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Background: Students are among the groups that use smartphones for long periods throughout the day and night. Therefore, this study aimed to examine the relationship between smartphone characteristics and the prevalence of hand discomfort among university students., Methods: This study included 204 university students, selected based on their willingness to participate and inclusion criteria. Participants reported hand pain and discomfort by completing the Cornell Hand Discomfort Questionnaire (CHDQ). Personal information was collected through a demographic questionnaire. Smartphone characteristics were obtained from the Internet based on the smartphone model self-reported by students., Results: According to the Cornell questionnaire, 59.3% of students reported experiencing discomfort in their right hand, while 38.2% reported discomfort in their left hand due to smartphone use. Furthermore, 36.3% of students reported experiencing pain in two or more regions on their right hand, while 20.1% reported pain in two or more areas on their left hand. More than half of the students in the right hand (53.5%) and more than one-third (33.3%) in the left hand obtained pain scores of more than 1.5. The chi-square test indicated a statistically significant relationship between the weight of the smartphone and the prevalence of discomfort in the right hand (χ 2  = 4.80, p = 0.03). Furthermore, a statistically significant relationship was found between the discomfort or pain scores experienced in both hands and the number of painful areas in those hands (right hand: χ 2  = 219.04, p = 0.00; left hand: χ 2  = 213.13, p = 0.00)., Conclusions: Smartphone use can cause discomfort and pain in the hands of university students. The physical characteristics of the smartphone, such as its weight, play a significant role in contributing to right-hand-related pain among students. It is important to consider ergonomic factors in smartphone design and usage to reduce musculoskeletal problems among users, especially students., (© 2024. The Author(s).)

Background: Despite their significant contribution to reducing mortality and morbidity from infectious diseases, antibiotics face challenges due to their inappropriate use, one of which is self-medication. This study assessed the prevalence of|| self-medication with antibiotics among Eritrean college students and its associated factors., Methods: An analytical cross-sectional study evaluated the prevalence of self-medication with antibiotics among students from five colleges from September 2019 to February 2020. Participants were selected through simple random sampling, and each participant completed a structured questionnaire covering socio-demographic characteristics, knowledge and attitudes toward antibiotics, and self-medication practices. Logistic regression analysis was employed to identify factors associated with self-medication with antibiotics., Results: The study distributed 380 questionnaires, with 375 returned, yielding a response rate of 98.68%. Findings revealed that 80.3% of participants were familiar with antibiotics. Additionally, 18.8% agreed with non-prescription antibiotic use for simple ailments. Of the 252 respondents who answered, 67.1% reported self-medication with antibiotics. Within the preceding six months, the prevalence of such self-medication was 34.3%. Factors associated with self-medication included college affiliation, with participants from the College of Science (COS) exhibiting lower odds (AOR = 0.38, 95% CI: 0.16-0.91, p = 0.03) compared to the College of Business and Social Sciences (CBSS) students. Those living in dormitories had 2.4 times higher odds (AOR = 2.42, 95% CI: 1.7-5.02, p = 0.017) to self-medicate compared to those living with family. Moreover, individuals unaware of antibiotic resistance had higher odds (AOR = 2.41, 95% CI: 1.24-4.7, p = 0.009) of self-medication. Attitude score was also significantly associated with self-medication (AOR = 0.88, 95% CI: 0.8-0.98, p = 0.027)., Conclusions: These results highlight the necessity for tailored educational programs to advocate for appropriate antibiotic utilization and mitigate the prevalent misuse of antibiotics among college students. Initiatives focused on increasing knowledge about the dangers linked with self-medication and advocating for conscientious antibiotic usage are essential in combating the escalating challenge of antibiotic resistance and safeguarding public health., (© 2024. The Author(s).)

Background: The level of health behavior of physical education teachers and people preparing to perform this profession is important from the point of view of the need to play the role of a health promoter - an authority in the promotion of health culture. The aim of the study was to assess the level of teachers' health behaviors of physical education teachers and students, as well as to search for their determinants., Material and Methods: The research covered 127 teachers and 173 physical education students. Standardized questionnaire tools were used to assess the level of health behaviors ( Juczyński Health Behavior Inventory ) and physical activity ( International Physical Activity Questionnaire )., Results: Teachers demonstrate a higher level of health behaviors than students. Most respondents achieved an average level of the general health behavior index (HBI) (53.1% of teachers, 52.3% of students), while a high level - 26.8% of teachers, 19.8% of students and a low level - 19.9% of teachers and 27.7% of students. Female gender and teaching profession are significant predictors of HBI. Physical activity, both its current level and the level undertaken in the past, as well as the body mass index (BMI) do not determine HBI. In the regression model, physical activity is significantly associated with male gender, past sports activity and a lower BMI level., Conclusions: Research indicates neglect in the general area of health behaviors among men, while among women, physical activity needs to be more widely popularized. The teacher education system should be more focused on the development of self-development competencies in the context of health-promoting behaviors. Med Pr Work Health Saf. 2024;75(4):355-365., (This work is available in Open Access model and licensed under a CC BY-NC 3.0 PL license.)

Objective: Ultra-processed foods (UPF) and minimally processed foods (MPF) consumption are differentially connected to adiposity and possibly body composition. Phase angle (PhA) originates from bioelectrical impedance analysis (BIA) and is connected to cellular health. This study is the first to investigate associations between UPF/MPF consumption and PhA., Design: A cross-sectional study was conducted. Anthropometrical and BIA were performed. The Hellenic Physical Activity Questionnaire was used for physical activity evaluation, while a validated FFQ was used for dietary assessment. UPF and MPF intake (% energy) were determined according to the NOVA system. Partial correlation coefficients of PhA and dietary variables were assessed after multi-adjustment., Participants: Students were recruited ( n 151, 114 women)., Setting: University., Results: Median and interquartile range (IQR) of PhA were 5·5° (5·1-6·4°) in the total sample, 6·8° (6·1-7·3°) in men and 5·3° (5·1-5·9°) in women ( P < 0·001). The median and IQR for UPF consumption was 13·7 (8·1-33·4) % in the total sample, 23·8 (8·1-70·5) % in men and 12·9 (8·1-27·5) % in women ( P < 0·001). The mean (sd) of MPF consumption was 60·2 (sd 15·7) % for the total sample, 59·1 (sd 16·4) % for men and 60·5 (sd 15·6) % for women ( P = 0·720). The consumption of UPF was negatively (rho = -0·267, P = 0·002), while the consumption of MPF was positively (rho = 0·218, P = 0·010) associated with the PhA, after adjustment for age, sex, BMI and physical activity., Conclusion: PhA relates inversely to UPF and positively to MPF consumption. The observed associations possibly reflect the effects of diet on cellular health and in turn PhA.

Background: Internet gaming disorder among university students has become a great concern for university counsellors worldwide since the COVID-19 pandemic. The factors influencing the development of internet gaming disorder in students during the COVID-19 pandemic could be different from those before the pandemic., Objective: This study aims to explore the associations among social isolation, self-control, and internet gaming disorder in Chinese university students and to examine whether self-control mediates the positive effects of social isolation on internet gaming disorder., Methods: A cross-sectional survey was employed to collect data from university students in Shandong province of China from April to September 2022. The Isolation subscale of the Self-Compassion Scale, Self-Control Scale, and Internet Gaming Disorder Scale were used to assess the social isolation, self-control, and internet gaming disorder among university students, respectively. Models 4 and 5 of PROCESS software were used to analyze the mediating role of self-control and the moderating role of gender on the association between social isolation and internet gaming disorder., Results: A total of 479 students were recruited from 6 universities located in 3 different regions of Shandong, China. Students had low levels of internet gaming disorder and moderate levels of social isolation and self-control, with mean scores of 8.94 (SD 9.06), 12.04 (SD 3.53), and 57.15 (SD 8.44), respectively. Social isolation was positively correlated with internet gaming disorder (r=0.217; P<.001), and self-control was negatively correlated with social isolation (r=-0.355; P<.001) and internet gaming disorder (r=-0.260; P<.001). Self-control played a mediating role in the association between social isolation and internet gaming disorder (β=-.185, 95% CI -.295 to -.087). The effects of social isolation on internet gaming disorder among female students were lower than those among male students., Conclusions: Self-control was a mediator in the association between social isolation and internet gaming disorder. Moreover, gender played a moderating role in the association between social isolation and internet gaming disorder. This study highlights the need to alleviate the development of internet gaming disorder among students during a pandemic, especially that of male students. Effective interventions that lessen social isolation and promote self-control should be developed., (©Yufang Guo, Fangyan Yue, Xiangyu Lu, Fengye Sun, Meixing Pan, Yannan Jia. Originally published in the Journal of Medical Internet Research (https://www.jmir.org), 10.09.2024.)

Background: College students are vulnerable to high perceived stress (PS) and emotional eating (EE) levels, which are associated with their food consumption. In this study, we aimed to examine the links between perceived stress, emotional eating, and adherence to a healthy eating index. Furthermore, we aimed to test whether sociodemographic data and health measures, including body mass index and physical activity, are associated with perceived stress, emotional eating, or healthy eating index., Methods: This study included students from King Abdulaziz University. The participants completed validated perceived stress, emotional eating, and short healthy eating index surveys via an online questionnaire from September to December 2022. Univariate linear regression analysis was performed to examine the association between perceived stress, emotional eating, and adherence to healthy eating index using the short healthy eating index., Results: Of 434 students (49.8% male, mean age 21.7 ± 3.0 years), 11.3% had low, 72.0% moderate, and 16.7% high perceived stress. Students with moderate perceived stress had the highest short healthy eating index score (P = 0.001), outperforming those with low and high perceived stress for fruit juice (P = 0.002), fruits (P[Formula: see text]0.001), vegetables (P=0.03), greens and beans (P<0.001), whole grains (P=0.009), and seafood/plant proteins (P = 0.001) consumption. Also, emotional eating was significantly associated with short healthy eating index score (P = 0.04), fruit juice (P = 0.01) fruit consumption (P<0.001), added sugar (P=0.02) and saturated fatty acids (P = 0.03). Academic major was associated with perceived stress (P = 0.006) and emotional eating (p=0.04). Higher physical activity levels were associated with low perceived stress levels (P<0.001) and high short healthy eating index score (P=0.001), while high body mass index was associated with high emotional eating score (P<0.001)., Conclusions: The findings confirmed that students are highly vulnerable to moderate and high perceived stress levels. Furthermore, high perceived stress is inversely associated with adherence to a healthy eating index, especially for fruits, vegetables, greens and beans, whole grains, and seafood and plant proteins consumption. Emotional eating, also, associated with students dietary pattern. Physical activity will be beneficial for reducing the level of perceived stress and improving overall dietary patterns., (© 2024. The Author(s).)

Student academic achievement is an important indicator for evaluating the quality of education, especially, the achievement prediction empowers educators in tailoring their instructional approaches, thereby fostering advancements in both student performance and the overall educational quality. However, extracting valuable insights from vast educational data to develop effective strategies for evaluating student performance remains a significant challenge for higher education institutions. Traditional machine learning (ML) algorithms often struggle to clearly delineate the interplay between the factors that influence academic success and the resulting grades. To address these challenges, this paper introduces the XGB-SHAP model, a novel approach for predicting student achievement that combines Extreme Gradient Boosting (XGBoost) with SHapley Additive exPlanations (SHAP). The model was applied to a dataset from a public university in Wuhan, encompassing the academic records of 87 students who were enrolled in a Japanese course between September 2021 and June 2023. The findings indicate the model excels in accuracy, achieving a Mean absolute error (MAE) of approximately 6 and an R-squared value near 0.82, surpassing three other ML models. The model further uncovers how different instructional modes influence the factors that contribute to student achievement. This insight supports the need for a customized approach to feature selection that aligns with the specific characteristics of each teaching mode. Furthermore, the model highlights the importance of incorporating self-directed learning skills into student-related indicators when predicting academic performance., Competing Interests: The authors have declared that no competing interests exist., (Copyright: © 2024 Wang, Luo. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.)

Introduction: The significance of mental health and its impact on overall well-being is increasingly acknowledged across various sectors, including higher education. However, despite this growing recognition, the stigma associated with mental health issues and related help-seeking, particularly within certain cultural groups and socio-economic contexts, continues to pose a formidable barrier to effective care, especially among university students. Addressing these challenges, this study explores the intricate interplay of factors affecting mental health awareness and stigma, including help-seeking behaviors among Albanian university students in three Western Balkan countries: Kosovo, North Macedonia, and Albania. By dissecting these multi-layered influences, this study aims to develop targeted interventions to enhance mental well-being and dismantle barriers to care in these regions., Methods: This qualitative study involved 60 Albanian university students from Kosovo, North Macedonia, and Albania, using focus groups to gather data. The discussions were structured around the socio-ecological model, facilitating a comprehensive exploration of the individual, interpersonal, organizational, and societal factors influencing mental health awareness, stigma, and help-seeking behaviors., Results: Findings from the study indicate a moderate awareness of mental health issues among students. Familial and cultural stigma among Albanians in the Balkans hinder open discussions and access to professional help. There is a notable lack of support from higher education institutions, with only 20% of students reporting that their mental health needs are met. These needs include affordable and confidential counseling, empathetic faculty interactions, and a supportive campus environment. Additionally, there is a lack of continuous and professional help within the community. Societal attitudes deeply rooted in Albanian cultural norms and traditional beliefs perpetuate stigma, limiting effective health care and help-seeking behavior., Discussion: The results emphasize the need for a culturally sensitive and holistic approach to mental health interventions that integrates strategies across multiple levels of the socio-ecological model. Enhancing mental health literacy, reducing stigma, and advocating for supportive legislation and policies in the Western Balkan region are critical. Moreover, the study highlights the urgent necessity for universities in particular to improve their mental health services, which will significantly enhance both the academic success and personal development of students., Competing Interests: The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest., (Copyright © 2024 Hyseni Duraku, Davis, Blakaj, Ahmedi Seferi, Mullaj and Greiçevci.)

Currently, the global prevalence of myopia is high and on the rise, seriously affecting the health of students. Studies have suggested that dietary factors may be associated with the occurrence and development of myopia, but the results are inconsistent. This survey aims to analyze the correlation between dietary factors and myopia while controlling for more confounding factors. A multi-stage stratified cluster sampling method was performed to select 10,619 primary and secondary school students in Shenyang for visual examination, and questionnaires were administered to 6974 of them. Logistic regression was performed with myopia as the dependent variable and the variables with p < 0.1 in the univariate analysis as independent variables. Sensitivity analysis was conducted using propensity score matching. The results showed that the overall prevalence of myopia among primary and secondary school students in Shenyang was 59.1%, with mild myopia predominating. Students who ate fresh fruits two or more times a day had a 0.69 times lower risk of myopia compared to those who did not eat fruits (95% CI 0.50-0.97). However, subgroup analysis demonstrated that this protective effect was only significant for male students, with an OR of 0.59 (95% CI 0.38-0.91). Moreover, female students who consumed sugary beverages once or more a day had a 1.8 times higher risk of myopia compared to those who did not consume sugary beverages (95% CI 1.03-3.15). Vegetable consumption, intake of fried foods, and breakfast habits were not significantly associated with myopia. In summary, excessive consumption of sugary beverages could increase the risk of myopia, especially in female students, whereas fruit intake contributed to reducing the risk of myopia, particularly in male students., (© 2024. The Author(s).)

This study examines tuberculosis (TB) incidence among students in Jilin Province, China, focusing on spatial, temporal, and demographic dynamics in areas of social inequality. Variation in incidence rate of TB was analyzed using the joinpoint regression method. Spatial analyses techniques included the global and local Moran indices and Getis-Ord Gi* analysis. Demographic changes in new cases were analyzed descriptively, and the Geodetector method measured the influence of risk factors on student TB incidence. The analysis revealed a declining trend in TB cases, particularly among male students. TB incidence showed geographical heterogeneity, with lower rates in underdeveloped rural areas compared to urban regions. Significant spatial correlations were observed, with high-high clusters forming in central Jilin Province. Hotspots of student TB transmission were primarily concentrated in the southwestern and central regions from 2008 to 2018. Socio-economic factors exhibited nonlinear enhancement effects on incidence rates, with a dominant bifactor effect. High-risk zones were predominantly located in urban centers, with university and high school students showing higher incidences than other educational stages. The study revealed economic determinants as being especially important in affecting TB incidence among students, with these factors having nonlinear interacting effects on student TB incidence., (© 2024. The Author(s).)

Educational Data Mining (EDM) holds promise in uncovering insights from educational data to predict and enhance students' performance. This paper presents an advanced EDM system tailored for classifying and improving tertiary students' programming skills. Our approach emphasizes effective feature engineering, appropriate classification techniques, and the integration of Explainable Artificial Intelligence (XAI) to elucidate model decisions. Through rigorous experimentation, including an ablation study and evaluation of six machine learning algorithms, we introduce a novel ensemble method, Stacking-SRDA, which outperforms others in accuracy, precision, recall, f1-score, ROC curve, and McNemar test. Leveraging XAI tools, we provide insights into model interpretability. Additionally, we propose a system for identifying skill gaps in programming among weaker students, offering tailored recommendations for skill enhancement., Competing Interests: The authors have declared that no competing interests exist., (Copyright: © 2024 Islam et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.)

In recent years, the United States has seen an increase in gun-related violence and school shootings. The Centers for Disease Control and Prevention estimates that the incidence of gun carrying among high-school students has declined. Nevertheless, an examination of the underlying factors that increase the risk of violence-related behaviors is necessary to develop interventions to decrease gun use among high-school students. General Strain Theory (GST) predicts that victims of violence are (a) significantly more likely to engage in violent behaviors and (b) the increased risk of violent behavior by persons who experience violence is significantly greater among male victims. This research aims to test these predictions of the strain theory with data from the Youth Risk Behavior Survey (YRBS). To that end, it investigates whether the relationship between forced sexual intercourse victimization (FSIV) and gun or weapon carrying or physical fighting is significantly greater among male students. Using R and pooled data from the nationally representative YRBS (2017 and 2019), additive interactions were estimated according to Strengthening the Reporting of Observational Studies in Epidemiology guidelines to determine the association between FSIV and weapon carry, gun carry, or physical fighting. Multiplicative interactions and odds ratios were also estimated for comparison. Results show a high risk of gun and weapon carrying and physical fighting among both male and female students who experience FSIV and a significant relationship between FSIV and increased risk of these violence-related behaviors. Additive interactions show that the relationship between FSIV and these violent behaviors is significantly greater among male students than female students. Results confirm the predictions of GST and show that FSIV significantly increases the risk of gun carrying and other violence-related behaviors among male and female U.S. high-school students; the increased risk is significantly greater among male students., (© 2024 Springer Publishing Company, LLC.)

Despite the gradual development of students' sedentary habits and associated health problems, only a few studies have extensively and systematically measured campus built environments (CBE) and their impact on street walking activity. This study explores the association between CBEs and pedestrian volume (PV). Comprehensive questionnaires, field audits, and GIS were used to measure the CBE variables and PV of 892 street segments on eight Chinese campuses in Tianjin. We used negative binomial regression models without spatial autocorrelations to investigate the relationship between the CBEs and PV. The findings indicated that campus Walk Score, facility and residential land ratio, campus design qualities, sidewalk conditions, street amenities, and other streetscape features were positively associated with PV. This study presents implications for campus research and planning practices in designing a pedestrian-friendly, sustainable, and healthy campus., (© 2024. The Author(s).)

How does the act of explaining influence learning? Prior work has studied effects of explaining through a predominantly proximal lens, measuring short-term outcomes or manipulations within lab settings. Here, we ask whether the benefits of explaining extend to academic performance over time. Specifically, does the quality and frequency of student explanations predict students' later performance on standardized tests of math and English? In Study 1 (N = 127 5th-6th graders), participants completed a causal learning activity during which their explanation quality was evaluated. Controlling for prior test scores, explanation quality directly predicted both math and English standardized test scores the following year. In Study 2 (N = 20,384 10th graders), participants reported aspects of teachers' explanations and their own. Controlling for prior test scores, students' own explanations predicted both math and English state standardized test scores, and teacher explanations were linked to test performance through students' own explanations. Taken together, these findings suggest that benefits of explaining may result in part from the development of a metacognitive explanatory skill that transfers across domains and over time. Implications for cognitive science, pedagogy, and education are discussed., (© 2024 The Author(s). Cognitive Science published by Wiley Periodicals LLC on behalf of Cognitive Science Society (CSS).)

Course-based undergraduate research experiences (CUREs) offer students opportunities to engage in critical thinking and problem solving. However, quantitating the impact of incorporating research into undergraduate courses on student learning and performance has been difficult since most CUREs lack a comparable traditional course as a control. To determine how course-based research impacts student performance, we compared summative assessments of the traditional format for our upper division immunology course (2013-2016), in which students studied known immune development and responses, to the CURE format (2017-2019), in which students studied the effects of genetic mutations on immune development and responses. Because the overall class structure remained unaltered, we were able to quantitate the impact of incorporating research on student performance. Students in the CURE format class performed significantly better on quizzes, exams, and reports. There were no significant differences in academic levels, degree programs, or grade point averages, suggesting improved performance was due to increased engagement of students in research., Competing Interests: Conflicts of interests: The authors declare no conflicts of interest.

In this exploratory mixed-methods analysis of students' perceptions of inclusion in introductory STEM courses for STEM majors, we asked students to rate inclusion in their class and to provide an open-text explanation of their rating. Analyzing 1930 qualitative responses resulted in a codebook containing academic, identity, and nonspecific categories. The majority of responses (>80%) cited academic factors such as interactions between students and instructors or course elements and policies. Most academic responses aligned with evidence-based teaching practices fostering inclusion, describing a range of strategies and policies instructors can implement to increase students' perceptions of inclusion. A small number of student responses indicated that their perception of the required knowledge background for the course impacted course inclusivity. Few differences in frequency distributions were found between subgroups examined (gender, race and ethnicity, self-reported inclusion score, and discipline). Additionally, tracking a subset of students (135) across three courses revealed that most (80%) cited different factors influencing their perception of inclusion in each course. This suggests students' perceptions of inclusive practices are complex, and most students recognize multiple factors that influence their inclusion. Overall, our findings suggest instructors can significantly influence students' perceptions of inclusion by using multiple inclusive teaching strategies and course policies.

Causal mechanistic reasoning is a thinking strategy that can help students explain complex phenomena using core ideas commonly emphasized in separate undergraduate courses, as it requires students to identify underlying entities, unpack their relevant properties and interactions, and link them to construct mechanistic explanations. As a crossdisciplinary group of biologists, chemists, and teacher educators, we designed a scaffolded set of tasks that require content knowledge from biology and chemistry to construct nested hierarchical mechanistic explanations that span three scales (molecular, macromolecular, and cellular). We examined student explanations across seven introductory and upper-level biology and chemistry courses to determine how the construction of mechanistic explanations varied across courses and the relationship between the construction of mechanistic explanations at different scales. We found non-, partial, and complete mechanistic explanations in all courses and at each scale. Complete mechanistic explanation construction was lowest in introductory chemistry, about the same across biology and organic chemistry, and highest in biochemistry. Across tasks, the construction of a mechanistic explanation at a smaller scale was associated with constructing a mechanistic explanation for larger scales; however, the use of molecular scale disciplinary resources was only associated with complete mechanistic explanations at the macromolecular, not cellular scale.

Racial biases, which harm marginalized and excluded communities, may be combatted by clarifying misconceptions about race during biology lessons. We developed a human genetics laboratory activity that challenges the misconception that race is biological (biological essentialism). We assessed the relationship between this activity and student outcomes using a survey of students' attitudes about biological essentialism and color-evasive ideology and a concept inventory about phylogeny and human diversity. Students in the human genetics laboratory activity showed a significant decrease in their acceptance of biological essentialism compared with a control group, but did not show changes in color-evasive ideology. Students in both groups exhibited increased knowledge in both areas of the concept inventory, but the gains were larger in the human genetics laboratory. In the second iteration of this activity, we found that only white students' decreases in biological essentialist beliefs were significant and the activity failed to decrease color-evasive ideologies for all students. Concept inventory gains were similar and significant for both white and non-white students in this iteration. Our findings underscore the effectiveness of addressing misconceptions about the biological origins of race and encourage more research on ways to effectively change damaging student attitudes about race in undergraduate genetics education., Competing Interests: Conflicts of interests: The authors declare no conflicts of interest.

The prevalence of mental health issues among UK undergraduate students is growing, and poor diet quality appears to be a risk factor for poor mental health although with limited research in this area. Therefore, the objective of this study was to examine the cross-sectional associations between diet quality and common mental disorders (CMD) such as depression and anxiety in UK undergraduate students. A cross-sectional survey consisting of demographic information and validated questionnaires (the Short-Form Food Frequency Questionnaire [SFFFQ] and the Hospital Anxiety and Depression Scale [HADS]) was conducted to measure diet quality and anxiety and depression in young adults in 44 UK-based universities. Multiple regression analysis adjusting for confounding factors was used to assess the associations between them. Undergraduate university students (n = 202, 67% female) with a mean age of 20.9 ± 3.6 years and a mean body mass index (n = 170) of 22.6 ± 3.2 kg/m 2 took part in the study. Prevalence of anxiety was high, with 40% of the sample having an anxiety score in the severe range (≥12 points) while the prevalence of depression was lower, with 6% of the population having a depression score in the severe range (≥12 points). Diet quality was significantly higher for females than males (p = 0.034) and was poor for 38% of the sample, being more common in males compared to females, although not significantly so (43% and 36%, respectively). Diet quality was inversely associated with anxiety (β = -0.427; p = 0.029) and was more likely to be associated with anxiety in females than males (β = 0.743; p = 0.043). No significant relationship between diet quality and depression was found. Better self-reported health, father's qualification and smoking status were also associated with less anxiety and depression. This research supports other research suggesting that UK universities should explore whether the implementation of dietary interventions and improving the food environment would be a cost-effective option to reduce the high prevalence of anxiety among students., (© 2024 The Author(s). Nutrition Bulletin published by John Wiley & Sons Ltd on behalf of British Nutrition Foundation.)

Information literacy skills are an important part of research skills for undergraduate science students. This case study presents a novel approach to developing these types of research skills. By deconstructing the research process into separate steps, explicitly defining, and practicing the skills involved, students can progressively develop these skills and apply them. In this course, systematic reviews are used as exemplars for the research process. We align the Research Skills Development Framework with the steps of a systematic review and present specific skills and accompanying activities for each step. This workshop-based course emphasizes skill development and can help overcome assessments that rely solely on a final paper, with no record or evidence of the student research process, that could be created by a generative artificial intelligence tool. NEW & NOTEWORTHY This study presents a novel approach to teaching undergraduate science students rigorous research skills with scaffolded systematic review practice.

Many social cognitive assessments that were developed specifically for use in clinical populations are now being widely used in undergraduate populations, either to provide a comparison for clinical groups or to explore performance across the continuum from healthy to subclinical populations. However, the appropriateness of using these assessments in the general population is unclear. The current study, therefore, seeks to determine whether the Social Cognition Psychometric Evaluation (SCOPE) battery retains its psychometric properties when used in an undergraduate sample.The initial SCOPE battery was administered to 265 undergraduate participants, and the utility of the tasks was measured by assessing floor and ceiling effects. Internal consistency, discriminant and convergent validity are reported for each task, and the relationship between task performance and neurocognition and social functioning were assessed.Several of the tasks demonstrated limited utility, with the Hinting Task specifically demonstrating a pronounced ceiling effect. Only two measures of social cognitive biases achieved satisfactory internal consistency. Select tasks demonstrated small, but significant relationships with social functioning outcomes and significantly predicted 2-3% of variance above neurocognition alone.Despite the association with social functioning, results indicate that the psychometric properties demonstrated in the initial SCOPE study with a clinical sample do not fully extend to a healthy undergraduate population and highlight the need for social cognitive tasks that validly assess ability across the continuum.

An interdisciplinary team-teaching session was introduced to high school students who participated in the Oakland University William Beaumont Future Physician Summer Enrichment Program. The rising prevalence of adolescent obesity necessitates innovative educational strategies that effectively engage high school students in understanding the complex physiologic mechanisms and nutrition concepts underlying its development. This submission presents a session that is designed to integrate the physiological concepts and nutrition that are associated with the development of obesity. Foundational information about the different food ingredients and physiology of the gastrointestinal organ system followed by concepts associated with the development of obesity and its complications were introduced. The session was delivered using combined educational approaches such as a dialogical-narrative approach and hands-on application activities by two discipline experts, physiology and nutrition. This innovative approach was well received, as evidenced by high satisfaction rates among participants. While direct measures of critical thinking and practical skills development were not captured, the positive feedback suggests that students appreciated the engaging, hands-on application of theoretical concepts. The sessions fostered an awareness of personal health responsibilities, with students actively participating and connecting learned material with practical scenarios. We believe that using combined educational approaches in interdisciplinary team-teaching sessions promotes inclusiveness and interactive engagement and enhances long-life learning. NEW & NOTEWORTHY An interdisciplinary team-teaching session was introduced to high school students who participated in the Oakland University William Beaumont Future Physician Summer Enrichment Program. The session aimed to integrate physiological concepts and nutrition that are associated with the development of obesity. The session was delivered using combined educational approaches including a dialogical-narrative approach and hands-on application activity that are guided by combined learning theories such as dialogism, narrative, theories of engagement, and multimedia active learning.

Course-based undergraduate research experiences (CUREs) are an effective method of engaging large numbers of students in authentic research but are associated with barriers to adoption. Short CURE modules may serve as a low-barrier entryway, but their effectiveness in promoting expansion has not been studied. The Prevalence of Antibiotic Resistance in the Environment (PARE) project is a modular CURE designed to be a low-barrier gateway into CURE use. In a series of interviews, we track and characterize use of PARE in 19 PARE-interested instructors throughout the Innovation-Decision Process described by Rogers' Diffusion of Innovations theory. The majority (16/19) implement PARE at least once, and a majority of these implementers (11/16) expanded use by the final interview. Three of four cases of discontinuance were due to a disruption such as moving institutions or a change in course assignment and occurred for community college faculty. Expanders expressed fewer personal challenges than nonexpanders. Overall analysis shows that perception of barriers is nuanced and impacted by the innovation itself, the institutional context, and one's own experiences. These results suggest that a short duration, low barrier CURE can serve as a catalyst for implementation of a longer duration CURE., Competing Interests: Conflict of interest: The Prevalence of Antibiotics in the Environment (PARE) Project curriculum was developed by author Carol Bascom-Slack and refined by author Elizabeth Genné-Bacon. No promotion of PARE to the exclusion of other products should be construed.

Introduction: Alcohol-free drinks are suggested as healthy alternatives for alcohol consumption. To achieve benefits, alcohol-free beverages must be consumed as a substitute for alcoholic beverages, not in addition. This study examined in a student sample (i) the frequency/quantity of alcohol(-free) consumption; (ii) the relationship between alcohol-free and alcohol consumption; (iii) alcohol-free drinks as substitution or in addition to alcoholic drinks; and (iv) possible gender differences., Methods: Survey data regarding alcohol(-free) consumption (May-June 2022) of Dutch university students (N = 4.318, females 70.2%; males 28.5%, average age 22.6 years [SD = 2.4])., Results: (i) A total of 42.8% of the students indicated they had never consumed alcohol-free versus 10.1% who never consumed alcoholic beverages; (ii) the group who recently consumed alcohol-free also most often recently consumed alcoholic beverages (42.7%). The group that had never consumed alcohol-free drank on average more alcoholic beverages (M = 3.98 on a drinking day) compared to past and recent alcohol-free drinkers (respectively, M = 3.44 and M = 3.59). (iii) Most students (54.9%) reported drinking alcohol-free beverages in addition to alcohol, 17.4% indicated using it as a substitution. Students who consumed alcohol-free as 'substitution' were older, more often living alone or with a partner, less often living with parents and more often involved in a steady relationship compared to students who consumed in 'addition'. (iv) No prominent gender differences were found., Discussion and Conclusions: The majority of students remained consuming the same number of alcoholic beverages since they started consuming alcohol-free beverages, pointing to an addition effect. A small group did use alcohol-free beverages as a substitute for their alcohol consumption., (© 2024 The Author(s). Drug and Alcohol Review published by John Wiley & Sons Australia, Ltd on behalf of Australasian Professional Society on Alcohol and other Drugs.)

Discussions play a significant role in facilitating student learning through engagement with course material and promotion of critical thinking. Discussions provide space for social learning where ideas are deliberated, internalized, and knowledge is cocreated through socioemotional interactions. With the increase of internet-based and hybrid courses, there is a need to evaluate the degree to which online discussion modalities facilitate quality discussions and enhance student achievement. We assessed the effectiveness of asynchronous online discussion boards and traditional face-to-face discussions via qualitative (thematic coding and discussion network analysis) and quantitative (Bloom's taxonomy) techniques and evaluated student perceptions via precourse and postcourse surveys. We found differential strengths of the two formats. Online discussions increased response complexity, while in-person discussions fostered improved connections with course material. Themes related to sharing of personal identity, humanity and verbal immediacy were more frequent throughout in-person discussions. Survey responses suggested that a sense of community was an external motivator for preference of in-person discussions, while anxiety was a factor influencing online discussion preference. Our findings suggest that online and in-person discussions are complementary, and work in tandem to facilitate complex student thinking through online environments and social learning within the classroom., Competing Interests: Conflicts of interests: The authors declare no conflicts of interest.

The academic success of children contributes to their income, social status, and public health. This study was conducted with 217 elementary school students from western China. Scores on the Chinese Children Dietary Index (CCDI), Dietary Approaches to Stop Hypertension (DASH), adjusted DASH, and KIDMED index were calculated to evaluate diet quality. Eating behavior and sleep quality were assessed using the Children's Eating Behavior Questionnaire (CEBQ) and Children's Sleep Habits Questionnaire (CHSQ), respectively. Academic achievement was measured using school-provided average grades. Higher CCDI scores, longer sleep time, lower total CHSQ scores, and lower subscores on "satiety responsiveness," "slowness in eating," "emotional undereating," and "food fussiness" dimensions of the CEBQ were associated with high academic achievement. In conclusion, good diet quality, sleep quality, healthy eating behaviors, and adequate sleep duration were associated with better academic performance. Interventions are recommended to be developed in education system to improve healthy diets and lifestyles, enhancing academic achievement.

Depressed individuals exhibit altered sensitivity to both positive and negative social contact, and may not reap the same psychological and emotional benefits to socializing as non-depressed individuals. Although depressive symptoms and loneliness predict social withdrawal and decreased pleasure, little is currently understood about immediate affective arousal dynamics during real-time socializing. Using a novel ambulatory protocol that tracked both objective features of affective arousal (electrodermal activity) and subjective valence (self-reported) during college students' social interactions, we evaluated the moderating role of depression and loneliness symptoms on the associations between socializing with others (specifically, with a romantic partner, a close friend, or a group of friends) and the arousal and valence dimensions of affect. Among a racially and ethnically diverse sample of 118 college students (64% African American/Black/Continental African, 20% Latinx, 8% Asian, and 8% White) recruited from a large, predominantly White Midwestern university, those lower in depression and loneliness symptomatology evinced decreased average arousal (Β = -0.10, SE = 0.04, p < .01) when in relaxed and intimate socializing contexts (e.g., with a romantic partner and a close friend), consistent with the idea that these contexts facilitate important opportunities for psychological rest and recovery. Those lower in depression and loneliness symptoms also showed higher average arousal when socializing in the energizing context of being with a group of friends. Overall, the results suggest psychopathology is reflected in patterns of sympathetic arousal when socializing, with more depressed and lonely individuals generally feeling worse while receiving fewer psychophysiological rewards in multiple socializing contexts., (© 2024 Society for Psychophysiological Research.)

Use of high-stakes exams in a course has been associated with gender, racial, and socioeconomic inequities. We investigated whether offering students the opportunity to retake an exam makes high-stakes exams more equitable. Following the control value theory of achievement emotions, we hypothesized that exam retakes would increase students' perceived control over their performance and decrease the value of a single exam attempt, thereby maximizing exam performance. We collected data on exam scores and experiences with retakes from three large introductory biology courses and assessed the effect of optional exam retakes on gender, racial/ethnic, and socioeconomic disparities in exam scores. We found that Black/African American students and those who worked more than 20 h a week were less likely to retake exams. While exam retakes significantly improved student scores, they slightly increased racial/ethnic and socioeconomic disparities in scores partly because of these differences in participation rates. Most students reported that retake opportunities reduced their anxiety on the initial exam attempt. Together our results suggest that optional exam retakes could be a useful tool to improve student performance and reduce anxiety associated with high-stakes exams. However, barriers to participation must be examined and reduced for retakes to reduce disparities in scores., Competing Interests: Conflicts of interests: The authors declare no conflicts of interest.

Reading is a key skill for university students. The Author Recognition Test (ART) and the Title Recognition Test (TRT) have both been used for decades to measure print exposure which correlates with reading and other linguistic skills. Given the available evidence for interindividual differences in reading skills, this study addresses three open issues. First, to what extent do ART and TRT scores correlate with individual differences regarding students' study programs? Second, how do these results correlate with the self-reported time spent reading different types of text genres (e.g., fiction, nonfiction) per week? And third, this study compares ART and TRT to one another. We tested students from six study programs in the humanities and (medical) sciences which vary in the amount and kind of reading material required for study success. We found that students perform significantly differently in the ART and the TRT depending on their field of study. Students in a study program focusing on fiction and literature perform best overall. We also replicated the well-known effect of age on ART and TRT scores: older students have better scores. We did not find reliable effects of reading time on test performance, whereas individual creative writing habits did positively predict ART/TRT test results. These results raise a number of important questions regarding the ART/TRT in general and regarding interindividual differences in personal reading and writing habits and the change in reading habits in times of media convergence., (© 2024. The Author(s).)

A compelling body of research suggests that students from racially marginalized and minoritized (RMM) backgrounds are systematically deterred from Science, Technology, Engineering, and Math (STEM) fields when teachers and scientists create ideologically colorblind STEM learning environments where cultural differences are deemed irrelevant and disregard how race/ethnicity shapes students' experiences. We examine whether and how STEM faculty can serve as important sources of information that signal racial/ethnic diversity inclusion (or exclusion) that influence RMM students' motivation to persist in STEM. Specifically, we focus on RMM students' perceptions of their faculty research mentors' cultural awareness-the extent to which students believe that their faculty research mentor acknowledges and appreciates racial/ethnic differences in STEM research. Results from a longitudinal survey of RMM students ( N = 150) participating in 74 faculty-led STEM research labs demonstrated that RMM students who perceived their faculty research mentor to be more culturally aware experienced more positive social climates in the lab and were more identified as scientists . Increased science identity, in turn, predicted their motivation to pursue STEM careers 3 months later. These findings demonstrate the importance of acknowledging, welcoming, and celebrating racial/ethnic diversity within STEM learning environments to broaden inclusive and equitable participation in STEM.

Team-based learning (TBL) is a highly intense active learning pedagogy that uses a cycle of preclass preparation, formative assessment for readiness, mini-lectures, and complex team exercises. Consistent with the literature on active learning, prior research on TBL consistently shows its benefits for student outcomes as compared with previous lecture. However, little work has examined student outcomes disaggregated by demographic variable. We analyzed assessment and student demographic data (i.e., binary gender, racial/ethnic group, generational status) in three semesters of TBL in an upper-division biochemistry course to understand the degree to which performance could be predicted by student demographics. We use theoretical and empirical research from social psychology to hypothesize that the intense interpersonal interactions of TBL could activate psychological threats, the effects of which would be measurable as differences in student performance that correlate with demographic variables. Our regression analysis did not support this hypothesis. This null result invites a deeper discussion on how we measure the potential effects of active learning on student outcomes, particularly given how important it is to account for intersectional and invisible identities.

High rates of food insecurity and low consumption of fruit and vegetables among university students have been observed prior to the COVID-19 pandemic and intensified during the pandemic. This study aimed to investigate food insecurity among university students and its associations with sociodemographic factors, fruit and vegetable consumption behaviours, and preferred campus programs to address these issues. A convenience sample of 237 Australian university students completed a cross-sectional online survey from October to December 2022. Food insecurity was assessed using the 10-item US Adult Food Security Module, applying the Canadian classification scheme. Sociodemographic variables, fruit and vegetable consumption behaviours, and perceptions of fruit and vegetable access and their affordability were included in the survey. Students were also asked to select the most suitable program(s) and provide reasons for their choice using open-ended questions. Approximately half of respondents (46.4%) were identified as food insecure. The proportion of students meeting the recommended intake of vegetables as specified in the Australian Dietary Guidelines was very low (5.1%) compared with fruit (46.2%). Low fruit consumption was significantly associated with food insecurity (OR = 1.81; 95%CI 1.03, 3.18, p = 0.038). Factors such as the perceived lower accessibility and higher price of fruit and vegetables were significantly associated with higher odds of food insecurity. In terms of potential programs, a free fruit and vegetable campaign was the most popular program, with affordability and physical access being the most frequently cited reasons. These findings suggest that food insecurity is associated with low fruit and vegetable consumption in university students. Therefore, transforming campus food environments and developing food policies at the university level must be considered to address food and nutrition security in university students., Competing Interests: Declaration of competing interest No potential conflict of interest., (Copyright © 2024 The Authors. Published by Elsevier Ltd.. All rights reserved.)

Objective: To assess the impact of the university context of different academic fields and class times and the sociodemographic context on the symptoms of temporomandibular disorder (TMD)., Methods: A total of 2912 university students, divided into 26 undergraduate courses distributed in the fields of biology and exact and human sciences in the day and night participated in this study. The symptoms of orofacial pain and TMD were assessed using a self-explanatory questionnaire for screening, as recommended by the American Academy of Orofacial Pain. The data were analyzed using frequency distribution tables and multiple logistic regression at a 5% significance level., Results: There was a significant association between the female sex and the attended class time. Women and undergraduates of night courses were 1.60 times more likely to present symptoms related to TMD compared to women studying during the day., Conclusion: It was concluded that, within the university context, women and undergraduate students enrolled in night courses were more likely to present with TMD symptoms.

Background: As nutritional needs increase in adolescence, dairy consumption can play a key role in health and disease prevention; however, unfortunately, inadequate consumption of milk and dairy products has often been reported in adolescents. Aim: The purpose of this study was to investigate the relation between decisional balance, self-efficacy, and the processes of change with the stages of change for dairy consumption in female high school students in Shaft county located in the west of Gilan Province, Iran. Methods: A total of 385 female high school students in Shaft County were studied through the census method in 2019. The data collection instrument was a valid and reliable questionnaire consisting of demographic information, stages of change and items of transtheoretical model constructs including the processes of change (cognitive process: consciousness-raising, dramatic relief, self-reevaluation, environmental reevaluation, and social liberation; behavioral process: self-liberation, counter conditioning, reinforcement management, stimulus control and helping relationships), decisional balance and self-efficacy. Data were analyzed using SPSS 21 software. Results: A total of 208 (54%), 53 (13.8%), 56 (14.5%), 32 (8.3%) and 36 (9.4%) students were in the pre-contemplate, contemplation, preparation, action and maintenance stages, respectively. As the subjects progressed through the stage of change for dairy consumption, an increase in the mean score of self-efficacy, decisional balance, and processes of change was observed ( P  < 0.01). Conclusion: The constructs of the transtheoretical model should be considered in designing educational interventions to promote dairy consumption with regard to the stage of change for dairy consumption in the subjects., Competing Interests: Declaration of conflicting interestsThe authors declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

Background and Objectives: Reducing social anxiety development among incoming college students may improve college adjustment and mental health outcomes. This study tested whether cognitive bias modification for interpretations (CBM-I) reduces social anxiety and increases adjustment during the transition to college, and whether changes in outcomes would be mediated by changes in interpretation biases., Methods: Participants (N = 73) were randomly assigned to a 3-session weekly CBM-I condition or symptom tracking (ST) control condition. Multilevel models were used to estimate within-person trajectories from baseline to one week post-intervention and to test whether trajectories differed by condition., Results: Those in the CBM-I condition (vs. ST) reported higher increases in social adjustment across time. There were not significant differences between conditions for changes in social anxiety, academic adjustment, and personal adjustment. CBM-I was indirectly linked to improvements in outcome variables via more adaptive interpretation biases., Limitations: CBM-I was administered in a laboratory setting, requiring more resources than some computerized interventions., Conclusions: Data tentatively support CBM-I for first-year students to increase social adjustment. Further, mediation findings provide support for targeting interpretation biases to improve social anxiety and adjustment outcomes. Yet, CBM-I did not outperform ST in improving social anxiety symptoms or other areas of college adjustment, and effect sizes were small, suggesting that more work is needed to amplify the potential of CBM-I as a therapeutic tool., Competing Interests: Declaration of competing interest This study was funded by a Miami University Committee on Faculty Research grant (PI: Clerkin). The authors declare no conflicts of interest., (Copyright © 2024 Elsevier Ltd. All rights reserved.)

Investigating definitions of success and failure among introductory biology students is essential for understanding what underlies their self-efficacy; a student who gets a B on an exam may lose self-efficacy if they define failure as anything less than an A. Yet, whether students have the same definitions for success as they have for failure in these classes is unknown, nor how those definitions relate to course performance. To better understand student definitions for success and failure and their implications, this mixed-methods study collected survey data from students in two introductory biology courses about their definitions of success and failure and their self-reported grades. Coding of open-ended responses revealed four broad themes related to both success and failure: Performance, Content, Preparation, and Attitude. Although there were common themes in how students defined success and failure overall, individual students often (65%) described success or failure in relation to different standards. We also found some definitions of success and failure were predicted by grades. These results highlight the complexity of building self-efficacy in introductory biology and suggest the need for greater awareness and acknowledgment of the different standards students use to judge their success and failure., Competing Interests: Conflicts of interests: The authors declare no conflicts of interest.

Assessing and cultivating students' HOTS are crucial for interior design education in a blended learning environment. However, current research has focused primarily on the impact of blended learning instructional strategies, learning tasks, and activities on the development of HOTS, whereas few studies have specifically addressed the assessment of these skills through dedicated scales in the context of blended learning. This study aimed to develop a comprehensive scale for assessing HOTS in interior design major students within the context of blended learning. Employing a mixed methods design, the research involved in-depth interviews with 10 education stakeholders to gather qualitative data, which informed the development of a 66-item soft skills assessment scale. The scale was administered to a purposive sample of 359 undergraduate students enrolled in an interior design program at a university in China. Exploratory and confirmatory factor analyses were also conducted to evaluate the underlying factor structure of the scale. The findings revealed a robust four-factor model encompassing critical thinking skills, problem-solving skills, teamwork skills, and practical innovation skills. The scale demonstrated high internal consistency (Cronbach's alpha = 0.948-0.966) and satisfactory convergent and discriminant validity. This scale provides a valuable instrument for assessing and cultivating HOTS among interior design major students in blended learning environments. Future research can utilize a scale to examine the factors influencing the development of these skills and inform instructional practices in the field., (© 2024. The Author(s).)

The mobile phone is essential in daily life, especially during the pandemic. Prolonged use can cause postural issues, leading to common neck pain. This study aims to determine the correlation between mobile phone use duration, addiction, neck muscle endurance, and neck pain in university students. The study included 62 participants (30 female, 32 male) aged 18-35 years. Inclusion criteria required participants to have experienced neck pain at least twice in the past year and to have no other concomitant issues, as well as to volunteer for the study. Demographic information and daily mobile phone usage time were collected. Neck pain was assessed with the Visual Analogue Scale, smartphone addiction with the Smartphone Addiction Scale, and cervical muscle endurance was evaluated. Correlation analysis reveals a moderate relationship between neck pain severity (NPS) and cervical extensor muscle endurance (CEME), a strong relationship between NPS and cervical flexor muscle endurance (CFME), as well as a strong relationship among daily phone usage time (DPUT), CFME, and NPS, with a moderate relationship between DPUT and CEME. Participants were divided into two groups based on their DPUT, revealing that those who used their phone for four hours or more showed significantly higher levels of pain (p < 0.05) and reduced endurance in cervical flexor muscles. Our study found a strong correlation between neck pain, muscle endurance, and daily phone usage. Participants using their phones for more than four hours daily reported increased neck pain and decreased muscle endurance. We suggest integrating phone usage duration into neck pain assessments, promoting ergonomic practices, and offering detailed usage guidelines for users., (© 2024. The Author(s).)

Problem-solving is an important skill that is associated with reasoning abilities, action control and academic success. Nevertheless, empirical evidence on cognitive correlates of problem-solving performance in childhood is limited. Appropriate assessment tools are scarce and existing analog tasks require extensive coding. Thus, we developed and validated new tablet-based versions of existing analog tasks assessing technical problem-solving with gear construction tasks. To validate these tasks, 215 children (6-8 years) performed the problem-solving tasks in both modalities (analog, digital). To investigate whether performances in both modalities were correlated with other cognitive abilities, participants performed three additional tasks assessing language, reasoning and problem-solving. Structural equation modelling showed that performance was substantially correlated across modalities and also correlated with language, reasoning and another problem-solving task, showing the convergent validity of the digital tasks. We also found scalar measurement invariance across task modalities indicating that both task versions can be used interchangeably. We conclude that both versions (analog and digital) draw on similar cognitive resources and abilities. The analog tasks were thus successfully transferred to a digital platform. The new tasks offer the immense benefits of digital data collection, provide a valid measuring tool advancing problem-solving research in childhood and facilitate the application in the field, e.g., in the classroom., Competing Interests: The authors have declared that no competing interests exist., (Copyright: © 2024 Schäfer et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.)

Introduction: Introduction: vegan diets are currently an essential topic of discussion because they are recognized as a prototype of a healthy diet but are also associated with deficits in the intake of critical nutrients such as protein. Evaluating the factors that influence the deficit in their intake in vulnerable populations such as university students represents an important topic of interest, considering that this is one of the groups where veganism is most popular. Given this, the present study aimed to determine the degree of protein sufficiency and its associated factors in a sample of Chilean vegan university students. Materials and methods: an exploratory cross-sectional study was conducted on 114 vegan university students who responded to an online survey on academic, attitudinal, clinical, dietary, and sociodemographic variables. Protein intake was calculated, and based on self-reported weight, daily protein adequacy was calculated according to the recommendation of 0.9 g/kg/day. Finally, the association between protein adequacy and previously consulted variables was calculated by determining the odds ratios. Results: only 53.5 % had adequate daily protein intake, which was associated with the length of time respondents had been vegan (OR, 2.86; 95 % CI, 1.07 to 7.34; p < 0.05), use of supplements (OR, 5.24; 95 % CI, 1.17 to 25.2; p < 0.05), and the frequency with which they ate lunch at home (OR, 87.7; 95 % CI, 24.1 to 304; p = 0.000). Conclusion: there needs to be more protein adequacy in the assessed sample. Protein adequacy is associated with the length of time on the vegan diet, frequency of eating lunch away from home, and use of supplements regularly.

Education is essential for individuals to lead fulfilling lives and attain greatness by enhancing their value. It improves self-assurance and enables individuals to navigate the complexities of modern society effectively. Despite the obstacles it faces, education continues to develop. The objective of numerous pedagogical approaches is to enhance academic performance. The development of technology, especially artificial intelligence, has caused a significant change in learning. This has made instructional materials available anytime and wherever easily accessible. Higher education institutions are adding technology to conventional teaching strategies to improve learning. This work presents an innovative approach to student performance prediction in educational settings. The strategy combines the DistilBERT with LSTM (DBTM) hybrid approach with the Spotted Hyena Optimizer (SHO) to change parameters. Regarding accuracy, log loss, and execution time, the model significantly improved over earlier models. The challenges presented by the increasing volume of data in graduate and postgraduate programs are effectively addressed by the proposed method. It produces exceptional performance metrics, including a 15-25% decrease in processing time through optimization, 98.7% accuracy, and 0.03% log loss. This work additionally demonstrates the effectiveness of DBTM-SHO in administering extensive datasets and makes an important improvement to educational data mining. It provides a robust foundation for organizations facing the challenges of evaluating student achievement in the era of vast data., Competing Interests: The authors have declared that no competing interests exist., (Copyright: © 2024 Kaitong Wang. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.)

Background: The purpose of this study was to ascertain whether there is a difference in musculoskeletal pain between those who are addicted to mobile games and those who are not, to ascertain the association between mobile game addiction and socio-demographic variables, and to ascertain the pain predictor for mobile game addiction on different musculoskeletal regions., Methods: There were 840 students in all, both males and females, in this cross-sectional survey from three distinct Bangladeshi institutions. The Nordic Musculoskeletal Discomfort Questionnaire, the Gaming Addiction Scale, and the demographic data form were distributed to the participants. The data were analyzed using the Chi-square test and descriptive statistics. Binary logistic regression was used to find the predicted risk factor for mobile gaming addiction., Results: Musculoskeletal pain affects 52.1% of participants in some part of the body. Males have a 2.01-fold higher likelihood of developing gaming addiction compared to females. Those who are addicted to mobile games experience a higher occurrence of pain in the neck, upper back, elbows, and wrist and hands with a odds ratio of (OR 2.84, 95% CI: 1.49-5.36; p = 0.016), (OR 3.75, 95% CI 1.97-7.12; p = <0.001), (OR 3.38, 95% CI 1.34-8.50; p = 0.010), and (OR 2.14, 95% CI 1.00-4.57; p = 0.049) respectively., Conclusion: These results demonstrate that mobile gaming addiction raises students' risk of musculoskeletal discomfort. Two-three times higher risk of developing pain in the neck, upper back, elbows, and wrist and hands among mobile game addicts., Competing Interests: The authors have declared that no competing interests exist., (Copyright: © 2024 Ahmed et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.)

Background: This study examined the relationship between physical activity (PA) and academic performance and retention among college students using accelerometer data while controlling for sex and socioeconomic background., Methods: Data were collected from 4643 first-year college students at a private university in the south-central United States who began their studies in the Fall semesters between 2015 and 2022. Daily step counts were collected using accelerometers worn as part of the institutions PA requirements. The expected family contribution was calculated based on information provided on the Free Application for Federal Student Aid. Grade point average (GPA) and retention data were collected directly from official university databases., Results: Female students generally had lower median age and steps count and a higher median GPA than males. The retention rates from fall to spring and fall to fall were 95.9% and 83.8%, respectively, with no significant difference in retention rates between males and females. GPA was significantly positively correlated with steps, expected family contribution, and age, and negatively correlated with being male and having an expected family contribution of zero. The fall to spring retention rate was significantly positively correlated with steps and GPA., Conclusions: The study's findings suggest that increasing levels of PA, as measured by daily step counts, may be effective in promoting academic performance and retention, even when controlling for sex and socioeconomic background. The use of device-based measures of PA in this study contributes to the literature on this topic, and policymakers and educational institutions should consider interventions focused on academic performance and physical activity to help students persist.

Smartphone addiction, emerging from excessive use of smartphones, poses a challenge to inhibitory control functions within society. This research employed transcranial direct current stimulation (tDCS) as an intervention alongside the stop signal task (SST) to explore behavioral distinctions between individuals with smartphone addiction and a non-addicted control group, focusing on the efficacy of tDCS intervention. The participant cohort comprised 80 individuals, divided into an addiction group (39 participants, with 19 receiving active tDCS and 20 receiving sham tDCS) and a control group (41 participants, with 20 receiving active tDCS and 21 receiving sham tDCS), with anodal stimulation applied over the right dorsolateral prefrontal cortex (dlPFC) and cathodal placement over the left arm. The findings indicate that university students struggling with smartphone addiction exhibit reduced inhibitory control compared to their non-addicted peers, while maintaining similar levels of general cognitive control. Remarkably, tDCS interventions were observed to enhance inhibitory control in both groups. Although the improvement in the addiction group appeared more pronounced numerically than in the control group, no significant interaction with group was noted. However, a higher percentage of participants in the smartphone addiction (SA) group exhibited enhanced response inhibition under active tDCS. This study demonstrates the inhibitory control deficits in individuals addicted to smartphones and underscores the potential of tDCS in enhancing response inhibition. It provides a valuable reference for future tDCS research targeting smartphone addiction and highlights the importance of developing healthier smartphone usage habits., (© 2024. The Author(s).)

Background: The Arab Teens Lifestyle (ATLS) questionnaire was an initiative to assess the lifestyle habits influencing obesity rates in the Middle East and North Africa (MENA) region, including physical activity (PA) patterns, sedentary and eating behaviours. Since its implementation, the ATLS questionnaire has been used in several studies among different age groups and populations. This instrument has not previously been administered among the university students of the Eastern Province of Saudi Arabia, where the obesity rates are the highest in the country. This research was the first that aimed to identify lifestyle habits influencing the rates of obesity among 18-25-year-old university students in the Eastern Province of the Kingdom of Saudi Arabia (KSA) using the ATLS questionnaire., Methods: Quantitative cross-sectional research among n = 426 students of the Eastern Province of Saudi Arabia using the ATLS questionnaire., Results: Out of n = 426 participants, n = 200 (47%) were categorised (using body mass index) as normal weight; n = 113 (26.5%) were overweight, and n = 73 (17.1%) were obese. The findings showed that most of the nutritional, PA, and sedentary behavioural factors (e.g., screen time) in the questionnaire were not associated with obesity status amongst the participants. In the obese group, more of the males that consumed fruits, French fries, cakes, sweets and doughnuts more than three times per week were likely to be obese, which was not the case for females., Conclusion: The reported lifestyles of the students could potentially lead to long-term negative health effects, which is of concern given the rising rates of overweight, obesity, and obesity-related non-communicable diseases (NCDs) among the Kingdom's adult and ageing population. Further studies are recommended to explore the knowledge, attitudes, and perceptions of Saudi students in the Eastern Province in relation to PA, sedentary behaviours, and dietary habits, along with their views on how these can be improved., (© 2024. The Author(s).)

Background: Physical, affective and behavioural symptoms associated with the menstrual cycle are commonplace. Adolescents with problematic symptoms have reported a negative impact on school attendance, behaviour and participation in physical activity. In the United Kingdom, evidence suggests that menstrual health education delivered by teachers focusses on menstrual cycle biology as opposed to management of menstruation and menstrual cycle related symptoms. Through obtaining the pupil voice, this study aimed to understand young people's perceptions and experiences of menstrual education in schools and their experiences of menstruating whilst at school, including within Physical Education., Methods: To address the aims, a qualitative descriptive study was conducted. Nine focus groups with female pupils (n = 48; ages 10-15 years) were completed across six school locations in England and Wales, including primary and secondary schools. A range of elements relating to the menstrual cycle, education at school and PE were discussed by pupils., Results: Four main themes were developed (a) Education preferences, (b) Period positive environments, (c) Personal experiences and (d) Impact on school. Similarities were reflected across focus groups in terms of current (lacking) education, lesson style and preferences, comfort of conversations, lack of school support and impact on school and PE., Conclusion: The findings highlight the lack of menstrual education received and subsequent impact of menstruation and menstrual-related symptoms in school and PE. The abundance of information requested by pupils highlights the deficit in understanding about how to manage periods in school and remain engaged in physical activity. Schools can utilise information from the current study to; create period positive environments; consider lesson content and format; and explore how to support girls to stay physically active in PE., (© 2024. The Author(s).)

Introduction: Effective communication between adolescents and their parents is crucial for reducing sexual health problems. This open dialogue can help address misconceptions, provide accurate information, and foster a supportive environment where adolescents feel comfortable seeking guidance and discussing sensitive issues related to their sexual health. In Ethiopia, with its diverse ethnic and cultural background, effective communication between parents and adolescents about sexual and reproductive health (SRH) is crucial in reducing the likelihood of adolescents engaging in risky sexual behaviors. Despite the importance of such communications, there were no data showing the level of parent-adolescent communication (PAC) in secondary public schools in Gondar town. Therefore, this study aimed to determine the level of parent-adolescent communication on sexual and reproductive health issues along with its influencing factors, among secondary students in Gondar town, northwest Ethiopia., Methods: We employed an institution-based cross-sectional study design. A total of 424 students were recruited using a systematic random sampling technique, with a 100% response rate. We developed a structured questionnaire from the related literature to collect data from the participants of the study. The data were entered using EpiData version 4.6, and analyzed using SPSS version 25. A binary logistic regression model was fitted to identify associated factors., Results: The proportion of adolescents who had communicated with their parents was 37.7% (95% CI: 34.65-44.76). In a multivariable analysis at a 95% confidence interval (CI), variables such as being female (adjusted odds ratio (AOR) = 2.23; 95% CI: 1.09-7.45), belonging to grades 11-12 (AOR = 1.25; 95% CI: 1.19-6.98), living with parents/caregivers (AOR = 1.26; 95% CI: 1.07-5.66), having a positive attitude toward sexual health (AOR = 2.4; 95% CI: 1.34-7.82), having poor knowledge about SRH issues (AOR = 1.23; 95% CI: 1.04-7.81), and having good knowledge about the puberty period (AOR=1.23; 95% CI:1.04-7.89) were statistically associated with parent-adolescent communication., Conclusion and Recommendations: This study found a low level of communication between parents and adolescents regarding sexual and reproductive health (SRH) issues. To address this challenge, it is crucial to implement evidence-based education on SRH topics, such as consent, healthy relationships, communication skills, STDs, contraception, and interpersonal dynamics. Enhancing parent-adolescent dialogue on SRH can be achieved by implementing peer education among senior students and training teachers in effective communication techniques. The study also recommended conducting qualitative research to explore the specific barriers affecting parent-adolescent communication., Competing Interests: The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest., (Copyright © 2024 Melese, Esubalew, Siyoum, Worku, Azanaw and Mengistie.)

In an era characterized by rapid economic growth and evolving lifestyles, college students encounter numerous challenges, encompassing academic pressures and professional competition. The respiratory muscle endurance capability is important for college students during prolonged aerobic exercise. Therefore, it is of great significance to explore an effective intervention to enhance the endurance level of college students. This study explores the transformative potential of inspiratory muscle training (IMT) to improve the physical functions of college students. This research comprised a group of 20 participants who underwent IMT integrated into their daily physical education classes or regular training sessions over an 8-week period, with 18 participants forming the control group. The IMT group adhered to the manufacturer's instructions for utilizing the PowerBreathe device. The findings indicated a significant positive effect on inspiratory muscle strength ( p < 0.001), showing improvements in pulmonary function, exercise tolerance, cardiac function, and overall athletic performance. These results revealed the substantial benefits of IMT in enhancing physical fitness and promoting health maintenance among college students.