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Introduction: This paper aims to provide a first systematic research overview of student learning outcomes in programs teaching school subjects through languages other than English (LOTE) which are not the mother tongue of the students, according to school- or researcher-administered assessments and stakeholder perspectives, following the PRISMA statement. For brevity, we shall refer to these types of programs as CLIL in LOTE, though we have also included programs which use other labels, such as bilingual education or immersion, due to their similarities with those labeled "content and language integrated learning" (CLIL). Methods: The selected studies, published between November 1994 and December 2023, were identified through the search of SCOPUS and EBSCO. In determining which studies to include in the review, we employed the following selection criteria: (1) articles focusing on children and youth (ages 5-17 years), (2) articles focusing on CLIL programs in LOTE, (3) articles focusing on student achievement, (4) articles focusing on studies that have collected primary data, and (5) studies that used school-/researcher-administered assessments (objective) or self/hetero-reported measures (subjective). The screening of titles, abstracts and keywords left a final sample of n = 29 scientific papers, which were then read exhaustively and assessed for methodological quality. Results: Most studies (26 of 29) addressed academic and/or linguistic outcomes, with some studies additionally addressing social/cultural outcomes, behavioral/affective outcomes, and/or (meta) cognitive outcomes. Of the learning outcomes reported, 25 (53%) were positive, five (11%) were negative, four (9%) were neutral, eight (17%) were mixed and four (9%) identified factors influencing outcomes. Discussion: Theoretically, the study contributes to establishing more general theories about the specific role of CLIL in LOTE in students' learning. Empirically, the study outlines pathways for future research on CLIL in LOTE. In practice, the study presents challenges identified by stakeholders to suggest pathways forward in CLIL teaching/learning. [ABSTRACT FROM AUTHOR]

Background: Head and neck cancer acts as the sixth most common malignant tumor worldwide with an increasing incidence. The needs and methods of its rehabilitation are diverse and constantly evolving. Objective: This study aims to provide an in-depth depiction and visualization of the knowledge structure, hotspots, and emerging trends within the domain in the past 30 years through utilizing bibliometric analysis. Methods: The literature about rehabilitation for head and neck cancer in Web of Science was collected. CiteSpace and VOSviewer were used to analyze main countries, institutions, authors, journals, subject hotspots, trends, frontiers, etc. Results: A total of 1869 papers have been published since 1994. These publications were written by 874 authors from 514 institutions in 74 countries. The United States published 397 papers in this field and ranked first. Head & Neck is the most widely published journal, with Finizia, Caterina as the core author. The main keyword clustering includes terms such as #0 mandibular reconstruction (2009); #1 functional impairment (2014); #2 device lifetime (2006); #3 head and neck cancer (2003); #4 maxillofacial prosthetics (2004); #5 squamous cell carcinoma (2002); #6 readiness for return to work (2009); #7 total laryngopharyngectomy (2004). The current research frontier that has been sustained is "survivors", "reliability", and "meta analysis". Conclusion: We reveal the current status, hotspots, and trends in the field of rehabilitation for head and neck cancer. And we provided new academic insights into the characteristics and limitations of the field's development. [ABSTRACT FROM AUTHOR]

This paper uses data from the 2018 College Graduates Employment Survey in a province in central China to investigate whether there is a fellow effect (a special kind of peer effect) among groups of college students in colleges and universities. It was found that a group of fellows with higher academic achievement would have a significant positive effect on individual students' achievement; conversely, it would have a significant negative effect on individual student's achievement. To avoid endogeneity problems, this paper conducted a two-stage regression analysis using the average education level of the parents of the fellow as an instrumental variable; to ensure the robustness of the findings, this paper used the fellow sample at the municipal level for the regression. The analysis of heterogeneity found that the effect of good grades in the fellow had a greater impact on the individual academic performance of girls compared to boys; in terms of geography, the effect of fellow showed a decreasing trend from eastern to central and western China; in terms of major categories, the effect of fellow also showed a greater difference between humanities majors and social science majors. [ABSTRACT FROM AUTHOR]

With the popularity of Internet technology, reading has developed in the direction of digitalization and mobileization. And entering the metaverse era, both the subject and object of reading may be redefined, presenting a new developmental pattern. This process brings a crisis to reading, such as the fragmentation of reading, the obstruction of reading needs, and the replacement of classical reading. However, reading is still an important way for college students to acquire new knowledge, broaden their horizons and improve their skills. The existence of reading crises inevitably affects the academic achievement of college students. Therefore, from the perspective of university management, this paper conducts regression analysis on 1,155 effective samples of colleges and universities in Anhui Province, extracts the factors that affect college students' reading engagement, and further explores the relationship between college students' reading engagement and academic achievement. The study concluded that: (1) in terms of family reading culture, students who grow up in families with good family reading culture perform better in reading engagement. The amount of family books, family reading education and family reading atmosphere all have significant positive effects on reading time and reflective reading strategies of college students. (2) In the cultivation of reading habits in colleges and universities, the course-driven mechanism and the atmosphere stimulating mechanism have a significant positive effect on students' reading time. The course-driven mechanism, resource supporting mechanism and atmosphere stimulating mechanism have a significant positive effect on the critical reading strategy of college students. (3) In terms of reading time, it is only found that the reading time spent on paper books has a significant positive effect on college students' academic achievement and professional quality. (4) In terms of reading strategies, the replicative reading strategy only has a significant positive effect on the improvement of college students' academic achievement and professional quality. The critical reading strategy has a significant positive effect on the professional quality, general ability and career planning ability of college students. [ABSTRACT FROM AUTHOR]

Spatial reasoning is ingrained in daily life, such as when locating our keys or parking our car. At a broad level, spatial reasoning describes the ability to mentally represent and transform objects and their relations. Spatial reasoning is comprised of distinct, yet related, spatial skills, most of which have strong links with mathematics achievement. Subsequently, understanding the ways spatial reasoning connects with mathematics has the potential to support achievement in school. However, current research practices have failed to translate into practical outcomes for students. To date, research has often focused on decontextualized spatial skills, measured by psychometric tests, to generalize about broader models of spatial reasoning. However, spatial reasoning goes beyond test performance. In this theoretical review, I have sought to find the points of connection between the fields of cognitive psychology, often based in the lab, and mathematics education, situated within classrooms, and discussed ways to connect this currently siloed work for greater impact on classroom practice. The paper addresses the emergence of spatial research from its historical roots in intelligence testing and the influence these conceptualizations have had on contemporary methodologies. It goes on to discuss how these research traditions may be limiting our ability to understand the mechanisms linking spatial reasoning and mathematics. The paper argues for a broader view of research problems and methodologies in spatial cognition research to facilitate the translation of research to meaningful contexts in pedagogy and learning. [ABSTRACT FROM AUTHOR]

This paper explores the use of coaching and mentoring methods in teaching literature to secondary school students. This innovative pedagogical approach has not been previously practiced in Kazakhstani schools. The study employs a one-month coaching and mentoring initiative tailored for secondary school students. This qualitative study employed the collection of the reflective journal "life scenario" and the focus group interview with participants. The data obtained from the reflective journal and focus group interview were subjected to content analysis. The integration of coaching and mentoring methods into literature pedagogy is postulated as a catalyst for inspiring students to develop "life scenarios," thereby propelling them towards goal achievement and academic success. Additionally, the paper suggests integrating more practical exercises from business, psychology, coaching, and mentoring in literature lessons at the secondary school level. [ABSTRACT FROM AUTHOR]

Background: Health has effects on children's academic performance. Qi deficiency is generally used to assess an individual's health in the Chinese traditional medicine theory. This study explores the effects of qi deficiency on children's academic performance and examines whether mental fatigue mediates these effects. Methods: A total of 550 students aged 10-13 in fifth-grade were surveyed in a big primary school in Sichuan Province in November 2023 using paper-pencilbased questionnaires. Qi deficiency and mental fatigue were assessed, and exam scores in Chinese and Mathematics were recorded. Pearson's correlation and linear regression analyses were used to test the mediation model and hypotheses. Results: The fifth-grade students had mild qi deficiency (M = 2.09) and a mild state of mental fatigue (M = 2.38) on a five-point Likert scale. The average exam scores in Mathematics and Chinese were 70.07 and 74.44 points out of 100, respectively. Qi deficiency was associated with Mathematics scores (r = -0.37, p < 0.01) and Chinese scores (r = -0.30, p < 0.01), and mental fatigue (r = 0.47, p < 0.01). Furthermore, mental fatigue was associated with Mathematics scores (r = -0.46, p < 0.01) and Chinese scores (r = -0.34, p < 0.01). Linear regression analyses showed that qi deficiency significantly predicted Mathematics scores (β = -0.26, p < 0.01), Chinese scores (β = -0.19, p < 0.01), and mental fatigue (β = 0.41, p < 0.01). When qi deficiency was controlled for, mental fatigue significantly predicted Mathematics scores (β = -0.28, p < 0.01) and Chinese scores (β = -0.17, p < 0.01). Conclusion: The mediation model and hypotheses were well supported, indicating that mental fatigue mediated the influence of qi deficiency on academic performance of fifth-grade students. Furthermore, the mediation effect of mental fatigue on Mathematics scores was a little stronger than that on Chinese scores. [ABSTRACT FROM AUTHOR]

This paper explores the measurement capabilities of the Trends in International Mathematics and Science Study (TIMSS) and the Program for International Student Assessment (PISA) in assessing school factors that influence student performance. We specifically focus on the 2015 assessments of the science performance of eighth graders in Sweden and Norway. This was the latest year when the two assessments were conducted in the same year and science was the major subject area in the PISA assessment, which was essential for maximizing the assessments' comparability. Using multilevel models, the study identifies common and unique factors across the assessments and investigates the factors that influence student performance at different proficiency levels. The findings highlight the importance of school-level factors, which are significant in both assessments. Moreover, both assessments provide information on overlapping sets of factors that have varying influence on the performance of students with different proficiency levels. Overall, there are limited common factors between TIMSS and PISA. School factors vary between low-performing and high-performing schools, with differing significance in Norway and Sweden. The results indicate that TIMSS and PISA assessments offer complementary information, particularly for low-performing schools. Our findings suggest that different school types may benefit or suffer from distinct school factors. The findings are relevant for both educational professionals and policy-makers. [ABSTRACT FROM AUTHOR]

At present, there are so many learners in online classroom that teachers cannot master the learning situation of each student comprehensively and in real time. Therefore, this paper first constructs a multimodal emotion recognition (ER) model based on CNN-BiGRU. Through the feature extraction of video and voice information, combined with temporal attention mechanism, the attention distribution of each modal information at different times is calculated in real time. In addition, based on the recognition of learners' emotions, a prediction model of learners' achievement based on emotional state assessment is proposed. C4.5 algorithm is used to predict students' academic achievement in the multi-polarized emotional state, and the relationship between confusion and academic achievement is further explored. The experimental results show that the proposed multi-scale self-attention layer and multi-modal fusion layer can improve the achievement of ER task; moreover, there is a strong correlation between students' confusion and foreign language achievement. Finally, the model can accurately and continuously observe students' learning emotion and state, which provides a new idea for the reform of education modernization. [ABSTRACT FROM AUTHOR]

The effect of physical activity (PA) on academic achievement has long been a hot research issue in physical education, but few studies have been conducted using machine learning methods for analyzing activity behavior. In this paper, we collected the data on both physical activity and academic performance from 2,219 undergraduate students (Mean = 19 years) over a continuous period of 12 weeks within one academic semester. Based on students' behavioral indicators transformed from a running APP interface and the average academic course scores, two models were constructed and processed by CHAID decision tree for regression analysis and significance detection. It was found that first, to attain higher academic performance, it is imperative for students to not only exhibit exceptional activity regularity, but also sustain a reduced average step frequency; second, the students completing running exercise with an average frequency of 1 time/week and the duration of 16-25 min excelled over approximately 88 percentage of other students on academic performance; third, the processing validity and reliability of physical observation data in complex systems can be improved by utilizing decision tree as a leveraging machine learning tool and statistical method. These findings provide insights for educational practitioners and policymakers who will seek to enhance college students' academic performance through physical education programs, combined with data mining methods. [ABSTRACT FROM AUTHOR]

The overarching goal of this study was to look into the effects of academic self-efficacy and academic motivation on student long-term engagement and academic achievement. This study also sought to investigate the role of learning agility as a mediator in the relationship between academic self-efficacy and academic motivation. This study examined the impact of student sustainable engagement on student academic achievement as part of our model. A questionnaire technique was used to collect data from 325 music education students studying at various music training institutions in China. The data were analyzed using the Smart-PLS software and a structural equation modeling (SEM) technique. Academic self-efficacy and academic motivation were found to have a positive and significant relationship with student long-term engagement. The academic motivation was also found to have a positive relationship with student long-term engagement. Furthermore, learning agility was found to mediate the relationship between academic self-efficacy and student sustainable engagement. Furthermore, learning agility mediated the relationship between academic motivation and long-term student engagement. Furthermore, student sustainable engagement has a significant and positive relationship with student academic achievement. This paper made a valuable theoretical contribution by investigating the impact of academic self-efficacy and academic motivation on student sustainable engagement, as well as the impact of student sustainable engagement on student academic achievement. Furthermore, this study added to the body of knowledge by investigating the relationship through the lens of cognitive learning theory. In terms of practical implications, this paper would undoubtedly assist educational institutions in maintaining a fair and just learning environment that encourages students to be engaged and perform well. Future research can include other constructs to gain a better understanding of the factors that influence students' academic engagement and achievement. [ABSTRACT FROM AUTHOR]

After formal school entry, theory of mind development encounters a blooming period of growth intertwined with social and academic achievements and challenges. Within this framework, in last years researchers have proposed training programs to foster mature ToM skills, but also, to test causal pathways for the role that ToM development may have in broader cognitive and social outcomes. In the current mini-review we examine which training programs have been developed so far to enhance three key aspects of mature ToM skills: secondorder false belief reasoning, the ability to put one's own ToM knowledge into use, and the mentalization of thoughts and emotions. We also illustrate effects of these activities on intra- and inter- personal competence. In its conclusion the paper provides considerations of both first achievements of research in this area and gaps to be addressed in future works. [ABSTRACT FROM AUTHOR]

Reading is typically guided by a task or goal (e.g., studying for a test, writing a paper). A reader’s task awareness arises from their mental representation of the task and plays an important role in guiding reading processes, ultimately influencing comprehension outcomes and task success. As such, a better understanding of how task awareness arises and how it affects comprehension is needed. The present study tested the Task Awareness Mediation Hypothesis. This hypothesis assumes that the strategies that support reading comprehension (e.g., paraphrasing, bridging, and elaborative strategies) also support a reader’s task awareness while engaged in a literacy task. Further, it assumes that the reader’s level of task awareness partially mediates the relationship between these comprehension strategies and a comprehension outcome. At two different time points in a semester, college students completed an assessment of their propensity to engage in comprehension strategies and a complex academic literacy task that provided a measure of comprehension outcomes and an assessment of task awareness. Indirect effects analyses provided evidence for the Task Awareness Mediation Hypothesis showing that the propensity to engage in paraphrasing and elaboration was positively predictive of task awareness, and that task awareness mediated the relationships between these comprehension strategies and performance on the complex academic literacy task. These results indicate that task awareness has complex relationships with comprehension strategies and performance on academic literacy tasks and warrants further consideration as a possible malleable factor to improve student success. [ABSTRACT FROM AUTHOR]

The twenty-first century is arguably the century of computing. In such a world saturated by computing, Computational Thinking is now recognized as a foundational competency for being an informed citizen and being successful in STEM work. Nevertheless, how to effectively import different types of teaching methods in university courses (lecture based learning, project based learning) is subjected to further evaluation. Currently, the arguments in favor of tangible robots including high interaction, great practicality, and specific operation results make themselves to be often used as a teaching medium and tool for teaching activities between teachers and students. Hence, in addition to cultivating students with computational thinking ability, this paper discussed how to integrate tangible robots into project-based learning courses of thinking skills training to improve the learning performance of the computational thinking ability. This study conducted in one semester on the 105 students from three classes. Experimental results show that the project-based learning method integrated with the teaching material of robotic visual programs approach had significantly better effectiveness in improving students' learning achievements than the traditional teaching method integrated with paper practice teaching materials approach. Analysis of the questionnaire results showed that the proposed learning approach did not increase the students' cognitive burden. In sum, the proposed approach helps students' learning achievement and cognitive load. [ABSTRACT FROM AUTHOR]

Due to the COVID-19 pandemic, students worldwide have experienced fundamental changes to their learning. Schools had to shift to distance education as part of the effort to stop the spread of the virus. Although distance learning undoubtedly resulted in challenges for all students, there is much concern that it exacerbated existing educational inequalities and led to disadvantages – particularly for students who were already struggling academically and lacking support from family and school. The aim of this paper was to investigate the possible impact of family and child characteristics, school performance prior to lockdown, and support at home and from school during lockdown in coping with self-regulated distance learning during times of COVID-19. The paper draws on data from a two-wave longitudinal study surveying 155 lower secondary school students aged 13–14years from a rural-alpine region in Austria. Data were collected 1year before the start of the pandemic and directly after schools had returned to in-class teaching after the first lockdown. Our findings support the notion that distance learning poses a substantial risk for exacerbating existing educational disadvantages. They show that coping with out-of-school learning was especially challenging for students with low academic achievement and learning motivation prior to the pandemic. Furthermore, findings demonstrate that the support from parents and teachers foster students' capabilities to cope with the self-regulatory demands connected with distance learning. Although the importance of competencies for self-regulated learning became particularly evident in the context of the pandemic, from our findings, it can be concluded that in the future, schools should strengthen their investment in promoting competencies for self-regulated learning. Self-regulation must be recognized as an essential educational skill for academic achievement and life-long learning. [ABSTRACT FROM AUTHOR]

The recent technologies rise today as a tool of significant importance today, especially in the educational context. In this sense, Augmented Reality (AR) is a technology that is achieving a greater presence in educational centers in the last decade. However, Augmented Reality has not been explored in depth at the Secondary Education stage. Due to this, it is essential to analyze and concentrate the scientific research developed around this educational technology at that stage. Therefore, the aim of this research is to describe the influence that Augmented Reality shows on the motivation and academic performance of students in the Secondary Education stage. In relation to the methodology, a systematic review of the literature has been conducted using the Kitchenham protocol, where several factors have been analyzed, such as subjects, activities, and electronic implementation devices, together with the eects on motivation and student’s academic performance. The Scopus and Web of Science (WoS) databases have been used to search for scientific papers, with a total of 344 investigations being analyzed between 2012 and 2022. The methodological stages considered were the formulation of research questions, the choice of data sources, search strategies, inclusion and exclusion criteria and quality assessment, and finally, data extraction and synthesis. The results obtained have shown that the use of AR in the classroom provides higher levels of motivation, reflected by factors such as attention, relevance, confidence, and satisfaction, and reflects better results in the tests carried out on the experimental groups compared to the control groups, which means an improvement in the academic performance of students. These results supply a fundamental theoretical basis, where the dierent teachers should be supported for the incorporation of AR in the classroom, since how this educational technology has been shown oers great opportunities. Likewise, the development of research in areas not so addressed can further clarify the generality of AR based on its influence on learning. In addition, the fields of natural sciences and logical-mathematical have been the most addressed, managing to implement their contents through object modeling. In short, this research highlights the importance of incorporating Augmented Reality into all areas and educational stages, since it is a significant improvement in the teaching and learning process. [ABSTRACT FROM AUTHOR]

Objective: The study aims to discuss the longitudinal impact of the parentteacher relationship on students' academic achievements in China. Method: Based on the China Education Panel Survey, covering the data from 438 classes of 112 schools in 28 county-level administrative areas in China, we used the hierarchical linear model to analyze the data. Results: We found that the parents' active communication with teachers, parents' participation in parent meetings, teachers' active contact, whether parents are afraid to communicate with teachers, and parents' willingness to participate in parent meetings have significant relationships with students' academic achievements. At the class level, the extent of teachers' stress from parents' requests and teachers' perception of respect from parents also affected students' academic achievements significantly in the Chinese context. Conclusion: There was a longitudinal association between the parent-teacher relationship and students' academic achievements. The practical implication was discussed in the paper. [ABSTRACT FROM AUTHOR]

On page 1 of his classic text, Millsap (2011) states, “Measurement invariance is built on the notion that a measuring device should function the same way across varied conditions, so long as those varied conditions are irrelevant [emphasis added] to the attribute being measured.” By construction, measurement invariance techniques require not only detecting varied conditions but also ruling out that these conditions inform our understanding of measured domains (i.e., conditions that do not contain domain-relevant information). In fact, measurement invariance techniques possess great utility when theory and research inform their application to specific, varied conditions (e.g., cultural, ethnic, or racial background of test respondents) that, if not detected, introduce measurement biases, and, thus, depress measurement validity (e.g., academic achievement and intelligence). Yet, we see emerging bodies of work where scholars have “put the cart before the horse” when it comes to measurement invariance, and they apply these techniques to varied conditions that, in fact, may reflect domain-relevant information. These bodies of work highlight a larger problem in measurement that likely cuts across many areas of scholarship. In one such area, youth mental health, researchers commonly encounter a set of conditions that nullify the use of measurement invariance, namely discrepancies between survey reports completed by multiple informants, such as parents, teachers, and youth themselves (i.e., informant discrepancies). In this paper, we provide an overview of conceptual, methodological, and measurement factors that should prevent researchers from applying measurement invariance techniques to detect informant discrepancies. Along the way, we cite evidence from the last 15 years indicating that informant discrepancies reflect domain-relevant information. We also apply this evidence to recent uses of measurement invariance techniques in youth mental health. Based on prior evidence, we highlight the implications of applying these techniques to multi-informant data, when the informant discrepancies observed within these data might reflect domain-relevant information. We close by calling for a moratorium on applying measurement invariance techniques to detect informant discrepancies in youth mental health assessments. In doing so, we describe how the state of the science would need to fundamentally “flip” to justify applying these techniques to detect informant discrepancies in this area of work. [ABSTRACT FROM AUTHOR]

Educators themselves and their knowledge are the most significant elements in learners' success and achievement; however, there is little information about the specialized knowledge held by educators. Recently, conceptualizing educator knowledge has become a complicated issue that involves that the comprehension of important basic phenomena, such as the procedure of educating and learning, the notion of knowledge, and the way educators' knowledge, has become practical within the class. Technological Pedagogical Content Knowledge (TPACK) was presented as a theoretical structure for the knowledge base because educators have to efficiently instruct with technology and it is regarded as a valuable framework for explaining and understanding technology integration into various academic environments, such as English as a Foreign Language (EFL) class. This paper is intended to review the related literature on the role of an English teacher using the TPACK framework for teaching English and their role in students' achievement. Based on the related literature, there is a significant and direct association between EFL teachers' TPACK and EFL students' achievement. Succinctly, some recommendations have been proposed for educational stakeholders. [ABSTRACT FROM AUTHOR]

To effectively improve students' performance and help educators monitor students' learning situations, many colleges are committed to establishing systems that explore the influencing factors and predict student academic performance. However, because different colleges have different situations, the previous research results may not be applicable to ordinary Chinese colleges. This paper has two main objectives: to analyze the fluctuation of Chinese ordinary college student academic performance and to establish systems to predict performance. First, according to previous research results and the current situation of Chinese college students, a questionnaire was designed to collect data. Second, the chi-square test was used to analyze the contents of the questionnaire and identify the main features. Third, taking the main features as input, four classification prediction models are established by machine learning. Some traits of the students who did not pass all the examinations were also discovered. It might help student counselors and educators to take targeted measures. The experiment shows that the support vector machine classifier (SVC) model has the best and most stable effect. The average recall rate, precision rate, and accuracy rate reached 82.83%, 86.18%, and 80.96%, respectively. [ABSTRACT FROM AUTHOR]

Success in online and blended courses requires engaging in self-regulated learning (SRL), especially for challenging STEM disciplines, such as physics. This involves students planning how they will navigate course assignments and activities, setting goals for completion, monitoring their progress and content understanding, and reflecting on how they completed each assignment. Based on Winne & Hadwin's COPES model, SRL is a series of events that temporally unfold during learning, impacted by changing internal and external factors, such as goal orientation and content difficulty. Thus, as goal orientation and content difficulty change throughout a course, so might students' use of SRL processes. This paper studies how students' SRL behavior and achievement goal orientation change over time in a large (N = 250) college introductory level physics course taught online. Students' achievement goal orientation was measured by repeated administration of the achievement goals questionnaire-revised (AGQ-R). Students' SRL behavior was measured by analyzing their clickstream event traces interacting with online learning modules via a combination of trace clustering and process mining. Event traces were first divided into groups similar in nature using agglomerative clustering, with similarity between traces determined based on a set of derived characteristics most reflective of students' SRL processes. We then generated causal nets for each cluster of traces via process mining and interpreted the underlying behavior and strategy of each causal net according to the COPES SRL framework. We then measured the frequency at which students adopted each causal net and assessed whether the adoption of different causal nets was associated with responses to the AGQ-R. By repeating the analysis for three sets of online learning modules assigned at the beginning, middle, and end of the semester, we examined how the frequency of each causal net changed over time, and how the change correlated with changes to the AGQ-R responses. Results have implications for measuring the temporal nature of SRL during online learning, as well as the factors impacting the use of SRL processes in an online physics course. Results also provide guidance for developing online instructional materials that foster effective SRL for students with different motivational profiles. [ABSTRACT FROM AUTHOR]

Recently, teachers' and language learners' emotional status has received special attention among researchers. They argued that learners' emotioncy level might affect every aspect of language teaching process; therefore, the present study reviewed the impact of EFL students' emotioncy level on their motivation and academic achievement. Reviewing the literature revealed that there are different classifications for learners' emotioncy level. However, studies showed that the most prominent classification of learners' feeling is positive or negative. No matter positive or negative, the main responsibility of teachers in these situations is finding an appropriate way to control these feeling. The paper concludes with some pedagogical implications to control emotioncy in the classroom. [ABSTRACT FROM AUTHOR]

Reading is a multifaceted skillset that has the potential to profoundly impact a child's academic performance and achievement. Mastery of reading skills is often an area of difficulty for children during their academic journey, particularly for children with Attention Deficit/Hyperactivity Disorder (ADHD), Specific Learning Disorder with Impairment in Reading (SLD-R), or children with a comorbid diagnosis of both ADHD and SLD-R. ADHD is characterized by executive functioning and impulse control deficits, as well as inattention and impulsivity. Among the academic struggles experienced by children with ADHD are challenges with word reading, decoding, or reading comprehension. Similarly, children with SLD-R frequently encounter difficulties in the development of appropriate reading skills. SLD-R incorporates dysfunctions in basic visual and auditory processes that result in difficulties with decoding and spelling words. There have been limited empirical studies investigating the efficacy of interventions to improve the reading ability of children with both ADHD and SLD-R. Research studies that have focused on reading interventions for children from this population have predominantly included the use of medication treatments with stimulants (e.g., methylphenidate) and non-stimulants (e.g., atomoxetine). This review paper will present and integrate findings from empirical studies on successful medication treatments for children with comorbid ADHD and SLDR. Furthermore, this paper will extend findings from empirically successful medication treatments to provide directions for future research. [ABSTRACT FROM AUTHOR]

Introduction: The process of teaching and learning mathematics in primary school represents an obstacle for both teachers and pupils. According to the historical-cultural conception of development and education, the way how intellectual concepts are initially introduced may radically affect a student's success in learning. The historical-cultural conception of development, together with activity theory, may serve as the basis for creating a novel methodology for pedagogical work on mathematical concepts with pre-school and school children. Methods: The goal of the present study was to show the effects of work with an original program for the initial introduction of mathematical concepts to young school children. The program included reflexive symbolic and logical actions on the materialized and perceptual level, which were introduced and performed collectively by six-year-old children under the guidance and assistance of a teacher. The pupils were tested before and after their work with the program. Results: The results showed important qualitative and quantitative progress by the children in solving the tasks of the assessment, together with an increment of reflection on their intellectual actions. Discussion: The study points to the necessity for more intensive and extensive research, involving specialists in psychology and pedagogy trained in cultural-historical methodology. [ABSTRACT FROM AUTHOR]

Numerous students suffer from academic procrastination; it is a common problem and phenomenon in academic settings. Many previous researchers have analyzed its relationships with other factors, such as self-regulation and academic success. This paper aims to provide a full outline of academic procrastination and explore the current hot spots and trends. Bibliometrix and VOSviewer were used to conduct quantitative analysis. The data was collected from the Web of Science core collection database, which contains 1,240 articles from the years 1938 to 2021. The analysis shows that the publication of articles on academic procrastination has been rapidly increasing since 1993. In terms of the most influential countries and institutions, the United states took a prominent lead among all countries, and the most productive institutions in this area were the University of Washington and University of California, Los Angeles. By analyzing the authors, we see that most authors like working with a few collaborators, leading to main groups of authors, such as Murat Balkis and June J. Pilcher. The most frequently cited author was Esther D. Rothblum. Based on the co-citation journals network, Personality and Individual Differences was the prolific and influential journal referring to the number of citations and articles it received. The VOSviewer tool identified the hot spots of academic procrastination, which were mainly distributed as follows: (a) procrastination, (b) academic procrastination, (c) self-regulation, (d) academic performance, and (e) motivation. Therefore, this paper is helpful for scholars and practitioners to know the trend of academic procrastination research comprehensively. [ABSTRACT FROM AUTHOR]

Social and emotional learning (SEL) has acquired great prominence in recent years, due to the skills it develops in students, influencing personal and social well-being. At the same time, society is moving toward a model in which understanding oneself and others is a fundamental aspect in order to function properly on a social level. Studies on SEL programmes have been carried out in various parts of the world, although recent reviews have focused exclusively on the Anglo-Saxon context. Therefore, the aim of this paper was to synthesize research on the efficacy and effectiveness of SEL programmes in Ibero-American contexts in early childhood, primary and secondary education. Systematic review was used as the method of enquiry, following the standards of The Campbell Collaboration. In total, 22 empirical studies of SEL programmes implemented in Ibero-America were collected. The results showed that the SEL variables with the highest incidence and significant results were self-awareness, social awareness, self-control, relationship skills, decision-making, school climate, well-being, and academic achievement. While no studies focused on sense of belonging or school safety. Finally, the establishment of programme components, duration, and integration, for each variable, scientifically evidences the keys that can ensure the success of future SEL programmes. [ABSTRACT FROM AUTHOR]

Some researchers and policymakers advocate a stronger focus on fostering socio-emotional skills in the hope of helping students to succeed academically, especially those who are socially disadvantaged. Others have cautioned that this might increase, rather than reduce, social inequality because personality traits conducive to achievement are themselves unevenly distributed in disfavor of socially disadvantaged students. Our paper contributes to this debate. Analyzing representative, large-scale data on 9,300 ninth graders from the German National Educational Panel Study (NEPS) and using the Big Five personality traits as a measure of socio-emotional skills, we cast light on two related yet distinct aspects of social inequality in socio-emotional skills: First, do levels of personality traits conducive to achievement vary as a function of students' parental socioeconomic status (pSES)? Second, do the returns to personality traits in terms of trait–achievement relations vary as function of pSES? Results showed that differences in Big Five traits between students with different pSES were small (0.04 ≤ | r| ≤ 0.09), especially when compared with pSES-related differences in cognitive skills (fluid intelligence) and sex-related differences in personality. The returns to Conscientiousness—the personality trait most relevant to achievement—in terms of its relations to academic achievement were higher in higher- vs. lower-SES students. Trait–achievement relations did not vary as a function of pSES for the other Big Five traits. Overall, both types of inequality were limited in magnitude. We discuss the implications of these findings for policy and practice and delineate directions for further research. [ABSTRACT FROM AUTHOR]

In the past two decades, a growing number of early childhood interventions that aim to improve school readiness have also targeted children's executive function (EF), building on the theory that promoting EF skills in preschool may play a key role in reducing the substantial gaps in school readiness and later achievement associated with family income. Despite the expansion of school readiness interventions across preschool, research evidence is mixed regarding what works to promote EF development and the impact of these interventions on children's EF skills, and subsequently, their academic and behavioral outcomes. This paper reviews four intervention approaches designed to support school readiness that may also improve children's EF skills by: (a) encouraging adaptive classroom behaviors, (b) improving social-emotional learning, (c) promoting play and direct training of EF skills, and (d) improving cognitive skills related to EF. We describe program effects from rigorous trials testing these approaches, including summarizing the takeaways from four large-scale intervention research studies conducted by the authors, involving over 5,000 children. We conclude by exploring open questions for the field and future directions for research and intervention program development and refinement. [ABSTRACT FROM AUTHOR]

International large-scale assessments, such as PISA, provide structured and static data. However, due to its extensive databases, several researchers place it as a reference in Big Data in Education. With the goal of exploring which factors at country, school and student level have a higher relevance in predicting student performance, this paper proposes an Educational Data Mining approach to detect and analyze factors linked to academic performance. To this end, we conducted a secondary data analysis and built decision trees (C4.5 algorithm) to obtain a predictive model of school performance. Specifically, we selected as predictor variables a set of socioeconomic, process and outcome variables from PISA 2018 and other sources (World Bank, 2020). Since the unit of analysis were schools from all the countries included in PISA 2018 (n = 21,903), student and teacher predictor variables were imputed to the school database. Based on the available student performance scores in Reading, Math, and Science, we applied k-means clustering to obtain a categorized (three categories) target variable of global school performance. Results show the existence of two main branches in the decision tree, split according to the schools' mean socioeconomic status (SES). While performance in high-SES schools is influenced by educational factors such as metacognitive strategies or achievement motivation, performance in low-SES schools is affected in greater measure by country-level socioeconomic indicators such as GDP, and individual educational indicators are relegated to a secondary level. Since these evidences are in line and delve into previous research, this work concludes by analyzing its potential contribution to support the decision making processes regarding educational policies. [ABSTRACT FROM AUTHOR]

This paper addresses the relationship between student evaluation of teaching (SET) and academic achievement in higher education. Meta-analytic studies on teaching effectiveness show a wide range of results, ranging from small to medium correlations between SET and student achievement, based on diverse methodological approaches, sample size studies, and contexts. This work aimed to relate SET, prior academic achievement, and academic achievement in a large sample of higher education students and teachers, using different methodological procedures, which consider as distinct units of analysis the group class and the individuals, the variability between students within classes, and the variability between group-class means, simultaneously. The data analysis included the calculation of group-class means and its relationship with the group-class mean academic achievement, through correlation and hierarchical regression techniques; additionally, a multilevel path analysis was applied to the relationship between prior academic achievement, SET, and their academic achievement, considering the variability among group classes. A multisection analysis was also carried out in those course disciplines in which there was more than one class group (section). The results of individual and group-class analysis revealed that SET was moderately low but related to academic achievement in a significant way once the effect of previous academic achievement was controlled. In addition, multilevel path analysis revealed the effect of SET on achievement, both within and between group-class levels. The results of the analysis carried out in the course disciplines with different sections, according to a multisection design, yielded similar results to the individual and aggregated data analyses. Taken together, the results revealed that SET was low related to academic achievement, once the effect of previous academic achievement was controlled. From these results, it follows that the use of SET as a measure of teachers' effectiveness for making administrative decisions remains controversial. [ABSTRACT FROM AUTHOR]

Introduction: The model of quantity-to-number word linkage (QNL model) identifies relevant milestones in the process of early numerical acquisition and describes a developmental sequence that can guide the fostering of foundational mathematical abilities in at-risk children. While there is substantial evidence for the predictive value of the quantity-number competencies (QNC) described by the model, evidence supporting the preventive potential of interventions targeting these QNC is so far largely restricted to short-term effects. Findings regarding their long-term preventive impact, especially in terms of transfer to mathematical school achievement, are still limited. This quasi-experimental study aimed to address this gap by evaluating the long-term transfer effects of an intervention program that is strictly derived from the QNL model of mathematical development [QNL training; in German "Mengen, zählen, Zahlen" (MZZ)]. Methods: We assessed the quantity-number competencies of 575 first-graders and identified 119 of them as being at risk for mathematical learning difficulties, who were then assigned to three experimental conditions. Sixty one children received 12 sessions of the QNL training, while 30 underwent training in inductive reasoning. Another 28 children served as a control group, receiving no specific intervention. Results and Discussion: Multi-level analyses confirmed both significant shortand long-term effects in the specifically trained quantity-number competencies as well as transfer effects on subsequent mathematical school achievement. In accordance with previous findings, transfer effects of the QNL training on mathematical school achievement were not yet evident immediately after the intervention but turned out to be significant after a delay of 6  months and remained stable even 15  months after training. Effect sizes ranged from d=0.32 to d=1.12. These findings both underscore the preventive potential of interventions that are strictly driven by developmental theory and, conversely, support the theoretical assumptions of the QNL model. [ABSTRACT FROM AUTHOR]

This study examines the impact of linguistic accommodations on the science performance of multilingual pupils. In a randomized controlled trial conducted in Flanders (Belgium), pupils aged 9-12 were assigned to one of three conditions: a control group taking a science test in the language of schooling (n = 64), a group receiving a written bilingual test in both the pupils' L1 and language of schooling (n = 64), and a group with a written bilingual test accompanied by read-aloud accommodations in both languages (n = 69). The hypothesis posited that pupils in accommodated conditions would outperform those in non-accommodated conditions. However, univariate analysis of variance did not reveal significant differences between conditions, suggesting that accommodations did not lead to higher test scores. Subsequent multiple linear regression within the condition involving the bilingual test with read-alouds examined how within-group variance impacted accommodation effectiveness, considering both main effects and interaction effects. Results indicate that proficiency in the L1 and frequency of read-aloud use in the L1 significantly predict science performance. Notably, for pupils who frequently used read-alouds, the significant interaction effect with L1 proficiency suggests an amplified beneficial effect on the test scores when pupils are more proficient in their L1. [ABSTRACT FROM AUTHOR]

The purpose of the present study was to relate a principal's qualifications with a school's emphasis on academic success. Participants were n = 206 principals of respective schools in Saudi Arabia that took part in the study as a function of the TIMSS-2019 assessment. Principals were administered the eleven-item "School Emphasis on Academic Success" scale. A binary covariate defining low and high principal qualifications was computed. The Multiple Indicators Multiple Causes (MIMIC) model was involved with the latent means of both a general and three specific factors being regressed on the covariate to evaluate latent mean differences across differentially qualified principals. Furthermore, each one of the instrument's indicators was regressed on the principal covariate to evaluate the presence of Differential Item Functioning (DIF) or in other words additional effects due to item content. Results indicated a significant omnibus effect for the general factor only, with highly qualified principals holding significantly more positive beliefs about how parents, teachers, and students feel about their school's emphasis on academic success. Further analyses at the item level indicated that "teacher expectations" were the single item presenting a DIF effect with highly qualified principals having stronger beliefs about their teacher's expectations of student success over and above the latent factor mean. Results are discussed on how they inform educational policy and practice. [ABSTRACT FROM AUTHOR]

Studies indicate that students who have access to highly qualified teachers tend to achieve at a higher rate, regardless of other factors. However, the essence of quality teaching and teacher quality has not been adequately established in these studies. Nonetheless, recent developments favoring integrations have led to three lines of teaching quality research: professional standards, value-added measures, and student evaluations. This study explores how the quality of mathematics and English language teachers is associated with students’ achievement using a professional standard observation tool for student evaluation. A representative multistage sample of students and teachers selected from high schools in the East Gojjam Administrative Zone participated in the study. By using the domains in the Framework for Teaching (FfT) as indicators of teaching quality, the study identified the indicators that are associated with the academic achievement of students in mathematics and English subjects. A multiple linear regression analysis was used to study the relationships between the independent variables (teachers’ quality indicators) and the dependent variable (students’ grade 10 exam scores). Of the four domains of FfT, the delivery of instruction revealed a positive and significant association (sig = 016) with students’ scores in the English language. The delivery of instruction encompasses communicating with students, using questioning and discussion techniques, and demonstrating flexibility and responsiveness, which are positively associated with students’ scores in the English language. Conversely, managing classroom procedures was the only subdomain associated (sig = 014) with an increase in students’ mathematics scores. Accordingly, suggestions are made for further research and practice. [ABSTRACT FROM AUTHOR]

In educational sociology, it is of greatest interest to explain why some students are more successful than others and obtain higher educational qualifications or receive better grades, which can have long-lasting consequences. The present study compares the influence of early academic performance, which can be regarded as a proxy of overall intelligence, to the socio-economic status (SES) of the family, which measures how much a family can invest in the education of their offspring. Using large-scale German NEPS panel data (N = 5,208), the analyses test statistically how much variance of two outcome variables (acquisition of higher education eligibility and final grade) are explained by academic performance and SES; both measured approximately 9 years earlier at the beginning of secondary education. Dominance analyses reveal that performance has a larger influence (ca. 14% for both outcomes) than SES (ca. 8% for eligibility and ca. 4% for grades). Regression analyses show that high performance can better compensate for low SES than vice versa. These results indicate that performance is probably more relevant for academic success than the SES of one's own family. [ABSTRACT FROM AUTHOR]

Influencing students' educational achievements first requires understanding the underlying processes that lead to variation in students' performance. Researchers are therefore increasingly interested in analyzing the differences in behavior displayed in educational assessments rather than merely assessing their outcomes. Such analyses provide valuable information on the differences between successful and unsuccessful students and help to design appropriate interventions. Complex problem-solving (CPS) tasks have proven to provide particularly rich process data as they allow for a multitude of behaviors several of which can lead to a successful performance. So far, this data has often been analyzed on a rather aggregated level looking at an average number of actions or predefined strategies with only a few articles investigating the specific actions performed. In this paper, we report the results of an exploratory analysis of CPS log-files that is aimed at distinguishing between students that applied the correct strategy to a problem but failed to solve it and those applying the strategy successfully. In that, the sequence of behavior displayed is reduced to interpretable parts (n-grams) that allow searching for meaningful differences between the two groups of students. This level of analysis allows finding previously undefined or unknown patterns within the data and increases our understanding of the processes underlying successful problem-solving behavior even further. [ABSTRACT FROM AUTHOR]

Background: Meditation, yoga, and mindfulness are popular interventions at universities and tertiary education institutes to improve mental health. However, the effects on depression, anxiety, and stress are unclear. This study assessed the effectiveness of meditation, yoga, and mindfulness on symptoms of depression, anxiety, and stress in tertiary education students. Methods: We searched Cochrane Central Register of Controlled Trials (CENTRAL), PubMed, PsycINFO and identified 11,936 articles. After retrieving 181 papers for full-text screening, 24 randomized controlled trials were included in the qualitative analysis. We conducted a random-effects meta-analysis amongst 23 studies with 1,373 participants. Results: At post-test, after exclusion of outliers, effect sizes for depression, g = 0.42 (95% CI: 0.16–0.69), anxiety g = 0.46 (95% CI: 0.34–0.59), stress g = 0.42 (95% CI: 0.27–0.57) were moderate. Heterogeneity was low (I 2 = 6%). When compared to active control, the effect decreased to g = 0.13 (95% CI: −0.18–0.43). No RCT reported on safety, only two studies reported on academic achievement, most studies had a high risk of bias. Conclusions: Most studies were of poor quality and results should be interpreted with caution. Overall moderate effects were found which decreased substantially when interventions were compared to active control. It is unclear whether meditation, yoga or mindfulness affect academic achievement or affect have any negative side effects. [ABSTRACT FROM AUTHOR]

The overarching goal of this study was to look into the effects of academic self-efficacy and academic motivation on student long-term engagement and academic achievement. This study also sought to investigate the role of learning agility as a mediator in the relationship between academic self-efficacy and academic motivation. This study examined the impact of student sustainable engagement on student academic achievement as part of our model. A questionnaire technique was used to collect data from 325 music education students studying at various music training institutions in China. The data were analyzed using the Smart-PLS software and a structural equation modeling (SEM) technique. Academic self-efficacy and academic motivation were found to have a positive and significant relationship with student long-term engagement. The academic motivation was also found to have a positive relationship with student long-term engagement. Furthermore, learning agility was found to mediate the relationship between academic self-efficacy and student sustainable engagement. Furthermore, learning agility mediated the relationship between academic motivation and long-term student engagement. Furthermore, student sustainable engagement has a significant and positive relationship with student academic achievement. This paper made a valuable theoretical contribution by investigating the impact of academic self-efficacy and academic motivation on student sustainable engagement, as well as the impact of student sustainable engagement on student academic achievement. Furthermore, this study added to the body of knowledge by investigating the relationship through the lens of cognitive learning theory. In terms of practical implications, this paper would undoubtedly assist educational institutions in maintaining a fair and just learning environment that encourages students to be engaged and perform well. Future research can include other constructs to gain a better understanding of the factors that influence students’ academic engagement and achievement.

There are major inter-individual differences in the school achievements of students aged 8-12. The determinants of these differences are not known. This paper investigates two possible factors: the self-regulation of the student and the educational levels obtained by their parents. The study first investigates whether children with high and low academic achievement differ in their self-regulation. It then evaluates whether there are differences in the self-regulation of children with high and moderate-to-low level of parental education (LPE). The focus was on the self-regulation of students as judged by their teacher. Teacher evaluations were assessed using an observer questionnaire: the Amsterdam Executive Functioning Inventory. Results showed that students with low school achievement had substantially lower teacher-perceived self-regulation than children with high school achievement. Furthermore, teacher-perceived self-regulation was lower for children with moderate-to-low LPE than for children with high LPE. The findings suggest that interventions on the domain of self-regulation skills should be developed and used, particularly in students at risk of poor school achievement. [ABSTRACT FROM AUTHOR]

Introduction: Research on adolescents’ academic performance has mostly focused on the contribution of objective factors, such as socioeconomic situation of the family or individual cognitive skills and school results. Evidence with a focus on adolescents’ subjective experiences is scarce. The aim of this qualitative study was to explore factors related to adolescents’ academic performance from their perspectives. Methods: We used data from 11 group semi-structured interviews conducted in 2020/2021 with 45 adolescents in the first year of high school in Slovakia (mean age  =  14.98; 22.2% boys). Participants were selected from three types of high school with regards to the graduation system. We analysed the data using consensual qualitative research and thematic analysis. Results: Based on the statements of the adolescents, we identified five main themes of factors that affect their academic performance. Adolescents reported that the following contribute to their academic performance: the contents and methods of teaching; how teachers behave and do their jobs; the way in which adolescents study and what motivates them; support within and outside the school, and the environment and appearance of the school. Adolescents reported that improving the curricula and using teaching methods that balance theoretical information with practical skills training would help their academic performance immensely. Conclusion: We identified several factors related to adolescents’ academic performance using their own perspectives and experiences. Strengthening the capacities of teachers may largely benefit adolescents’ educational process and further academic performance. [ABSTRACT FROM AUTHOR]

This multimodal conversation analytic study draws upon naturally occurring data from formal, formative reading assessments in an elementary school, general education classroom to investigate the interactional practice of documenting feedback. This consists of the ways teachers and students engage in both oral feedback and its written documentation simultaneously during interaction. Such competencies have been underappreciated by educational research on assessment literacies. Moreover, prior interactional research on formal formative assessment has shed light on talk-based practices that enable oral feedback but has nonetheless neglected the embodied and material practices that are necessary for its written documentation. To investigate how talk, embodiment, and materiality enable feedback to be documented within multiactivity, the current study collected instances of the practice from a multimodal corpus of audio-visual recordings and electronic scans of completed assessment materials. Examination of this collection uncovered straightforward, problematic, and complex interactional trajectories as well as their relationships to institutional outcomes. The study concluded that the more participants to formal, formative reading assessment focus on feedback as talkin-interaction, the less explicitly that talk-in-interaction is represented in the written documents they collaboratively produce. As a result, important details of both teacher interventions and student performances may be rendered opaque in the material record of the assessment events. These findings extend a burgeoning multimodal turn in the interactional analysis of formal formative assessment and aim to provoke subsequent educational research into interactional assessment literacies. [ABSTRACT FROM AUTHOR]

Introduction and methods: In this PRISMA-compliant systematic review, we identify and synthesize the findings of research in which neuroimaging and assessments of achievement have been used to examine the relationships among aspects of developmental programming, neurodevelopment, and achievement in reading and mathematics. Results: Forty-seven studies met inclusion criteria. The majority examined the impact of prematurity (n = 32) and prenatal alcohol exposure (n = 13). Several prematurity studies reported a positive correlation between white-matter integrity of callosal fibers and executive functioning and/or achievement, and white matter properties were consistently associated with cognitive and academic performance in preterm and full-term children. Volumetric studies reported positive associations between academic and cognitive abilities and white and gray matter volume in regions such as the insula, putamen, and prefrontal lobes. Functional MRI studies demonstrated increased righthemispheric language processing among preterm children. Altered activation of the frontoparietal network related to numerical abilities was also reported. Prenatal alcohol exposure studies reported alterations in white matter microstructure linked to deficits in cognitive functioning and academic achievement, including mathematics, reading, and vocabulary skills. Volumetric studies reported reductions in cerebral, cerebellar, and subcortical gray matter volumes associated with decreased scores on measures of executive functioning, attention, working memory, and academic performance. Functional MRI studies demonstrated broad, diffuse activation, reduced activation in canonical regions, and increased activation in non-canonical regions during numeric tasks. Discussion: A preponderance of studies linked prematurity and prenatal alcohol exposure to altered neurodevelopmental processes and suboptimal academic achievement. Limitations and recommendations for future research are discussed. [ABSTRACT FROM AUTHOR]

Former research has highlighted the relevance of basic psychological need (BPN) satisfaction for students' academic motivation and achievement. However, the specific role of self-efficacy in this relationship has been neglected. Using survey response data from a sample of 2,359 German middle school students in 35 schools, we employed Hierarchical Linear Modeling to investigate the role of teacher support for students' perceived BPN, academic self-efficacy, and autonomous and controlled motivation on student achievement in two subjects (mathematics, German). We found that self-efficacy had the largest relationship with achievement and it mediated the effect of autonomous motivation on grades while controlled motivation had a small and statistically significant, negative relationship regardless of self-efficacy. Support of students' perceived BPN had a positive statistically significant association with autonomous motivation. Motivation and self-efficacy also mediated perceived BPN support and achievement. Self-efficacy had a statistically significant association and had a reciprocal relationship with both autonomous and controlled motivation. The findings indicate that self-efficacy plays a major role in the relationships among perceived BPN support, motivation, and academic achievement, and highlight the importance of supporting student self-efficacy in academic settings. [ABSTRACT FROM AUTHOR]

Background: During the educational stage, academic achievement depends on various social, family, and personal factors. Among the latter, executive skills in everyday life play a significant role in dealing with the academic demands of adolescents. Therefore, the aim of this study is to ascertain the effects of executive symptomatology in everyday functioning on academic achievement in adolescents. Method: The study involved 910 students aged between 13 and 15 years (M = 14.09, SD = 0.68) from both public and private schools in the Community of Madrid. The DEX, BDEFS-CA, and BRIEF-SR questionnaires were utilised to assess executive difficulties, while grades in language, mathematics, and natural sciences were used as a measure of academic achievement. Results: The data revealed statistically significant differences in working memory, emotional control, materials organisation, and task completion. In relation to language and natural sciences subjects. In the case of mathematics, emotional control and task completion were significant variables. Conclusion: Our results indicate that certain executive skills that are manifested in everyday life activities can contribute, albeit in a variable way, to academic achievement in the subjects studied. This aspect is relevant insofar as it allows us to develop preventive interventions based on the executive training of these everyday skills. [ABSTRACT FROM AUTHOR]

Introduction: The High Five Model (HFM) categorizes five positive human characteristics-erudition, peace, joviality, honesty, and tenacity-utilizing an inductive psycholexic approach. This study examines the predictive power of HFM on academic performance among university students, hypothesizing that it surpasses conventional predictors such as academic motivation, exam anxiety, and academic procrastination. Methods: A non-experimental cross-sectional correlational design was implemented using a non-probabilistic convenience sample of 1,007 Ecuadorian university students (403 females). Self-reported measures of the "high factors," academic motivation, exam anxiety, and academic procrastination were collected. Linear regression analysis was utilized to evaluate the predictive capacity of the HFM on academic performance. Results: The analysis revealed that the high factors of the HFM significantly predict academic performance, demonstrating a stronger predictive ability than traditional psychological predictors. Discussion: The findings suggest that incorporating the HFM into academic settings could enhance understanding and prediction of student performance. This could potentially inform targeted interventions that leverage these high factors, thereby fostering better academic outcomes. Further research could explore the integration of the HFM with other educational strategies and its applicability across diverse educational contexts. [ABSTRACT FROM AUTHOR]

The connection between physical activity and cognitive function has become a focus of attention in educational research in recent years. Regular exercise has been shown to have significant positive effects on physical health, but it also appears to have a significant impact on cognitive function and academic performance. Of all the exercise modalities, resistance training has drawn interest for its ability to improve cerebral abilities in addition to physical wellbeing. However, there is limited available knowledge exploring the relationship between resistance training regimens and academic performance. This narrative review aims to investigate the underlying mechanisms linking resistance training to academic performance. Firstly, we will examine the biological mechanisms and psychosocial links that potentially connect resistance training to academic performance to find and describe the different mechanisms by which resistance training improves academic performance. In the next part of the work, we delve into the existing observational and intervention studies that have explored the relationship between resistance training and academic performance. Lastly, we provide practical recommendations for including resistance training in institutional education settings, emphasizing the need of dispelling myths and addressing barriers to increase participation as well as the relevance of considering key training variables and adaptation of protocols to developmental stages, always guided by a properly trained professional. Overall, the available evidence supports that resistance training provides potential benefits to the academic performance of youth students with many biological and psychosocial factors that explain this relationship. However, most of the studies are observational, and broader interventional studies are needed to understand and maximize the benefits of this type of physical exercise. [ABSTRACT FROM AUTHOR]

This study aimed to examine the variations in comprehensive exam results in the English department at Qassim University in Saudi Arabia across six semesters, focusing on average score, range, and standard deviation, as well as overall student achievements. Additionally, it sought to assess the performance levels of male and female students in comprehensive tests and determine how they differ over the past six semesters. The research design utilized both analytical and descriptive approaches, with quantitative analysis of the data using frequency statistics such as mean, standard deviation, and range. The data consisted of scores from six consecutive exit exams. The findings reveal that male students scored slightly higher on average than female students, with minimal difference (p = 0.07). Moreover, male scores exhibited more variability and spread, indicating varying performance levels. These results suggest the need for further investigation into the factors that contribute to gender-based differences in test performance. Furthermore, longitudinal studies tracking individual student performance over multiple semesters could offer a more indepth understanding of academic progress and the efficacy of comprehensive exam practices. [ABSTRACT FROM AUTHOR]

Introduction: Numerous studies within the school and academic contexts have underscored the profound impact of psychometric variables such as academic self-efficacy, self-esteem, and loneliness on academic achievement among children. Although physical activities and dance practices are known to bolster academic self-efficacy and enhance academic outcomes, the effect of Artistic Sports Activities on these psychological determinants among left-behind children (LBC) in rural schools remains underexplored. Method: This study was conducted from September 2020 to January 2022 among 405 LBCs aged 9 to 13 from six randomly selected primary schools in Hunan Province, China. Schools were chosen in collaboration with the Hunan Women and Children's Federation, ensuring informed consent through stakeholder informational sessions. The study employed rigorous sampling and data analysis methods, including the Shapiro--Wilk test for normal distribution and Cronbach's alpha for reliability, alongside Pearson correlation, independent and paired t-tests, and multiple linear regression analyses to investigate the effects of Artistic Sports Activities on psychometric variables and academic performance among LBCs. Data collection involved standardized questionnaires assessing academic self-efficacy, self-esteem, and loneliness before and after intervention. Results: Findings indicate that Artistic Sports Activities significantly improved academic self-efficacy and self-esteem and reduced loneliness, leading to enhanced academic performance. Notably, loneliness was identified as mediating the relationship between academic self-efficacy and self-esteem among LBCs. Discussion: The findings highlight the critical role of integrating Artistic Sports Activities in educational frameworks to bolster psychological and academic outcomes for LBCs. The study reveals the intricate interplay between loneliness, self-esteem, and academic self-efficacy, underscoring the necessity for targeted educational interventions. [ABSTRACT FROM AUTHOR]

Background: Nearly 100 million people are pushed into poverty every year due to catastrophic health expenditures (CHE). We evaluated the impact of cash support programs on healthcare utilization and CHE among households participating in a cluster-randomized controlled trial focusing on adolescent childbearing in rural Zambia. Methods and findings: The trial recruited adolescent girls from 157 rural schools in 12 districts enrolled in grade 7 in 2016 and consisted of control, economic support, and economic support plus community dialogue arms. Economic support included 3 USD/month for the girls, 35 USD/year for their guardians, and up to 150 USD/year for school fees. Interviews were conducted with 3,870 guardians representing 4,110 girls, 1.5--2 years after the intervention period started. Utilization was defined as visits to formal health facilities, and CHE was health payments exceeding 10% of total household expenditures. The degree of inequality was measured using the Concentration Index. In the control arm, 26.1% of the households utilized inpatient care in the previous year compared to 26.7% in the economic arm (RR = 1.0; 95% CI: 0.9--1.2, p = 0.815) and 27.7% in the combined arm (RR = 1.1; 95% CI: 0.9--1.3, p = 0.586). Utilization of outpatient care in the previous 4 weeks was 40.7% in the control arm, 41.3% in the economic support (RR = 1.0; 95% CI: 0.8--1.3, p = 0.805), and 42.9% in the combined arm (RR = 1.1; 95% CI: 0.8--1.3, p = 0.378). About 10.4% of the households in the control arm experienced CHE compared to 11.6% in the economic (RR = 1.1; 95% CI: 0.8--1.5, p = 0.468) and 12.1% in the combined arm (RR = 1.1; 95% CI: 0.8--1.5, p = 0.468). Utilization of outpatient care and the risk of CHE was relatively higher among the least poor than the poorest households, however, the degree of inequality was relatively smaller in the intervention arms than in the control arm. Conclusions: Economic support alone and in combination with community dialogue aiming to reduce early childbearing did not appear to have a substantial impact on healthcare utilization and CHE in rural Zambia. However, although cash transfer did not significantly improve healthcare utilization, it reduced the degree of inequality in outpatient healthcare utilization and CHE across wealth groups. [ABSTRACT FROM AUTHOR]

Resilience is a psychological construct observed in some individuals that accounts for success despite adversity. Resilience reflects the ability to bounce back, to beat the odds and is considered an asset in human characteristic terms. Academic resilience contextualizes the resilience construct and reflects an increased likelihood of educational success despite adversity. The paper provides an account of the development of a new multidimensional construct measure of academic resilience. The 30 item Academic Resilience Scale (ARS-30) explores process--as opposed to outcome--aspects of resilience, providing a measure of academic resilience based on students' specific adaptive cognitive-affective and behavioral responses to academic adversity. Findings from the study involving a sample of undergraduate students (N = 532) demonstrate that the ARS-30 has good internal reliability and construct validity. It is suggested that a measure such as the ARS-30, which is based on adaptive responses, aligns more closely with the conceptualisation of resilience and provides a valid construct measure of academic resilience relevant for research and practice in university student populations. [ABSTRACT FROM AUTHOR]