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While males have predominantly held leadership positions in national-level parliaments, the rising visibility of females as heads of government, despite their underrepresentation, is a significant trend. This study investigated the political resignation speeches of four female leaders in national parliaments: Australia, England, New Zealand, and Scotland. Examining their speeches revealed a strategic utilization of self-praise to construct their identity as effective leaders. A comparative analysis of these speeches highlighted distinct self-praise strategies employed. These speakers interacted with varied levels of familiarity with their audience influencing their self-praise strategies. Addressing familiar individuals prompted the use of diverse strategies, notably emphasizing direct self-praise with modifications. In contrast, when addressing less familiar recipients, leaders tended to lean more towards straightforward strategies. Across these speeches, a multimodal discourse analysis uncovered the diverse communication modes utilized by leaders including variations in bodily movements, hand gestures, and eye contact. These modes of communication reflected the perceived social distance between the speakers and their audience.

The use of language in digital discourse for marketing has rapidly developed through mass media. This paper elucidates how advertisers employ various pragmatic strategies to persuade the recipient to act (behavior) by purchasing specific products. This study utilized different theoretical and conceptual frameworks (Theory of Reasoned Action and Aristotle's Models of Persuasion) to address the shortcomings of the social cognitive approach in studying persuasion, to investigate how language of advertisements can influence the recipient's thinking of a product from a psychological perspective. Guided by the principles of TRA, the present study argues that persuasion in advertisements is structured by three dimensions: attraction (through language features and appeals), evaluation (through beliefs, attitudes, and intention), and behavior (social acceptance or reluctance). This study revealed eight persuasion techniques employed by advertisers including demonstrating distinction, honoring commitment, expressing authority, hyperbolizing, glorification, providing proofs, expressing solidarity, and proving success. Showing distinction and Honoring commitment were the most frequently used strategies. Additionally, the study found that strategies of persuasion involved ethical, logical, and emotional appeals for their large effect on the recipient as they contribute to the recipient's positive evaluations. Appealing to reasoning (logic) is the most common one in slogans.

This study explores problem solving practices in a gifted and talented mathematics classroom in response to the calls for investigating problem solving as a sociocultural cultural activity rather than a cognitive activity of individuals. Therefore, we used a socio-mathematical norm perspective for our investigation. Data consists of forty-three mathematics lessons in a gifted and talented classroom. We used the two dimensions of a socio-mathematical norm (student and teacher) to analyze the observational data. The findings revealed a social norm regarding different solutions that reflect the classroom's micro-culture in terms of problem solving and students offered mathematically different (especially easy, simple, or effective ones) and sophisticated solutions which pointed out a socio-mathematical norm about mathematically different solutions. We observed an explicit talk on different solutions. However, the classroom community lacked a socio-mathematical norm regarding evaluations of mathematically different solutions based on criteria such as easy, simple, effective, or sophisticated. A lack of such a norm resulted in low-level problem-solving practice which was not expected from gifted and talented students. We offer practical implications for the dynamics of a classroom where gifted and talented students engage in problem solving activities and theoretical implications regarding the two dimensions of a norm.

This article explores international students' experiences in their graduate STEM programs at predominantly white US institutions through in-depth qualitative interviews and thematic analysis. International students reported encountering social and cultural barriers with American peers and sometimes even with other international students. These barriers include language, popular cultural, and social norms. Some students, who were less culturally represented in their cohorts, felt isolated but later found other people outside of their departments, often people from their same cultural background. The experiences of our participants varied by the representation of their culture in their departments, where students from less represented countries experienced more isolation. Connections to current acculturation theory will be discussed, as well as further implications and possible solutions for increasing intercultural exchanges.

This narrative qualitative study explored how sorority members negotiated their identities within systems of hegemony with their student communities. Sorority members used women's empowerment discourse to rationalize how they consumed alcohol, engaged in frequent consensual sexual relationships, and navigated relationships with fraternity men and across their campus sorority/fraternity communities. Implications for practice included harm reduction, sex education, and supportive policies.

This study aims to investigate university students' readiness and presence towards online teaching in the context of various variables. The study is designed as survey research, one of the quantitative models. The sample of the study consists of 318 preparatory and firstyear university students studying at a university in the Eastern Anatolian Region of Turkey. The data were obtained using the "Readiness for Online Learning Scale" and "The Community of Inquiry Model " scale. Descriptive statistics and inferential were used in the analysis of the data. As a result of the study, it was revealed that university students' readiness levels for online learning and their social, cognitive and teaching presence were high. In addition, it was determined that university students' readiness levels and perceptions of presence differ statistically according to age, gender, education level, monthly income of the family and connection device. The implications were discussed in terms of theoretical insights and administration for online learning.

Ethnic and racial minority (ERM) people are projected to comprise the US majority by 2050. In tandem, there is an anticipated rise of ERM students in higher education. Research examining academic socialization to dominant culture expectations and culturally-informed mentoring is limited. Existing work is theoretical, qualitative, or does not empirically compare the experience of ERM and White students. In this study we compared the experiences of ERM and White graduate students (N=349) via data collected from 2020 to 2023. We found no significant difference between ERM and White students' reported pressure to conform to dominant culture. However, ERM students reported higher pressure to leave their cultural background behind and higher academic consequences for refusing to alter/change aspects of their cultural identity. Furthermore, ERM students reported higher difficulty in securing culturally-informed mentoring than their White peers. Institutions of higher education may support their ERM students by increasing access to culturally-informed mentoring.

We report on three episodes from a case study where upper secondary students numerically explore the definite integral in a Python environment. Our research questions concern how code can mediate and support students' mathematical thinking and what kind of sociomathematical norms emerge as students work together to reach a mutual understanding of a correct solution. The main findings of our investigation are as follows. 1) Students can actively use code as a mediator of their mathematical thinking, and code can even serve as a bridge that helps students to develop their mathematical thinking collaboratively. Further, code can help students to perceive mathematical notions as objects with various properties and to communicate about these properties, even in other semiotic systems than the mathematical language. 2) For the participating students, a common norm was that an acceptable solution is a sufficient condition for the correctness of the solution method although students were aware of a problem in their code, yet also other norms emerged. This demonstrates that learning mathematics with programming can have an effect on what kind of sociomathematical norms emerge in classroom.

The main purpose of the study was to validate the Use and Gratification (U&G) theory and examine the effect of U&G (entertainment, information seeking, and socializing) on the theory of planned behavior (Perceived behavioral control and attitude toward behavior) among students regarding mobile technology usage in COVID-19. Quantitative research design was employed for conducting the study. Data was collected using the survey method. The population consisted of students currently enrolled in a public sector university in Lahore. A questionnaire in online form was used for collecting data from students. SPSS software was used for descriptive analysis and SmartPLS was used for path analysis and hypotheses testing. The study identified that there was an insignificant impact of getting entertainment on students' attitudes and their perceived control toward mobile technology use during the COVID-19 pandemic. Findings showed that students used mobile technology for information seeking and socializing as there was a significant impact of information seeking and socializing on their attitude toward the use of mobile technology. Current study provides insight into the usage behavior of students regarding mobile technology during the COVID-19 pandemic. It also provides, how mobile technology motivators (getting entertainment, information seeking, and socializing) work for mobile technology usage behavior in crises, especially COVID-19 pandemic. Findings are helpful for government authorities in decision-making regarding the provision of information through mobile technology during emergencies.

One of the most prominent social influences on human decision making is conformity, which is even more prominent when the perceptual information is ambiguous. The Bayes optimal solution to this problem entails weighting the relative reliability of cognitive information and perceptual signals in constructing the percept from self-sourced/endogenous and social sources, respectively. The current study investigated whether humans integrate the statistics (i.e., mean and variance) of endogenous perceptual and social information in a Bayes optimal way while estimating numerosities. Our results demonstrated adjustment of initial estimations toward group means only when group estimations were more reliable (or "certain"), compared to participants' endogenous metric uncertainty. Our results support Bayes optimal social conformity while also pointing to an implicit form of metacognition.

Binge-watching refers to the consecutive viewing of episodes of a fictional series, usually of the drama genre, in a single session. The approaches to its background, practice, and effects are diverse and controversial. Using a qualitativeexploratory approach analysed with Grounded Theory, this paper studies the experience of binge-watching users from data collected from a sample of 20 individuals combined with techniques such as group meetings, in-depth interviews and projective techniques. Results lead to the identification of two underlying patterns of behaviour associated with the consumption of dramatic content: planned binge-watching and unplanned binge-watching. Planned binge-watching is the intentional consumption of more than two consecutive episodes of a fictional series whose psychological effects are mainly gratification based on evasion. Planned series consumption has a socializing effect, especially among young people. Unplanned binge-watching is the unintentional and spontaneous chained viewing of more than two episodes of a fiction series. The viewing unit is each individual episode, linked to the next by the curiosity aroused by the plot. The psychological effects are gratification derived from evasion, followed by a feeling of guilt derived from the loss of control. The study concludes with the formulation of seven hypotheses for empirical verification, academic and professional implications, and future lines of research.

COVID-19 changed university life worldwide as campuses closed or offered restricted inperson teaching. Whilst early evidence suggests that educational experiences were satisfactory, concerns were raised about the impact of COVID-19 on social and psychological elements of university including student loneliness. We conducted a UK-wide cross-sectional cohort comparison study using an anonymous online survey measuring loneliness and the factors which may predict it: belonging (need to belong and achieved belonging), social support, and social identity. We found that students who began their studies at the height of the pandemic (2020/21) or after restrictions largely lifted (2021/22) had a reduced sense of belonging compared to those who started earlier (2019/20), suggesting some longlasting effects on students. Whilst there were no significant cohort differences in loneliness, need to belong, sense of belonging, and social support were significant predictors of loneliness, suggesting these factors could be targeted to reduce loneliness in students going forward.

In this article, a native of Appalachia who has worked in secondary and post-secondary literacy education examines the ways that comics depict life in the region. Particular attention is given to the exploration of the paranormal found in the work of Brian Level, and Level serves as a first-hand voice in this researched work. Additionally, the author explores comics that focus the Appalachian region in terms of masculinity, roles of women, and domestic life, alongside other social norms. In sum, the author wishes to push back on limited and problematic visions of the region, and to comment on the ways in which Appalachian life is rich, diverse, and profligate with literacy practices. The strength of female characters, mysticism in the region, and dialectical distinctions all emerge as patterns from the author's reading across visual literature, and the beauty of the region finds representation as well as juxtaposition with imagery in counterpoint through comics work.

This paper examined how teachers' noticing skill affects the social and socio-mathematical norms they construct in the classroom. The study was carried out with four mathematics teachers working at a secondary school in the eastern regions of Turkey. A case study among qualitative research methods was used. The data of the research were collected via videotaped lessons. The data obtained from teachers' classroom practices were evaluated performing descriptive and content analysis. Research findings show that noticing skill positively improves secondary school mathematics teachers' ability to construct social and socio-mathematical norms. In addition, it has been noticed that social norms and socio-mathematical norms are not independent of each other.

This study explores the human dimensions of the broad-based adoption of Short Rotation Woody Crops (SRWCs) among farmers in North Carolina. We used an actor diagramming and tracing approach to explore factors influencing farmers' adoption of SRWCs. Results suggest four factors strongly influence the adoption process: (1) market availability; (2) education awareness; (3) funding; and (4) social networking. Based on these results, we recommend that Extension professionals use the following education modules to prompt the adoption of SRWCs practices and potentially adopt other new farming practices: (1) ecological sustainability; (2) financial considerations; (3) harvesting; and (4) community building.

Social norms theory offers a useful frame for understanding student use of university counseling centers. This study found engagement in the forms of living and working on campus and estimation of how many students on campus are using the university counseling center was significantly associated with counseling center use. Students' estimation of other students' counseling center use also mediated the relationship between on-campus living and counseling center use. These results suggest a positive campus norm around counseling center use. Recommendations for how student affairs offices can encourage this norm are offered.

This paper examines college students` participation behaviors and the use of social media tools. The descriptive survey model was applied to investigate university students' participation behaviors. The data was collected through a "Participation Questionnaire" from 284 college students in Kazakhstan. The result showed that students who spend less time on social media are positively related to participatory citizenship. Moreover, students with fewer social media accounts are more likely to engage in political, volunteer, and social events than students with fewer social media accounts.

The discourse on science and engineering education focuses on ways of preparing students, as future employees, and global citizens. While this discourse deals with the purposes and characteristics of engineering education, it tends to neglect the students' perspectives. The purpose of this study was to provide insights into the perspectives of undergraduate science and engineering students with respect to six factors, during the COVID-19 pandemic: end-of-semester exams, financial situation, social life, extension of study duration, the future of the labor market, and how the world will look. A comprehensive questionnaire was distributed to all undergraduate students in a research science and engineering university in two consecutive academic years. Descriptive statistics and content analysis were applied. Our findings show that science and engineering students were mostly concerned about their end-of-semester exams. Their social life was the only factor that changed between the two periods in terms of the percentage of students who were concerned with it. As for the other factors, the percentage of students who were concerned about them remained comparatively the same in both academic years. The findings highlight the confidence students had during the pandemic, and demonstrate the resilience of science and engineering, especially in times of volatility.

This study aims to explore how gamification elements influence the development of the Community of Inquiry (CoI) in an online project-based programming course conducted on Facebook. We formed student groups by using a quasi-experimental design from students studying in the computer science department. While both courses were project-based, the experimental group's project development process was enriched with gamification elements. We collected data from the CoI survey, transcript analysis of online discussions, and interviews with students. The results indicated that the use of gamification elements contributed significantly to students' social, cognitive, and teaching presence development. Besides, while a high level of CoI perception was created in both groups in the online project-based learning environment, the design and organization role of the instructor came to the fore in the gamified environment more.

This study aims to explain how the Go Green Movement at schools initiated by the Indonesian government becomes a starting point for reflection on ecological citizenship education and social justice. Reflection on such an initiative reinforces the importance of citizenship education as citizens are associated with a territorial view of the country based on tangible ''land.'' Therefore, the state's role in education is to empower its citizens and create new societal behaviors, or habitus, as part of a social justice concept. In the past, the role of habitus within the context of social justice was easily dismissed. Currently, more availability of social facilities and infrastructures implies environmental care by the state, resulting in new habitus. The relational nature of social justice highlights that the state needs to be recognized and respected as a separate entity. Subsequently, encompassing the environment and caring for its citizens embodied in the ecological habitus, the state plays an important role in attaining ecological-social justice.

The purpose of this study is to examine the perceptions of parents of children with autism spectrum disorder (ASD) about computing devices. Seven families with ASD children were interviewed about their children's use of computer devices and their impact on their academic and social behavior. Although parents raised concerns about internet addiction and cybersecurity, these devices were part of their children's daily routines and were used for educational and entertainment purposes. Occasionally, targeted activities such as video modeling have been used to address personal and social behaviors. However, the results suggested that parents were unprepared to help their children due to a lack of knowledge, community support, and resources.

Socio-spatial learning analytics (SSLA) is an emerging area within learning analytics research that seeks to uncover valuable educational insights from individuals' social and spatial data traces. These traces are captured automatically through sensing technologies in physical learning spaces, and the research is commonly based on the theoretical foundations of social constructivism and cultural anthropology. With its growing empirical basis, a systematic literature review is timely in order to provide educational researchers and practitioners with a detailed summary of the emerging works and the opportunities enabled by SSLA. This paper presents a systematic review of 25 peer-reviewed articles on SSLA published between 2011 and 2023. Descriptive, network, and thematic analyses were conducted to identify the citation networks, essential components, opportunities, and challenges enabled by SSLA. The findings illustrated that SSLA provides the opportunity to: (1) contribute unobtrusive and unsupervised research methodologies; (2) support educators' classroom orchestration through visualizations; (3) support learner reflection with continuous and reliable evidence; (4) develop novel theories about social and collaborative learning; and (5) empower educational stakeholders with the quantitative data to evaluate different learning spaces. These findings could support learning analytics and educational technology scholars and practitioners to better understand and utilize SSLA to support future educational research and practice.

Studying abroad provides excellent opportunities for growth, but can also bring new uncertainties and risks. In this exploratory study, female international students studying in the U.S. (n=29) responded to open-ended questions designed to understand better the types of risks they experience and the ways they respond. Inductive content analysis identified a set of five thematic categories: a) social risk, b) danger risk, c) daily task risk, d) self-development risk, and e) isolation risk. Students reported dealing with these uncertainties through a combination of weighing risks through information and trusting others, playing it safe at times, but pressing forward in other situations to make the most of opportunities.

The Roman Empire covered a large area, including parts of present-day Hungary. There are many still visible remains in the landscape or in museums. In addition to written sources, there are monuments ranging from objects to architecture, pictures and sculptures. This makes it possible to question and compare the significance of the individual sources. In addition, there is the interdisciplinarity, for many insights are only gained by applying scientific but also linguistic and other reference disciplines. Many things from Roman antiquity seem familiar to us at first glance, especially when it comes to concepts such as the state and the republic, but also to things of everyday life. But on closer inspection, the familiarity disappears when it comes to social rules, behaviour and norms. Therefore, there are lots of opportunities to interest and motivate pupils of different ages to learn about history. Selected examples will show how attractive the Roman period in Hungary can be for pupils.

This study investigates how video game play influences gamers' formal education through perceptions of their 'gamer' and 'learner' identities. Based on identity foundation in symbolic interactionism, we take gamer and learner identities as meaning structures with both dynamic and stable dimensions. The basis of this gamer identity perspective is identity has a crucial role in investigating learning. Applying a life history approach, we interviewed 10 participants in one-to-one interviews, with three interviews for each participant. Applying the narrative portrait, we analysed participant data. We found that gamer identity construction from video game playing, as a vital meaning structure, has four main aspects, namely in-game identification, social community expansion, restorative effect and meaning recognition, providing gamers with expansive ways to build learner and personal identity as that can benefit their formal education.

Based on institutional theory, this study explores the causal relationship between teacher professional identity, perceived institutional norms, and teachers' conformity behavior in colleges and universities in Hunan Province. A questionnaire survey was conducted on 500 teachers from two universities in Hunan Province. The reliability and validity test results and structural equation modeling analysis show that the professional identity of college teachers positively affects their conformity behavior, and that perceived institutional norms partially mediate the relationship between teacher professional identity and teacher conformity behavior. The research enriches the application of institutional theory in university organization and provides an empirical basis for universities to improve teachers' conformity behavior.

This study aimed to ascertain the e-learning engagements of selected Pre-service Education students in online distance learning and determined whether the e-learning engagements vary based on the student's profile variables. The study group of the survey comprised 275 first to third-year students of BSED-Sciences, BTVTED and BSED-Mathematics enrolled at Surigao State College of Technology (SSCT), City Campus. A researchers-made questionnaire was used, validated and tested for reliability using Cronbach Alpha internal consistency coefficient with ([alpha]=0.85) for the entire scale (20 items). Distribution of web-based questionnaires through Google Forms followed. The data collected were treated using frequency, percentage count, mean, standard deviation, and analysis of variance (ANOVA). A descriptive survey research design was also employed. Study results indicated that the behavioral, social, cognitive, and technological engagements of the students were generally positive. Particularly, social engagement rated very high with a mean score of 2.97 (SD=0.53) meanwhile, technological engagement rated a lowest mean value of 2.71 (SD=0.55) signifying that students' e-learning engagement is lesser as unstable internet connection was found to be the main technological problem which caused students to get frequent absences during online classes. Additionally, mobile phone devices revealed to be the most useful ICT tool to assist students' in managing the online learning system. Moreover, the e-learning engagements were found not to vary based on students' sex and family income. However, students' age, year level, program and specialization and gadgets used in modular and online classes made a significant difference which shows that the profile differences of Pre-service education students contribute a direct effect towards their online learning engagement. Implications from the results recommend a need to sustain social interaction between stakeholders, increased students' online resources and community support by provision of learners' online learning demands.

When the studies are examined, it is seen that social media addiction (SMA) increases in adolescents with high social desirability and social appearance anxiety (SAA). For this reason, the aim of this research is to examine SMA in adolescents in terms of SAA and social desirability and to determine at what level social desirability and SAA predict SMA. The research was designed as a descriptive study in the relational survey model. A total of 484 students, 338 of whom were girls (69.8%) and 146 (30.2%) were boys studying at secondary school institutions in the central districts of Hatay province, participated in the study using the convenience sampling method. The Social Media Addiction Scale, the Social Appearance Anxiety Scale, and the Social Desirability Scale were used as data collection tools. The T test and multiple regression analysis were used in the analysis of the data. As a result of the research, it was found that SMA and social desirability do not differ by gender, and it was also seen that SAA differed significantly according to gender, and girls were more concerned about their social appearance. In consequence of the research, it was also found that social desirability and SAA significantly predict SMA.

Co-curricular activities have been shown to impact many measures of academic success, such as academic self-confidence, leadership abilities, identity development, personal development, and student thriving. Borrowing from established research paradigms on pluralistic ignorance, the current study sought to explore whether first-year and senior students' perceptions of themselves and others vary when it comes to attending and participating in campus activities and whether sex has an impact on those perceptions. Using data from the 2018 National Survey of Student Engagement, the study included 10,512 students attending 33 institutions. The results suggest significant differences across the sexes and within reference group (self vs. other) for attending campus activities and participating in co-curricular activities. These findings can help guide faculty, advisors, and administrators to better understand how students' perceptions of peer co-curricular activities might relate to their own, and how those perceptions might affect their behavior positively and negatively.

Recognising emotions, facial expressions and tone of voice and body language, expressing and managing their own emotions, and understanding and responding to other people's emotions are often difficult for children with autism spectrum disorder. Since the emotional codes of individuals with autism spectrum disorder are different, those people will possibly be awkward in expressing some throughout their lives. Although it might seem that children with autism spectrum disorder do not respond emotionally, the ability to understand their facial expressions could lead to an improvement in their social interaction difficulties. In addition, since autistic expressions might be unique to each child, recognising their emotions is important when delivering a personalised intervention to a child with autism spectrum disorder. In recent decades, researchers have become increasingly interested in the role of emotions in learning and teaching a foreign language beyond heavily investigated topics such as foreign language anxiety and motivation and attitudes towards the foreign language. In this paper, how emotions impact the motivation and success of children with autism spectrum disorder while they are learning a foreign language is presented. Challenges, opportunities and future research directions in this domain are given.

With the study reported on here we aimed to determine what learners perceived as normative in the mathematics classroom. For this reason, we focused on negotiation of the problem solutions and we attempted to determine the sociomathematical norms perceived by learners (SNPS). Audio recordings of dialogues among learners, individual reports, and interviews were used as data collection instruments. The research participants were learners in the seventh grade. The study was conducted over a period of 10 weeks covering the second semester of the academic year. Three SNPS (functionality, inclusiveness, connectivity) regarding the legitimacy of the solutions were determined. The determined norms contributed to the understanding of learners' mathematical preferences, thus bringing more inclusive and complementary understanding about the norms perceived by the learners to the literature. It has been observed that learning opportunities emerging through the negotiation of norms contribute to collective mathematics learning by shaping the interaction among class members. In this context, it was deemed necessary to continue research on norms perceived by learners to create general ideas of mathematics learning and teaching.

Despite increased interest in synchronous remote K-12 education, there is limited research on how students perceive such education. This article explores student perceptions of remote education, tutor support, social presence, learning and satisfaction. We developed a survey, and after distributing it and analyzing the results, the survey was offered to practitioners as a formative assessment tool. The findings showed that students were slightly positive toward synchronous remote education. Key factors that correlated with student perceptions of social presence, learning and satisfaction were positive perceptions of tutors and, to some extent, being enrolled in a smaller class. Some students appreciated the flexibility and quality of remote education, although many experienced technical and communication challenges. Our findings suggest that it is not sufficient only to engage qualified teachers in their subject; there is also a need to consider the continuous development of teaching practices and how to support and use digital technologies in remote education.

Pragmatic competence entails awareness-raising of impoliteness. This paper delves into the pragmatics of impoliteness in online communication, focusing on X (Twitter) interactions, with a particular emphasis on 126 replies to Elon Musk's controversial tweet. Utilizing Culpeper's (2011) model of impoliteness formulae and implicational impoliteness, the study analyzes responses to this tweet, exploring the multifaceted dimensions of impoliteness. The research also investigates the moral order expectations expressed by the repliers, shedding light on the factors influencing their reactions and responses. By employing qualitative content analysis and thematic analysis, the study reveals the nuanced forms of impoliteness and the underlying moral order themes inherent in these online exchanges. "Responsible wealth behavior," "appropriate and non-offensive language," "respect and decency," "refraining from political narratives," "engaging in social responsibility," and "showing transparency, accountability, and ethics" were the identified moral order expectations. The findings underscore the relevance of examining impoliteness in the digital age, where public figures' tweets can have far-reaching consequences and provoke diverse reactions from the online community. This research contributes to a deeper understanding of impoliteness in online discourse and its implications for social media interactions by language learners, which are currently lacking in language classrooms.

This research confirms that incorporating concepts of Ba and Omoi with action research promoteshigher levels of learning. Currently, action research, Ba, and Omoi are understudied in militaryinstitutions and college programs. Using a case study approach and two cycles of action research, thisproject addressed how learning occurred for students and instructors in a two-term program at amilitary university. Findings showed how Ba and Omoi were integral in establishing a psychologicallysafe learning environment, learning and growth occurred on multiple levels for students and instructorsas they struggled with imposter phenomenon, and students struggled with negative capability.

This study investigates the effectiveness of the "Power of Camp Inclusion" program in enhancing social skills among children with autism spectrum disorder (ASD) in an integrated educational environment of a camp. Caregivers, who received pedagogical training on disability issues, evaluated the program. The study involved 22 individuals with ASD, aged 7-25 years (mean age: 14.82), and 22 companions, aged 20-56 years (mean age: 25.27). Caregivers received in vivo training on social skills to support their role in the program. The Autism Social Skills Profile (ASSP) was used to assess social skills, including Social Reciprocity, Social Participation, and Harmful Social Behaviors, as well as the overall index of social skills. In addition to ASSP, all participants underwent semi-structured interviews. Statistical analysis examined demographic data, internal consistency of variables, their correlation, and t-test analyses of a sample and paired observations. The results indicated that the implementation of the "Power of Camp Inclusion" program had positive effects on the development of social reciprocity, social participation, overall index of social skills, and reduction of harmful social behaviors among children with ASD. The findings of this study highlight the importance of educational programs that support the development of social skills for children with ASD and emphasize the need for such programs to be integrated into modern educational policies.

The purpose of this study is to investigate how young children define trust and to find out if there is a relationship between the people whom they trust and the people with whom they share their favorite food and toy. The participants consist of 273 kindergarteners enrolled in five public kindergartens. Research assistants asked the participants questions such as what they think trust is, who they trust, with whom they want to share their favorite food and favorite toy, and why. Findings did not reveal age or gender as factors for children's trust and sharing decisions. Children's trust decisions were not associated with their sharing decisions. Accordingly, it appears that children perceive trust and sharing as two separate concepts. This might be due to the abstract nature of trust and the social nature of sharing, in which immediate reciprocity might play a more important role in children's sharing decisions. Children mentioned reciprocity as the second highest reason for their sharing decisions.

Contribution: A successful activity based on the scavenger hunt (SH) game is presented here. Although "serious game" in education now seems synonymous with videogame, the effectiveness of hands-on traditional games to increase student performance that, besides, they also like is defended and proved. The proposal is not focused, as is usual, on a single aspect of the educational environment, but on integrating behavioral and affective aspects into the learning process. Background: The literature analysis shows the predominance of serious games based on videogames in education, perhaps due to the lack of objective evidence concerning the influence of traditional game alternatives, such as SHs, on students' attitude/learning. This objective evidence is addressed with a proposal to motivate and integrate the students, making them more participative and thus positively affect their learning. Intended Outcomes: The activity increases motivation (behavioral outcome) and socialization (affective outcome), boosting learning (competence outcome); besides, students like the activity. Application Design: The necessity for a different instructional strategy came from the lack of commitment by the students in the first year of Computer Science Engineering. So a game (they are entertaining and powerful tools to increase motivation) that takes the students outside their normal working environment (classroom and laboratory) was designed. The study follows a cross sectional design with experimental and control sets randomly created, and sizes of 106 and 98 students, respectively. Findings: Highly satisfactory and statistically significant results were achieved: their attitude in class and personal study was more active (motivation), new relationships were created (socialization), they obtained better marks (learning) and enjoyed the activity (user experience), even though it was nondigital.

Protective face masks were one of the central measures to counteract viral transmission in the COVID-19 pandemic. Prior research indicates that face masks impact various aspects of social cognition, such as emotion recognition and social evaluation. Whether protective masks also influence social avoidance behavior is less clear. Our project assessed direct and indirect measures of social avoidance tendencies towards masked and unmasked faces in two experiments with 311 participants during the first half of 2021. Two interventions were used in half of the participants from each sample (Experiment 1: protective face masks; Experiment 2: a disease prime video) to decrease or increase the salience of the immediate contagion threat. In the direct social avoidance measure, which asked for the deliberate decision to approach or avoid a person in a hypothetical social encounter, participants showed an increased willingness to approach masked as opposed to unmasked faces across experiments. This effect was further related to interindividual differences in pandemic threat perception in both samples. In the indirect measure, which assessed automatic social approach and avoidance tendencies, we neither observed an approach advantage towards masked faces nor an avoidance advantage for unmasked faces. Thus, while the absence of protective face masks may have led to increased deliberate social avoidance during the pandemic, no such effect was observed on automatic regulation of behavior, thus indicating the relative robustness of this latter behavior against changes in superordinate social norms.

Background: Parents' roles in their children's education are significant in terms of outcomes for the child. As research on parental involvement in children's education has often been conducted in high-income countries, there is a deep need for more research on parental involvement in contexts of disadvantage. Purpose: Set in the context of socioeconomically disadvantaged communities in rural Pakistan, this study sought to explore parents' lived experiences of their involvement in their children's education and gain insight into the barriers they encountered in assisting their children's learning. Methods: A qualitative research design was employed. In total, 12 parents (6 mothers and 6 fathers) of school-age children in rural Pakistan were interviewed about their views on involvement with their children's education. Data were analysed thematically, using a narrative inquiry approach. Findings: Through in-depth analysis of the data, two distinct narratives of parental involvement were identified: (1) a narrative of hope and trust-building, indicating parents' confidence in state schools and their striving for a better future for their children, and (2) a narrative of dissatisfaction and inequality, reflecting frustration arising from factors including parents' socioeconomic situations, concerns about schools and the influence of local societal norms. It was evident that, despite hardship, the parents wanted their children to be educated and regarded education as a path to improving prospects. Conclusions: The findings broaden understanding of parents' involvement in their children's education within socioeconomically disadvantaged rural communities by revealing and highlighting the diverse, often context-related barriers the parents encountered.

This study explored how international undergraduate students perceive their academic transition into American higher education. Schlossberg's (1984) 4S Transition Theory served as the framework for exploring what academic challenges, if any, international students experience during their first year of undergraduate studies in a new cultural and educational setting. The findings revealed that students' academic transition into the U.S. higher education was characterized by difficulties in understanding the academic system of their new environment; overcoming educational, instructional and pedagogical differences; building social relationships with domestic students; and receiving the support necessary from the appropriate institutional services.

Chinese has become a prime foreign language in the educational policies of many nations, including Thailand. However, strategies for Thai students to successfully improve their Chinese, especially speaking skills, remain understudied. To minimize the knowledge gap, this quantitative study investigated Thai students' speaking strategies when studying Chinese, which provided successful outcomes. Data were collected from questionnaires administered with 114 students in four universities across Thailand. Results revealed that the most frequently employed from the six strategies were Compensation (direct, [x-bar]=3.94) and Social (indirect, [x-bar]=3.81). The remaining strategies were ranked in order as Memory ([x-bar]=3.78), Metacognitive ([x-bar]=3.72), Cognitive ([x-bar]=3.71), and Affective ([x-bar]=3.54), respectively. The results indicated that all strategies played crucial roles in learning to speak Chinese. The knowledge obtained in this study was projected to benefit educational stakeholders in Chinese language teaching (CLT), including teachers, learners, policymakers, and curriculum designers, when planning or designing teaching and learning activities for Chinese speaking in Thai contexts.

Digital technology systems are adopted rapidly throughout the globe for the virtual learning process especially with the outbreak of the COVID-19 pandemic. Digital screen-based gadgets are integrated to provide a seamless interactive medium of learning even before the initiation of formal education. Studies on the technology use of younger children are critical as uncontrolled gadget use affects their developmental stages yet these studies are still in the infancy stage. This study analyses the impact of extended use of digital gadgets and mobile dependency on early childhood manifested through their cognition, socialization and behaviour. This descriptive study is based on the random responses of 511 parents about their young children of 3-6 years distributed at five civil districts of Kerala State. From the analysis, it is found that the extended use of digital gadgets influenced young children's mobile dependency, socialization process, cognition and behaviour patterns. The young children exhibited alienation tendencies and behavioural deviations which are correlated to their screen time. Both male and female reported similar results. Significant differences were observed by the parents with respect to the age of the children and their parental characteristics. Their mobile dependency mediated their extended digital Screen Time to the Behaviour. Significant relation was predicted by extended Screen Time on Behaviour of the students with a partial sequential path through mobile Dependency, Cognition and Socialization. The study sheds light on the urgency of parental care and implementation of a balanced gadget usage system to reduce the detrimental impacts of gadget usage.

Purpose: During the past decades, China has seen a rapid urbanization that has (re)shaped not only its city landscape but also (re)created public space where children live, play, and learn. However, little research has focused on how urban public space influences young children's learning and development and how parents navigate children's development in the public space. Therefore, this research aims to study how public space influences parents' engagement with their young children. Design/Approach/Methods: This study is informed of Bronfenbrenner's Processes, Person, Context, and Time (PPCT) model that sees children's learning as complex and multilateral interactions among various stakeholders including schools, families, and environment. It employed ethnographic approach to study the interactions between children and their parents in a public playground in a Western Chinese city. Findings: It found that parents realized public space had been reshaped by urbanization. While they accompanied their children to play, they actively monitored children's safety and cultivated children's physical and social development. In this process, male parents tended to contribute more than they would do in other settings. Originality/Value: This study fills the gap by providing a nuanced study exploring how parents fulfill their responsibilities in an integral space of children's development, which has rarely been explored.

This research aims to examine the privacy behaviors of university students on social networking sites. For this purpose, first of all, students' online privacy literacy (OPL) levels on social networking sites were determined. Then it was examined whether these levels differ according to students' gender, frequency of using social networking sites, and the frequency of changing their privacy settings. Also, the relationship between university students' OPL levels on social networking sites and their purposes of using social networking sites and the relationship between university students' OPL levels on social networking sites and social network privacy behaviors were examined. Correlational research and causal-comparative research models were used in the study. The research study group consists of 314 undergraduate students studying in different faculties of a state university. The data of the research were obtained online in the spring semester of 2019-2020. Personal information form, Privacy Settings Experience Questionnaire, Online Privacy Literacy Scale, and Social Privacy Behaviors Questionnaire were used as data collection tools in the research. Descriptive statistics, Mann-Whitney U test, Kruskal-Wallis H test, and Spearman's Rank-Order Correlation were used to analyze the data obtained in the study. The results showed that university students have a high level of OPL. Besides, female students have higher OPL levels than male students, and their OPL levels are similar according to the social networking sites used and the frequency of changing the privacy settings on these sites. In addition, it was determined that there was a low level of positive correlation between students' use of social networking sites to follow the agenda and news, like posts or comment on posts, and their privacy behaviors on Facebook and OPL levels on social networking sites.

The Community of Inquiry model (CoI) is a guiding framework for blended learning and online learning and it has been implemented in diverse disciplines. However, the research on how EFL (English as a Foreign Language) teachers can promote students' engagement in online discussions through the CoI framework is very limited. This mixed-method study aims to investigate effective teaching practices that can promote students' active participation in online discussions based on the CoI in the blended EFL course. Responses to the survey of CoI and Engagement from 97 undergraduates in a Chinese university and interview transcripts of a focus group were collected as the data. The data were quantitatively analyzed by descriptive statistics and simple/multiple linear regression, and qualitatively by thematic analysis. Results indicated that students' perceptions of the teaching presence, social presence, and cognitive presence in the CoI had a statistically significant impact on students' engagement in online discussions. Students' perceptions of teaching presence had both direct and indirect impacts on their engagement; grading in online discussion forums, the teacher's timely responses and feedback, and the teacher's guide in the meaningful discussion were highly-rated teaching practices in promoting students' online discussion. The findings shed light on how teachers in the blended EFL courses should do in the online discussion to promote students' language use.