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ChatGPT could allow students to plagiarize the content of their coursework with little risk of detection. Little is known about undergraduate willingness to use AI tools. In this study, psychology undergraduates (N = 160) from the United Kingdom, indicated their willingness to use, and history of using, ChatGPT to write university assignments. Almost a third (32%) indicated that they would use such tools; 15% indicated that they had used them already. Neither personality (conscientiousness, agreeableness, Machiavellianism, narcissism), academic performance, nor study skills self-efficacy could predict future use of AI tools. A novel Degree Apathy Scale was the only significant predictor. Willingness to use AI tools was greater when the risk of getting caught was low, and punishment was light, particularly for those high in degree apathy. Findings suggest that degree apathy is a key risk factor in academic misconduct. Wider research and pedagogical applications of degree apathy are discussed. • Thirty-two percent of students surveyed reported that they would use ChatGPT on future academic assignments. • Future use of AI tools was significantly predicted by a new Degree Apathy Scale. • Big Five and Dark Triad scores were not significant predictors, nor was previous academic performance. • Likelihood of cheating using ChatGPT was reduced with increasing risk of detection or severity of punishment. [ABSTRACT FROM AUTHOR]

Academics have a duty towards peers and scholars alike to engage in research work and to publish their findings. This also assists in establishing personal academic success as well as the attainment of research grants. In the past, authors used to publish their research articles for free but access to these articles was restricted to subscription users only. Recently, open access publishing has gained momentum, whereby such articles are made freely accessible online. However open access publishing comes with a price tag for the author through article processing charges. Open access may also question a journal's credibility within the academic world if improperly implemented. This is particularly so following the unsolicited bombardment of researchers' email accounts with invitations for submissions to predatory open access journals. For these reasons, authors needs to rigorously weigh the pros and cons of whether to choose a subscription based or an open access journal for publication. [ABSTRACT FROM AUTHOR]

Knowledge of core academic vocabulary plays a major role in many gate keeping tests for higher education and is critical to successful academic performance. While researchers have described the linguistic characteristics of academic language use from a variety of perspectives, including the use of academic vocabulary, many of the investigations focus on the texts that students are exposed to or discuss how to teach those words. Yet, relatively few studies explore how students actually use these words in their scholarly papers. The goal of the present study is to investigate academic vocabulary use by non-native English speaker writers situated in a higher educational classroom setting. First, we explore relationships between the amount of academic vocabulary employed and the perceived quality of student writing. Second, we examine differences in the use of academic words across assignments, drafts, and levels of instruction. Results showed significant relationships between academic vocabulary use and essay scores in some text-types, and differences in the way academic vocabulary is used across text-types and levels of instruction, independent of the drafts. A closer analysis showed that rhetorical purposes have a strong impact on the amount of academic vocabulary used. Also, no difference between drafts calls for pedagogical considerations. [ABSTRACT FROM AUTHOR]

The purpose of this study was to compare student performance on two proctored quizzes and one practice test taken in paper-based or computer-based testing mode using an equal number of algorithmic, conceptual, and definition questions to examine the effect of testing mode when students take multiple tests in class. Data were collected from 221 students enrolled in a general chemistry course at a Midwestern university. After learning the material in lecture, students completed two quizzes: Quiz 1 and Quiz 2. One quiz was delivered on paper and another quiz was taken on computer. Each quiz tested student understanding of different chemistry concepts and the quizzes were proctored on different days. Several days after Quiz 2, students took a practice test that tested the knowledge of Quiz 1 and Quiz 2 with different yet similar questions, and again, the testing mode of the practice test was either paper-and-pencil or computer. After each quiz and the practice test, students received feedback on their performance. Differences in performance between the quizzes and the practice test were measured with normalized gains and the differences between the normalized gains for each condition were analyzed using an Analysis of Variance. The results showed no significant testing mode effects among the four conditions overall, or for algorithmic, conceptual, or definition type of questions. Altogether, the results of the present study do not provide evidence to suggest that instructors need to be concerned about testing mode (paper versus computer) when designing and administering chemistry tests. [ABSTRACT FROM AUTHOR]

• Dynamic academic networks are introduced for predicting future influence of entities. • Every researcher or venue per year is treated as a separate entity. • Seven types of relations among papers, authors, and venues are extracted and used for prediction. • Both publication age and recent citations are considered for a balanced treatment of old and new papers. Performance evaluation and prediction of academic achievements is an essential task for scientists, research organizations, research funding bodies, and government agencies alike. Recently, heterogeneous networks have been used to evaluate or predict performance of multi-entities including papers, researchers, and venues with some success. However, only a minimum of effort has been made to predict the future influence of papers, researchers and venues. In this paper, we propose a new framework WMR-Rank for this purpose. Based on the dynamic and heterogeneous network of multiple entities, we extract seven types of relations among them. The framework supports useful features including the refined granularity of relevant entities such as authors and venues, time awareness for published papers and their citations, differentiating the contribution of multiple coauthors to the same paper, amongst others. By leveraging all seven types of relations and fusing the rich information in a mutually reinforcing style, we are able to predict future influence of papers, authors and venues more precisely. Using the ACL dataset, our experimental results demonstrate that the proposed approach considerably outperforms state-of-the art competitors. [ABSTRACT FROM AUTHOR]

The use of computers to deliver course-related materials is rapidly expanding in most universities. Yet the effects of computer vs. printed delivery modes on students’ performance and motivation are not yet fully known. We compared the impacts of Web vs. paper to deliver practice quizzes that require information search in lecture notes. Hundred and twenty two undergraduate students used either a web site or printed documents to answer 18 mathematics questions during a tutored session. A revised Web site was designed based on ergonomic criteria, to test the hypothesis that improved usability would decrease time spent on the task, the number of pages consulted, and students’ perceived cognitive load. The group working with printed documents had the highest performance. Furthermore, students perceived the paper materials as less effortful to read, and expressed preference for printing lecture notes and questions. However, students appreciated having a Web site available. No differences were found between the two sites. We conclude that Web delivery imposed higher perceived cognitive load due to the need to read lengthy documents. We suggest possible ways to improve Web-based practice materials, such as simultaneous display of questions and lecture notes. [Copyright &y& Elsevier]

We analysed the relationships between paper and pencil speed of processing measures, inspection time and intelligence using confirmatory factor analysis in a sample of 200 secondary school students. Our results show a clear relationship between paper and pencil tests and crystallised intelligence. The relationships between inspection time and intelligence, however are less clear: inspection time is at least related to fluid intelligence and a perceptual speed factor. Paper and pencil measures were also strongly related to scholastic achievement. This is consistent with their high loading in crystallised intelligence. Paper and pencil measures could therefore be used to predict scholastic achievement. [Copyright &y& Elsevier]

Scientific data is an important strategic resource under the fourth research paradigm. With the increasing demand for scientific data, it has become a consensus in the academic community that scientific data reuse can bring value to scientific research. This paper elaborates the generation mechanism of scientific data reuse behavior, deeply analyzes the mechanism of scientific data reuse behavior on scientific research innovation performance, and the moderating effect of scientific data services on scientific data reuse behavior. [ABSTRACT FROM AUTHOR]

Libraries have a significant impact in the attainment of the SDGs. They are considered worldwide as the most reliable information center that acquires processes, organizes stores, retrieves and disseminates information to users. In this context, the study investigates the role of academic libraries in realizing sustainable development goals, with a specific case study on the Mohamed Sekkat University Library and its contribution to the Global Goals for Sustainable Development by the United Nations (SDGs). The paper centers on how this Moroccan library has incorporated the SDGs into its resources, activities, programs, and projects. [ABSTRACT FROM AUTHOR]

The purpose of the paper is to conceptualize and redefine trust within the blockchain ecosystem by exploring the trust construct across academic disciplines and its applicability in the blockchain context. We develop a conceptual model and testable propositions that extend the work of McKnight et al. (2001, 2002, 2011) to the blockchain ecosystem based on an integrative literature review. We conceptualize trust as a multidimensional, multi-object construct combining three major objects of trust: algorithmic trust in the blockchain protocol (platform), trust towards peers and services providers, and trust in decentralized applications (product). The model reflects the process of building a trust layer for users and institutions on top of the trustless technology. The paper demystifies the trust building process, from initial trust to knowledge-based trust, and its dimensions within the blockchain ecosystem, and, consequently, helps practitioners to build strategies that increase users' trust. The contribution to the academic literature resides in the unification of multiple perspectives on trust within an integrative conceptual framework to point out the mechanisms of trust building process, as well as to identify future research directions. • Trust in blockchain is a multidimensional and multi-object construct. • Trust in blockchain is a combination of algorithmic trust and trust towards peers. • Building trust in blockchain follows a process from initial to knowledge-based trust. • Trusting beliefs in blockchain comprise trust in the platform, dApp and peers. • Blockchain requires building a trust layer above trustless technology. [ABSTRACT FROM AUTHOR]

Mobile payment presently leads the fintech market as an alternative tool for daily transactions. Mobile payment research has remained limited to the field of technological research, but the need for research from a social science perspective has burgeoned. Therefore, it is paramount to suggest guidelines for future studies by identifying deficiencies that are yet to be discovered in the existing research. This paper first examines the research trends related to mobile payment by conducting an analysis of relevant literature from 2013 to 2023. Following that, it identifies the gap between the current state of academic research and the mobile payment research required by experts by using the analytic hierarchy process. The results indicate that current research on mobile payment tends to focus on the field of business and utilizes user surveys to provide industrial implications, whereas experts demand policy studies in the field of finance that utilize a more diversified research approach. The findings suggest valuable implications for academic researchers, industries, and governments with respect to mobile payment solutions. • Mobile payment leads the fintech market as an alternative tool for daily transactions. • The need for mobile payment research from a social science perspective has burgeoned. • This paper examines the research trends by conducting an analysis of relevant literature from 2013 to 2023. • Current research tends to focus on the field of business and utilizes user surveys to provide industrial implications. • Experts demand policy studies in the field of finance that utilize a more diversified research approach. [ABSTRACT FROM AUTHOR]

This paper explores the effect of own and peer attractiveness on various measures of academic performance. Using data from the National Longitudinal Survey of Adolescent Health (Add Health), we focus on high school students in the United States and exploit random variation within schools across cohorts in adolescents' physical and personality attractiveness as assessed by the interviewer. We find that for girls only own personality attractiveness boosts academic outcomes. For boys instead, both own physical and personality attractiveness positively affect performance and peer characteristics also matter. An increase in the fraction of physically attractive high school peers decreases boys' academic performance in later years. We show that this effect is driven by less physically mature boys and operates through a decrease in self-confidence. • We explore the effect of own and peer attractiveness on academic performance. • We exploit random variation within schools across cohorts using Add Health data. • For girls only own personality attractiveness boosts academic outcomes. • For boys both own and peer attractiveness matter. • Peer attractiveness negatively affects boys performance by lowering self-confidence. [ABSTRACT FROM AUTHOR]

This paper examines the selection mechanism underlying the association between overweight/obesity and educational aspirations of adolescents. This is a cross-sectional study based on a survey conducted in secondary schools in Spain in 2016. We estimate linear probability models to determine the association between adolescents' body mass index (BMI) and their expectations to obtain a university degree, as well as their school choices representing the most usual path towards higher studies. To address the potential endogeneity of BMI, we use the instrumental variables (IV) method. Additionally, we account for potential unobserved heterogeneity by including school fixed-effects and a wide set of individual and family characteristics in our analysis. Our results indicate that adolescents with a higher BMI have lower expectations to obtain a university degree and are less likely to enrol in high school with the intention to pursue higher education in the future. The estimated effect is quite sizable and statistically significant only for girls. We estimate that a five-unit increase in BMI (e.g., the change between healthy weight and overweight) reduces girls' expectations to complete higher education by 19 percentage points and odds of enrolling in high school (vs. vocational training) by 21 percentage points. We provide empirical evidence supporting the selection hypothesis behind the relationship between BMI and adolescents' educational aspirations. That is, unhealthy weight in adolescence is associated with poorer aspirations for further education. Lower educational aspirations during adolescence can lead to lower academic achievement, which in turn, may result in poorer health, labour market outcomes, and well-being during adulthood. [ABSTRACT FROM AUTHOR]

At present, ubiquitous learning has been becoming an important learning style for college students. However, the current studies on ubiquitous learning mostly focus on aspects such as communication and data interaction methods, while ignoring students' academic emotions. In this paper, we propose an individual adaptive ubiquitous learning paradigm that focuses on college students' academic emotions. The paradigm collects and analyses students' academic emotions to grasp student's individual characteristics. Then, the adaptive planning and adjusting learning contents is beneficial for improving students' academic emotions and enhancing the ubiquitous learning effects, initiative and concentration. In this study, the 2-year-long comparative experiments and tracking analyses were conducted from four aspects: academic grades, average study hours in after-school spare time, academic emotions status and classroom participation. The experimental results show that the individual adaptive ubiquitous learning paradigm proposed in this paper has significant positive effects and impacts on college students' learning outcomes, initiative, engagement and academic emotions. • An individual adaptive ubiquitous learning paradigm considering the impact of academic emotions is proposed. • The paradigm focuses on academic emotions to adaptively adjust individual learning content. • Academic emotions analysis and adjustment algorithms are designed to improve learning outcomes. [ABSTRACT FROM AUTHOR]

Caste is a unique marker of social stratification in India. There are significant eco- nomic inequalities and considerable disparities in educational achievements between historically disadvantaged caste groups and Others. Unequal investments in their chil- dren's human capital by caste can perpetuate income inequalities and reproduce class differences between caste groups. This paper analyses caste-based disparities in house- hold expenditure on children's school education using nationally representative social expenditure data on education from 2007–08 and 2017–18 in India. The paper uses a recentered influence function (RIF) based decomposition analysis to pinpoint the key factors underpinning the disparity in private educational expenditure between disadvantaged caste groups and Others. Further, to overcome the problem of heterogeneity of data the study also employs propensity score matching (PSM) as robustness check for the decomposition analysis. The findings from decomposition and matching approaches reveal that differences in endowments, specifically income differences, between caste groups explain most of the caste-based gap in children's human capital investments. The study has implications for public policy to address educational and economic disparities between disadvantaged caste groups (ST, SC and OBC) and Others in India. [ABSTRACT FROM AUTHOR]

In order to solve the shortage of the traditional educational administration system in the application of student achievement data in Colleges and universities, and on the basis of traditional data query and statistical work, this paper proposes a examination score analysis and application system based on data mining algorithm to deeply explore the internal relationship between examination scores and various factors. Through the construction of performance analysis algorithm model to predict and analyze students' performance more accurately, it is found through model comparison that the improved model has improved the accuracy of performance prediction by 1.89%, the accuracy by 1.1%, and the recall rate of the improved model algorithm by 0.5% compared with the original algorithm, which verifies the availability and value of the model. [ABSTRACT FROM AUTHOR]

This article discusses the correlation between first-year students' prior knowledge of programming and their academic achievements. Many students who enroll in the Faculty of Computer Science and Information Technology at Riga Technical University drop out during their first year. Therefore, it is crucial to support first-year students in acquiring programming knowledge successfully. The Faculty of Computer Science and Information Technology provides an additional course called "Algorithmization Practice" for students without prior programming experience. The authors of this paper conducted research to investigate whether this course helps bridge the gap between students with and without prior programming knowledge and whether it improves the academic performance of students without prior knowledge in their first year. The collected data was summarized using descriptive statistics, and the final scores of students from different groups were compared to identify any differences between those who attended the "Algorithmization Practice" course and those who did not. Based on a sample of 1744 introductory programming course students, our analysis indicates that students who attended the additional course demonstrated better academic performance. [ABSTRACT FROM AUTHOR]

The primary objective of the paper is to present the essence of the new paradigm in the management science, which is neuroentrepreneurship. This objective determined the paper's layout. In the first part, the theories of entrepreneurship are presented, including the context of research on entrepreneurship. In the second part, the techniques of cognitive neuroscience are described, which are used to determine the impact of thought processes on the recognition and use of a business opportunity by an entrepreneur. This part also analyses the new paradigm of management sciences, i.e. neuroentrepreneurship. In this respect, the most important achievements of science in diagnosing the impact of neuronal impulses on the entrepreneurial process are presented. [ABSTRACT FROM AUTHOR]

Critique is a primary method of assessment and feedback used in architectural education. It is used extensively at the design studio where students are asked to develop, present, and discuss their interventions. The collaborative typology of design studio adds to the importance of critique as an educational tool. Students are asked to present their work and discuss it with their colleagues and professors. At these cases, critique plays a key role as a tool for assessing and scrutinizing students' achievements and their creativity' potentials. This paper investigates the correlation between the typical stages of the design process and critiques sessions presented at the design studio. It reviews the literature to develop a framework to figure out this relationship. In a further investigation step, this paper discusses the case of the 2nd-year design studio at the Department of Architecture, Faculty of Engineering, Alexandria University to validate its findings. The case study proves the framework's flexibility to be applied in different circumstances effectively based on understandings its detailed configurations. [ABSTRACT FROM AUTHOR]

Using 13,584 observations of 4772 undergraduate students enrolled in 523 online classes offered synchronously at a research university in China, and using online-learning platform data and administrative data, this paper examines the impacts of class attendance on academic performance. Based on student-level and course-level fixed effects models with a unique set of student-course level control variables, this paper finds class attendance to have a significantly positive impact on academic performance. This effect is larger for low-performing students and smaller for students in courses with larger class sizes. The above findings survive a number of robustness checks, including a bounding technique, restricting sample to compulsory courses and limiting variation in attendance caused by whole day absence. • This paper represents the first attempt to examine the effects of class attendance on academic performance of college students in synchronous online courses. • Based on 13584 observations of 4772 students enrolled in 523 online classes at a research university in China, this paper uses a larger sample with a diverse range of courses and more accurate indicators of class attendance. • Employing student and course fixed effects, we find that students' class attendance has a significantly positive impact on their academic performance. For a one standard deviation increase in class attendance, academic performance increases by 0.08 standard deviation. • The positive attendance effect is stronger for lower-performing students and students in smaller classes, and remains substantial even for courses without mandatory attendance requirements. [ABSTRACT FROM AUTHOR]

• Instability often overshadowed young people's experiences of being in care. • Disrupted schooling could have a devastating impact on academic confidence. • School was frequently described by participants as a key source of support. • Stigmatisation was a significant theme in participants' narratives of school. • Narratives often painted a complex picture of instability, educational struggle, and perceived failure. • The societal imperative to be resilient and self-reliant had the effect of responsibilising participants. Research highlights a plethora of negative outcomes for care leavers and it is widely accepted that children in care are likely to have lower educational attainment than their peers. Rather than concluding that these figures can be attributed directly to being 'in care', scholars have indicated that the matter is more complex, drawing attention to circumstances which pre-date or supersede entry into care. This paper seeks to highlight the experiences of those care leavers who bucked the trend and achieved sufficient qualifications to study in higher education. Despite achieving well academically, our research shows that young people in care still struggled to manage the academic pathway between care and university. This paper draws on evidence collected from 234 care experienced students in England and Wales to consider the educational challenges faced by those without familial support. Findings revealed that instability, stigma and poor institutional support were significant barriers in participants' educational journeys. We consider the impact of narratives of 'meritocracy' and 'resilience' on interpretations of educational success for care leavers. We conclude that caution should be exercised when celebrating individual successes, and greater attention should be paid to structural and systemic barriers to educational achievement. [ABSTRACT FROM AUTHOR]

Examination is an effective method for evaluating educational achievements but manually grading is time-consuming and error-prone. According to the characteristics of Chinese, this paper designs an effective and reliable hybrid automatic grading system for medical term interpretation questions, which integrates keyword similarity, semantic similarity and sentence length similarity. This model therefore provides a feasible framework in the sense that automated scoring system can be used reliably in real practice for subjective questions in medical education. In practice, the parameters can be pre-trained for different courses and different levels of students, so as to achieve the best performance of the model. From 15 professional noun explanation questions of 300 medical students in the course of medical psychology, statistics show that the difference between the manual and automatic assessment of all students' answers for each question is less than or equal to 2. Moreover, a comparative study of the automated scoring system is conducted to assess the overall testing performance. The experimental verification shows that the model posed in this paper is effective and robust. To enhance user convenience, a GUI software has been created using the Python "Tkinter" library. This software can be directly applied to different scenarios to demonstrate the expansive application potential of the system. [ABSTRACT FROM AUTHOR]

• Findings highlight the importance of peer support and the possibility of participatory research approaches in catalyzing peer connectivity and agency among foster scholars in higher education. • Actions and advocacy associated with Participatory Action Research have benefits for students with foster care experience and can contribute to critical consciousness raising among those within and outside of child welfare and university systems. • Integrating youth voice and perspective to our existing body of knowledge about youth with foster care experience in higher education adds a critical, often missing perspective. • Universities, child welfare system professionals, policymakers, child welfare scholars desiring to create policy and practice more affirming of young people with foster care experience should center the voices and recommendations of youth with foster care experience in their decision making. This paper presents findings from a focus group conducted as part of a larger Youth Participatory Action Research (YPAR) study with a cohort of university students with experience in foster care. Six foster scholars (ages 18–21) participated in a research collective offered as a collaboration between the School of Social Welfare and the Educational Opportunities Program (EOP) at a large Northeastern public research university. Over the course of several semesters, students received an overview of research methods, evaluated existing research regarding the educational outcomes of youth with foster care experience, then designed an interview guide for a focus group that they later participated in. Focus group data was transcribed and then analyzed in two ways, first through thematic content analysis using ATLAS TI qualitative software, and simultaneously through participatory narrative analysis using an adapted version of Carol Gilligan's Listening Guide. The cluster of findings presented in this paper highlights co-researchers' experiences of a YPAR approach to research. Three themes emerged: validation of experience and peer support , connection to available resources, and YPAR as a tool of collective action and empowerment. An overview of the significant actions and change efforts associated with the YPAR process is also provided. Findings highlight the importance of peer support and the possibility of participatory research approaches in catalyzing peer connectivity and agency among foster scholars in higher education. Integrating youth voice and perspective to the existing body of knowledge about youth with foster care experience in higher education adds an important perspective needed to more holistically understand what resources and supports are most critical in ensuring their success. Recommendations are made for both universities and child welfare scholars desiring to center the voices and experiences of youth with foster care experience. [ABSTRACT FROM AUTHOR]

This paper examines the influence of male peer proportion on a student's academic performance. The sex ratio at 10–14 was 117.16 in 2011, and it has increased to 119.1 in 2019. The sex ratio imbalance at 10–14 tends to expand. This paper uses China Education Panel Survey (CEPS) 2013–14 and 2014–15. Considering the selection bias, this paper restricts the sample to schools that satisfy randomly-assignment conditions. The results highlight that students with a high proportion of male classmates have a lower performance in Mathematics and English but not Chinese. To explain these effects, this paper uses three channels to interpret: (1) cognitive ability, (2) learning effort, and (3) the quality of the classroom environment. It provides implications for policymakers and school administrators to take precautions in advance. [ABSTRACT FROM AUTHOR]

In metadiscourse work, what may be called a 'marker' approach vastly outnumbers a 'move' approach. This has led to a research focus on small units of analysis, typically word-based, classifying for example the pronoun I as Self-mention. This paper argues that we also need to develop a 'move' approach in metadiscourse studies, involving a more contextualised analysis of the discourse functions that speakers/writers use metadiscourse to perform. To support such a development, an overview is given of existing functional taxonomies for academic discourse and a specific taxonomy is presented of metadiscursive functions. The taxonomy was originally developed based on academic lectures and student essays, but is further developed as applied to spoken student presentations. The second main contribution of the article is the analysis of student presentations. The material is culled from an MA-level English-language online teaching context and compiled into a corpus of 13 presentations (20,000 words and 169 min of presentation time). The qualitative focus of the study is on the taxonomy for how metadiscourse is performed. Quantitative findings regarding the distribution of different types of metadiscourse functions are also included. Despite the widespread practice of student presentations, they have received very little research attention, but the present study maps their key discourse functions. • Much research on metadiscourse has adopted a 'marker' rather than a 'move' approach. • The unit of meaning is restricted and typically word-based in the marker approach. • The unit of meaning is extended and typically rhetorical in the move approach • It is argued that more metadiscourse research adopting a move approach is needed • A taxonomy of metadiscourse functions/moves is applied to oral student presentations [ABSTRACT FROM AUTHOR]

Copyright of Journal of Medical Imaging & Radiation Sciences is the property of Elsevier B.V. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Given the increasing competitiveness of matching into radiology residency programs in the U.S., especially for international medical graduates (IMGs), many IMGs opt to join research fellowships to boost their academic productivity and expand their research portfolios. This strategy helps them become as competitive as their national peers. This paper provides insights from the personal experience of a former international radiology research fellow who successfully utilized a fellowship to match into a radiology residency. It outlines a roadmap and strategic steps taken—from finding and preparing for the fellowship to maximizing its benefits by increasing publications and developing professional connections, ultimately securing a radiology residency, and maintaining ongoing collaboration with the research team after departure. • Finding a research position can be achieved by emailing research mentors directly or applying through employment websites. • Preparing for a fellowship involves creating a professional CV that lists academic achievements, prior research experiences, and USMLE scores. • During the first week of the fellowship, it is advisable to shadow a senior fellow to learn the nuances of the job. • Maximize academic productivity by taking initiative in multiple research projects especially retrospective studies. • Connections can be developed by presenting at conferences to meet leadership faculty and participating in clinical observerships. [ABSTRACT FROM AUTHOR]

This paper employs a mixed-methods design to investigate the supportive roles of the translanguaging practice, specifically the use of students' First Language (L1), and English for Specific Purposes (ESP) courses within the context of English Medium Instruction (EMI) in a Transnational Education (TNE) program in China. It involved collecting questionnaire responses from 268 undergraduate Chemical Engineering students and conducting 17 follow-up semi-structured interviews. The hierarchical multiple regression analysis revealed students' academic language-related challenges and ESP course performance were two statistically significant predictors of their EMI academic success; academic linguistic challenges and students' L1 use attitudes emerged as significant indicators of their EMI learning self-efficacy. Qualitative data analysis further uncovered students' positive beliefs regarding the bridging effects of L1 use on facilitating their EMI learning and the foundational role of ESP courses in linguistic preparation. These empirical findings lead to significant pedagogical implications, aiming to scaffold effective EMI learning in the investigated context. ● Mixed-methods study explores the impacts of L1 use and ESP courses in a Chinese EMI Transnational Education (TNE) program from the student perspective. ● L1 use and ESP course performance are identified as significant predictors of self-efficacy and academic success in EMI learning, respectively. ● Students' positive perceptions highlight the bridging effects of L1 use. ● ESP courses are perceived as foundational to EMI learning, facilitating language and content mastery. ● Pedagogical recommendations are proposed for EMI policy and teaching practices in TNE programs. [ABSTRACT FROM AUTHOR]

This paper presents the first empirical attempt to understand language learner well-being in the context of heritage language (HL) learning. Adopting a positive psychology perspective, the research investigates the well-being experiences of Chinese heritage language (CHL) children to explore what flourishing means in HL learning. Data were collected from multimodal focus groups with 40 young CHL learners in the UK, involving a well-being exercise, a drawing activity, and semi-structured discussions. Following an appreciative inquiry approach, the findings indicate that HL learners' well-being revolves around "feeling good," "doing well," and "being connected," including six essential components: positive emotions, affirmative self, perceived competence, active engagement, supportive relations, and diasporic connections. By centring young learners' perspectives, we propose a multidimensional framework representing different aspects of their flourishing in the journey of HL development, which informs further theorisation of HL learner well-being as multifaceted, interconnected, and contextual. By shifting the emphasis from linguistic achievement to a more holistic approach that prioritises the socio-emotional wellness of HL learners, we also seek to instigate a "positive" turn in HL education which provides an intellectual basis for the design, implementation, and evaluation of future HL interventions with significant policy implications. [ABSTRACT FROM AUTHOR]

This paper examined the effects of scaffolding strategies instruction on EFL students' writing achievement, and its consistency in writing sub-skills. The study followed a pretest-posttest quasi-experimental design, and data were collected from 48 students in each comparison and experimental group. Results from paired-samples t -test confirmed a significant writing achievement score difference between the pretest and posttest for the experimental group (p =.001), but an insignificant difference for the comparison group (p =.426). Independent-sample t -test of post-test yielded a significant difference between the two groups favoring the experimental class (p =.001). The findings verified scaffolding teaching's feasibility for improving students' writing. Results from MANOVA proved writing sub-skills content, vocabulary, grammar, mechanics and organization jointly account for significant variance between comparison and experimental groups writing. Separate results of the variables revealed composing relevant content as the stronger predictor (F (1, 94) = 35.08, p =.001), but no mechanics' use disparity between the two groups, F (1, 94) =.42, p =.520. The findings verified the scaffolding strategies' substantial role in enhancing learners' overall writing achievement and all writing sub-skills except for mechanics. Results from the questionnaire showed participants' positive perceptions about scaffolding strategies instruction. Based on the findings, we recommend scaffolding strategies teaching for EFL students' writing improvements. [ABSTRACT FROM AUTHOR]

Little is known about the impact of peer personality on human capital formation. The paper studies the impact of peers' persistence, a personality trait reflecting perseverance in the face of challenges and setbacks, on student achievement. Exploiting student-classroom random assignments in middle schools in China, I find that having more persistent peers improves student achievement. I identify three mechanisms: (i) an increase in students' own persistence and self-disciplined behaviors, (ii) teachers exhibiting greater responsibility and patience, along with increased time spent on teaching preparation, and (iii) the formation of endogenous friendship networks characterized by academically successful peers and fewer disruptive peers, especially among students with similar levels of persistence. [ABSTRACT FROM AUTHOR]

The Internet of Things (IoT) is playing an important role in the development of cars, smart homes and schools. Schools are using IoT technology to enhance student learning, digitize traditional learning and improve academic performance. IoT is rapidly replacing the traditional school system with a modern, smart and safe school system. Several modern education systems are presented in the literature. The difficulty of choosing a smart and safe school system while evaluating the respective merits of different school systems has long been a concern for educators. In this study we proposed a hybrid multi-criteria decision-making method (MCDM) to address the selection Problem. To rank the different smart school systems and evaluate the value of the required parameter, two MCDM-based methods are used: Entropy and TOPSIS (Technique for Preference Ordering by Similarity to an Ideal Solution). Twelve beneficial features were considered that represent the fundamental positive characteristics required to create an intelligent education system. Ten different educational systems are considered as alternatives in order to carry out an evaluation. Entropy is used to measure the importance of each criterion and TOPSIS is used to rank the school systems. In this paper, we propose how the concepts of Entropy and TOPSIS can be used to address the challenge of selecting a safe and smart school system based on IoT. Our investigation selected the IoT-based school system that was found to be the smartest and safest out of a set of schools. Finally, we discuss the evaluation of the proposed research. • Review IoT applications in education and transform traditional schools into smart, secure systems. • Apply hybrid techniques to select a smart and secure school system. • Determine key components of IoT-based school systems via literature analysis. • Use entropy to measure criteria importance and TOPSIS for ranking alternatives. • Identify and prioritize a smart, secure school system in this research. [ABSTRACT FROM AUTHOR]

Despite several education policies related to the Sustainable Development Goals, educational inequalities persist at the primary school level in Cameroon. However, little is known on students' circumstances and efforts in an attempt to reduce these inequalities. The aim of this paper therefore is to analyse inequality of opportunity in Cameroon's primary education sector. Using the 2014 and 2019 PASEC databases, we decompose students' reading and mathematics test scores based on Shapley and non-parametric approaches to assess the role of household, school and environmental circumstances. Results show that inequality of opportunity contributes between 38.1 % and 46.3 % of total inequality for between 2014 and 2019 in test scores. Interestingly, school factors like school type, location, resources, and class size, have a bigger impact than students' family background. Policies to improve school conditions should focus on rural and under-resourced areas in terms of educational materials, while improving school inspections and reducing class sizes may be more effective in reducing educational inequalities. • Inequality of opportunity in reading decreases between 2014 and 2019. • Inequality of opportunity remains constant for both years in mathematics. • School factors contributes more to inequality than student background. • Child labour are equally responsible for poor learning performance. [ABSTRACT FROM AUTHOR]

This paper contributes to the controversial literature on the nature, perceptions, causes, social contexts and consequences of school violence in Cameroon. This study adopts the process tracing method that is valuably instrumental in qualitative studies. On the causes of school violence, this study reveals that lack of parental guidance, abusive use of social media, sociocultural factors, poor working conditions of teachers, inadequate number of guidance counsellors in schools, lack of trained discipline masters/mistresses in security-related issues, and rigidity of the educational system to technological advancements constitute the main causes of school violence in Cameroon. On the consequences of school violence, the study reveals that school violence results to: (i) the disruption of the teaching-learning process, which impacts negatively on both the student and teacher's output, thereby leading to falling educational attainment rates, (ii) psychological, emotional and mental trauma, depression, frustration, perpetual disability and death of the victimized individual (learners, teachers, and school administrators), and this negatively impacts on the educational life of students, (iii) destruction of school property, thereby leading to huge financial burdens on the educational stakeholders, which inevitably weakens existing social ties among students, teachers, parents and the school administration, thereby making it difficult to foster peace within the school environment, (iv) social unrest, high crime wave, school dropout, and loss of lives, which generally constitute an impediment to socioeconomic development of the country. Contingent on these findings, it is apparent that fostering peaceful school environments through the eradication of school violence requires the joint efforts of all education stakeholders (parents, teachers, students, school administrators and educational policymakers). Consequently, there is need for the creation of a National Violence Prevention Council (NVPC) in Cameroon. Besides, several preventive measures for practical policy implications are discussed in the context of this study. • Exploring the nature, causes and consequences of school-based violence. • Need to create a national violence prevention council. • The process tracing methodology is adopted. • Violence is observed to result from direct, cultural and structural sources. • Violence negatively impact academic performance, increasing financial burden on stakeholders. [ABSTRACT FROM AUTHOR]

This study uses a theoretical perspective known as organizational institutionalism to explain the higher test scores observed among private school students in Nepal. We argue that the differing "institutional charters" of public and private schools in Nepal result in different forms of school governance, external monitoring, and instructional practice in public and private schools and that these organizational features of schooling affect students' learning outcomes. Empirical analyses presented in the paper show that public and private schools in Nepal do show expected differences in school governance, external monitoring, and instructional practice, but that only the instructional practice variable positively affects student achievement. • Public and private schools in Nepal differed in organizational characteristics. • Private schools showed more unitary governance than public schools. • Private schools were subject to less external monitoring than public schools. • Private schools showed higher quality of instruction than public schools. • Instructional quality in schools was associated with student achievement. [ABSTRACT FROM AUTHOR]

• Differences in the pathways of forming high scientific academic achievement (SAA). • Necessary conditions and sufficient pathways to the formation of SAA were explored. • No single condition is necessary to obtain high SAA. • High and low scientific thinking drives high SAA through different paths. Previous research has shown that scientific thinking (ST) is a significant positive predictor of scientific academic achievement (SAA), but the fact is that many students who lack ST also achieve high SAA. We hypothesize that there may be multiple pathways to high SAA and a complex interaction of multiple casual conditions, which are beyond the scope of conventional quantitative methods based on variance. This study explores the necessary conditions and sufficient pathways to the formation of SAA using fuzzy set qualitative comparative analysis. In a public elementary school in southern China, 232 sixth-grade students completed test papers (measuring ST and SAA) and questionnaires (measuring other conditions such as learning strategies, extracurricular scientific activities, student-centered teaching, scientific capital, and parental involvement). The results of the necessary condition analysis indicated that no single condition was necessary to obtain high SAA. Sufficiency configuration/path analysis indicated that there were eight equivalent pathways that achieved SAA, including four high ST-driven paths, two low ST-driven paths, and two other-condition-driven pathways. Potential substitution relationships in similar paths were discussed, as well as the theoretical and practical implications of this study. [ABSTRACT FROM AUTHOR]

Although feedback is consistently shown to have a positive effect on student achievement, there is also large heterogeneity in effect based on a variety of factors including how teachers use it in the classroom. Understanding how teachers use feedback as part of their content area literacy instruction in inclusive middle school social studies classrooms is therefore a worthy object of investigation. This paper applies an explanatory-sequential mixed-methods design to an existing dataset. We leverage this dataset to first understand whether teachers' feedback use improved students' ability to read social studies texts with understanding and acquire social studies content knowledge from text. It then characterizes the feedback teachers used and draws conclusions on how feedback's form may have influenced its effect. Quantitative analysis included 8865 min of audio recorded classroom instruction from 28 teachers in the United States. Additionally, social studies knowledge acquisition and reading comprehension achievement measures were collected from 893 students. Qualitative analysis included 37 transcripts of audio recorded lessons (38–65 min each) from five randomly selected teachers. Quantitative analysis preceded qualitative. Quantitative analyses included coding of all 8865 min to determine presence of feedback found effective by Hattie and Timperley (2007). This coding was used in a fixed effects model to investigate the effect teacher feedback use had on student reading comprehension and knowledge acquisition outcomes. Qualitative analysis included a collective case study of patterns of feedback use. Feedback did not have a substantial association with scores on the content knowledge or reading comprehension measures. Teachers' feedback patterns suggest they frequently missed opportunities to help students understand goals and self-regulate their behavior as they moved toward them. The ineffective forms of feedback displayed by teachers likely reduced feedback's effect on student outcomes. • Teachers primarily lectured and used formative assessment without feedback. • This assessment was not effective for helping students learn content material from text. • Use of small groups and active engagement in social learning may improve outcomes. • Professional development should encourage peer-to-peer feedback, how to monitor progress. [ABSTRACT FROM AUTHOR]

Self-regulated learning (SRL) is considered an important skill for not only academic achievement, but also second language (L2) development. Proficient L2 speakers often display more developed SRL skills than novices, and it has been shown that SRL instruction can improve L2 learning results. In Japan, the context of this paper, little research had been done on SRL in online L2 learning environments prior to the emergency remote teaching (ERT) period during COVID-19, and the effects of that period are still forthcoming. This study aims to fill the gap by conducting a factor analysis of the SRL of 498 EFL learners across 12 Japanese universities at the end of the first year of ERT in 2021. The results from exploratory factor analysis (EFA) indicated that four factors (goal setting, task strategies, environmental structuring, and classmate communication) were important with classmate communication being a new combined factor of help seeking and self-evaluation. Additional analysis based on prior online learning experience indicated that experience played a role in SRL in online L2 learning contexts. These findings suggest that instruction of SRL and carefully cultivated classroom environments could be beneficial for online L2 learning success. • EFA revealed four factors for SRL in online L2 learning: goal setting, task strategies, environmental structuring, and classmate communication. • Classmate communication was a new factor, combining self-evaluation and help seeking. • Prior online learning experience has an impact on the online SRL factorial structure. [ABSTRACT FROM AUTHOR]

Prader-Willi syndrome (PWS) is a rare neurogenetic syndrome that results in significant challenges in the school setting, often requiring a myriad of academic, social-emotional, and behavioral supports to maintain health and safety and academic success. This paper provides a primer for school psychologists, introducing the physiological, educational, and behavioral differences experienced by children with PWS. As the symptoms of PWS are widespread, the impacts of common physical and neurological differences on specific learning abilities, adaptive skills, and overall functioning in the classroom setting are discussed in detail. While PWS is a spectrum, and each child will experience symptoms and challenges differently, this article aims to provide a foundation for the development and facilitation of support services to assist educators in not only maintaining the health and safety of their students with PWS, but also in capitalizing on their strengths, and building a plan to help them succeed. [ABSTRACT FROM AUTHOR]

Lately, scholars have argued that there is a consensus on a number of critical features of effective teacher professional development (PD). This study presents the results of a systematic review of one of these features: coherence. The analysis and synthesis of 95 papers show that coherence in PD is conceptualized in various ways, and thus that the aforementioned consensus can be questioned. For example, should PD (1) be coherent with external factors, such as standards and assessments; (2) be internally coherent, for example that activities within PD programs should be aligned; or (3) create coherence between goals that are either predetermined or negotiated together with teachers? The different conceptualizations of coherence all implicate how teachers are positioned in relation to PD programs and, in the light of our results, we argue that teachers are primarily seen as implementers expected to align their instruction with external and predetermined goals and practices. • A systematic review of the concept of coherence in teacher professional development. • Three categories emerged: External coherence; Internal coherence; Create coherence. • Few papers contain empirical evidence of coherence, especially regarding student achievement. • Most conceptualizations of coherence position teachers as implementers of reforms. [ABSTRACT FROM AUTHOR]

Despite the central role of vocabulary in language learning, and the increasing interest in academic vocabulary, materials for testing academic vocabulary are not common. This paper reports on the development of a new test of academic vocabulary. Test items were based on a relatively recently developed list of academic vocabulary. They were then piloted, refined, and two comparable forms of the test were produced. The paper describes the approaches used to assess the validity and equivalence of the two forms of the test. Research and pedagogical implications and uses of the test are discussed. [ABSTRACT FROM AUTHOR]

Highlights • This paper contributes to the literature by examining the impact of classroom peer ability, race & gender, and instructor gender on grades earned and major persistence. • Increasing the percentage of female students in the classroom improves persistence past the first year in engineering, but does not impact grades. • An increase in the percentage of peers that are underrepresented minority students increases grades for underrepresented minority students. • Peer ability effects are non-linear. Students from the bottom of the class have negative impacts, while increasing the number of students from the top of the ability distribution have positive impacts. • Peer ability can impact longer term outcomes like major choice. Abstract Understanding how peers and instructors can impact students' outcomes and choice of major after taking the first class in the field is important for promoting persistence in STEM fields. This paper uses data on first-year engineering students at a large, selective engineering school to investigate how peer gender, race, and ability, as well as instructor gender, can impact grades and persistence in engineering. Our findings indicate that gender diversity in the classroom improves all students' propensity to continue in engineering, and an increase in underrepresented minorities improves grades for minority students. Peer ability also has a strong impact, with an increase in lower-ability students pulling down achievement and persistence in engineering of the bottom of the ability distribution, and an increase in high-ability students improving achievement for all. Finally, our results suggest students benefit from a more diverse ability grouping of their peers in the classroom. We find some evidence that male students are more sensitive to peer ability than are female students. [ABSTRACT FROM AUTHOR]

Highlights • We provide some guidelines for practitioners combining data from TALIS and PISA in empirical analyses. • We stress that teacherś data need to be aggregated, thus finding causal relationships is complex. • We find that students whose teachers focus on a few instructional practices obtain better results. Abstract This paper focuses on the potential uses and misuses that can be made with the so-called TALIS-PISA link created by the OECD. This is a recently developed instrument that allows for connecting data about teachers collected in TALIS with studentś data available in PISA. However, the statistical and technical aspects regarding this link between both surveys are far from straightforward. In this paper we explore the main problematic issues of the data fusion process and provide some guidelines for researchers interested in performing empirical analyses using the resulting dataset. Likewise, we illustrate some potential utilities of this dataset through the estimation of different models with the aim of exploring the relationships between teaching practices and student achievement in Spain. Our results indicate that students whose teachers concentrate on a few instructional practices obtain better results than those who have teachers using many different activities within the classroom. [ABSTRACT FROM AUTHOR]

Teacher labor markets have strong implications for learning outcomes and equity for students, and yet schools that need teachers the most often face high turnover. Using repeated cross-sectional nationally representative data, this study examines the relationships between school organizational characteristics and teacher turnover and identifies what may be done to positively influence the teacher workforce. I find school organizational characteristics may indeed reduce teacher turnover, but this varies based on the type of organizational characteristic as well as the specific form of turnover. Policy and practical implications from the study are discussed. • Some school organizational characteristics can potentially influence teacher turnover. • Better administrative support, stronger teacher cooperation and more effective principals may help to retain teachers. • School factors have a more pronounced relationship with turnover in low-income schools than more affluent schools. • These results are robust to a variety of modeling choices. [ABSTRACT FROM AUTHOR]

This paper analyses the influences of parental expectation on middle school students' cognitive development, a subject that is seldom touched in Educational Data Mining (EDM) studies. Despite its anonymity in EDM literature, parental expectation plays a significant role in education. Even though parental expectation is widely studied in the domains of education and psychology, present models are too simple to specify its working path. As the influence of parental expectations is difficult to quantify, we conducted our investigation in one middle school in the city of Hangzhou by applying a set of questionnaires and cognitive assessments. Through the investigation, we verify an inverted-U-shaped relationship between parental expectation and cognitive performance under the moderation of family function. This result extends the EDM study by analyzing the family's contribution and provides a superior model of the impact of parental expectation. [ABSTRACT FROM AUTHOR]

This paper analyzes multiple factors from current university students' high school experiences, including demographic, educational, and economic factors, and current standing and grade point average (GPA), to evaluate the students' information literacy skills associated with a 1000 level course on information literacy which is part of the university's general education requirement. The pre-test indicates that students lack sufficient skills needed to do college-level research. Results of regression analyses demonstrate that only current university GPA and standardized test scores have any influence on information literacy test scores. [ABSTRACT FROM AUTHOR]

Abstract The recent launch of several important international education initiatives designates a future for education that moves away from educational achievements largely based on access and attainment and advances a more qualitative and transformational approach. With this change, the debate on developing tools and approaches to measure quality education that is framed more holistically and capable of offering practical solutions (as found in education for sustainability) is gaining traction. This paper presents the identification of important learning elements and corresponding characteristics that support effective sustainability learning performance and presents the sustainability learning performance framework (SLPF) as a contributing tool for qualitative assessment and guidance and for enhancement of especially sustainability-based quality education/learning. The SLPF was developed from the findings of a study - presented in this paper - to identify the key educational and learning characteristics that lead to effective achievement of education for sustainable development. This research utilised an action-reflection cycle that incorporated examining exemplars of learning performance in combination with a dynamic review of educational/learning theories. The theoretical review was based primarily on a literature review, while the "action" component was collected in the form of case studies from several regional centres of expertise in Asia. The aim was to establish the efficacy of the present practice cases and simultaneously differentiate the essential constituents of education for sustainability that bring about effective learning performance and for future implementation. Furthermore, the SLPF elucidates its contribution to education policy formulation including its linkage with important educational goals across the formal education sector in the implementation and strengthening of sustainability-based quality education. The framework thus serves as a practical approach to contributing to the strategic translation of the 2030 Education Agenda and into effective education and teaching for tangible learning performance outcomes. Highlights • Education needs new tools/approaches to measure qualitative, student-centred progressive education. • The SLPF is a qualitative tool for identifying the key learning characteristics for effectiveachievement of ESD. • It was developed by action-reflection cycle between sustainability education theory and practice. • It aims to contribute to establishing the efficacy of learning performance of present and future practice cases. • It elucidates its contribution to education policy and links with important educational goals. [ABSTRACT FROM AUTHOR]

Highlights • The supply-side of the art market comprises conceptual, production and distribution actors. • Supply-side actors engage in reciprocal sharing of activities, skills and resources. • Supply-side actors engage in networked interactions that serve as bases for value creation. Abstract This paper presents an analysis of the supply-side of the arts market with a focus on how the actors therein interact as a network in the art production process. Through the adoption of a qualitative semi-structured interview methodology, the paper provides insight into how professional and established visual artists (in conjunction with third-party support) conceptualise, produce and distribute their art works in the art market. Results indicate that the art product and the art production process is reliant on a range of mutually beneficial and reciprocal interactions that serve as bases for value creation in the art market. The paper concludes with a range of research opportunities for both academics and practitioners in the arts marketing context. [ABSTRACT FROM AUTHOR]

Assessing the scholarly impact of academic institutions has become increasingly important. The achievements of editorial board members can create benchmarks for research excellence and can be used to evaluate both individual and institutional performance. This paper proposes a new method based on journal editor data for assessing an institution’s scholarly impact. In this paper, a journal editorship index (JEI) that simultaneously accounts for the journal rating (JR), editor title (ET), and board size (BS) is constructed. We assess the scholarly impact of economics institutions based on the editorial boards of 211 economics journals (which include 8640 editorial board members) in the ABS Academic Journal Guide. Three indices (JEI/ET, JEI/JR, and JEI/BS) are also used to rank the institutions. It was found that there was only a slight change in the relative institutional rankings using the JEI/ET and JEI/BS compared to the JEI. The BS and ET weight factors did not have a substantial influence on the ranking of institutions. It was also found that the journal rating weight factor had a large effect on the ranking of institutions. This paper presents an alternative approach to using editorial board memberships as the basis for assessing the scholarly impact of economics institutions. [ABSTRACT FROM AUTHOR]

This paper investigates the influence of social, cultural and economic background on students' performance in content-subjects in the framework of CLIL programmes in Spain. So far, CLIL investigation has focused primarily on language attainment in the L2 and the L1, but students' socio-economic status (SES) has been largely ignored, and its influence on performance in content-subjects remains unexplored. Competence in Science in the L1 (Spanish) is analysed by comparing pupils enrolled in mainstream schools with students in the so-called bilingual streams offering CLIL-based approaches. The paper analyses a sample of 709 6th grade Primary Education students from diverse social backgrounds and enrolled in public schools in the Principality of Asturias (Spain). A test to assess students' knowledge in Science and a context questionnaire (measuring participants' social, economic, and cultural background) were designed and validated. Inferential statistics were applied with one-way ANOVAs and inter-subject analyses. The main finding is that students from less favoured socio-economic backgrounds obtain significant lower scores than those coming from more privileged settings. Results suggest students’ context influences the teaching-learning process in bilingual education. The determining factors for these findings are discussed in the paper together with prospective research lines. [ABSTRACT FROM AUTHOR]