential associations of FoMO and homesickness with program outcomes in a sample of adolescents attending a military-style residential program. The residential treatment context inherently involves removal and isolation from an individual's typical living arrangements. Methods: Data were collected from 185 participants (aged 16-18) at three time points (i.e., 2 weeks after entry into the 19-week program; 9 weeks into the program; at week 18 of the program). RESULTS: Overall, FoMO and homesickness declined from initial assessment to midway through the program but rebounded just prior to exit from the program. FoMO and homesickness showed no direct correlations with participant outcomes, although both showed patterns of correlation demonstrating poor adjustment (e.g., low emotion regulation, high loneliness). Decreases in FoMO and homesickness during the program were positively correlated with distress tolerance. Conclusions: Given the negative implications of experiencing FoMO and homesickness, adolescents at risk for emotional distress tolerance may need additional support when initiating participation in residential programs.

This systematic meta-analytic review investigated the relations between achievement goals and internalizing symptoms and disorders, namely, anxiety and depression. The number of samples for each focal relationship ranged from 3 to 36. The results indicated significant effect sizes for the relations between mastery-approach goals and anxiety (r = - 0.10) and depression (r = - 0.18), as well as performance-avoidance goals and anxiety (r = 0.25) and depression (r = 0.16). A significant effect size was also found for the relation between performance-approach goals and anxiety (r = 0.15), and a non-significant effect size was observed for the relation between performance-approach goals and depression (r = 0.05). Mastery-avoidance goals were not significantly related to either anxiety (r = 0.08) or depression (r = - 0.13). Several moderators representing the conceptualization of achievement goals (e.g., theoretical model), sample characteristics (e.g., education level), and methodology- and publication-based characteristics (e.g., year of publication) were significant, and suggested avenues for future research. These findings herein have implications for intervention programs that could focus on reducing the links between achievement goals and internalizing problems.

Background: In Norway, games were introduced into the 2020 English curriculum; acknowledging games as language learning resources alongside other text-based material. However, little is known about the type of games selected by English teachers, reasons for doing so, or how games are actually used in teaching. This is particularly relevant in gendered vocational classes, with mainly girls or boys respectively in different programmes, as national surveys show that while most teenage boys play digital games, comparatively few girls do. Objectives: The primary aim was to investigate how the digital commercial game "Adventures with Anxiety" was used during naturally occurring English teaching in four gendered vocational classes: one "Technological and Industrial Production" class (boys only) and three "Healthcare, Childhood and Youth development" classes (girls mainly). Methods: Participants involved 36 students (aged 16-17) and two English teachers. Using a mixed methods design (Brevik, 2022), we combined quantitative and qualitative analyses of classroom video recordings (5.5 h), student screen recordings during gameplay (8 h) and retrospective teacher interviews (1.5 h). Analyses relied on the validated PLATO observation protocol (Grossman, 2015) and reflexive thematic analysis (Braun & Clarke, 2022). Results and Conclusions: English teachers expressed a dual aim in using the game for teaching English; to improve students' language skills and provide experiences of how to live with anxiety. Although the game offered relevant vocabulary and virtual experiences with anxiety; anxiety emerged as a professional component of caring professions in the girls-mainly classes, while being used to help boys acknowledge anxiety in their own lives.

Background: Augmented reality can provide a 3D virtual experience, widely used in modern education. However, the impact of these applications on the underdeveloped tribal community has yet to be investigated. To our knowledge, no markerless augmented reality application has been developed especially for learning the language of the Bodo tribe. Therefore, we have developed a markerless augmented reality application--BodoRao to teach the alphabet and numerals of the Bodo tribal language. Objective: This study aims to assess the usability and efficacy of the BodoRao application. To investigate how augmented reality apps affect students' academic achievement in language acquisition. Also, assess the students' attitude towards using an augmented reality application. Method: A mixed-method approach that combined quantitative and qualitative methods was used to gather the data. A total of 80 students drawn from two user groups: native speakers and non-native speakers were evaluated, to determine if the BodoRao application can benefit a variety of speakers. Furthermore, from each of the user groups, experimental and control groups were formed. The experimental group used an augmented reality application to learn while the control group studied using a traditional textbook. Eight teachers were also interviewed to get their opinions on the BodoRao application. Results and Conclusion: The findings found a significant difference in the achievement test results between the experimental and control groups for both native and non-native users. Students' positive attitudes toward the application were also observed, as represented by their high application satisfaction, low anxiety and readiness for use. Additionally, it was observed that there was a positive and significant correlation between the academic achievements and attitudes of native and non-native students in the experimental group.

Background and Aims: Peer relationships during adolescence play an important role in shaping academic outcomes. The present study examined friend influences on emotions towards math, as well as the role of temperament in these influences. Sample: The sample consisted of 350 Finnish students (mean age 13.29 years; 64% girls) who were involved in stable friendship dyads from fall to spring of Grade 7. Methods: In this two-wave study, information on adolescents' temperament (i.e., negative emotionality, extraversion, effortful control) and on seven emotions towards math (i.e., enjoyment, hope, pride, anger, anxiety, shame, hopelessness, and boredom) was collected during grade 7. The data were analysed using longitudinal actor-partner interdependence models. Results: The results showed that friends resembled each other in all the investigated math-related emotions. Furthermore, over and above these initial similarities, friends mutually influenced each other's math-related enjoyment and anger towards math. Students characterized by higher negative emotionality also influenced their friends with lower levels of negative emotionality towards an increase in math-related anger and a lack of effortful control made adolescents more susceptible to friend influence over math-related shame and anxiety. Conclusion: Our findings demonstrate that friends influence each other over time in math-related enjoyment and frustration. Furthermore, high negative emotionality may make adolescents more influential over their friends' math-related anger and a lack of effortful control may make adolescents more susceptible to friend influence over math-related shame and anxiety. Thus, the current findings have implications for how peer relations may impact individual outcomes in mathematics, for better or worse.