Search

During the pandemic period, there have been such upheavals from production methods to distribution strategies, and from supply methods to corporate functioning. Accordingly, it would not be wrong to say that all companies and sectors, regardless of national or international, are part of this fundamental transformation. When the education sector was evaluated from the same perspective, it is possible to say that it is one of the sectors most affected by the differences created by this pandemic. For instance, very soon after the pandemic, almost all higher education institutions switched to distance education activities instead of face-to-face education. This study aims to examine the effects of the devastation caused by the pandemic on students at the higher education level in the context of efficiency. In this research, the criteria has been set as which university students' efficiency was achieved during the distance education process, and the research included 1604 participants from 15 universities, who formed the study's sample. The data obtained was subjected to reliability and validity analysis, and it was by using the SPSS program, and the results were examined with different dimensions.

This study explores the academic and social experience of international students in colleges in the United States of America. Specifically, the study focuses on colleges with a high percentage of international students as they represent diverse cultural backgrounds and contribute significantly to the campus environment. Data were collected from 30 participants (undergraduate students) across five focus group interviews and a thematic analysis was performed. For academic experience, four sub-themes emerged: relationship with professors, academic resources, liberal arts requirements; and class participation weightage. For social experience, four sub-themes emerged: role of student clubs and societies; inter-college collaborations; intercultural sensitivity; and religious/cultural events. Findings provide valuable implications on how colleges with a high population of international students can improve the academic and social experience of these students.

University First Year Seminar (FYS) programs are diverse in their content and pedagogy. Yet all seek to assist first-year students in the difficult college transition. The purpose of this pilot study was to evaluate if grouping similar academic majors into the existing First Year Seminar (FYS) courses would improve social connectedness, use of academic resources, and engagement on campus. A subset of first year students were assigned to either the control group (CON) of normal mixed major sections, or to the experimental course (EXP) with only related majors. Thirteen EXP and 36 CON students completed the data collection, including an 18-question social support survey administered at the beginning and end of the course. Additionally, two open-ended qualitative analysis questions were asked related to student expectations and perceived course outcomes. Lastly, the three instructors of the EXP and CON courses studied were interviewed using phenomenological methods approximately one week after the end of the semester. Between-groups analysis of the 18 quantitative survey questions identified that the CON group reported more personal conversations with peers and attendance of campus activities while the EXP group reported more faculty interactions. At the beginning of the course, 77% of the EXP group expected to create social connections as a primary course outcome, while only 19% of the CON group did. Academic skills were a higher expectation among the CON group than the EXP group. When asked more directly, both groups expected to make social connections in the class (86%). However, by the end of the study, the reported outcomes were equivocal. Interviews with FYS professors uncovered their own valuable perceptions of connectedness to the university and recommendations for instructor support were made.

This study aimed to examine and compare the lifestyles of Australian and Thai undergraduates. There were 213 students who participated in the study; 112 were Thai and 101 were Australian. The instrument included a questionnaire containing six lifestyle categories. Cronbach's alpha coefficient revealed that the questionnaire's reliability ranged from 0.71 to 0.92. The data were analyzed using mean, standard deviation, and t-test. The result indicated that the overall lifestyle score of students from both countries was moderate. However, there were differences between the two groups' lifestyles. The Australian participants favored the healthy lifestyle, whereas the Thai participants favored the conservative and homey lifestyles. Interestingly, the Australian participants' trendy lifestyle score was the lowest, while the Thai participants' night going lifestyle score was the highest. Comparing the two groups revealed a statistically significant difference of 0.05. This indicated that the Thai participants' lifestyles were more apparent than those of their counterparts. Only the night going lifestyle and the healthy lifestyle were rated higher by Australians than by Thais. The findings illustrate the differences in lifestyles between two countries, reflecting the complexity of lifestyle development in various dimensions. Understanding this complexity is therefore crucial.

The aim of this study is to investigate the relations between secondary education students' learning styles and their use of social networks. The samples of the research designed by relational screening model consist of 1281 students reached by convenient sampling method, one of the non-probability sampling methods. In this study, "Kolb's Learning Styles Inventory" and "The Survey of the use Social networks" were used as data collections tools. Frequency, percentage and chi-square techniques were used for data analyses. As a results of the study, it was found that the most used social networks are Facebook, YouTube, Twitter and Google Plus among students. In addition, students use social networks mostly for sharing photo, followed by making friends, sharing videos and playing games respectively. Students who have assimilative learning styles use Facebook, accommodative learning styles use Google Plus, converging styles use Twitter and diverging learning styles use other social networks. Moreover, it was found that students who has accommodative and assimilative learning styles use social networks to share videos, diverging learning styles use social networks to share photos and converging learning styles use social networks to make friends. However, it wasn't found statistically significance difference between the students' learning styles and both preferring social networks and the purpose of using them. In the study, it was investigated the relation between students' learning style based on Kolb's experiential learning theory and the use of social networks. Apart from Kolb's Model, it is recommended that some other models like Myers and Briggs' type indicator model, Lawrence's learning type model, Fleming and Mill's learning style model (VARK), Felder and Silverman's learning style model or Reinert's learning styles model can be preferred by authors to reveal the relationship with the use of social networks. Thus, the relationships between learning styles, one of the most important individual differences that facilitate learning, and social networks can be revealed in more detail and contribute to the literature on integrating social networking into educational environments.

Previous studies on spouses of international students do not explore how F-2 visa regulations preventing them from working and becoming full-time students affect their social integration and building social networks. This ethnographic research about 16 formerly employed female spouses of international students in Central University aims to fill this gap, inspired by Holmes's Structural Vulnerability concept (2011), which suggests shifting attention from immigrants themselves to structural powers in order to detect what endangers immigrants' well-being. Through a multimethod approach, this article shows that F-2 visa regulations limit social integration and building social networks of the participants due to their F-2 visa regulations, and consequently affect their self-esteem, mental health, loneliness, and family relationships of the participants, despite the Central University and related/local offices efforts in integrating them in the society.

This research explores the issues of applying bilingual education in China Panorama Curriculum, with purpose to enhance cross-cultural adaptability of ASEAN students in higher education. Employing questionnaires and interviews with a longitudinal analysis based on factors like age, gender, nationality, and time in China, to investigate the cross-cultural adaptability of ASEAN students in China, focusing on psychological and learning environment adaptation. The research uncovers challenges in adapting to the Chinese cultural landscape and proposes solutions. Cultural disparities between China and ASEAN nations are identified, with the bilingual education approach proving beneficial in fostering classroom participation and cultural exchange. However, psychological challenges persist, impacting mental well-being and academic performance. The research reveals the limited social life of ASEAN students in China, confined to campus interactions, suggesting improvements in English proficiency among teachers and encouraging active student participation in social activities. While bilingual education holds promise, the research emphasizes the need for comprehensive strategies, including teacher training and addressing socioeconomic disparities. The findings offer insights into cross-cultural adaptation complexities, highlighting the potential of bilingual education within the Panorama Curriculum. Caution is advised when generalizing beyond ASEAN students in Guangxi, China, considering potential variations in cultural, social, and educational contexts internationally.

The aim of this study was to better understand Latinx adolescents' experiences during the pandemic and the transition to distance learning. Guided by the community cultural wealth framework, this study focuses on the key challenges and the sources of support that Latinx adolescents relied on during this unique period. Participants included 40 Latinx high school students from Southern California (28 female, 12 male; 75% Mexican or Mexican-American) between the ages of 14 and 17. A semi-structured interview was conducted with each participant; a thematic analysis approach was used to identify the key themes. Five themes emerged as the prominent challenges Latinx adolescents faced during the transition to distance learning. These challenges included disrupted peer relations, academic and motivation difficulties, home distractions, distant teacher relations, and poor mental health. In terms of the sources of support and coping resources to manage these challenges, the four key themes were supportive teacher relations, positive friend interactions, future aspirations, and supportive family relations. The findings provide insights into Latinx adolescents' experiences and sources of stress and support during distance learning. The findings have implications for how schools can best support Latinx youth with the transition to in-person schooling.

This article explores community-based rock music education as a site for strengthening social cohesion in a context of postwar, interethnic divisions. Focusing on small and incremental changes, it examines the practices of Music Connects, a project in the Western Balkans, and its goals of revitalizing rock culture in support of a more inclusive social life and greater freedom of movement in the region. The article explores the ways that an organizational and participant focus on aesthetic practices and artistic goals can still contribute to social goals. It highlights three key tasks connected to rock music education and revitalization, captured in the novel conceptual constructs of rehearsal space, the incubator, and the expansion of normal. Drawing upon qualitative data gathered in 2019 and 2021 from 40 participants, the article tells a story of small social changes through music-making that added up to significant developments in the region, musically and socially.

Friendships and social relationships are central to wellbeing but the friendships of those with complex needs are often ignored. This study explored the friendships and social relationships of students with complex communication needs (CCN) in and outside of special school settings, to understand how they view and experience them. There were 20 participants -- 6 students, 8 of their parents and 6 of their teachers. The research was conducted in two stages: Stage 1 included semi-structured interviews with adults and unstructured observations of students in class and at breaktimes. Stage 2 included working with students through a Mosaic approach, using six tools (pyramid ranking activity, preferred activity with friends cards, best friends activity, school tours, collections from home and book-making). Transcripts of recordings were analysed using reflexive thematic analysis. The four themes generated highlight how students with CCN have more accurate views of their social lives than adults, students and adults have differing views about what makes a good friend, students with CCN find ways to enact meaningful social contact through a connection beyond words, and reciprocity in friendships means no distinction between 'helper' and 'needing help'. Strengths and limitations are highlighted and implications for researchers and practitioners are discussed.

A novel coronavirus, SARS-CoV-2, has spread widely throughout the world. To reduce the spread of infection, children are prevented from going to school and have fewer opportunities for in-person communication. Such changes in the everyday lives of children might influence their socio-emotional behaviors; however, the whole picture of the possible impact was not well known. This study examined socio-emotional behaviors of Japanese children (aged 4-9) during the pandemic and compared the data to the data before the pandemic. Children's socio-emotional behaviors in an everyday context was assessed using the parent-reported Strengths and Difficulties Questionnaire. The results indicated that during the pandemic, children were more prosocial and experienced more problems in their peer relationships, but no differences were found in emotional symptoms, conduct problems, hyperactivity between before and during the pandemic. The findings suggest that the COVID-19 pandemic has mixed impacts on children's socio-emotional behaviors, implying that this topic should be considered in broader and fuller perspectives.

Purpose: In prioritising the needs of their autistic children, parents often modify their own participation across leisure, social, and workforce activities. Few studies have examined the impact these modifications have on caregiver quality of life (QoL). The aim in the current study was to examine how parenting their autistic child/ren impacts parent's participation and QoL. Methods: Twenty primary caregivers (29-48 years, all female) of autistic children (7-11 years) were interviewed online about their participation in leisure, community, and employment activities including the impact of COVID-19. Results: Five themes with underlying subthemes were identified using reflexive thematic analysis. The themes were: (1) Reflecting on the important things in life, (2) Getting access to everything needed, (3) Barriers to participation in meaningful activities, (4) Facilitators of participation in meaningful activities, and (5) Participation through the COVID-19 pandemic. Conclusion: The findings highlight the importance of regular participation in meaningful activities for parents of autistic children and the support needed by them, particularly single parents, to achieve balance between meeting caring responsibilities and their own participation needs.

Background: Immigrant parents' perspectives on raising adolescents and young adults with intellectual disabilities during the transition to adulthood are the focus of this study. Disabled children demand more care and support as they mature and transition to adulthood. This increased care demand places significant stress on parents' wellbeing and participation in social and economic activities. Methods: Qualitative interviews were undertaken with purposively sampled immigrant parents of adolescents and young adults with intellectual disabilities transitioning into adulthood. The study used inductive thematic analysis to identify common themes across the data set. Findings: The birth of their disabled child marked a new beginning in a family's life, characterised first by shock and later by acceptance. Informants experienced challenges associated with language and information access, reduced service, social isolation, skewed gender roles and worrying about their children's future. Conclusions: The intersection between migration and disability can aggravate the care burden. Knowledge about parents' experiences is crucial for designing rehabilitation programmes, promoting wellbeing and bridging gaps between services recommended by service providers and the actual needs of the family and child.

Background: The benefits of friendships among peers with and without intellectual and developmental disabilities are well supported by research. However, little is known about the nature of these inclusive friendships in inclusive college courses. Method: We explored the perspectives of peers on the development of authentic friendships among peers with and without intellectual and developmental disabilities in inclusive college courses in the United States. We used a sequential, explanatory, transformative mixed methods-grounded theory research design. We integrated quantitative (N = 44) and qualitative (N = 8) findings using blended analysis to inform a preliminary grounded theory of inclusive and reciprocal friendships. Results: Quantitative findings suggest two relationships and one predictor of peers' perceived social engagement. Qualitative findings resulted in five themes that promote friendships. Conclusions: We propose that the context for developing inclusive friendships could be fostered using the preparation and actions stages of the grounded theory model.

This study aims at identifying the experiences of international students from different countries studying at Turkish universities during the COVID-19 pandemic. A phenomenological qualitative study was designed accordingly. The sample consists of 20 international students selected using the maximum variation sampling technique. An interview form prepared by the researchers to determine the experiences of international students during the COVID-19 pandemic was used to collect data. The data were collected through online interviews (Zoom) conducted with the participants. Content analysis was applied to the data. MAXQDA 2020 software package was used for content analysis. The obtained results revealed that related to the pandemic, international students in Turkey had some positive and negative experiences in their social life, communication with acquaintances, psychological condition, education, and travel.

This research aims to examine from the perspective of pre-service teachers how values, which have a great function in ensuring social order and welfare, maintaining healthy interpersonal relations, adapting the behaviour of the individual with the expectations of social life, and preventing possible social problems, are affected by the pandemic process.The research was carried out using phenomenology method, which is a qualitative research method. The study group of the research consists of twenty-five pre-service teachers. While determining the study group, easily accessible sampling method was used. In the research, a questionnaire containing four open questions developed by the researchers was used as a data collection tool. Content analysis was used in the analysis of the data. As a result of the research, it was determined that the pandemic positively affected some values such as altruism, benevolence, solidarity, gratitude, resignation, cleanliness, giving importance to being healthy, and negatively affected some values such as hospitality, freedom, equality, kindness, perseverance, and aesthetics. On the other hand, it is seen that some values such as patience, solidarity, savings and being scientific take their place among the values that both erode and gain from due to the differences in the perspective of pre-service teachers towards life. In addition, it was concluded that the pre-service teachers have a concern that the eroded values will force humanity to face problems such as various health problems, an asocial life, emotional deprivation, depression, digital addiction, selfishness, unemployment, anxiety, and impoliteness in the future.

A large body of research has been reported on the lifelong consequences of attachment, with social connectedness being one of the main related factors. It is thus crucial to determine the mediating variables in the relationship between attachment and social connectedness. To better understand the relationship between anxious and avoidant attachment styles and social connectedness among university students, this study investigated the sequential mediating roles of inferiority and perfectionism. The study involved 390 undergraduate students (257 female, 133 male) enrolled in various undergraduate programs. Data was collected through various scales including the "Experiences in Close Relationships, Almost Perfect Scale, Social Connectedness, and Inferiority Scale." Structural equation modeling shows that adaptive perfectionism partially mediates the relationship between avoidant attachment and social connectedness. Additionally, inferiority functions as a mediator between anxious attachment and maladaptive perfectionism, while maladaptive perfectionism partially functions as a mediator between inferiority and social connection. The results suggest that it would be beneficial for practitioners to address inferiority and perfectionism so as to promote social connectedness among undergraduate students.

A positive perception situation positively increases the person's worthiness, self-confidence and perspective towards time. The current study determined the relationship between the positive perception and social well-being levels of students during the COVID-19 quarantine period. The study group consisted of 236 students, 110 females and 126 males (mean age=21.30±1.99). Positive perception scale and social well-being scale were used. Skewnesskurtosis normality distribution test was used to determine whether the measurements are suitable for normal distribution. Skewness-kurtosis technique showed normal distribution in all dimensions according to the technique. In the analysis of the study data, Pearson product moment correlation analysis with descriptive statistics and multivariate analysis of variance or MANOVA analyzes scores were performed to determine the relationship between positive perception and social well-being. As a result, it is understood that students have over mid-level of positive perception and mid-level social well-being levels. According to the results of the correlation analysis, it was concluded that there was a positive and meaningful relationship between the social well-being and sub-dimensions of the positive perception scale.

This study comprehensively examines the relationship between income and technology and its impact on health outcomes. The authors demonstrate how technology spending enhances well-being and contributes to GDP per capita by increasing labor force participation and production levels. Conversely, income growth leads to increased public health spending in affluent countries. The study begins by delving into demographic insights, utilizing statistical methods to explore the relationship between income levels and technology's impact on health. Subsequently, the study analyzes the relationships between income, healthcare, technology, and health status. Data gathered from a sample of 500 individuals in the UAE between August 2022 and February 2023 highlights the substantial impact of digitalization on public health, particularly in urban areas with middle-income earners. The questionnaire was used to collect data from respondents and was analyzed through SPSS. The research findings also reveal that income inequality can influence the effect of digitalization on health. This study contributes to the advancement of digital health research, offering valuable insights into the role of technology in promoting sustainability in health and essential services.

We investigated the socio-psychological effects of both the pandemic and distance learning on high school students in Turkey and Denmark. We aimed to assess whether there were any differences between students attending public or private schools in Turkey, and between two countries having different approaches to the pandemic and considerable socio-cultural and economic differences. We conducted a web-based questionnaire study in a cross-sectional design using the Survey Monkey Platform and sent it out via social media to high school students in Turkey and Denmark. The survey collected socio-demographic data, several variables associated with pandemic and distance education and their effects on social life and psychological well-being. Additionally, emotional health was assessed using the Positive and Negative Affects Schedule. We studied 565 (mean age: 16.5 ± 1.0) Turkish and 92 (mean age: 17.7 ± 1.0) Danish students, of whom the majority were female adolescents (63% vs 76%). Students educated in public (47.6%) and private high schools (52.4%) were nearly similar in number in the Turkish group, whereas in the Danish sample almost all students were from public schools (98.9%). Turkish students were significantly more likely to be compliant with the pandemic-related restrictions. Besides that, there were significant socio-economic disparities between Turkish and Danish students and also within Turkey between public and private school students. Turkish online education system was significantly less adequate and satisfactory compared to the Danish system. These were even worse for those who were attending public schools in Turkey. Regardless of the socio-economic differences, the majority of the students in both countries have been negatively affected by the pandemic and related restrictions and had a negative opinion about distance education. This was also true for the PANAS scores. The total scores of PANAS were similar between Turkish and Danish students (PA: 27.0 ± 7.6 versus 25.8 ± 5.6; NA: 24.8 ± 7.5 versus 24.5 ± 7.3) and also within Turkey between public and private school students (PA: 26.8 ± 7.5 versus 27.1 ± 7.6; NA: 24.7 ± 7.2 versus 25.0 ± 7.8). While female students were significantly more severely affected in the Turkish group, no such gender differences were observed in the Danish group. Additionally, considerable portion of the students in Turkey and Denmark expressed loneliness (55.2% vs 59.8%, p<0.706), boredom (71.2% vs 58.7%, p=0.019) and anxiety towards the future (61.4% vs 22.8%, p<0.001). Decreased physical activity, sleep problems, eating disorders and domestic abuse were other complaints. In conclusion, adolescents from both countries have been severely affected by the pandemic and its related restrictions and expressed negative views about distance education. Turkish online education system seemed to be less satisfactory when compared to the Danish system. Within Turkey, public school students had significantly more disadvantages compared to those attending private schools. Despite the fact that there were several socio-economic inequalities among students, in general, there were no robust significant differences regarding the psychological status and opinion about distance learning, indicating a global worsening of emotional status during the pandemic. [The page range cited (pg. 369-381) in the .pdf is incorrect. The correct page range is 369-382.

Frontline workers who offered essential services in different industries during the outbreak of the COVID-19 pandemic faced enormous challenges. This study presents the outcome of a survey that investigates employees' sentiments, perceptions, and ergonomics in early childhood education while weathering the pandemic storms during in-person opening amidst the global health crisis. The results show that employees faced increased workload, psychological burden, and heightened uncertainty about health and social life as the pandemic raged. The teaching and non-teaching staff attributed the increased workload to additional paperwork requirements and worker shortages due to quarantine and self-isolation. Public health safety became a priority at the preschool to keep the students, staff, and their families safe. Despite the uncertain future, employees were resolute about career choices in early childhood education. The 'family advocacy' services, a unit that liaises with families to improve kids' learning outcomes, utilized virtual communication technology during the pandemic (e.g. Zoom and Microsoft Teams) to limit physical contact, which produced positive results, including significant improvement in productivity, performance efficiency, and quality. Most workers remained hopeful about overcoming the prevailing workplace challenges caused by the pandemic.

The objective of this study of student-consumers in higher education is to investigate the direct influence of student choice factors on student expectations. The mediating role of perceptions of employability in the relationship between costs of study (fees) and student satisfaction, and the outcome variable of students' recommendations, is examined in the study based on respondents' chosen U.K. higher education institution (HEI). The theoretical framework draws on cost-expectation-satisfaction assessment and expectation of employability after graduation. A survey sample of 11,822 respondents and 140 higher education institutions suggests university reputation, course design, service quality, and campus social life directly influence student expectations. Student expectations of choice factors mediate the relationship between the cost of study and satisfaction, and students' perceptions of employability after graduation mediate the relationship between the cost of study and the likelihood of making a recommendation to peers. The course design was the most influential factor impacting student expectations.

The purpose of this study is to explore the association between marital satisfaction and social activities with parents' self-perception. Self-perception included parents' sense of self and their attitudes and beliefs about who they are as individuals and as parents. Three hundred and twenty-seven parents, having either a child with (D1-target group) or without (D2-control group) a disability, were enrolled in the study. We hypothesized that self-perception of parents in the target group would be lower in all measures. We also hypothesized that low self-perception will correlate with parents' marital satisfaction and social activities. We found that parents of a child with disabilities reported significantly lower levels in all domains (self-perception, marital satisfaction and social activities) than parents of children without disabilities. Moreover, multigroup analyses confirmed that the structural paths between self-perception, marital satisfaction and social activities do not differ between D1 and D2 parents ([chi-squared](127, N = 327) = 134.62, p>0.05, CFI = 1.00 [greater than or equal to] 0.90, RMSEA=0.063 [less than or equal to] 0.080, SRMR = 0.054 < 0.08, TLI = 1.000 > 0.95). Results are discussed in terms of children's educational placement and their implications on children with and without disabilities unobstructed co-development and co-existence with their parents in the family context.

Based on three vignettes taken from interviews with friends who were members of a social-ecological transition initiative of which I was both an active participant and a researcher, this paper explores ethnography in friendship. Breaking with the methodological proposals known as friendship as method, this text proposes to reflect on the ways friendship acts in ethnographic interviews. Through a ritual that unfolds during the interview, leading us to act 'as if we were not friends', this article seeks to ponder the types of knowledge produced and raises issues related to the researcher's positioning within this kind of relationship. It turns out that the duo friendship-ethnography creates a particular space in which specific types of knowledges are produced and in which the researcher's subjectivity is resolutely transformed.

The term "nei juan" (in English "involution") has become a buzzword in recent Chinese tertiary educational contexts, denoting the intense competition and anxiety among Chinese college students. This project aims to develop a reliable and valid scale measuring Chinese college students' competitive psychology, that is, an Academic Involution Scale for College Students in China (AISCSC). To this end, the scale was administered online to 1015 Chinese college students from a university from the Northern China. Exploratory and confirmatory factor analyses resulted in a determination of three factors (i.e., academic behavior, social activity, and social relationship) with a strong psychometric basis. The correlations between students' academic anxiety and their involutional behavior further confirmed the concurrent validity of AISCSC.

Background: People with intellectual/intellectual and physical disabilities frequently use day-service centres, an array of services that involve the provision of care and social activities during the daytime and offer homebound people with disabilities opportunities to live in their communities. While nurses working at day-service centres for people with disabilities are expected to promote service-users' health, little research has focused on this area. Nurses' relationships with service-users of day-service centres have not been sufficiently investigated regarding how their interactions determine service-users' specific activities and daily lives within such facilities. This study sought to address this research gap. Methods: We conducted a qualitative descriptive study with six nurses working at day-service centres located in Tohoku region, Japan. Six participants were interviewed 16 times. The psychological-phenomenological method developed by Amedeo Giorgi was used as the model for data analysis. Findings: The analysis generated five themes. First, nurses show interest in service-users by 'continuing to show interest' and by 'trying to understand the service-users from the perspective of what they can do'. Additionally, the nurses ensure that service-users enjoy their time in the facility by 'supporting enjoyment through nursing and medical care', 'stabilising feelings' and 'creating an environment conducive to everyone's comfort'. Conclusions: Nurses working at day-service centres for people with intellectual/intellectual and physical disabilities provide support for social participation while maintaining the service-users' mental and physical health. Thus, these nurses support enjoyment among service-users from the nursing and medical care aspect; they also devise ways for service-users to interact and adjust to the environment to improve service-users' comfort at day-service centres. Furthermore, participation in daytime activities at day-service centres indicated that nurses are interested in service-users' activities, and they perceive service-users as positive individuals.

This study examined the dimensions of the structure-agency dialectic embedded in students' embodied narratives of their science experiences. As three Black high school students with developed dancer identities used what I have named "ethnodance" to author and narrate their evolving science identity, I looked for structures that hindered or supported their development as well as their agentic choices, resistance, and advocacy. I present an empirical illustration of dimensions of the structure-agency dialectic embedded in students' ethnodances and reflection. Building on the consideration that for students whom a meaningful part of social life includes movement and dance, the theoretical argument frames ethnodance as an embodied narrative, dance as a form of cultural expression and social life for some Black youth, and identities-in-narratives as a window into students' agentic power to disrupt normative science ideologies and carve a place for themselves in science. Furthermore, students' ethnodances conveyed how changes to the science course sequence, physics discourse, and expectations from trusted adults limited or hindered their participation in science, and self-advocacy, choice, and resistance constructed, de-constructed, or re-constructed their competence in science.

Aiming to explore the meaning and value of the space of a sports club for university students in South Korea, this study employs the idea of spatial culture by Henri Lefebvre. The foundation of the cultural experience of a sports club is the cultural experience of a specific space; therefore, this paper takes the concern of spatial culture as the theoretical starting point. The research method is participant observation, and the researchers explored a sports club culture in South Korea for 4 months. The topics discussed in this study, such as, the boundaryless atmosphere within the sports club which provides the possibility for students to seek empathy; the sports club provides an obvious boundary with daily life which allows students to build another identity for resisting dissatisfaction with life; and last, it also provides the possibility of learning for students in a changing and diverse campus environment.

This article shows how a student centered pedagogy called the Improvisational Theater Art Form (ITAF) empowers transformative awareness, growth, and change. In this particular study representative of a larger body of work, 30 undergraduate researcher/participants created improvised games and scenes as expressions of their inner selves to explore "habits of the mind" negatively affecting social living and daily life. ITAF draws upon action research, transformative learning theory, improvisational theater, a democratic learning environment, and learning through play. The purpose of this article is to show how ITAF inspired learners to study the nature of the self, achieve progressive growth and development, and advance the craft of transformative learning and education.

With the expansion of social media and the multiple possibilities for communication they offer, flirting is increasingly developing online. The aim of this article is to analyze how the adolescent population uses Instagram to initiate and develop courtship. For this, the results of 14 focus groups held in Secondary Education Institutes in Castilla-La Mancha (Spain), in which a total of 114 students between the ages of 12 and 17 participated, are analyzed. The results show that the online courtship game has its own rules and strategies. The most common Instagram strategies are: "best friends," the use of songs, and direct appeal for audience response. The results show that social interactions continue to be influenced by regulated and stereotyped social patterns.

Parent training programs aimed at improving language outcomes for children with complex communication needs have predominantly been evaluated on child-centered outcomes and less often on the impact on social life or parental well-being. This study examined parent perceptions of social life before and after ComAlong, a group intervention providing parents with knowledge and training in responsive communication, environmental-milieu teaching strategies and augmentative and alternative communication (AAC). Parents (N = 467) completed questionnaires during the first and last sessions of ComAlong groups held in Sweden 2012 to 2018. Main outcome measure was change in the Social Life Scale from the Family Impact Questionnaire. Associations between this measure and demographic factors of parents and children were analyzed, along with reported change in parents' use of AAC. Pre-post comparisons revealed small significant positive changes in perceived impact of social life following intervention. The magnitude of the positive change was larger among parents of children with non-syndromic diagnoses and parents of children with autism spectrum disorder or attention deficit hyper activity disorder (ADHD). Differences in social life impact was not associated with parents' gender, language proficiency, age, or educational background. In conclusion, communication-focused parent training programs can have a positive impact on social family life and may thereby influence children's participation.

The COVID-19 pandemic affected and continues to modify students' social life and as a result may impact their long-term development. This study is a part of a larger research project focused on the psychological impacts of the COVID-19 pandemic on university students. For this manuscript, we employed content analysis to analyze 1,327 quotes related to changes in social experiences and outcomes related to these changes from a sample of 1,099 students from seven universities across the United States. Five major themes emerged from the data, including meaningful relationships, struggling emotions, missing out, social responsibility, and stagnant autonomy. These themes suggest that the COVID-19 pandemic could impact students' development in terms of building social competence, recognizing and managing their emotions, becoming an independent adult, building mature and meaningful relationships with others, establishing identity, developing purpose, and building integrity (Chickering's Seven Vectors). We calculated the frequency and percentage of each theme and provided suggestions for future research and practice. Recommendations for future research include in-depth exploration of students' experiences during and after the pandemic using qualitative and longitudinal approaches. We also suggest adjusting practices among those who work with students to focus on a multiplicity of developmental goals unmet due to the COVID-19 pandemic.

The study examines the role of neoliberalism, institutional internationalization, and Japanese exclusionism in shaping the academic environment of Japanese higher education institutions by exploring international academics' integration experiences at Japanese universities. Specifically international academics' perceptions of the academic environment, and their practical behaviors while integrating into Japanese universities were investigated via semi-structured interviews with 40 international faculty with various backgrounds. Employing Nvivo12, the interview data was managed based on a six-step thematic analysis procedure. Drawing on the integration experiences of international academics, the data analysis indicates that international academics perceived various subtle and overt constraints while integrating into Japanese universities, and they tend to seek private solutions to navigate their professional and social lives at Japanese universities. Moreover, although no differences in their practical behaviors were found, the study acknowledges the perceptual differences of the participants by suggesting that international academics, particularly those in the Humanities, those without previous experience in Japan, those who possess propaganda value due to their international appearance, and those who are not from countries that use Chinese characters, were more likely to perceive an integration deficit at Japanese universities. The research findings are indicative of the complex academic environment of Japanese HEIs caused by neoliberalism, institutional internationalization, and Japanese exclusionism, which is competitive, exclusionary, and pragmatic. Both theoretical and practical implications for policymakers, researchers, and university administrators are provided.

Due to the lockdown measures and severe restrictions taken to reduce COVID-19 transmission, which has globally been inflicted on people since March 2020, a new type of education in the form of online homeschooling has brought the role of parents to the forefront. Using online semi-structured interviews, this study aimed to investigate parents' views on the implementation of distance education during COVID-19 in Istanbul, Turkey. The data obtained from parents with different socioeconomic backgrounds and whose children were at public and private schools were coded using initial, process, and emotion qualitative coding techniques. The data were categorized into three main themes: beginning of distance education, process of distance education, and outcomes of distance education. The beginning theme was further analyzed under three subcategories: problems related to the child, problems related to parents, and problems related to public schools. The problems encountered during the process of distance education were investigated under three subheadings: problems related to the child's academic and social life, problems related to parents, and problems related to parent-child relationships. Data under the main theme, outcomes of distance education, were defined as positive or negative outcomes in terms of the child and parents. Results revealed that at the beginning of the process, during the process, and during the outcomes of distance education, parents experienced problems with digital technology, the new education model, teachers, themselves, and their children, as well as economic, social, and psychological problems. Parents also had various constructive suggestions about distance education during COVID-19.

The genesis and spread of COVID-19 around the world since 2020 have caused severe impacts in every aspect of people's lives, from work life to recreation, social activities to physical health. Higher education has not been excluded. Universities have altered curriculum, changed delivery methods, provided more counseling, purchased new technology, and altered attendance policy for classroom, athletic, social and artistic events (Hamlin, 2021). To assess the impacts of these changes on college students, the authors created a questionnaire to ask students about their perceptions of these COVID-related impacts on their own personal lives. The survey had 56 questions about how the virus affected their academic, social, financial, physical and emotional lives. Over 800 students responded with objective input and subjective comments. Due to the volume of data, the authors have split the study into two parts. The survey results for the first part, academic and social aspects of the survey, were published in "Understanding the Impact of Covid-19 on College Student Academic and Social Lives," Research in Higher Education Journal Volume 41 (see http://www.aabri.com/manuscripts/213347.pdf). It will sometimes be referred to herein to provide clarity to the reader. The actual survey itself can also be found at that site. This paper focuses on the impact of the coronavirus on student financial and physical well-being, which have become major stressors to this age group and have contributed to higher levels of anxiety and depression. It also examines how the virus has affected their social and emotional well-being. Lastly, recommendations are made to help educators understand the severity of the problem, and to take action to provide assistance for those students who have been adversely affected.

This research aims to describe primary school children's life and education experiences who escaped from the war environment in Syria and took refuge in Turkey. The study was conducted with an ethnographic research design. The study participants comprised fourth-grade students, teachers, parents, and the close social circle of Syrian nationals who stayed in the temporary shelter in Turkey. Observation, interview, field notes, researcher's diary, and ethnographic photograph were used to collect the research data. Content analysis was used in the analysis of the research data. As a result of data analysis, the lives of Syrian children and families in the temporary accommodation centre, before and after the asylum, the socio-economic life of the container city, and the daily life routines of the children in the camp are described. The research proposes to conduct more ethnographic research with children under temporary protection, describe their life stories and indigenous perspectives, organise events that will bring together local children and children in the shelter, and increase studies on teaching Turkish to foreigners.

The coronavirus has caused major disruptions in the lives of people around the world in 2020. The academic world is no exception. The spread and severity of the virus has resulted in major academic changes in university class availability and content delivery; the use of technology for administrative, faculty and student meetings; how clubs and organizations conduct their affairs; student housing and dining; attendance at athletic, theater and other events; and many other areas. These changes have resulted in a great deal of stress and uncertainty among this demographic group. A 56 question survey was created to measure the perceptions of college students about the impact of COVID-19 on various aspects of their lives, including academic, financial, social, emotional and physical impacts. It was also designed to assess the impact of the pandemic on their attitudes about the future of their studies, careers and personal lives. 823 students completed the anonymous survey during Summer and Fall Semesters of 2020. This paper addresses the impact of the virus on the academic and social lives of college students, including coursework, study habits, communication with other students and faculty members, campus life, social interactions and how the virus has affected their perceptions about their future plans after graduation. It also provides some guidelines on how college teachers and administrators should consider these changes when making decisions that affect them.

With the increasing focus on the internationalization of higher education, universities are developing student mobility. This paper examines the challenges experienced by domestic and international students who adapt to a Russian English-medium instruction university. A mixed-method approach with interviews and surveys was utilized to specify, evaluate, and discuss the students' internationalization experiences in these educational settings. The results indicated that both groups of students mentioned different aspects of language barriers, friendship networks, and university social life as critical areas for adjustment. Domestic students avoid taking part in university social life, instead focusing on their academic performance, this fact probably rooted in the Russian approach to secondary education. The specific finding of the Russian educational landscape is a lack of differences between domestic and international students concerning academic integration. All of this suggests institutions to adopt more student-oriented adaptation mechanisms, informed by the concept of inclusion in education; these implications are discussed.

Each year, a significant number of students from the Indian Ocean island of Mauritius seek higher education opportunities abroad. Yet, limited research exists on these students' expectations, preferences, and experiences in their academic and non-academic university settings overseas. This quantitative study investigates the experiences of Mauritian degree-seeking students at universities in Australia and the United Kingdom, which have been two of the most preferred destination countries for these students over the years. Precisely, this research examines associations between overall university satisfaction and various aspects of the student experience in the arrival, learning, living, and support services environment. Analyses reveal that a number of satisfaction variables were important to students, namely the opportunity to make friends on campus, the availability of social activities and facilities, internet access and IT support, and chaplaincy or multi-faith provision. Implications for international educators, university administrators, and guidance counsellors are discussed.

The main aim of this study is to define the relationship between teachers' perceptions of gender equality, organizational ostracism, and organizational barriers. The study population of the research consisted of teachers working in public schools in Bolu province and its districts in the 2020-2021 academic year. Data were collected online and 493 participants were included in the research. In the study in which the screening model was used, frequency, percentage, Mann Whitney U test, Kruskal Wallis test, and in the analysis of the data we use simple linear regression analysis tests. When we examine the research findings, it was found out that the gender equality perceptions of the teachers participating in the study are "strongly agree" in the subdimensions of family life, school life, social life, work-life, and "strongly agree" in the family effect subdimension; "I totally disagree" with the sub-dimensions of isolating and nihilating organizational exclusion scale; In the organizational barriers scale, it was found out that the level of "I do not agree". In addition, it was found that teacher perceptions differed statistically significantly according to some demographic characteristics. At the last stage, it was concluded that gender equality significantly predicted organizational ostracism and organizational barriers, albeit at a low level.

This study aimed to identify the psychological and social effects of distance education from the viewpoints of students' guardians in Jordan. The study sample comprised 1206 guardians, of whom 71% have completed their undergraduate studies or a higher level. Furthermore, 62% of participants aged more than 35 years. Results also indicated that 34% of participants have children studying in primary education, 21.9% have children studying in primary and secondary education, and 13.4% have children studying in all levels of education. The researchers developed the 'psychological and social effects of distance education' scale. After being measured, the scale was electronically sent to the study sample. Findings showed that the psychological and social effects of distance education on guardians were significant. Moreover, students' level of social activity was moderate, they have become less active, and their use of social media sites has increased. In addition, results indicated that the psychological and social impact significantly differs in terms of parents' level of education. Results also showed that the psychological and social effects of distance education on students' guardians do not differ in terms of the number of schoolchildren. Instead, all guardians, with any number of schoolchildren, were negatively affected.

This study aims to examine distance education practices of universities in Turkey during coronavirus (COVID-19) pandemic according to views of undergraduate students. The method of this study is designed in the survey model. The study group consists of 1561 students studying at 44 universities. Simple random sampling method was used while selecting the study group. The data were collected by the researchers, with the 'Scale of Distance Education Views of University Students' which was developed within the scope of the study. Study data were analyzed with descriptive tests, t-test, and ANOVA tests. The findings of this research show that there is a significant difference in the university students' positive views about distance education in terms of their social lives, socio-economic factors, ability to learn independently, making themselves willing to learn, their willingness to go to school, adaptation to the lesson plan, school performance of the students, before and after course studies, devices they use for the education, the internet connection quality they have, their capability level to use the technology, access to course resources and the system of the university they are studying at. The findings of this study provide an important insight into the factor affecting students' views on distance learning, which need to be considered in the future conceptualization of such provision.

University students need to find a balance between their physical, mental, social, and emotional state to do well in their academics. Student's well-being should be one of the top priorities for any academic institute. The present study employed a sequential mixed methods approach to provide insights into students' perceptions of well-being and academic workload. An online survey (n = 385) was conducted in the first phase, followed by collection of qualitative data through course assignments (n = 119) in the second phase for in-depth information. The findings showed that the students are not satisfied with college life, particularly in terms of academic workload as well as basic facilities and services. Furthermore, the results demonstrate that students have issues coping with negative emotions, which is likely to impact their overall well-being and health. Therefore, it is crucial that the colleges implement strategic interventions to address these issues.

This study aimed to explore parents' perceptions regarding the effects of the COVID-19 pandemic on their children, with and without disabilities, from psychological, academic and social aspects. The study sample comprised 310 parents of children in Saudi Arabia both with and without disabilities. A questionnaire was prepared for the purpose of exploring parents' perspectives toward such impacts of the COVID-19 pandemic on psychological, academic and social aspects of their children. Several statistical techniques were applied in order to answer the study questions, such as frequencies, percentages, Cronbach's alpha test, means, standard deviations and independent samples (T) test. The results revealed that the COVID-19 pandemic has serious psychological effects on children, whether they are with or without disabilities. However, from the social and academic aspects, the impacts of the pandemic were generally moderate. Furthermore, no statistically significant differences at level of (a=0.05) were found between children with and without disabilities. This study emphasized the importance of raising awareness among families on the management of the problems that arise during times of global crises, such as the COVID-19 pandemic, both consciously and responsibly, by arranging appropriate training courses and workshops for them.

Despite recent developments in measurement tools to assess the quality of life of individuals with intellectual disability, little is known about the cultural aspects that affect their quality of life. This study examined the universal and cultural characteristics of the quality of life of individuals with intellectual disability in Denmark and Japan through a factor analysis of the Personal Outcomes Scale and analysing qualitative comments in both "self-report" and "report-of-others" components of the scale. Factor analysis and qualitative comments in "self-report" showed that "personal development" and "self-determination," as well as well-being and social participation, were experienced as important components of quality of life in Denmark. Conversely, "personal development" and "self-determination" were less frequently mentioned in Japan. The findings reflect the general characteristics of quality of life in each culture and the current conditions of independence and available support for individuals with intellectual disability in Denmark and Japan.

Using the Wabash National Study on Liberal Arts Education and a latent class analysis of 28 outside-the-classroom activities and behaviors, we developed a typology of outside-the-classroom student engagement during the first year of college. We find ten classes of student involvement: academic artist, party athlete, serious athlete, conventional non-worker, disengaged, maximizer, moderate worker, detached partier, involved partier, and religious. Next, we examine the relationship between latent classes and students' characteristics through a multinomial logistic regression analysis. Students reporting as first-generation or racially minoritized are overrepresented in the disengaged and involved partier classes. We found an overrepresentation of White students across all party classes. Students reporting as female were likelier to be members of the religious, moderate worker, and disengaged classes and not to be members of the party classes. Federal grant recipients were likelier to be in the academic artist and moderate worker classes. We discuss other sociocultural, economic, and academic relationships in the paper. Next, we explore the relationship of latent class to academic and developmental outcomes. We find academic artists as the only class with a significant positive relationship across the seven dependent measures. Involved partier, moderate worker, and religious classes have positive relationships with at least five dependent measures. The detached partier and party athlete classes have the lowest first-year GPAs of all latent classes. Finally, we discuss the relationships of latent classes, related institutional policy implications, and directions for future research.

The primary goal of this study was to examine young adults' perspectives about the effects of their food allergies (FAs) on their social lives from school-age to young adulthood. Young adults aged 18-21 (n = 10) at the University of South Carolina were interviewed. A qualitative descriptive method to find themes and commonalities from transcribed interviews was used for data analysis. Identified themes were (1) feeling different and being isolated, (2) strategies for managing feeling different and being isolated, (3) strategies for managing safety, and (4) acceptance of myself and by others. School-age children attributed the school lunch allergy table as contributing to social isolation. Additionally, participants described feeling different and concerns about safety. Strategies to mitigate those experiences were identified by participants. Implications for children with FAs, their parents, school nurses, and other education and health professionals who work with children are presented.

Landmark research from before the 2010s shows that college women rarely held institutions responsible for allowing rape-prone party contexts to persist and failing to support survivors. Yet the college landscape has changed profoundly since these studies were published, with prominent anti-rape campaigns and new guidelines to Title IX policy. To update a research stream that has provided the basis for theorizing about sexual violence in college peer cultures, we examine 121 intensive interviews with 68 women who are at heightened risk of party rape because of their involvement in historically White sororities. Several key findings emerged. First, women were highly invested in the Greek party circuit. Second, participants blamed institutions for failing to do more to keep them safe. Reflecting their focus on institutions, women also proposed that institutional authorities change their policies so sororities could move parties out of fraternity houses and into sorority houses. Third, women took on the labor of trying to protect themselves and other women at parties by designating monitors. However, they reported that with this system, other women could be deemed responsible, not for being assaulted but for failing to prevent rape. Finally, women found ways to identify and exclude men they deemed "rapey" from Greek gatherings. However, boycotting an entire fraternity was more controversial and harder to sustain. Overall, women's preferred prevention strategies reflect a strong desire to avoid disturbing the Greek party scene. Implications for research and policy on gender and sexual violence prevention in higher education are discussed.

This study is conducted to investigate whether restrictions applied during COVID-19 process caused positive gains in individuals' lives or not. In this study, data collection method used was questionnaire to reach more number of participants in a short time. Questionnaire form prepared in accordance with purpose of study was designed through "Google Forms". During the data collection process, due to the restrictions applied globally, the link sharing with the research questions and the text containing the information about the research were sent to the e-mail addresses of the potential participants. Prior to questionnaire questions, information transmission was made in relation to purpose of study. Data collection period covers dates of 1st of June, 2020 to 31st of March 2021. Questionnaires sent after these dates were not evaluated. Mail was sent to 871 participants in order for them to take part in the research and among them, 682 participants (78.3%) have returned back. Frequency and percentage distributions of data obtained from participants were calculated. When the results obtained from the research are evaluated in general, it is seen that the pandemic process has an important effect on the realization of interests that have been postponed due to lack of time, in the process of self-discovery of individuals and in having new experiences, and in breaking the prejudice against the use of technology.

Our paper focuses on delineating and scoping international Women's Sheds, a movement that has emerged within the past decade, mainly in Australia, Ireland and the UK. It addresses two main research questions. Firstly, what is the origin, distribution, nature and intent of Women's Sheds internationally to March 2021? Secondly, how might Women's Sheds be located within a typology inclusive of Men's Sheds and a range of community development models? We employed a systematic search via the internet in 2020-21, followed up by attempted email or phone contact to publicly reported Women's Sheds and like organisations internationally. In the process, we created a publicly shareable blog including a database of 122 existing, previously active, developing or planned Women's Sheds and like organisations to 13 March 2021. We identify four nations where self-identified Women's Sheds have operated or commenced within the past decade: Australia (61), the UK (30), Ireland (28) and New Zealand (3), particularly during the five years between 2014 and 2019. The COVID-19 pandemic seriously curtailed this previous momentum and development after March 2020. We identify some similarities but also important differences between Women's and Men's Sheds. We propose a typology that accounts not only for the different ways in which Women's Sheds operate and women participate within their communities but also the different ways in which they locally collaborate (or not) with Men's Sheds in different countries. We conclude that Women's Sheds have largely been created by women in order to claim the shed as a positive female gendered space, in order to create an alternative community of women's hands-on practice. Sheds have operated or commenced within the past decade: Australia (61), the UK (30), Ireland (28) and New Zealand (3), particularly during the five years between 2014 and 2019. The COVID-19 pandemic seriously curtailed this previous momentum and development after March 2020. We identify some similarities but also important differences between Women's and Men's Sheds. We propose a typology that accounts not only for the different ways in which Women's Sheds operate and women participate within their communities but also the different ways in which they locally collaborate (or not) with Men's Sheds in different countries. We conclude that Women's Sheds have largely been created by women in order to claim the shed as a positive female gendered space, in order to create an alternative community of women's hands-on practice.