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The aim of this study was to investigate the relationship between lower extremity flexibility values and vertical jump performance of elite soccer players. Twenty-six young elite male soccer players voluntarily participated in the study. Age, height, and weight of the participants were determined as descriptive statistics. Lower extremity flexibility (ROM) test and vertical jump (counter movement jump=CMJ) performance determination test were applied to the participants. A goniometer was used for lower extremity flexibility measurement and My Jump 2 application, which has proven its validity and reliability, was used for CMJ performances. Descriptive characteristics of the participants included in the study were mean age: 16.23 ±.51 years, height: 172.96 ±7.56 cm, body weight: 63,15±7,69 kg. The mean values of CMJ performance of the participants were: 37,54±5,51; the mean value of lower extremity flexibility angles (ROM) was 115±4,99°. According to the data obtained, a statistically significant relationship was observed between ROM and CMJ performance characteristics of elite soccer players (p=0.008) (p<0.05). According to the results obtained, a significant relationship was found between ROM and CMJ performances of soccer players. It can be said that teaching the importance of flexibility exercises to soccer players in soccer training programs and including them in training programs will positively affect the sudden power output performances of soccer players such as jumping.

This study investigated the impact of Problematic Internet Use (PIU) on Iranian adolescents' Psychological Well-Being (PWB), focusing on the mediating roles of sleep quality and self-regulation. Data was collected from a sample of students (n = 228, girl = 197, boy = 31) aged 12 to 19 years. Participants completed four online questionnaires, including the PIU questionnaire, the Psychological Well-Being Scale (PWBS), the Pittsburgh Sleep Quality Index (PSQI), and the Short Self-Regulation Questionnaire (SSRQ). Results confirmed that while PIU was not directly effective on PWB, it was indirectly effective through the mediation of sleep quality and self-regulation. By gaining such understanding, we can devise interventions to enhance individuals' sleep quality and self-regulatory capacities, thereby improving their PWB.

Anxiety disorders are highly prevalent globally and it is much more prevalent among adolescents because of their exposure to a variety of stressors. Research shows that emotional and biopsychosocial well-being changes over the course of their schooling, with a general increase in anxiety, highlighting the need to further investigate the risk factors that contribute to worry and anxiety symptoms among college student populations. In Mauritius, there has been a rise in the number of adolescents who are recipients of psychiatric treatments at the local government hospitals as well as an increase in the number of cases reported to the school authorities. The present study aimed to identify the causal factors of anxiety among adolescents, and its effects in the educational context. Further, the role of educational social workers in overcoming anxiety was explored and the aim was achieved using the exploratory approach. A focus group discussion using a semistructured questionnaire was conducted with ten (10) people including educational social workers and educational psychologists recruited through convenience sampling. A thematic analysis of the data shows academic anxiety as an emerging factor, followed by bullying and lastly, family issues. The findings revealed impacts at the school level such as students' inability to concentrate in class, non-participative and also showing emotional distress. While educational social workers provide counselling to students and parents, a need for teacher empowerment and peer counselling are proposed as future avenues.

The U.S. healthcare system struggles to provide adequate language assistance to medical practitioners and patients. As a result, health providers and patients rely on ad hoc interpreters, including children, to communicate. Bilingual children who regularly interpret for others, whom we refer to as child language brokers, are important linguistic and cultural conduits for their communities and bridge language differences in vital contexts, such as health and medical settings. In this paper, we explore the experiences of 17 adolescent language brokers and consider the settings, tasks, and people they engage with when language brokering for health. Findings illustrate that child language brokering is a real and important component for immigrant family health, that child language brokering for health is not a uniform experience, and that language brokering for health can sometimes have severe ramifications.

This research aims to develop an instrument for the evaluation of impulsivity traits in children and to examine the psychometric features of the developed scale. The process of developing the scale involved three main phases: namely, item generation, evaluation of content validity, and analysis of psychometric properties. The study sample comprised 319 children (68 females, 201 males) aged 5-18, all diagnosed with attention deficit hyperactivity disorder (ADHD), including 50 who underwent pilot testing. Both exploratory and confirmatory factor analyses were employed to assess the factor structure of the scale, resulting in an 18-item scale encompassing motor impulsivity, non-planning impulsivity, and attention-related impulsivity factors. The Confirmatory Factor Analysis "(CFA)" indicated a satisfactory model-data fit. The overall scale demonstrated high reliability, with Cronbach's Alpha coefficients reaching 0.863. The analyses indicated that the scale is both valid and reliable.

The following article recommends Texas high school English teachers to select "All the Pretty Horses" (McCarthy, 1992), the critically acclaimed, best-selling novel by Cormac McCarthy, as a reading option for students. Set in rural Texas and Mexico, "All the Pretty Horses" provides an engaging reading experience that would likely connect to the lives of many Texas high school students. In addition to the rural setting and bilingual dialogues, the novel offers relatable teenage characters with diverse cultural, socioeconomic, and linguistic backgrounds similar to the diverse student populations in Texas schools. The novel also addresses developmentally appropriate themes including independence, identity, and career. Likewise, students with various reading levels will be able to comprehend the text. The present article discusses how "All the Pretty Horses" is an example of a relevant, accessible, and high-interest text for adolescents. In addition, the article provides high school teachers with suggestions for meaningful literacy activities that correspond to Boardman and colleagues' (2008) five central components of adolescent literacy.

Cinema has become indispensable to the world since the Lumiere Brothers shot the first film in the history of cinema, "Arrival of a Train." While it promised a captivating experience for audiences, those in power sought ways to exploit cinema and found it relatively easy to do so. Even Hitler sought refuge in cinema during the 1936 Olympics, using Leni Riefenstahl's "Olimpia" to justify his power, achieving partial success. In essence, cinema served as a functional tool for power-building while continuing to captivate viewers as a remarkable spectacle. Beyond its role in power dynamics, cinema, often referred to as the "7th art," remains a means for artists to express themselves and share their creative productions with the masses. In my role within the education world, I observe that cinema, which has substantial intellectual value and global impact, is underutilized. Thus, in this essay I will endeavor to convey how I utilize cinema in the realm of philosophy for children--a subject I have been joyfully working on for some time.

This research paper presents empirical evidence aimed at establishing a causal relationship between explicit critical thinking skills and adolescent-parent career congruence among undergraduate students. Additionally, it seeks to identify the mediating role of friendship quality in this relationship. The study employs structural equation modeling as a method to establish causality. The findings of this research have implications for educators and instructors in higher education, as well as career exploration consultants in schools. The study provides valuable evidence on the most effective approach to promoting adolescent-parent career congruence by utilizing critical thinking skills and fostering high-quality friendships.

This article examines the negative effects social media has on adolescents' health and well-being, and how it impacts their academic life. Research was conducted by using scholarly search engines to locate several articles that examined the effects of social media use on adolescents within the last ten years. After reviewing the articles, five main themes emerged: social media's impact on (1) social-emotional health, (2) mental health, (3) physical health, (4) academic performance, and (5) the effect of social media use during the COVID-19 pandemic. The findings from the literature review show the adverse effects of social media on adolescent social-emotional, mental, and physical health, and student academic performance. This review of the literature concludes by observing that adolescents are struggling with problematic social media use and need to learn responsible self-regulation tools and strategies. Future research should consider how to effectively protect and limit students from having to experience these adverse effects, while promoting a healthy and responsible balance of life online and in-person.

Family instability has negative consequences, on average, for child and adolescent behavior, cognitive scores, and educational attainment. Beyond changes involving parents, many children experience household changes involving extended family and nonrelatives. These children are less likely to graduate from high school and complete some college than those who experience no such changes. Research finds small or insignificant negative consequences of these changes among Black children. I estimate heterogeneous effects of household changes involving parents, extended family, and nonrelatives on educational attainment among Black children based on the likelihood of such changes. Black children least likely to experience changes experience stronger negative effects on educational attainment than those moderately and most likely to do so. Black children who are least and moderately likely may be more negatively affected in terms of some college completion relative to Black children who are most likely to experience this type of household change.

In light of the proven benefits of high-quality afterschool STEM programming for teens, the author worked with colleagues at University of Maryland Extension to institute the Pollinator Ambassador program. The program was launched through a county-based 4-H program at a partner site in a community outside Washington, DC. Following the 4-H Thriving Model and other research-based best practices, the program introduced participants to the vital importance of bees and other pollinators through hands-on activities. Its success in engaging participants and building their awareness of science careers can make it a model for other STEM-based youth development programs.

As communities grapple with the harmful, inequitable effects of the COVID-19 pandemic, which have been particularly hard on low-income and marginalized youth, renewed attention has been directed toward how out-of-school time (OST) programs can help youth reconnect and re-engage. In this article, the results of a systematic literature review on the sponsors and partners that support OST programs for low-income adolescents are presented. The available research from ERIC, PsycINFO, Web of Science, and publications posted on the National Institute of Out-of-School Time's website were searched and synthesized on the types of organizations involved in OST programs, what they offered, and how they worked together to support youth in OST settings.

Students generally consider scholastic achievement to be the grade they receive after a period of specific instruction. Researchers evaluate a person's scholastic achievement based on the knowledge and skills they have developed in the academic domain, as well as the test results they have obtained. Scholastic achievement is one of the critical parameters to measure affluence; therefore, researchers are keen to investigate the various dimensions that are going to affect it directly or indirectly. The present study focuses on analyzing the distinct dimensions of the home and school environment that show a direct association with adolescents' scholastic achievement. The study uses a correlational research design. This study has selected a sample of 154 individuals from the Delhi region of India. The results obtained through correlation and regression analysis clearly indicate that control and rejection in school settings, along with a permissive home environment, significantly predict the scholastic achievement of female adolescents. The results also revealed that a permissive, protective, and punishing home environment, as well as restrictions imposed in a school setting, are significant predictors of male adolescents' scholastic achievement. From this, it can be concluded that the home environment and school environment dimensions play a pivotal role in the attainment of scholastic achievement among adolescents.

Community-based youth-serving organizations are often seen by participants and their families as safe and supportive environments with no stigma attached to participation. Many children attend community-based afterschool programs five days a week. In such an environment, trusted adults can consistently monitor the moods and behaviors of participants. Thus, afterschool programs that successfully and effectively integrate behavioral health services can reduce barriers and increase equity in access to high-quality behavioral healthcare. The author's organization, Boys & Girls Clubs of St. Joseph County (BGCSJC) in South Bend, Indiana, has successfully implemented an integrated behavioral health model into its out-of-school time (OST) programming. Other OST organizations may consider integrating components of behavioral health into their programming in order to address the unmet mental health needs of their young participants.

This study examines the association between the boarding protection/care service models offered by the General Directorate of Social Services and Child Protection Agency and the behavioral and emotional problems children and adolescents under protection or care. The relational scanning model guided the preparation of the study sample. The study's scope included an analysis of 296 children and adolescents aged 4 to 18 who needed protection or care. Various service models benefit the kids, including children's homes, orphanages, and nursery schools. Data collection tools included the Personal Information form, the Scale of Child Behavior Checklist for Ages 4-18, and the Scale of Child Behavior Checklist for Ages 6-18. The software program used Mann Whitney and Kruskall Wallis test procedures to examine the study data. It has been noted that the behavioral and emotional disorders of children and adolescents receiving protection or care exhibit notable variations in the number of children in the family (p<0.05), the reasons for placement under protection or care (p<0.05), the kind of service model received (p<0.05), and the length of time the current service model has been assisting (p<0.05). Furthermore, it is noted that the kind of service model used has correlations with age (p<0.05), gender (p<0.05), the reason (p<0.05) for being placed under protection or care, and the length of time (p<0.05) that the person has benefitted from the present service model. The results are evaluated in light of the relevant literature covered.

Adolescence is marked by significant emotional challenges, with mood disorders becoming increasingly prevalent, necessitating effective interventions. Dialectical Behavioral Therapy (DBT) skills have emerged as promising tools for addressing emotional dysregulation in adolescents. This systematic literature review aims to evaluate the effectiveness of DBT skills in managing emotional dysregulation and reducing mood disorder symptoms among adolescents. Through meticulous analysis of existing research, this review highlights the substantial impact of DBT interventions in decreasing the frequency and intensity of maladaptive behaviors associated with emotional dysregulation. Drawing from studies involving 908 adolescents aged 12 to 18, compelling evidence suggests notable improvements in mood and related symptoms following participation in DBT skills programs. These findings underscore the potential of DBT interventions as valuable resources in supporting adolescents through their emotional challenges. Furthermore, this review emphasizes the urgent need to integrate DBT approaches into mental health interventions tailored to the unique needs of this vulnerable population. Overall, this review contributes to the growing body of literature on adolescent mental health, providing insights into the efficacy of DBT skills in promoting emotional regulation and enhancing overall well-being during this critical developmental phase.

Adolescents who have been diagnosed with disabilities constitute a significant portion of the school population in the United States. For example, the National Survey of Children's Health identified one in four children ages 12 to 17 as having special healthcare needs in 2019 (Data Resource Center for Child and Adolescent Health, n.d.). In the school setting, adolescents with disabilities often have an individualized educational program (IEP). Mandated by the Individuals with Disabilities Educational Act (IDEA) of 2004, an IEP is an educational document that describes a child's disability, along with specific supports a child will receive in school to help achieve optimum educational and developmental success (Individuals with Disabilities Education Act, 2004). Adolescents with disabilities demonstrate a higher risk for emotional distress compared to age-matched peers (Barnes et al., 2010; Emerson et al., 2007; Gilmore et al., 2013; Stein et al., 2011; Rockett, 2021; Lal et al., 2022). A large body of research has investigated the role of protective factors in decreasing the level of emotional distress among adolescents (Bernat et al., 2006; Resnick et al., 1997). Many protective factors have been identified, including protective home environments, adequate sleep (So et al., 2021), strong parental or other adult relationships (Sieving et al., 2017), and involvement in organized activities, such as sports (Brosnahan et al., 2004; Johnson & Taliaferro, 2011; Boelens et al., 2021). Although a higher risk of co-occurring mental health conditions among adolescents with disabilities and a positive benefit of activity involvement are both well-recognized in the literature, few studies have evaluated the possible overlap between these two areas. The goal of the current study, therefore, is to examine the associations between having an IEP and emotional distress among adolescents and the potential protective association of organized activity involvement on emotional distress symptoms among adolescents with an IEP.

Perceptions of program safety for youth might include such features as physical safety, psychological safety, and social-relational safety. A holistic sense of safety, or one that inclusively encompasses and integrates features of, and relations with, the ecology in which youth develop, could be engendered through programmatic designs that attend to the dynamic relations among physical, psychological, and social-relational safety. Having a better understanding of the phenomenology of safety among program participants, and how such perceptions function in youth programs would enable positive youth development (PYD) program practitioners to better align their conceptions -- that is, their "objective" definitions -- of program safety with the phenomenological experiences of youth and, in so doing, better promote PYD and thriving outcomes. The present study was informed by preliminary quantitative findings emerging from the broader Compassion International (CI) Study of PYD (Lerner et al., 2019; Tirrell et al., 2021; Tirrell, Gansert, et al., 2019; Tirrell, Geldhof, et al., 2019). As described in this article, youth who engaged in CI-supported programs in El Salvador reported feeling safe at the CI programs, but also reported feeling generally unsafe, and worrying about their safety, in the broader contexts of their lives.

In this article, we draw on a narrative inquiry into the experiences of children, youth, and families waiting for mental health support during the COVID-19 pandemic in Western Canada. We foreground two youths' experiences (Gillian, who self-identifies as transgender, and Malek, who self-identifies as racialized) to highlight the complex barriers and supports each encountered while attempting to secure appropriate care as they navigated moments of crisis within their worlds of home, school, and communities. By inquiring into their mental health stories, we foreground the unique ways these youth enacted counterstories to disrupt hegemonic constructions of their identities, build agency, and support their wellbeing.

The present investigation examines the impact of Mobile-Assisted Language Learning (MALL) on the enhancement of EFL learners' idiom learning through "WhatsApp" during the COVID-19 pandemic. Three complete classes with 60 intermediate female learners (20 per class) were selected and randomly assigned into two experimental and one control group in "WhatsApp." Data collection tools included Preliminary English Test (PET) and a researcher-designed idiom test used as pre-and post-tests. In the intervention, the first treatment group included contextualized MALL. In other words, the teachers provided the students with idiomatic expressions in context. The second treatment group included decontextualized MALL, idiomatic expressions merely with their meanings were presented to the students through "WhatsApp." In the control group, the researchers taught the idioms through translation. This procedure lasted for 20 sessions. The findings of a paired-samples t-test and one-way ANOVA indicated that the contextualized MALL group surpassed the rest in both immediate and delayed post-tests. The implications regarding the efficacy of MALL and online teaching in developing EFL learners' idiom learning, and retention are discussed.

In recent years, discourses about youth have been mired in narratives of learning loss and mental health crises. These cultural stories often pathologize youth, offering little in the way of generative pathways for educator practice to aid young people as they navigate the very real challenges in contemporary society. The experiences and reflections shared by a young man, Alberto, about the work he did with his peers and teacher demonstrates the power of community engagement, collaborative art, and responsive teaching to reframe the "problems" of education, offering new pathways to "do wellbeing" in learning spaces.

Unlike communities of practice, previous studies on imagined communities of practice are scarce, yet enlightening. The present research was conducted in an English as a foreign language (EFL) context in order to provide more insight into how language learners perceive their imagined communities (ICs). It was based on Norton's (2000; 2001) conceptualization of ICs which connected the notions of imagination and imagined community to second language (L2) learning and classroom practice. To this end, 945 male and female EFL learners from different cities in Iran belonging to different age groups and language proficiency levels were recruited for this study. The instrument for data collection was a validated 57-item questionnaire. The findings of the study showed that the participants possessed a moderate level of investment in their ICs. Moreover, t-test results indicated that there was a significant difference between male and female learners in the extent of investment in their ICs. Furthermore, the significant differences in the extent of investment in ICs were shown between teenagers and adults and between learners in low proficiency (LP) and high proficiency (HP) groups. These findings contribute to more in-depth understanding of language learners' ICs in an EFL context. Pedagogical implications of the study are discussed and some suggestions are made for future research.

Sports participation in adolescents may increase social self-efficacy and decrease social anxiety with time. Understanding the correlation between social self-efficacy and social anxiety may be useful for developing effective interventions for adolescents with social anxiety. The aim of this study is to examine the relationship between social self-efficacy and social anxiety in athlete and non-athlete adolescents through some variables. A moderate negative correlation was determined between the participants' social self-efficacy and social anxiety levels. It was seen that social self-efficacy and social anxiety levels did not differ statistically according to gender variable. According to the age variable, it was determined that the social self-efficacy level of 16-year-old participants was higher than 15-year-old participants. According to the athletic variable of the study, it was determined that the social self-efficacy level of athlete participants was higher than non-athletes. In the study, it was determined that social anxiety levels did not differ statistically according to athletic status. As a result, it can be said that high social self-efficacy decreases the level of social anxiety in adolescents. Social self-efficacy and social anxiety levels of adolescents do not vary according to gender. While 16 years old participants had higher social self-efficacy than 15 years old participants, their social anxiety levels did not differ according to 15 and 16 years of age. Social self-efficacy of athlete adolescents is higher than nonathletes. In addition, it can be said that there is no statistically significant correlation between participation to sport and social anxiety in adolescents.

This integrative research review explores in what ways multimodal writing, a newer writing approach, can promote multilingual adolescents' writing growth. This research review finds that multimodal writing benefit multilingual learners in providing flexibility in meaning making process, expanding and deepening learners' understanding of writing in contemporary technology and multimodality rich society, supporting learners to establish their positive writers' identities, as well as helping teachers easily identify learner's needs and facilitate the process of scaffolding writing. Therefore, writing growth is multidimensional and iterative. The current review further discusses how prior researchers understand and interpret writing growth in the context of integrating multiliteracies and multimodalities in writing education, which challenges the narrow definition of writing as mainly grammar and vocabulary skills. By examining the potential of multimodal writing, the research review questions the monolingual and monomodal approach to writing instruction, and highlights a possible way to help multilingual learners who are often silenced in writing classrooms to gain agency, reclaim voices, and draw upon their rich semiotic resources for expression. This review ends with some future research directions, pointing out the necessity of building up teachers' knowledge and skills in implementing this type of writing activity to prepare learners in response to expanding territories of literacy and skills needed for success in the future.

Purpose: The paper shows the interpretive impact of different constructions of the point of view available to the reader/viewer in book and animated movie versions of a children's picture book, a novel for pre-adolescents/early teenagers, and a graphic novel for adolescents and adults. Design/Approach/Methods: Excerpts from book and animated movie versions of the same story are compared using multimodal analysis of interpersonal meaning to show how the reader/viewer is positioned in relation to the characters in each version, complemented by analyses of ideational meaning to show the effect of point of view on interpretive possibilities. Findings: Focusing mainly on multimodal construction of point of view, the analyses show how interpretive possibilities of ostensibly the same story are significantly reconfigured in animated adaptations compared with book versions even when the verbal narrative remains substantially unchanged. Originality/Value: The study shows that it is crucial to students' critical appreciation of, and their creative contribution to, their evolving digital literary culture that in this new era of educational technology, attention in literacy and literary education focuses on developing understandings of digital multimodal narrative art, and that animated movie adaptations are not presented pedagogically as isomorphic with, or simply adjunct to, corresponding book versions.

This essay summarizes the literature on the differences in perceptions between adolescent students and parents of parental involvement in education and discusses how such different perceptions are linked to students' academic achievement and other outcomes. We present psychological research on why students' perceptions of parental involvement are stronger predictors of academic outcomes than parents' perceptions. We then highlight empowering student voice as a strategy to improve parental involvement and school-family partnership practices, programs, and policies. Research on student-led parent-teacher conferences is discussed as a real-world example of students actively engaging in school-family interactions. We recommend evidence-based strategies that school leaders and teachers can use to support students in playing an active role in improving school-family partnerships. We conclude by describing gaps in existing research that will benefit from future research on the topic.

Regular physical activity and balanced nutrition are important in maintaining a healthy weight. Nonetheless, minority populations, like Hispanics, face challenges (e.g., language barriers and transportation unavailability) that limit their participation in intervention programs to receive benefits. Furthermore, dog companionship has been shown to relate to adolescents' behavioral and socio-emotional development positively, and it has been shown to have the potential to increase physical activity in adolescence. Therefore, this study aimed to examine the feasibility, i.e., program adaptation, limited efficacy, and acceptability, of the two exercise and nutrition education interventions to improve body composition, motivation, and well-being in overweight and obese Hispanic adolescents. This pilot study was a quasi-experimental trial with eight pediatrician-referred participants (M[subscript age] =11.75±1.48) assigned to two parallel arms: (1) BRAVO! and (2) BRAVO!+. Both share identical exercise (24 hours) and nutrition (12 hours) programs centered on the self-determination theory for 12 weeks. The results suggested, first, acceptable attendance (BRAVO! = 56.25%; BRAVO!+ = 64.58%) but poor retention (BRAVO! = 33.33%; BRAVO!+ = 63.63%). Second, the findings suggested promising limited efficacy in BRAVO!+ group, with small but statistically non-significant reductions in participants' BMI (M[subscript baseline] = 33.08±6.13; M[subscript post] = 32.23±6.88; t[3] = 1.633, p = 0.201) and weight (M[subscript baseline] = 78.13±16.22; M[subscript post] = 77.62±17.64; t[3] = 0.485, p = 0.661). In addition, the results suggested high satisfaction and acceptable suitability for both programs and providing important suggestions for the future. In conclusion, our pilot study findings only partially supported the feasibility of the pet-dog-enhanced lifestyle intervention. Although this study found evidence that pet-dog companionship can improve program satisfaction and acceptability of pediatric lifestyle interventions, including a pet-dog in the intervention may contribute to high dropout evidenced in this study.

Adolescents who break the law have experienced situations that increase the likelihood of becoming involved in criminal activities such as drug use, gang involvement, adverse economic conditions, among others. All this, added to their stage of human development, which is characterized by physical, cognitive, social and emotional changes, can lead them to have deficiencies in their cognitive processes and at the same time present educational difficulties. The purpose of this study is to evaluate different cognitive processes of these adolescents in comparison to a control group with similar characteristics but who have not committed any crime and whose education has not been interrupted. For this purpose, were included (n = 62) adolescent offenders and (n = 62) adolescent non-offenders of male sex and aged 14 to 18 years was taken. Basic sociodemographic data on their education and psychoactive substance use were collected, as well as cognitive data with tests such as Ineco Frontal Screening for executive functions, Montreal Cognitive Assessment for general functions, among others. The results showed significant differences in executive functions, attentional processes, memory and language. These difficulties can be key to school performance, therefore, educational interventions adapted to these adolescents are suggested.

Understanding the overlap of symptoms between oppositional defiant disorder (ODD) and obsessivecompulsive disorder (OCD) experienced by youth is pertinent for accurate diagnosis. A quantitative, retrospective, cross-sectional design format was used to assess the relationship between ODD and OCD in addition to evaluating the difference in ODD severity and symptoms based on OCD severity. Symptoms and severity ratings of ODD and OCD were collected from youth diagnosed with ODD (N = 179). Fisher's exact test and a Wilcoxon signed-rank test were performed. There were significant relationships between frustration related to obsessions and compulsions and the ODD symptoms of annoyance and anger. Results suggested that OCD severity predicted an increase in scores for ODD severity and symptoms.

The present study aimed to investigate the relationship between childhood traumas experienced by adolescents and their future expectations. The sample comprised 408 high school students, with 212 girls and 196 boys. The researchers employed the Childhood Trauma Questionnaire Short Form (CTQ-SF) to assess participants' childhood trauma, the Future Expectations Scale for Adolescents (FESA) to measure their future expectations, and a researcher-developed Personal Information Form to collect demographic data. The study findings revealed a significant negative correlation between adolescents' childhood trauma experiences and their future expectations. Regression results show that physical neglect and emotional abuse account for 18% of the variance in future expectations. Considering the results, recommendations were made to researchers and practitioners.

The following survey study uses a quantitative research design to investigate motivational and affective aspects of students (aged 14-17) in a mathematical workshop on graph theory. Motivational and affective aspects are related to heart rate measurement (using the digital medium of a pulse watch) in mathematical knowledge development processes in an empirical-oriented mathematics class. Interestingly, a link between constructs on motivational and affective aspects and a heart rate measurement is describable. This gives further impulses for investigation and could be used in the future to determine the teaching phases or tasks in which students are particularly motivated.

The sudden and unexpected war in Ukraine led to a large flow of citizens displaced abroad. Almost half of them are preschool- and school-age children. The peculiarities of their adaptation to the educational environment of another country necessitates the study of the main aspects of adaptation in these conditions. The aim is to identify the psychological and pedagogical aspects of adaptation to the educational environment of another country of school-age refugee children. The research included the use of surveys, questionnaires (Strengths and Difficulties Questionnaire, SDQ), analysis of official information sources. The research found that the studied 203 children relocated to other countries have high rates of adaptation to the educational environment. Their performance indicators improved, high satisfaction with school, teachers, and relationships with classmates was revealed. The SDQ found a low overall level of adjustment difficulties (M=16.3, SD=1.9). The study showed that, in general, displaced Ukrainian children have high rates of adaptation to the educational space of other countries. They are emotionally stable, sociable, moderately hyperactive, have no behavioural disorders, and have high prosocial behaviour. The obtained results can contribute to the development of a programme to support Ukrainian children of immigrants to the educational environment of other countries, which will contribute to their psychological and pedagogical adaptation to it.

The objective of this study is to determine whether the parent-child relationship exerts a mediating effect on the influencing relationship of the self-concept of children and adolescents with career maturity. To this end, we processed data from 5621 students who participated in the first through fifth rounds of the survey in the 2013 Korea Education Longitudinal Study. We performed a paired sample t-test to verify differences between the groups of children and adolescents. To verify the mediating effect of the parent-child relationship on the influencing relationship of self-concept among children and adolescents with career maturity. The results showed that there was a difference depending on gender and city size in terms of self-concept, career maturity, and relationship. This study also revealed a significant discrepancy in the self-concept and parent-child relationship based on the developmental stages. In addition, the study also verified the mediating effect of the parent-child relationship in the relationship between the self-concept of children and adolescents and their career maturity. Based on these findings, it is necessary to implement a systematic education program for parents because the parent-child relationship is highly important in improving students' career maturity.

This study was designed considering the necessity of a questionnaire (validated on Romanian population and built after consulting the available papers on the subject) for evaluating the resilience of adolescents. It was focused on further developing the ARES ("Adolescents' Resilience Evaluation Scale", built in 2018 as a pilot-study, with 62 subjects). This new form (ARES-i25) includes new theoretical aspects, new items and it was completed by 423 subjects. Using factorial exploratory analysis, five factors (which explained 72,1% of the variance of resilience) were identified: tenacity and self-efficiency; self-confidence; learn from life experiences; rapid recovery after trauma; social and familial resources. The reliability was proven by its internal consistency ([alpha]= 0.83 on a general level, and subscales 0.71<[alpha]> 0.89), while its concurrent validity was proven by 0.05 0.75 (comparing the results to those of BRS - Smith et al., 2008) thus proving the adequate psychometric qualities of the new form of ARES-i25. Future studies will focus on extending the sample and on applying ARES-i25 in other countries and creating programs for developing resilience.

As a formative assessment procedure, self-assessment aims to converge learners' and teachers' views in assessment. Hence, reducing the perceptual mismatches between the learners' and the teachers' assessments would positively affect the learning process. For this aim, the present study investigated to what extent the learners' assessment of their writing before and after being provided with a list of rating criteria, agrees with that of their teachers. Therefore, a body of six EFL writing teachers and 27 EFL learners participated in this study. The learners were asked to rate their writing before and after receiving the rating criteria developed by the researchers. The teachers also rated the students' writings following the same criteria. The obtained results showed a significant difference between the students' scores on the first and second assessment occasions. The teachers' and the students' assessments on the second time also were found to significantly correlate. Moreover, the analysis of the students' comments showed that while they rated their writing on some limited aspects of writing in the first rating occasion, they assessed their essays using more components in the second assessment phase. Overall, the findings revealed that providing the learners with rating criteria would not only reduce the perceptual mismatches between the students' and the teachers' assessment but promote a more democratic classroom assessment. The findings of the study reduce the complexity of self-assessment practice by narrowing the perceptual gap between the students and the teachers.

This study aimed to investigate the relationship between Iranian EFL learners' interpersonal and intrapersonal intelligence and their speaking ability. To achieve this aim, 30 Iranian EFL learners whose level of proficiency was intermediate participated in this study. The participants' general English knowledge was measured via Oxford Quick Placement Test (OQPT). The placement test revealed that all participants were intermediate learners and homogenous. The other instruments of the study were the Multiple Intelligences Inventory and the speaking test. After evaluating the participants' general English knowledge, the speaking test was given to them. After collecting the speaking tests' results, the questionnaire was distributed among the participants, and they were requested to answer all the items in it carefully and honestly. The Pearson correlation coefficient test was used to show the relationship between the participants' interpersonal and intrapersonal intelligence and speaking skill. The findings revealed positive and significant relationships between the participants' interpersonal and intrapersonal intelligence and their speaking. The findings of the study would be useful for teaching and learning speaking skill and researchers in the fields of TEFL and sociolinguistics.

Sense of coherence (SOC) is a relevant contributor and predictor of the individuals' mental and physical health. There are a number of studies about SOC, but only two validation articles of the sense of coherence scale (SOCS) were found on adolescents and none on children. The aim of this research was to validate the SOC scale in youth under 18. We hypothesized that younger children and children without psychiatric problems will have higher SOC than older ones, and children with psychiatric symptoms. We also wanted to examine the factor structure of both the 13 and the 29 item versions of the scale to study which is more valid in child and adolescent population. 199 children and 198 adolescents were included in the study; the mean age was 14.3 (SD 2.1) years. The sample included average youth from schools and youth under psychiatric treatment. Strength and Difficulties Questionnaire (SDQ) and Inventory of Life Quality (ILK) were used for validation of the SOCS. SOCS-13 was applied to compare SOC of children and adolescents. Children had higher SOC than adolescents in both samples. Males had higher SOC than females in children but not in adolescents. Psychiatric and behavioral symptoms were associated with a lower SOC regardless