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Background: The global public health issue of diminishing physical fitness among adolescents has gained increasing attention. The impact of parents' negative emotions or pressure regarding adolescents' educational aspirations may have a passive impact on the quality of life and adaptation of adolescents in and out of school, and ultimately harm their physical health. This study aims to explore whether parent-child discrepancies in educational aspirations influence physical fitness in adolescents through school adaptation and quality of life. Methods: Participants consisted of 9,768 students, males 4,753(48.7%), females 5,015(51.3%), aged 11–19 years, males 14.3 ± 1.92, females 14.4 ± 1.93. The educational aspirations were gauged using a six-point scale for expectation scores. Physical fitness assessments were based on criteria from the National Student Physical Fitness and Health Survey. School adaptation was evaluated using the School Social Behaviors Scale-2. Quality of life for adolescents was measured using Chinese version of the Quality of Life Scale for Children and Adolescents. To analyze the multiple mediating effects, structural equation models were used, and 95% confidence intervals were determined through bootstrap methods. Results: The results illustrated that school adaptation and quality of life played a significant mediating role in the effect of parent-child discrepancies in educational aspirations and physical fitness. There were three intermediary paths were confirmed: (1) discrepancies in educational aspirations → school adaptation → physical fitness (β=-0.088 SE = 0.021; p<0.01; 95% CI: -0.135, -0.05); (2) discrepancies in educational aspirations → quality of life → physical fitness (β=-0.025; SE = 0.011; p = 0.010; 95% CI: -0.050, -0.006); (3) discrepancies in educational aspirations → school adaptation→ quality of life → physical fitness (β=-0.032; SE = 0.014; p = 0.011; 95% CI: -0.061, -0.007). Conclusion: This study suggests that parents should reduce negative emotions and pressure regarding adolescents' academic aspirations may help their children get better physical fitness. [ABSTRACT FROM AUTHOR]

The impact of poverty on educational expectations has been well documented, but few have considered the longitudinal impact of being near poor. This study contributes to that literature by employing a national sample of Latinx high school students – separately for male and female students – to better understand the impact of near poverty, demographic variables, and academic capital on educational aspirations. Because near-poor families have household incomes above the federal poverty-line, they are often unable to access welfare state programs (i.e. housing, food, and health) since these households are not technically classified as poor. Our findings highlight that near poverty status has a significant and robust negative impact on the educational attainment expectations of Latinx high school students while also pointing to the role of America’s durable racialized structures in undermining the capacity of too many Latinx students’ access to quality education. [ABSTRACT FROM AUTHOR]

Undoubtedly, artificial intelligence (AI) tools are becoming increasingly common in people's lives. The educational field is one of the most reflective on the importance of its adoption. Universities have made great efforts to integrate these new technologies into their classrooms, considering that every future professional will need AI skills and competencies. This article examines the importance of student perception and acceptance in adopting AI tools in higher education effectively. It highlights how students' positive perceptions can significantly influence their motivation and commitment to learning. This research emphasizes that to integrate AI into university curricula successfully, it is essential to include its technologies in all areas of study and foster positivity among students regarding their use and training. This study's methodology applied the validated instrument "Perception of Adoption and Training in the Use of Artificial Intelligence Tools in the Profession" to a sample of Mexican students. This exploratory analysis highlights the need for educational institutions to understand and address student perceptions of AI to design educational strategies that incorporate technological advances, are pedagogically relevant, and align with the students' aspirations and needs. [ABSTRACT FROM AUTHOR]

Immigrant-origin students often hold higher educational aspirations than native-origin peers, accounting for socioeconomic status and school grades. The consequences of this ‘Immigrant Aspiration Paradox’ (IAP) on their socioeconomic attainment are debated. Although individuals’ occupational aspirations and how they compare with their educational aspirations (i.e. their alignment) also affect status attainment, they are understudied in the IAP literature. We contribute to the debate on the benefits of the IAP by investigating immigrant-native gaps in the level, (mis)alignment, and (un)certainty of teenage occupational and educational aspirations and their consequences on educational attainment in Germany. First, we describe immigrant-native gaps in teenage aspirations. Then, we investigate whether these differences mediate immigrant-native gaps in upper secondary attainment and tertiary enrollment. In line with the immigrant optimism theory, Asian-origin and Turkish-origin students are more likely to hold aligned high aspirations. On average, immigrant-origin students are less likely to have aligned low aspirations compared to native-origin students, and equally likely to hold misaligned or uncertain aspirations. We find that students from most immigrant-origin groups have a higher upper secondary attainment and tertiary enrollment than native-origin students, net of controls. Large portions of these advantages are mediated by the aspirations of immigrant-origin students, which we interpret as evidence of the benefits of the IAP. [ABSTRACT FROM AUTHOR]

The study aimed to describe and analyze the influences to the students’ choice of a track and strand in senior high school among grade 10 students of Cristo Rey High School. Employing the descriptive-correlational method of research, 253 respondents were chosen using random sampling technique from different year levels were surveyed using the questionnaire method. Frequency and mean computation were utilized in describing the influences under childhood aspirations, family/relative influences, peer/friends influences, values, perceive in-demand jobs, socioeconomic status, and school guidance counselor. Whereas, Pearson-Product-Moment Correlation Coefficient was the statistical treatment used to relate the influences with the respondents’ age, gender, scholastic aptitude, family monthly income, and parental educational attainment. The research study revealed that among the identified influences, the most influenced was values. Moreover, in-demand jobs were also found to have a significant relationship with the influences of the respondents in choosing a track and strand in senior high school. At the end of the study, an analysis was proposed and the implication of this study to educational management was set out. Since the findings surfaced matters about the influences that students faced with, the study recommended that family and school should work hand in hand to shaped the future of our students by motivating them in choosing the right track and strand for their senior high school. [ABSTRACT FROM AUTHOR]

Popular discourses of computing and computer science can often frame the sector and the people within it as highly intelligent yet socially challenged, contributing to stereotypes that can potentially exclude those perceived to lack these skills or characteristics. For young people, such stereotypes can influence their educational and career aspirations, especially if there are discrepancies between their own identity and perceptions of what is desirable for computer science students. Drawing on open-ended questionnaire data from 3235 young people in England (aged 11–16), we collected 9442 keywords that students used to describe their “ideal student” in computer science education. An understanding of these perceptions allows us to recognise the prevailing stereotypes that may be shaping young people’s views and aspirations. In this paper, we employ an innovative large-scale descriptive analysis of the most common words that students use to describe the ideal computer science student, including its differences, if any, by students’ demographic background (e.g. gender, ethnicity, free school meal) and responses to the questionnaire (e.g. aspirations to be a computer scientist). We tentatively identified eight clusters of popular ideal student characteristics, namely being Smart & Clever; Knowledgeable & Interested; Determined & Hardworking; Kind & Helpful; Creative; Independent; Confident; and Collaborative. By examining how students imagine the ideal student in computer science, we gain better understanding of their educational aspirations and choice of study and provide educators with valuable insights to potentially challenge and reshape these perceptions. These insights can inform educational interventions to foster a more inclusive computing education. [ABSTRACT FROM AUTHOR]

We examine how governance actors in first-asylum countries affect refugees' relocation preferences. We argue that external humanitarian actors and host country actors can have different effects on refugees' aspiration and perceived ability to relocate away from the first-asylum country. Using an original survey of Syrian refugees in Lebanon, we find that when refugees believe external actors are effective at dealing with refugee issues, they are significantly less likely to aspire to migrate but significantly more likely to feel able to do so. When refugees believe the host government is effective at providing security, they are significantly more likely to aspire to relocate but significantly less likely to feel able to do so. In other words, the effectiveness of host actors is associated with ‘involuntary immobility’. To probe this finding further, we rely on a modified conjoint experiment. In line with our observational findings, we find that refugees who believe host actors are effective are more likely to choose relocation over staying when presented with a legal opportunity, indicating involuntary immobility. Refugees who believe external actors are effective are no more likely than others to choose relocation when presented with a legal resettlement opportunity. [ABSTRACT FROM AUTHOR]

Driven by macro‐level investment and strategic competition, engagement between China and African countries has expanded significantly in recent years, giving rise to increased migration flows between the two regions. Wary of Beijing's growing influence on the continent, Western scholarship and media often portray China as extractive and neo‐colonialist, whereas Africa and Africans are depicted as passive and lacking agency. This study examines an important yet understudied group operating at the crux of contemporary Sino–African relations that challenges these assumptions: young, African student‐entrepreneurs studying and working in China. Drawing on data from 10 months of ethnographic fieldwork and interviews with African student‐traders, as well as Chinese university administrators, students, and officials, this study finds that African student‐traders have developed a set of strategies that allow them to navigate, exploit and reconfigure Chinese structures as they pursue their entrepreneurial aspirations, suggesting that the Sino–African relationship is far from one‐sided. [ABSTRACT FROM AUTHOR]

"Making Connections: A selection of writings 1983 - 2009" is a book review published in the Australian Journal of Adult Learning. The book, written by Delia Bradshaw, showcases her evolution of thinking and writing about the transformative potential of adult education. It includes keynote speeches, articles, reflections, lesson plans, and workshop activities. The book is divided into five main sections, each highlighting different aspects of Bradshaw's work and perspectives on adult education. It offers insights into her personal and professional experiences, values, and aspirations as an educator. The review praises the book for its engaging and inspiring content, making it a must-read for anyone interested in adult education. [Extracted from the article]

Copyright of Pasado y Memoria. Revista de Historia Contemporánea is the property of Pasado y Memoria and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The Russia-Ukraine conflict has significantly impacted the outbound student mobility of Russian students. This paper highlights and explains the positive role virtual student mobility can play in shaping and sustaining the international education aspirations of Russian students amidst the entangled geopolitical and financial crises. Drawing upon the Aspirations-Capabilities framework of migration, the notion of mobility capital, and different states of (im)mobility, the study analyses 16 semi-structured, in-depth interviews conducted with Russian students who participated in various forms of virtual mobility in 2020-2023. The findings reveal that virtual mobility can bolster Russian students' capacity to aspire to international studies despite the mobility-suppressing climate by acting as a 'rite of passage' en route to international education, increasing language confidence, and challenging media portrayals of hostility towards Russian students. The richness of the virtual mobility experience in terms of communication with foreign teachers and students plays a key role in activating this affordance. [ABSTRACT FROM AUTHOR]

This paper reports the findings of a narrative study exploring the journeys of nine care leavers into university, answering the research question: How do care leavers explain their journeys into university? Care leavers are one of the least represented groups in the university setting. Therefore, examining the journeys of those who do enter the university field is important for understanding how to help raise aspirations and support other care leavers to follow. Recruitment to the study took place across all five universities in the Northeast of England, with nine students from three of these institutions taking part. Individual face to face and telephone interviews were conducted to capture the narratives and these were examined through a Bourdieusian lens, drawing on Bourdieu's theory of practice, using an experience centred thematic approach. The findings underline the dominant view that university education is culturally desirable and valuable, but also serve to highlight the diversity and complexity of the aspirations and experiences of care leavers' journeys into university. This research study contributes to the developing evidence base concerned with the educational experiences and trajectories of care leavers, highlighting the need for further research and review of both policy and practice in this area. [ABSTRACT FROM AUTHOR]

Music performance anxiety (MPA) is recognized as a distinct emotional behavior rather than merely a motor control disorder and is influenced by specific conditioning experiences. This study investigates the interrelationships between MPA, self-efficacy, and future career expectations among music students within the Chinese context. The participants of this study were 340 high school students majoring in music education and performance, drawn from three music schools in China. Data were collected using several questionnaires: the MPA Inventory for Adolescents (MPAI-A), the Self-Efficacy Formative Questionnaire, and the Career Futures Inventory (CFI). The findings indicate that MPA is negatively associated with self-efficacy and future career expectations. Additionally, self-efficacy acts as a partial moderator between MPA and career expectations, suggesting that enhancing the self-efficacy of music students can boost their future career aspirations and mitigate the adverse effects of MPA. This research explores the complex relationships among MPA, self-efficacy, and future career expectations, emphasizing the importance of curriculum and pedagogical strategies in music schools. Music students with high levels of self-efficacy may exhibit more confidence and stable performances before audiences. According to the panel regression analysis, self-efficacy significantly positively influences career expectations. An appropriate educational environment and supportive pedagogical approaches to MPA can foster the early career development of musicians. [ABSTRACT FROM AUTHOR]

With the rising aging population, there is a pressing need for effective public policies and academic initiatives tailored to older adults, educational aspirations, and needs. This article provides a comprehensive analysis of the intersection between older adults and university education on a global scale, highlighting the critical role of education in enhancing the quality of life for this demographic. Through a Scoping Review, this study examines the existing body of research to understand the dynamics of older adults, engagement with higher education, identifying existing gaps, and paving the way for future inquiry. The findings reveal significant benefits of higher education for older adults, including improved mental health, enhanced cognitive function, and encouragement of active aging, signaling an increasing scholarly interest in this domain. The paper emphasizes the unique challenges older adults face, such as health decline and social isolation, advocating for developing policies and academic programs that promote their active participation in higher education. Such interventions are essential for boosting older adults; self-esteem, facilitating social integration, and ultimately, elevating their overall quality of life. This study underscores the necessity of a novel approach to the integrated analysis of inclusive education, having aimed to inform and inspire the development of public policies and academic extension projects that support lifelong learning among older adults. [ABSTRACT FROM AUTHOR]

Definition: Personal development refers to the process of increasing one's self-awareness, associated increases of self-esteem, increasing skills, and fulfilling one's aspirations. The current paper reflects on these elements within the doctoral journey, for PhD students within the UK Higher Education system. The paper makes particular reference to frameworks to encourage and capture personal development needs and supervision or coaching styles that may be used to encourage a continual reflection of personal development throughout the doctorate. [ABSTRACT FROM AUTHOR]

In recent decades, it has become the case that leaving school early may no longer be the conclusion of one's educational experiences, with more alternative educational spaces for disenfranchised learners becoming accessible. This qualitative study examines the experiences of 14 young adults in Ireland who, having left their mainstream school prior to receiving a higher secondary qualification, returned to education through an alternative facility called Youthreach. Findings indicated that participants made a distinction between a general appreciation for education, reflective of their aspirational identities, and their feelings towards the specific educational environments they have encountered. A meaningful engagement occurred when their educational aspirations appeared obtainable within the context of a particular setting. Consequently, participants did not reflect on their initial decision to leave as a mistake, as they found that their unsupportive environments provided them with little space to succeed. As a result, participants presented their decision to leave as a sensible response in accordance with what they deemed to be the right course of action for their own development. [ABSTRACT FROM AUTHOR]

Putting anthropologists of design in conversation with Black studies, this article demonstrates how a group of repentant education entrepreneurs in post‐Katrina New Orleans mobilized racialized affective and narrative surplus within an information economy based on design rituals and protocols. I examine how this splinter group of education reformers established design communities through ritualized "pitches" and show how the egalitarian aspirations of designers rely on forms of empathetic erasure rooted in narratives of spectacular violence and universalist assumptions about the motivations, behaviors, and capacities of so‐called users and so‐called designers. While it is easy to laud the "empathy principles" of design thinking for taking seriously the agency and intellectual capacity of its racialized "users," this article shares anti‐Blackness theorists' skepticism of liberal humanization projects and is concerned with the burdens that the relationship between designers and users entails. What is the human at the center of design? Humanity here is not a shared essence, nor an egalitarian relation, but in this instance marks a process through which surplus affect and the spectacle of Blackness is instrumentalized and transmuted into racial capital. [ABSTRACT FROM AUTHOR]

Identifying a future occupation is an important achievement during adolescence, a process particularly complex for Peruvian adolescents. Perú is a postcolonial country with many forms of inequality, and one of them is the opportunity gap to attend a college. However, most adolescents aspire to go to university as a way out of poverty, and, since Perú is a collectivist society, this is a family task: it is adolescents' responsibility to go to college in order to give a better life to their families. Theories developed for WEIRD societies (Western, Educated, Industrialized, Rich and Democratic) do not provide an accurate explanation of Peruvian adolescents' occupational projects because they envision a person with autonomy and resources to choose a career. Thus, our goal is to analyze adolescents' occupational plans considering the role adolescent–caregivers relationships play in this configuration. This study is part of the project "Being an adolescent in Perú" (PUCP‐UNICEF) which characterized Peruvian adolescence by studying 14 variables through a qualitative study with 66 participants. In depth interviews were conducted and the data was analyzed using thematic analysis. Results of the thematic analysis are organized in three topics that explain the relationship between occupational plans and adolescent–caregiver relationship (1) adolescents have occupational aspirations rather than achievable projects that are that are built alone, without adult support; (2) attending college as an occupational aspiration belongs to the family, not to the individual operating also a kind of "debt" to pay to their caregivers for being financially supported to be able to study in high school; and (3) caregivers do not have the possibility or resources of being able to accompany their adolescent's occupational plans. We conclude that Peruvian adolescents think about their future within the framework of their family's needs, rather than linked to personal and occupational goals, impeding adolescents from exploring and selecting a realistic occupational goal consistent with their interests. The results allow us to discuss the relevance of studying adolescent development taking into account the particularities of the adolescents' cultural and socioeconomic contexts as well as the core role that relationship with caregivers plays in this process in Perú. [ABSTRACT FROM AUTHOR]

The present qualitative study examined how a group of Peruvian adolescents (N = 32) from different cultural contexts conceive their well‐being. The goal was to identify the domains that structure their conception of well‐being and how they evaluate it based on their elaboration. For this objective, 32 in‐depth interviews were carried out with adolescents from different cultural contexts in Perú. Elements such as region, academic performance, and gender were considered to identify specificities during the analysis. Interviews were analyzed using a thematic analysis strategy. As a result, six domains of adolescent well‐being emerged where well‐being is associated with socioeconomic factors, family and peer relationships, future aspirations, social skills and self‐esteem, academic performance, and health care. Participants' evaluations of well‐being were mainly grounded in the socioeconomic, family, and educational domains. Findings highlight the need to further develop psychology research on adolescence in non‐WEIRD societies. [ABSTRACT FROM AUTHOR]

Through an immersive qualitative exploration, we delve into the narratives of East Jerusalem's Palestinian students as they navigate the complexities of an Israeli teacher training college. Workshops and artistic expression unearth their aspirations, challenges, and coping strategies within a labyrinthine educational landscape. Our findings illuminate their indomitable spirit and unwavering pursuit of dreams despite isolation, discrimination, and the ever-present Israeli–Palestinian conflict. This study contributes to understanding minority students' experiences in higher education, particularly those in conflict-ridden regions. Drawing upon Resilience Theory, Social Identity Theory, Critical Race Theory, and Cross-Cultural Psychology, we weave a multi-dimensional framework elucidating factors shaping academic achievements, identity formation, and psychological well-being. The fruits of this research empower educators and policymakers to nurture resilience and inclusivity among diverse student populations navigating tempestuous waters. Amplifying Palestinian students' voices, our work stands as a clarion call for equity and social justice in education, even amidst adversity. We underscore the paramount importance of tailored support systems and interventions, illuminating education's transformative potential as a catalyst for positive change within communities gripped by conflict. [ABSTRACT FROM AUTHOR]

Previous studies have found that adolescents and their parents may hold discrepant views about educational aspirations. However, little is known about how these discrepancies affect adolescents' internalizing problems and the moderating effect of SES on the relation between (in)congruence of parent–child educational aspirations and adolescents' internalizing problems. Therefore, this study explored the relation between (in)congruence of parent–child educational aspirations and adolescents' internalizing problems, and further tested the moderating role of SES. Based on two-wave survey data collected from a nationally representative sample of 8194 parent–child dyads in China (51.3 % boys, mean age = 13.58 years), multilevel polynomial regression and response surface analysis were performed to investigate the hypotheses. The results found that (1) internalizing problems were minimal when the two educational aspiration variables were congruent, (2) internalizing problems were the highest when the discrepancy between child educational and parental educational aspirations was largest, and (3) SES moderated the relation between (in)congruence in educational aspirations and adolescents' internalizing problems. The study's results not only comprehensively and intuitively reveal the influence of parents' and children's educational aspirations on adolescents' internalizing problems, but also provide targeted guidance and suggestions regarding parenting practices for families from diverse SES backgrounds. • Adolescents with congruence of educational aspirations with their parents have the lowest level of internalizing problems. • Adolescents' internalizing problems will increase as the discrepancies in educational aspirations increase. • Adolescents' SES moderates the (in)congruent effects educational aspirations on adolescents' internalizing problems. [ABSTRACT FROM AUTHOR]

Our study is among the first to provide a comprehensive review of cross-national patterns of gender differences in various STEM-related constructs—achievement, beliefs, attitudes, aspirations, and participation, concerning country-level gender equality. We complement our review with empirical analyses utilizing rigorous methodologies and richer datasets from individual and country levels. Specifically, we examine gender differences in relative strength measures (e.g., strength in science relative to math and reading) and STEM aspirations and graduation, using PISA 2015 and PISA 2018 data from 78 countries/regions (N = 941,475). Our analysis corroborates our literature review, indicating that support for both the gender stratification hypothesis and the gender equality paradox (i.e., whether gender gaps favoring male students are smaller or larger in more gender-equal countries) is generally inconsistent and weak. Various factors contribute to this inconsistency, including specific outlier countries, different years of data collection, diverse data sources, a range of composite and domain-specific measures of gender equality, and statistical models. Our study also introduces a robust statistical model to compare performances in three subjects and evaluate the predictive power of relative strength measures for STEM aspirations at the student level. Our analyses reveal that general academic achievement and math achievement relative to reading are key predictors of STEM aspirations, compared with science achievement relative to math and reading. By juxtaposing both levels of analysis, our findings offer a more nuanced understanding of gender differences in decision-making processes that lead to careers in STEM-related fields. [ABSTRACT FROM AUTHOR]

In 2018, the Ministry of Education proposed the integration of ideological and political education into majors and courses at the undergraduate level. Major universities are constantly exploring relevant practices. In early 2021, Jiangxi Province proposed the second round of evaluation for undergraduate majors, which also put forward relevant requirements for ideological and political education in its evaluation indicators. Based on the OBE concept, this article analyzes the characteristics of the engineering management major and the current situation of ideological and political education in the curriculum. Based on the requirements of professional evaluation, specific requirements and practices for ideological and political education in the engineering management major of Nanchang Business School, Jiangxi Agricultural University are proposed to meet the requirements of ideological and political education by the Ministry of Education, achieve student-centered educational goals, and thus achieve the goal of integrating ideological and political education into the engineering management major. [ABSTRACT FROM AUTHOR]

This research examines the interplay between students' international mindset, the degree of college internationalization, market orientation, and learning engagement within higher education. Addressing a notable gap in existing literature, this study delves into how these elements collectively impact student success in an increasingly globalized context. Data were gathered from six universities, encompassing a sample of 1,633 participants. Findings revealed a positive correlation between market orientation and learning engagement, as well as between international mindset and learning engagement, though the latter was less pronounced. Interestingly, while internationalization did not show a significant direct correlation with learning engagement, it exhibited a robust relationship with market orientation. Moreover, the disparity in perceptions of international mindset and actual college internationalization did not significantly influence learning engagement but had a negative association with market orientation. These insights are pivotal for universities aiming to adeptly prepare students for the global landscape. By understanding the nuanced relationships among these factors, educational institutions can devise strategies that resonate with student aspirations and needs, thereby enhancing engagement, satisfaction, and academic achievement. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic has had a profound impact on small businesses, significantly influencing entrepreneurial aspirations and presenting numerous challenges. This calls for additional research into perceptions, intentions, and the challenges faced in this context. This study aims to explore the comprehension of key entrepreneurial concepts among business students in the post-pandemic era. The paper presents an empirical study which employs qualitative in-depth interviews with 34 undergraduate business students from one public university in the Midwest of the United States. The findings reveal a complex view of entrepreneurship that extends beyond traditional business creation, encompassing elements of social innovation and personal fulfillment. Students displayed a generally positive attitude towards entrepreneurship, influenced strongly by their involvement in practical entrepreneurship-related activities and their familial backgrounds. However, they also identified significant barriers, including financial constraints, fear of failure, and a lack of practical experience, which hinder their intentions to pursue entrepreneurial ventures. The study underscores the importance of entrepreneurship education programs incorporating more comprehensive practical experiences, enhancing financial literacy, and providing psychological support to overcome these challenges. These insights contribute to the ongoing discussion on how to effectively support and prepare aspiring entrepreneurs in a changing educational landscape. [ABSTRACT FROM AUTHOR]

This article discusses a study that examines how the COVID-19 pandemic has affected the job aspirations and expectations of young women in India, specifically in the state of Haryana. The study focuses on the importance of financial remuneration and explores the impact of the pandemic on the willingness of women to migrate for work. The findings suggest that the pandemic has led to a decrease in wage aspirations and a reduced willingness to migrate for work among rural women. The study highlights the potential negative consequences for women's agency and future participation in the labor force. However, it is important to note that the findings are based on a specific group of female vocational trainees and may not be representative of all Indian women. [Extracted from the article]

This article focuses on international students from West Africa and their migration trajectories. Based on in‐depth interviews, we investigate the migration drivers and students' motivations to become international students. Building on the analytical framework of multinational stepwise migration, we also explore their aspirations, obstacles and coping strategies at different stages of their migratory paths. This study maintains that this form of international mobility is not solely driven by academic aspirations. We find that international student migration is an increasingly important part of larger mobility projects for West African students. The paper also relates to facilitators of migration, constrained opportunities in the home countries and restrictive mobility regimes that, in conjunction, have impacted the stepwise migration toward the Global North. To fulfil their broader mobility projects, African students often have to engage in complex stepwise migrations and face various struggles and drawbacks. This study has demonstrated that African students from middle‐class backgrounds are not exempt from these struggles. [ABSTRACT FROM AUTHOR]

The sexual economy prevalent within universities, as well as how young people perceive, interpret, and experience their sexuality, present complex dynamics, which, if not handled with great emotional intelligence, may disrupt their educational aspirations. This paper investigates the psycho-social implications of "semester marriages" within institutions of higher learning. Guided by principles of the qualitative approach and the theory of planned action, the paper disinterred that students experienced intense regret and guilt as a result of backstreet abortions. Soul-tie complications emanating from sharing the "wife-husband" bond also made it difficult for some students to move on after a breakup, leading to disruptions in their educational focus. In extreme cases, such an inability to deal with the adverse effects of "semester marriages" culminated in crimes of passion. The paper desists from pathologizing the "semester marriages" phenomenon and advocates for the strengthening of psycho-social support modalities within university settings to increase the accessibility and visibility of therapeutic services through a school social work model. Furthermore, universities, in partnership with other relevant stakeholders, are urged to prioritize sexual and reproductive education and services among the youth as provided for in the Constitution of Zimbabwe of 2013 to impart life skills that can equip students to make informed sexual and reproductive decisions. [ABSTRACT FROM AUTHOR]

The well-being of the Chinese high school students linked to the National Higher Education Entrance Examination, known as gaokao, has been a spotlight education issue in China. This study employed self-determination theory and Bourdieu's sociocultural theory to examine the relationship between life satisfaction, educational hope, and parental support among Chinese high school students. A number of 3,810 high school students from eight schools in Jiangsu, China, completed a validated context-relevant questionnaire. Structural equation model analysis suggested that parental support significantly impacted students' life satisfaction and educational hope. Findings showed that parental intangible support in terms of providing information, advice, encouragement, praise, and care has a direct and significant impact on the life satisfaction of Chinese youth. The extent to which students attach importance to and put effort into achieving their educational aspirations, known as goal commitment, mediated the relationship between parental support and life satisfaction. Moreover, Chinese high school students' educational hope is shaped by their family. Parental support moderates goal commitment, which varies based on parental education background. In short, parents play a critical role in the growth and development of Chinese high school students. [ABSTRACT FROM AUTHOR]

Research learning engagement is the basic element of master's students' innovation output, and the supervisor is the first responsible body for master's students' cultivation. Exploring the influence of the supervisor–postgraduate relationship on master's students' research learning engagement, with a focus on the mediating role of academic aspiration, is of great significance for the improvement of master's students' cultivation quality. We surveyed 569 master's students at a university in Wuhan, China, using 3 measurement tools: the Supervisor–Postgraduate Relationship Scale, the Research Learning Engagement Scale, and the Academic Aspirations Scale. The results showed that: (1) The supervisor–postgraduate relationship positively and significantly predicted master's students' research learning engagement, and academic aspiration played a fully mediating role in the process. (2) There were differences in the effects of the three dimensions of the supervisor–postgraduate relationship on master's students' research learning engagement, with research collaboration having the greatest total effect on the impact of master's students' research learning engagement. This study emphasizes the importance of the supervisor–postgraduate relationship and academic aspirations and provides some implications for improving the research learning engagement of master's students. [ABSTRACT FROM AUTHOR]

This study draws upon faculty interviews conducted in 2019 and 2021 to document dramatic shifts in primary source instruction of undergraduate students during the COVID-19 pandemic. Synthesizing these data, it analyzes how faculty cultivated pedagogical practice, developed practical approaches to teaching with primary sources, and adjusted goals for student learning outcomes. The study also identifies lessons that may be learned from the pivot to remote and hybrid instruction, including ways to support new and emerging instruction practices; developing instructor training programs; better showcasing collections of digital primary sources; and adopting a trauma-informed approach to outreach in the years to come. [ABSTRACT FROM AUTHOR]

Taking the Learning to 'tell Chinese's story well' narrative prevalent in policies as a starting point, this article draws on data collected from a provincial university and delves into the institutional involvement and support in response to the state's international higher education policies. By foregrounding the underlying structures of power and control, I illustrate the mechanisms by which the policy was translated into and implemented through the practice of the hidden curriculum – an integrated approach of 'listening', 'watching' and 'telling' at the meso level, where international students' aspirations were shaped (or not). This 'implementation study' offers a valuable contribution to the growing scholarship of recent policy studies, especially in the Chinese context, and thus adds to understandings about how the official discourse becomes integral to mid-level institutions' routine and everyday practices and processes. The implications of China's experiences and the direction of further study are discussed. [ABSTRACT FROM AUTHOR]

This study investigated multilingual students' linguistic challenges at English-medium instruction (EMI) universities in Kazakhstan. Using language policy and planning as a theoretical lens, this study looked at EMI policy in general, particularly the academic English challenges of students due to a haphazard implementation of the EMI policy in Kazakhstani universities. The data were collected through an online survey and semi-structured interviews held with students and instructors at eight purposefully selected EMI universities in Kazakhstan. The data analysis revealed that over 70% of students had no prior exposure to EMI, 66.9% were dissatisfied with their English proficiency, 65.3% were dissatisfied with their literacy skills, and 72.6% did not enjoy reading and writing in English. Therefore, their transition to the EMI environment was chaotic and stressful. The EMI policy and practice seem to have failed because the macro-level policy from the top is not in sync with the resources and preparation at the micro-level (teachers and students). The ambitious goals of internationalization, global competitiveness, and human capital development through EMI cannot be achieved without careful planning, systematic implementation, and appropriate support mechanisms for students and instructors. [ABSTRACT FROM AUTHOR]

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Purpose: The purpose of this study is to explore the relationship between career competencies and leadership aspiration among women IT/ITeS professionals in South India, examining the mediating effects of work role salience and occupational self-efficacy, along with the moderating effect of achievement aspiration. Design/methodology/approach: The sample consists of 348 women professionals working in the IT/ITeS industry in South India. The study adopts a descriptive methodology and employs a cross-sectional research design. Findings: The result shows that work role salience mediates the relationship between career competencies and leadership aspiration and that this mediation is moderated by achievement aspiration. Additionally, occupational self-efficacy is found to have a supplementary effect on leadership aspiration, further contributing to the model. Research limitations/implications: Despite the limitations of online data collection, the study showcases adaptability, providing valuable insights into women's career aspirations. It acknowledges opportunities for future research improvements, such as implementing longitudinal frameworks and incorporating a more diverse sample, to enhance the robustness and applicability of findings. Practical implications: The study offers valuable insights for managers, researchers and academia, aiding in the identification of crucial competencies for women aspiring to leadership roles, and fostering the retention of top talent in a diverse and inclusive work environment. Individuals can leverage these insights for enhanced career development by recognizing and emphasizing strengths while addressing weaknesses through accurate self-assessments. Originality/value: This study offers a novel perspective by identifying the essential competencies that are crucial for women to achieve leadership positions, thus making a valuable contribution to the existing literature in the field. [ABSTRACT FROM AUTHOR]

Objective - Let's look into the sustainable entrepreneurial goals of university students in Can Tho, Vietnam, as well as the roles that demographic factors like gender, age, occupation, and marital status played in the process. Methodology/Technique - In addition, the study investigates how factors such as the current school year, school entrepreneurship training, family generation, field of study, and family business might affect a person's sustainable entrepreneurial intentions. The information needed for this research came from the participation of 284 student respondents who were enrolled in a variety of institutions in Can Tho, Vietnam. Finding - The study used t-tests and ANOVA to examine relationships between demographic factors (gender, age, occupation, and marriage) and current school year, school entrepreneurship training, family generation, field of study, and family business in relation to sustainable entrepreneurial intentions. Researchers were particularly interested in determining whether or not there was a link between these criteria and the ambition to maintain a viable business venture. According to the findings, the field of study and the current school year have a significant bearing on the students' plans to engage in environmentally responsible business. Novelty - These results contribute to our understanding of the demographic factors that play a role in determining the degree to which students attending institutions in Can Tho, Vietnam, have an interest in launching their own companies. These results may provide information useful to policymakers, educators, and other stakeholders in establishing targeted interventions and support systems to encourage sustainable entrepreneurship among students in the area. [ABSTRACT FROM AUTHOR]

Background: Living under siege and deteriorated health, social, educational, and economic conditions and isolation with scarce opportunities to fulfil basic needs and aspirations affect the civil population's mental health and perceived quality of life. In this cross-sectional investigation, we explored the consequences of mental distress, fear of COVID-19, and social support for QoL in the Gaza strip. Methods: Nine hundred seventy nine (32.9% males; 67.1% females; mean age was 35.2 years; s.d. = 11.4) adults were recruited in the Gaza strip. We used the Fear for COVID-19 scale (FCS-19), The WHOQOL-BREF Scale, Berlin Social Support Scale (BSSS), Depression Anxiety and Stress Scale (DASS). Pearson correlation coefficient was computed to assess relationships between quality of life, fear of COVID19, mental distress, and social support; a hierarchical regression analysis was used to assess the association between QoL as the dependent variable and demographic variables and fear of COVID19, mental health, and social support as the independent variables. Results: QoL was positively associated with perceived emotion, instrumental, and support seeking. Depression, anxiety, stress, and fear of COVID19 were negatively associated with quality of life. Gender was significantly associated with lower QoL. The study highlighted that the level of fear of COVID-19 was negatively influencing individuals' quality of life (QoL). This fear was negatively associated to psychological distress, gender, place of residence, and family type. Lower-educated and poorer participants had lower QoL scores. Conversely, female gender was notably linked to a lower QOL. The hierarchical regression confirmed that COVID-19 was an added burden for the Palestinian population. The fear of COVID-19 term added a 6.2% variance in QoL. In the final analysis, all predictors were statistically significant, with the fear of COVID-19 term recording a higher contribution of 22.5%, followed by depression term with 21.5%, perceived emotional 18.5%, income at 15.4%, and perceived instruments at 14.8% towards QoL. Conclusions: Practitioners and policymakers must consider the severe violation of human rights when developing psychosocial programs to intervene in the COVID-19 crisis. [ABSTRACT FROM AUTHOR]

Although academic resilience is of great concern to contemporary educational practitioners, there is no consensus on its measurement. Furthermore, protective factors characterized by East Asian societal contexts remain ambiguous. This systematic review aims to offer an overview of the operational definitions, statistical methodology, and protective factors of academic resilience identified in East Asian countries/economies. With a focus on large‐scale assessment (LSA) research, three databases (i.e., Web of Science, CNKI, and AiritiLibary) were searched and returned 31 peer‐reviewed studies over the last decade. Results indicated that the definition‐driven method was commonly adopted in international LSA studies (e.g., Programme for the International Student Assessment) to measure academic resilience, and the research conducted in national/regional LSA (e.g., China Education Panel Survey) tended to use the process‐driven approach. Logistic regression was the most frequently data analysis technique utilized in the definition‐driven approach, while structural equation modeling and mediation/moderation analyses accounted for the largest proportion of the process‐driven methods. Our study shed light on the methodological issues of academic resilience in LSA. Additionally, it highlights the aspiration of educational researchers to identify Asian‐specific protective factors from the social‐ecological perspective to propose appropriate interventions fostering academic resilience. Practitioner points: Most international large‐scale assessment studies utilized the definition‐driven method to conceptualize academic resilience, while national/regional large‐scale assessment studies commonly adopted the process‐driven method.Logistic regression was the most prevalent data analysis technique used to explore academic resilience in international large‐scale assessment studies.Emotional styles and behavioral engagement are identified as the most studied protective factors of academic resilience in East Asia. [ABSTRACT FROM AUTHOR]

The current study's purpose is to present a picture of the extent to and frequency at which Israeli Arab principals are perceived as displaying the leadership styles of participative leadership versus directive leadership and transformation versus transactional leadership and then investigating the relationship of these leadership styles to teachers' organizational commitment (OC). Data were collected from two sources: senior management team members and teachers to avoid same source and common method bias: 426 participants overall from 71 high schools in the Israeli Arab educational system. Unianova analysis and hierarchical regression analyses were used to test the proposed relationships. The results of the overall model indicated that although principals in the Arab society in Israel are perceived mostly as directive leaders, participative leadership was positively associated with teacher OC beyond the specific influence of directive leadership. Changes in teacher perceptions, toward freedom of self‐expression and career advancement, seem to be reflected in the influence of principals' leadership styles on teachers' OC that are derived in part from cultural features of the school's environment. Implications for theory and practice are discussed. Practitioner points: Principals in the Arab educational system in Israel are perceived mostly as directive leaders and thus display leadership styles that are aligned with the cultural attributes of their society.The positive implication of participative leadership on teacher organizational commitment seems to indicate a shift in Israeli Arab teachers' aspirations for change, autonomy and involvement in school policy and decision making.Israeli Arab society has been engaged in a process of transition in which a traditional society that puts the collective at the center is being influenced by modern values such as social equality and individual aspirations for career advancement, with the result of placing the individual rather than the collective in the center. [ABSTRACT FROM AUTHOR]

Existing analyses of lifestyle in migration studies have focused on individual, rather than family, aspirations, while studies of Chinese transnational migration have focused on instrumentalism, rather than the quality-of-life factors, driving family migration. Moreover, these two fields of study have tended to center on the privileges of relatively affluent migrants, largely overlooking important familial and economic dimensions for middle- and upper-middle-class migrants. Drawing on 38 in-depth interviews with returnee parents from Hong Kong who have migrated back to their previous places of residence in the West or have plans to do so, this article addresses these gaps by examining reverse family migration considerations. We identify the aspiration for a better quality of life for the family, rather than for the self, as the dominant driver of migration. We find that returnee parents' main frames of reference for considering how and where to live were shaped by interactions between their children's education, economic factors, transnational mobility, and imaginary and emotional aspects of migration. Our analysis shows the value of engaging with lifestyle in efforts to understand reverse migration among Chinese families. More broadly, this article contributes to better understanding of migration motivation by drawing attention to family-centered lifestyle aspirations and the coexistence of privilege and precarity among relatively affluent middling migrants, areas that have been insufficiently explored in research on Chinese transnational migration and lifestyle migration. [ABSTRACT FROM AUTHOR]

Access to higher education remains elusive for many young people despite substantial investment in outreach interventions, most of which target students in underrepresented equity groups. This paper explores an alternative approach to widening participation in Australia that focuses on teacher professional development to support student aspirations. We examine school teachers' responses to a course designed to develop their conceptual understanding of aspirations and provide a framework for developing aspirations-related initiatives with their students and colleagues. The course pilot was evaluated drawing on surveys (N = 49) and interviews (N = 21). Teachers reported that they gained the following: (1) access to robust evidence of factors affecting aspirations; (2) relevant theoretical perspectives to conceptualise aspirations in new ways; and (3) insights on practical strategies with which they might nurture student pathways to higher education. To support widening participation in higher education, we argue that the scope of current outreach initiatives offered by universities must broaden to capitalise on the untapped potential of teachers. [ABSTRACT FROM AUTHOR]

In this paper, we show that the village social structure shapes the learning outcome of marginalised children in rural India. Exploiting the variation in the dominant social group in the village, we find a significant impact of village dominance. The reading and arithmetic skills of Scheduled Castes are better in their own castes-dominated villages compared to higher castes-dominated villages. Our findings show that village dominance affects learning outcomes primarily through differential teachers' behaviour. Children from marginalised castes are more likely to be scolded, beaten up, and treated unfairly by teachers in villages dominated by higher castes compared to their own castes. We do not find evidence of other mechanisms like the difference in parent and children's aspirations, caste diversity, discrimination in the village, or positive group externalities, which could explain why children from Scheduled Castes fare better in their own castes-dominated villages. [ABSTRACT FROM AUTHOR]

In recent years, the use of social media has been very high among millennials and the middle class in Papua. This represents a new communication channel, especially in underdeveloped areas, where the political relations between citizens and the government are mostly conducted through conventional means such as demonstrations, dialogues, public hearings, submitting open letters to the government, putting up banners, and open complaint boxes. This article aims to analyze the role of social media in the process of public policy-making in the Province of Papua. The use of social media is very high among the millennial generation in Papua to respond to local government policies. However, its influence on policy change is still limited. Only traffic management policies have changed in response to criticisms on social media. This descriptive qualitative research was conducted through interviews and document analysis. The results show that social media plays a role in voicing public aspirations but has not yet influenced policy decision-making. There is a need for political will from the Papua Local Government to integrate citizens' aspirations into public policies. Further research could formulate a model of the relationship between citizens and the government through social media for more participatory public policies. [ABSTRACT FROM AUTHOR]

As Romania has recurrently indicated in recent years that the main external objective is to consolidate the country's profile in the region and, in particular, in its immediate eastern neighbourhood, this article explores Romania's regional status and argues that, despite Romania's aspirations of a higher status in its foreign outlook, externally, the country has so far only displayed a 'small power' behaviour. To study Romania's status, the article investigates both internal and external perceptions of Romania's capabilities underpinning status by building on data obtained from expert interviews, which were conducted in Romania, Ukraine, and Moldova. [ABSTRACT FROM AUTHOR]

The current study focuses on how academic motivation, academic identity, and gender work in concert to predict STEM career aspirations. We examined these relations in a sample of adolescents who predominantly identified as East Asian American (61%), which afforded insight into how career decision-making operates among students who are not well represented in the academic motivation literature. Participants were 629 adolescents (Mage = 16.09) who attended a US high school. Findings demonstrated that both facets of academic motivation (i.e., STEM self-expectancy and STEM value) were indirectly associated with STEM career interest via STEM identity. The link between STEM identity and STEM career interest was significantly stronger for girls than it was for boys. Although analyses revealed few ethnic differences, the hypothesized mediation model explained less variance for East Asian American participants than it did for participants from other ethnic backgrounds. These findings have theoretical implications for models of STEM identity development and applied implications for interventions that seek to reduce gender disparities in STEM fields. [ABSTRACT FROM AUTHOR]

This article explores and constructs the concept of Cultural Intelligence (CQ) as the primary form of intelligence among knowmads. The study aims to investigate and understand the relationships between individuals' perception of their intelligence, their view of intelligence that best reflects knowmads, and their aspiration to become knowmads. The research questions are addressed by integrating qualitative and quantitative methods, including VOSviewer, SPSS, and PLS-SEM analyses. The statistical evaluation was derived from a questionnaire survey that yielded 309 valid replies. The findings of this study indicate that among the leading three forms of intelligence (Intellectual Quotient: IQ, Emotional intelligence: EQ, and CQ), IQ is the most relevant, utilized, and referred to form, followed by EQ in second place, and CQ in third position, as revealed by the VOSviewer and SPSS analysis. Moreover, knowledge dynamics have been identified as a significant catalyst and enabler of these intelligence concepts. However, when explicitly focusing on knowmads, CQ emerges as their main intelligence, followed by EQ, and then IQ, reinforcing the findings from the VOSviewer analysis. The alignment between intelligence types and knowmads is further supported by statistical analysis using SPSS. Respondents predominantly identified cultural intelligence as the dominant intelligence type among knowmads, supporting the hypothesis that Cultural Intelligence is highly valued in navigating diverse cultural landscapes. Analyzing the answers from the self-identified knowmads revealed exciting insights. While 47.5% of the knowmads positioned IQ as their main intelligence form, 37.5% identified CQ, and 15% mentioned EQ. However, when estimating the intelligence forms that best describe knowmads overall, the respondents prioritized CQ (65%), followed by EQ (22.5%), and IQ (12.5%). This suggests that societal biases and the emphasis on IQ may explain the discrepancy between self-perception and the perception of knowmads' intelligence. Our further analysis using SmartPLS demonstrates a mildly positive relationship between individuals' perception of their own intelligence and their aspiration to become knowmads. However, the relationship is not statistically significant, indicating that self-perceived intelligence is not a decisive factor in driving this aspiration. In contrast, the perception of the intelligence that best describes knowmads (CQ, EQ, or IQ) shows a stronger and statistically significant relationship with the dream of becoming a knowmad. In conclusion, Cultural Intelligence is the main intelligence among knowmads, followed by EQ and IQ. The perception of intelligence characteristics associated with knowmads plays a crucial role in shaping individuals' aspirations to embrace a knowmad lifestyle. This study highlights the significance of CQ in developing multicultural leadership skills and meeting the next generation's expectations, emphasizing work-life balance. Future research will explore the practical implications of these findings in preparing individuals for knowmadic and knowledge-based living and working new patterns. [ABSTRACT FROM AUTHOR]