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Recent studies have consistently demonstrated that antisocial behaviors occur in online environments. Although online antisocial behavior has a long history, it appears to have become more widespread in recent years due to the widespread use of online social networks. Although there are established criteria and instruments assessing antisocial behavior there are few examining such behavior online. Therefore, the present study aimed to develop the Online Antisocial Personality Scale (OAPS). The OAPS was developed using the diagnostic criteria for antisocial personality disorder in DSM-5. The OAPS assesses antisocial behavior in online environments. The present study comprised 447 adolescents (219 girls and 228 boys) from four different samples. The measures used included the Online Antisocial Personality Scale (OAPS), E-Bullying Scale (E-BS), and Personality Belief Questionnaire-Short Form (PBQ-STF). The structural validity of OAPS was investigated with exploratory factor analysis (EFA), confirmatory factor analysis (CFA), and criterion validity. When validity and reliability analysis of the OAPS are considered as a whole, it is concluded that the OAPS is a valid and reliable scale that assesses online antisocial personality among adolescents.

This paper is focused on the development of a didactic proposal for English students in the Basque Country. Specifically for students in the 1st year of "Bachillerato" with Spanish and Basque as their L1 and English as their L2 which aims to improve their communication skills, especially oral abilities and pronunciation, through the use of didactic dubbing. This proposal is framed within a project-based learning (PBL), in which the final project is the creation of a vertical video dubbed in English. For this purpose, six sessions have been designed with different group activities that will culminate with the presentation of the video. This didactic unit revolves around social networks and seeks to meet the requirements of current regulations in terms of objectives, contents, competences and evaluation criteria. In addition, transversal elements such as the appropriate use of social networks, fears or interpersonal relationships are worked on. The use of videos in vertical format meets the increasing demand for creating content in this format that adapts to the new mobile devices.

This study aims to explore the role of social cohesion, media, higher education, empowerment, and interfaith harmony in good governance of the public universities in Pakistan. Primary data was collected from the public sector universities in Pakistan. Data analysis was conducted by using SPSS and Mplus 8software. Results confirm that social cohesion, media, higher education, empowerment, and interfaith harmony have a significant influence on good governance in public universities in Pakistan. Data was collected from public sector universities in Pakistan. Hence, the findings of this study cannot be generalized to universities in other countries. The inclusion of civil society, social cohesion, media, higher education, empowerment, and interfaith harmony in university structures and functions can resolve issues in the higher education sector. This can be done through building awareness and monitoring university's activities and performance for good governance in higher education sector. The article extends stakeholder theory of corporate governance by inquiring important stakeholders such as civil society and cohesion, media, higher education, gender empowerment and interfaith harmony and their role in improving university governance. Policies can be revised in this context to maximize sustainability by achieving a harmonious balance among these factors. The study also highlights that key variables ensure good corporate governance as per stakeholder's approach in the context of higher education sector. [The pagination cited (p1-25) on the .pdf is incorrect. The correct pagination is p1-22.]

Nationwide, almost one in two of full-time undergraduate students are employed. This qualitative study investigates how 69 workers and learners, who were full-time students in a Los Angeles County public college or university and who had a job, leveraged the wealth of knowledge and resources embedded in their familial and peer networks to strategically manage the demands of school and work. Informed by the theoretical frameworks of funds of knowledge and community cultural wealth, we illustrate the diverse ways family and peers contributed to the success of workers and learners, including sharing college-specific knowledge, providing financial resources, facilitating access to employment opportunities, and providing job-specific knowledge. Findings shed light on the ways workers and learners strategically manage their worlds of school and work with support from their family and peers.

The transition from secondary education to the first year of higher education is a phase in which students are faced with many challenges. First-year students may lack the academic capital that is needed to understand explicit and implicit rules of higher education. We investigated students' participation in a preacademic program and the development of their academic capital. In a mixed method study, we showed that first-year students who participated in a preacademic program perceived peer mentors and teachers to be relevant sources of information, learned how to overcome educational barriers, and became more acquainted with explicit and implicit college requirements.

Most of the current literature on the experiences of Chinese international students tends to adopt a deficit-based approach, focusing on the weaknesses, problems, and challenges Chinese students face while studying overseas. In other words, they tend to focus on struggling Chinese students, "problem" Chinese students, and Chinese students who are failing their overseas studies. Though the intention may be good, these studies may strengthen a negative stereotypical image of Chinese international students that is problem ridden. This study aims to introduce some positive psychology in international student development by focusing on successful Chinese students, their success stories, and what success secrets they can share with future Chinese students studying abroad. With the completion of an undergraduate program adopted as a minimum threshold of student success, this study aims to glean the experiences of successful Chinese students in the United Kingdom and disseminate them as lessons for future students. The study finds that proactiveness in networking and seeking support, open and adaptive attitude toward learning and life, and metacognitive skills in self-management are the most important factors contributing to Chinese students' success in overseas studies.

In the 21st century, the imperative to combat extremism and terrorism has risen to the forefront of global and regional agendas, becoming an indispensable condition for fostering the secure and prosperous development of states amidst the formation of a new strategic order. This study aims to examine the peculiarities of combating religious extremism among the youth demographic, drawing insights from global experiences aimed at minimizing terrorist threats within this sphere. Two primary methodologies were adopted in this study: the comparative analysis method, which compares the factors contributing to youth extremism, and the descriptive method, which identifies the main features of radicalization processes across diverse countries worldwide. Examining the landscape of modern youth movements in Kazakhstan and their affiliations with various religious beliefs, it becomes evident that developing a comprehensive and cohesive legal framework is imperative to curtail the emergence of aggressive groups and address the root causes of student radicalization. Moreover, our study underscores the predominant reliance of modern youth on social networks as conduits for accessing information pertaining to mental health, traditional beliefs, and psychological support. Analysis of counter-radicalization efforts across nations reveals a spectrum of approaches adopted by state entities tasked with addressing this issue, often contingent upon the prevailing religious context. In Muslim-majority nations, scholars and public figures championing traditional values emerge as key agents in educating young people on the imperative of participating in radical groups. Conversely, in Western European countries, public organizations and institutions of higher learning emerge as pivotal actors in fostering effective counter-radicalization measures. The findings and insights gleaned from this study are poised to furnish a practical foundation for future research endeavors in this realm. Furthermore, they hold promise in informing the development of youth policies and the resolution of issues pertinent to religious dynamics within advanced societies.

This study examined the social networks of 26 postsecondary students with mobility and sensory disabilities regarding their perceptions of career preparation and career choice confidence. Social networks have been shown to contribute to postsecondary students' academic success and establishing a successful career for those with and without disabilities. This study examined the social capital resulting from social networks consisting of parents, family, friends, acquaintances (e.g., teachers, counselors, advisors), and interest groups or hobbies. Participants rated their perceptions of career preparation and career choice confidence twice during the study: once in the early weeks of a summer employment internship and after a career-focused presentation and internship completion. Measures of career preparation included self-rated abilities in (a) finding a job, (b) interviewing successfully, (c) keeping a job, and (d) resolving career accommodation challenges. Results showed that social capital contributed significantly to perceptions of career preparation. Career choice confidence remained stable suggesting satisfaction with their choice. A path analysis examined both career variables in conjunction with demographic factors, finding that social capital increased with age. Analyses suggested a number of other relationships between social capital, career perceptions, and demographic variables indicating complexities that warrant additional research.

This qualitative study examined supports in inclusive postsecondary education programs (IPSE) that facilitate the development of academic-related behaviors, or academic enabling behaviors (AEB; i.e., interpersonal skills, academic engagement, motivation, and study skills). The researchers interviewed 10 IPSE staff using semi-structured interviews and analyzed data using Consensual Qualitative Research (CQR). AEB supports existed at the individual, IPSE program, and university levels. Some supports addressed a single academic enabling behavior, and some addressed multiple areas. Six types of support spanned two or more academic enablers: (a) support from peer mentors; (b) support provided by IPSE and other university staff; (c) support related to courses/instruction; (d) opportunities for practice, reinforcement; (e) support related to social/emotional supports; and (f) executive function support. IPSE students can compensate for academic challenges by developing their enabling behaviors, and strong academic enabling behaviors can result in improved academic performance and assist IPSE students in employment and throughout life.

This article discusses the opportunities and outcomes provided by the Gregory S. Fehribach Center. The Fehribach Center recruits students with physical disabilities at colleges and universities across Indiana for full-time, eight week, paid internships in positions related to the student's academic major. The Center seeks to place between 50 to 60 students each summer, with a limited number of fall and spring internships also available. Students can apply for the program after completing their first year of college through one year after graduation. Graduate students are also encouraged to apply. Internships can be arranged for students with any academic major. Most internships are onsite in the Indianapolis area, though remote options exist and provisions are made for employers who are outside of Indianapolis. The Fehribach Center also provides weekly professional development opportunities to interns and offers additional career development assistance to current and former interns in the form of disability-informed career assessments and career coaching.

Chinese international students' well-being is an important part to notice with the rapid number of Chinese international students (CIS) in the U.S. and the increasing number of depressions in college. A systematic review of articles using analytical methods was conducted following the PRISMA guidelines. 1600 studies were initially reviewed from EBSCO, ProQuest, etc. After examining inclusive and exclusive criteria, 30 studies were included in the full review. 19 psychological factors associated with CIS's well-being were found. Results showed that social support is positively associated with CIS's well-being and is correlated with acculturative adjustment for improving psychological well-being. This research revealed the importance of considering cultural psychology in mental health professions, such as acculturation, language issues, and social support. When this population reports depression, anxiety, or academic stress symptoms, mental health providers need to be aware of these impacts and provide psychoeducation for counseling services in the U.S. college. [Note: The page range (529-551) shown on the PDF is incorrect. The correct page range is 529-550.]

In this study, the interrelations between locus of control, perceived social support, career decision self-efficacy, and career outcome expectations among international students in the United States during the COVID-19 pandemic was investigated through the lens of Social Cognitive Career Theory (SCCT). Based on structural equation modeling, data from 194 international students at a large Midwestern research institution in the United States revealed that career decision self-efficacy plays a significant mediating role in the relationships between age, locus of control, and career outcome expectations. These results provide valuable insights into the career development process of international students during a global pandemic. The implications of these findings and directions for future research are thoroughly discussed.

The purpose of this research was to explore the strategies effective in building community networks and pooling the resources necessary for laying the foundation to develop a successful county 4-H Extension program in early careers of Extension agents. We conducted this three-round Delphi study with a panel of specially selected 24 successful 4-H Extension agents. The Delphi research process led to identify seven strategies effective in building community networks and six strategies effective in building the necessary resources for the development of an effective county 4-H Extension program. We made practical recommendations based on these findings.

This article explores the multifaceted role of Facebook in second language (L2) classrooms, with an emphasis on English language teaching and learning. Through Facebook's widespread popularity and its integration into educational settings since its launch in 2004, this article aims to address the gap by examining the benefits and teaching approaches associated with Facebook in L2 classrooms. The first section focuses on the improvement of L2 learning engagement through community building on Facebook. Utilizing ideas from social and collaborative learning, such as building learner communities that foster trust, connectedness, and engagement. The second section discusses on the development of socio-pragmatic competence through Facebook. The article argues that the development of socio-pragmatic competence via Facebook's distinctive features, such as the ability to link people worldwide based on shared interest, allow learners to engage in authentic cross-cultural interactions. This engagement is seen as essential for raising awareness of socio-pragmatic norms and practicing language use in authentic contexts. The article concludes that regardless of place and time, Facebook's task-based approach to language learning greatly enhances learners' socio-pragmatic skills.

International spouses, individuals who accompany a partner studying in a foreign country, are an important source of support for international students and scholars, yet many academic institutions overlook this population. Research indicates that many international spouses benefit from joining language programs; however, there has been no research on how to design such programs to support international spouses. By drawing on the theoretical constructs of investment (Darvin & Norton, 2015) and capital (Bourdieu, 1986), this study investigates the goals of international spouses, the relationship between these goals and English proficiency, and how international spouses perceived the language resources available to them. Semi-structured interviews with 15 (8 female, 7 male) international spouses in the U.S. revealed that the participants viewed English as relevant to their professional, social, and cultural goals, and that various factors influenced which ESL programs they joined. This study concludes with recommendations for designing programs to support international spouses.

The purpose of this research is to examine how Twitter hashtags have helped develop and maintain online groups in Saudi Arabia that provide resources and encouragement to parents of children with special needs. The research used a quantitative technique, collecting data systematically using an online survey. Participants were parents who were active members of Twitter networks devoted to helping those with disabilities. This research analyzed how often people used hashtags, the age of children with special needs, and gender affected how effective people thought Twitter hashtags were in bringing people together to help one another. According to the findings, more frequent hashtag use is correlated with a higher level of influence. That's why it's so crucial to keep up your regular participation. Although age did not have a statistically significant effect on how influential people felt, there were clear differences between the sexes. Because of this, it's crucial to use communication methods that account for gender differences. This study contributes significantly to our understanding of the complex dynamics at play in online support groups, illuminating their inner workings and revealing insights that may be used to increase their openness and overall effectiveness. This research provides a basis for the creation and implementation of methods that will improve the efficiency with which these online communities satisfy the requirements of its members, therefore preserving their inclusive character.

Social network sites, most notably Facebook, have fundamentally transformed the way information is transferred, received, and shared by individuals and organisations. This article explores the diverse contexts in which Facebook is utilised as a knowledge-sharing instrument, along with the key challenges encountered in adopting Facebook as a knowledge-sharing instrument. It also indicates the gaps in adopting Facebook as a knowledge-sharing instrument. In a systematic literature review, 400 articles accomplishing the research objectives were identified. The findings revealed that Facebook can be used in different contexts. Greater awareness of Facebook's versatility as a platform for knowledge sharing across various domains is recommended. This article also advises that the challenges related to cost, time investment and technical expertise be addressed, and emphasises the need for education and training.

Technology-enhanced language learning, or TELL, has played a major role in boosting EFL learners' speaking skills in recent years. The use of online technological methods such as vlogging and uploading videos to popular social networks such as YouTube, in particular, has been recommended as a tool to hone students' conversation skills in addition to providing ubiquitous role-play practice. This study, therefore, aims to examine the effectiveness of multiple-party YouTube vlogging with the effectiveness of role-play when it comes to improving EFL learners' conversation skills. Seventy-six Thai undergraduates taking an English conversation course were engaged in five role-play and five vlogging lessons before and after the midterm for the purpose of improving their English-speaking skills. The students were additionally assessed by the pre-, post- roleplay and vlogging teaching interviews for their speaking performance. A comparative analysis was conducted on the score sets derived from the three distinct interviews, and the scores obtained from participants' weekly role-play assignments were compared with those from their weekly vlogging. The results showed a significant improvement in the students' confidence and content expression despite some challenges of the vlogging method. Further research can explore the alternative use of vlogging in other areas of English language skill improvement.

University leaders navigate a complex and dynamic environment, balancing the diverse expectations of students, faculty, policy makers, and governmental bodies. Proficiency in these roles requires deep academic understanding, contextual knowledge, and effective management and leadership skills. This study explored how faculty members serving as department chairs developed their leadership capacity when entering the role. The investigation utilized social network theory and a leadership development model to examine department chairs' experiences at a Canadian research-intensive university. It employed a qualitative research approach combining constructivist philosophy, case study design, and inductive research techniques. Drawing on the key themes of role entry, role understanding, and skill development, the study found that social networks played a central role in the participants' leadership development. Post-secondary institutions may consider supporting leadership networks and providing equitable access to learning opportunities to increase academic leadership capacity.

Learning in higher education while being at war is the topic of this paper. The investigation on the management of one's own learning processes by students living war conditions has been addressed through a survey that was conducted on a sample of 1,685 students at the Igor Sikorsky Kyiv Polytechnic Institute in Kiev during February-March 2023, one year after the Russian invasion. The aim is to understand the strategies adopted by students to oppose and counteract the informal learning processes that are produced by the war. Findings of the study show that, although people are immersed in adverse conditions, they can autonomously direct their own learning processes and defend themselves against the learning valencies of the war to counteract its effects. This is a possibility that might depend on the educational quality of social relations and the networks each student has and was able to build. The possibility to be trained represents the most common concern among students. It is more widespread than the precariousness of material living conditions. However, this attitude is not generalised. According to the authors, the different positions expressed by the students could be attributed to the different level of the capacity each student developed to control the learning processes they are exposed to in their daily life. Based on this capacity of control of their own informal learning processes it is possible to activate autonomous self-directed learning and tackle the challenges the war poses.

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

The purpose of this study is to examine the network effect of school principals as it relates to school improvement. Network practices of school principals are compared to an innovative practice for improving networking practices. Through descriptive statistics and chi-square goodness of fit, we illustrate the difference between what school principals do concerning their networking practices for school improvement compared to an innovative ideal approach for using network working for school improvement. Findings indicate there is a statistically significant difference between school principals' networking practices in comparison to ideal networking practices for school improvement. There are also differences between who school principals seek out for ideas and who they seek out for feedback concerning their school improvements. Further discussion informs how the next generation of school principals can be equipped with innovative skills for tackling 21st-century school improvement issues.

This qualitative study explores how foreign non-native English speaking teachers (FNNESTs) perceive themselves as English educators and how they exert agency to be better perceived as professionals. Given the close relationship between teacher identity and its implications for educational outcomes, this study is based on Norton's (2008) perspective on identity, which posits identity as dynamic, contradictory, and constantly changing across time and place. The data collection process included four semistructured interviews with two FNNESTs and four interactions on social networking sites. According to the results, the identities of FNNESTs were shaped through their initial language learning experiences, exposure to critically oriented scholarship in graduate school, their future anticipations, and mostly through their agency in the immediate professional context in which they currently teach. That is, four unique identities and one common identity were identified among the participants. In summary, FFNESTs do not perceive themselves as lacking but rather value their diverse language skills and past experiences as language learners.

Scholars' engagement with digital social networks is complex, warranting a comprehensive understanding of their use and participation. Current research has not yet grasped the motivators, gratification, and challenges that academics encounter across multiple digital social networks. With this in mind, this study surveyed scholars who purposely participate in digital social networks for professional endeavors. The theoretical frameworks guiding this research are the Uses and Gratification framework and the networked participatory scholarship conceptualization. A total of 307 higher education scholars completed an electronic survey with closed and open-ended questions. Data analysis included descriptive statistics and a team-coding approach for qualitative data. The results of this investigation highlight specific motivators for using digital social networks to support the scholar's teaching, research, and professional development. The results of this investigation suggest that scholars are constantly navigating challenges and trading them off against the benefits. The results of this investigation also helped determine the imagined audiences that scholars perceive as potential spectators when using digital social networks for their scholarly efforts. The results illustrate the many reasons provided by scholars, which aligned with the self-presentation and impression management theory.

School counselors are needed now more than ever. Providing Catholic school counselors the specialized formation they need to be effective in the Catholic school context is essential. This study addressed two research questions in this regard: (1) What competencies (e.g., understanding, incorporating) and topics do Catholic school principals and school counselors believe are important for school counselors to fully contribute to the educational and faith-based mission of Catholic schools; and (2) How might the research findings inform pre-service education and/or continuing education and formation of school counselors for the Catholic school context? Online surveys were developed using the "Defining Characteristics of Catholic Schools" from NSBECS and researchbased, mission-centered competencies and topics. The surveys were sent to the 40 principals and 54 school counselors at the schools in one mid-size U.S. diocese that employ school counselors. The survey response rates were 87.5% for principals and 91% for school counselors. Findings confirmed high levels of support from both groups for school counselors understanding mission-related topics and incorporating these competencies into counseling practices and activities, although principals often rated the importance higher than did school counselors. Some between group differences were statistically significant on items such as the importance of incorporating Catholic teaching with current student and school issues. To reduce differences in perceptions, the authors recommend increased collaboration between principals and counselors to achieve unity of vision. Other recommendations to help school counselors contribute to mission include embedding mission-related topics or adding specialized courses to school counseling programs at Catholic universities, designing mission-centered professional development opportunities, and building networks of school counselors to support them in their complex and evolving role in support of Catholic school mission.

Rural school principals in Tennessee face serious challenges in leading their schools, including isolation, high turnover, and a lack of instructional leadership skills. Facilitated by a state university, the Tennessee Rural Principals Network (TRPN) was developed to provide professional learning opportunities for rural school principals. The purpose of this study was to explore the perceptions of principals in rural schools who participated in the TRPN during the years 2019-2021 (n = 133). The study used a basic qualitative research design with semi-structured interviews of 12 participants. Through our data analysis, key learning strengths and challenges were identified and organized under the codes of learning needs, coaching, mentoring, and networking. From these categories, we developed three themes: (a) sharing and collaborating through networks; (b) building capacity through mentoring and coaching; and (c) addressing the learning needs of principals in a rural context. Findings revealed that principals were pleased with the network and felt it helped them better navigate their roles as rural principals by providing the tools to develop best practices and a network to share ideas and resources.

The rising population of Latina/o students in U.S. schools warrants a deeper understanding of recent immigrant families, particularly families' engagement in their children's education. Our study highlights the importance of unveiling the community cultural wealth of Latina/o immigrant families to deepen and enrich family-school connections. Our findings describe the many strengths immigrant families possess, including their ability to maneuver social institutions, engage in various social networks, and maintain hopes for the future. Families also presented with strengths acquired through multilingual experiences and confrontations with inequality. By acknowledging these innate strengths, schools are better equipped to cultivate strong family-school partnerships and student success.

Most students in higher education at present are 'digital natives.' They use technology in every facet of their life, including their education. They learn from formally organised courses as well as from informal learning. Hence, informal learning has been identified as crucial for the sustainability of higher education in the current global context. Technology facilitates informal learning and, thus, has made substantial changes in how learning occurs in modern age learners. These changes that occurred in the learning process due to the influence of technology should be addressed by the educational approaches used in higher education to achieve the best outcomes in relation to the academic performance of students and students' satisfaction. This commentary presents an educational approach: 'Connective Alignment' for higher education in the digital age, which can fulfil the learning needs of the learners in this digital age.

International students make significant contributions to UK higher education and studying in the UK brings various potential benefits to international students. An in-depth exploration of the academic journey of Chinese international master's students, the largest body of overseas students in the UK, is needed to provide better insight into how to best support this cohort. In this longitudinal study, interviews with 34 participants were conducted using a photo-elicitation technique and diagrams. Interpretative Phenomenological Analysis was employed for data analysis. Nine superordinate themes emerged which comprise academic, social, linguistic, and psychological aspects of students' experience. These themes were brought together in a model, adapted from Malow's Hierarchy of Needs, to provide a longitudinal representation of the student experience transitioning in, through, and out of their journey abroad. This study illustrates the various needs of this cohort by sequence and importance, and highlights English proficiency and social connections as two influential factors. [Note: The issue number (1) shown in the header on the PDF is incorrect. The correct issue number is 3.]

This research focused on the mechanism of establishing citizen democratic networks to promote political participation in schools under the provincial administrative organization in Mahasarakham. This research aimed to 1) analyze the model of creating a civil-democratic network between universities and schools, and 2) study the process of promoting students' political participation in schools under the provincial administrative organization in Mahasarakham. The qualitative research methods were conducted by document study and then in-depth interviews with the participant observation method. Research instruments were 1) the related documents and research in a reliable database, and 2) four interview questions for each group and the participant observations form. Collected data were analyzed and categorized into critical issues and themes based on the literature. The participants comprised sixty-two interviewees and were divided into four groups: 1) Two representatives of the Office of Education, Religion and Culture of the provincial administrative organization; 2) Twenty school administrators under the provincial administrative organization; 3) Twenty teachers responsible for the civics course, and 4) Twenty high school students. The findings revealed: 1) The model for creating a civic network between universities and schools. There must be a central person in the management position with the authority to command leadership and technical communication between the school and the university. The creation of a network of citizens of democracy will be successful. 2) The process of creating the political participation of students in schools arose from the process of building democratic citizenship through school education and extra-curricular activities. Students can then apply that knowledge in daily life.

Social networks have grown rapidly in recent years, enabling the application of social web technologies to the scientific process and creating platforms that enhance communication between researchers. The aim of this research is to go one step further and investigate whether the use of more general social networks, such as Twitter (currently X) or Facebook, is also becoming more widespread for scientific research, thus contributing to the visibility of scientists and their collaborative networks. Social media analysis is carried out using the Brandwatch platform to assess the use of generalist social networks in research, and compared with the use of scientific social networks through an online survey of university professors. The resulting conclusions show that scientific mentions in networks are rare and that, despite the importance of researchers having a profile in a social network, which allows them to give greater visibility to their results and receive feedback from their colleagues, many of them are still unaware of its usefulness.

In recent years, despite the extensive research on peer feedback, there remains limited understanding of how students engage in peer feedback activities within online English courses and what they expect from these activities. This study, utilizing a sequential explanatory mixed methods design with a phenomenological approach, introduced online peer feedback (OPF) activities into a 12-week online English writing course involving 30 second-year students (16.7% male, 83.3% female) facilitated through a Facebook group. Data collection encompassed survey questionnaires, written reflections, and task scores. Quantitative data were analyzed using descriptive statistics and bivariate correlations, while qualitative data underwent thematic analysis. Three key findings emerged: (1) EFL students displayed positive engagement in OPF activities, (2) Student engagement did not significantly correlate with their writing outcomes, and (3) Students provided valuable recommendations for enhancing the quality and quantity of feedback, incorporating teacher feedback and guidance, and improving the overall process and experience. These findings have significant implications for pedagogical practice, emphasizing the importance of integrating OPF activities into the academic curriculum, with a specific emphasis on guiding students to deliver descriptive and constructive feedback, providing scaffolding to enhance their comprehension and writing skills, and addressing concerns related to language proficiency and grammar. Furthermore, the novelty of this research lies in its exploration of factors influencing student involvement and achievements in OPF endeavors, the impact of feedback quality and quantity, and the benefits of online accessibility and temporal flexibility, contributing to a more comprehensive understanding of this pedagogical approach.

Every year, several teachers retire from the education sector in Rivers State and these teaching retirees still have a lot they can contribute to the education system but can only deliver lifelong educational services when life after retirement is patterned to what is obtainable during active service. The study investigated teaching retirees' life adjustment pattern for lifelong educational service delivery in Rivers State. The study's design was descriptive survey and 18,073 retirees formed the population of the study out of which 391 retirees were sampled through multistage sampling. Data were collected using questionnaire which was face and content validated by experts in University of Port Harcourt with a Cronbach alpha determined reliability index of 0.94. Answers were provided to the research questions using mean score and SD while at 5%level of significance the hypotheses were tested using z-test statistics. The study revealed that retired teachers adjust economically using different patterns including engaging in paid employment. The retirees also adjusted socially through different patterns. Conclusively, the study identified that the retirees had economic and social adjustment patterns needed for providing lifelong educational services in Rivers State.

This article casts light on informal caregiving, an essential aspect of the international postgraduate researcher (PGR) experience, but which is often invisible in literature and discourses on international education. Drawing from qualitative semi-structured interviews with international PGRs in a British university, it highlights their dual role as care recipients and lesser known caregivers across transnational and local spaces. It gives insights into the forms and dynamics of care that they give to and receive from family, friends and others, uncovering the emotional and affective aspects of undertaking a postgraduate research degree overseas which impact on their mental wellbeing. The findings have implications for the improvement of university support for international PGRs which has relevance for the wider international student community.

This study examined the effects of four types of self-disclosure on the life satisfaction of Chinese international students studying in Japan. Using an online survey, the study found that offline self-disclosure predicted life satisfaction both directly and indirectly, mediated by received social support and perceived social support, while the direct effect of online self-disclosure was not significant. All four types of self-disclosures predicted received social support, while the social support obtained from host nationals online did not affect perceived support. The analysis also revealed that the paths were moderated by the length of residence in Japan. Only online self-disclosure positively and directly predicted life satisfaction for newcomers, while only offline self-disclosure did for those who had stayed longer. Offline received social support was perceived as helpful for both groups, while that of online predicted perceived social support only for newcomers. Theoretical implications and limitations were discussed.

This study aimed to determine the difference in students' level of understanding before and after using synchronous and asynchronous network learning modes. This quantitative study employed a quasi-experimental research design. Data were obtained from 87 students who were divided into two experimental groups. The results show a higher level of mastery among students in Experimental Group 2 compared to Experimental Group 1. This implies that students with high self-efficacy had a different mastery of concepts from those who had moderate or low self-efficacy. This study concludes that the application of learning networks and self-efficacy influences and improves student science learning outcomes.

Emergent scholarly studies on the use of social network sites (SNSs) in higher education have focused mainly on how SNSs could enhance effective teaching and learning. However, very few studies have explored how social relationships between teachers and learners could serve as a learner-centered approach to promote teaching and learning through SNSs. To address this gap, the current study gathered and analyzed qualitative data from 27 teachers and 51 students in a public university in South Africa. The findings show how the outcomes of the use of SNSs in the university are also linked to learner-centered approaches which include: the development of the knowledge, skills, and attributes of students required for the twenty-first century; students' demonstration of good social skills, teamwork, individual self-esteem, and confidence; and empowering students through their scholarly voices in the social network environment. To the teachers, the use of SNSs enhances their relational skills, enables them to be innovative in the use of digital technology, and allows them to create new pedagogical approaches. The study also reveals that when teachers interact and share knowledge with students in the social network environment, they serve the learning needs of all students, including those from low socio-economic backgrounds and first-generation students, through leaner-centered approaches. This paper adds to the literature on social constructivism by highlighting how the development of good social relationships between teachers and learners through what the authors term as digital relational pedagogies could serve as a learner-centered approach to effective teaching and learning, especially when facilitated by SNSs.

The digitization of academic practices has transformed how research output is shared and discussed, with academic social network sites (ASNS) like Academia.edu and ResearchGate emerging as pivotal platforms. However, their uptake and implications in contexts like Latin America still need to be explored. This study examines the emerging tensions related to using ASNS (Academia.edu and ResearchGate). As such, it offers a qualitative data analysis from 28 interviews with Chilean university researchers. It focuses on three emerging and overlapping tensions: the quantification of research via altmetrics, reputation building, and self-promotion. The findings underscore that altmetrics--despite providing a broader view of research impact--can mirror and perpetuate the problematic aspects of academic capitalism. Digital reputation, tied to high scores, conflicts with more qualitative aspects. The observed ambivalence towards self-promotion exposes a tension between the traditional scientific ethos and academic capitalism. Ultimately, this research unveils the multifaceted implications and paradoxes introduced by these platforms in the Chilean academic milieu.

The Accelerate Cancer Education (ACE) summer research program at The University of Kansas Cancer Center (KUCC) is a six-week, cancer-focused, summer research experience for high school students from historically marginalized populations in the Kansas City metropolitan area. Cancer affects all populations and continues to be the second leading cause of death in the United States, and a large number of disparities impact racial and ethnic minorities, including increased cancer incidence and mortality. Critically, strategies to bolster diversity, equity, inclusion, and accessibility are needed to address persistent cancer disparities. The ACE program offers an educational opportunity for a population of students who otherwise would not have easy access onto a medical center campus to make connections with cancer physicians and researchers and provides a vital response to the need for a more diverse and expansive oncology workforce. Students grow their technical, social, and professional skills and develop self-efficacy and long-lasting connections that help them matriculate and persist through post-secondary education. Developed in 2018, the ACE program has trained 37 high school junior and senior students. This article describes the need for and how we successfully developed and implemented the ACE program.

This study examined the psychological impact of social media on Nigerian teenagers looking at how social media posts and tweets (messages) influence their perceptions towards migrating abroad. A survey research method was adopted to investigate the problem in its natural setting. Four secondary schools (SSs) within Edo North, Edo State, Nigeria were randomly selected from 56 government-owned SSs for the study. A questionnaire was used as a data collection instrument to obtain respondents' views (data) which was later analysed using SPSS. Spearman correlation and Pearson's R were used to measure the two hypotheses symmetrically. The chi-square was then used to test the results. According to their opinions (data collected), the findings of the study revealed that Nigerian teenagers of school age have access to social media, prefer text, video and audio kinds of information and mostly prefer Facebook to other social media networking sites. After analysing the tested hypotheses, the researcher concludes that there is a significant relationship between social media messages and Nigerian teenagers' desire to travel abroad. Hence, social media messages or information affect their mental construct negatively which could be compared to mental slavery and they made some recommendations that would assist in mitigating these impacts.

This study explores advertising students' recognition and comprehension of in-feed native advertising on Instagram, a leading platform for social media native advertising. Data were collected from 303 U.S. college advertising students. It examines the impact of two key aspects of Instagram in-feed native advertising--an additional label ("Shop Now") and ad-context congruency--through both quantitative and qualitative data. Findings reveal a significant deficit in native ad recognition among advertising students. Qualitative analysis identified four themes constituting Instagram in-feed advertising for advertising students: professional photo quality, branded products, persuasive elements, and excessive hashtags. Quantitative results indicate that high ad-context congruency led to higher perceptions of nativeness and more positive emotions, but did not significantly influence ad attitudes or negative emotions. The study underscores practical and theoretical implications for advertising educators and scholars, emphasizing the need for enhanced digital advertising literacy and discussing broader implications for advertising pedagogy and practices.

Policy evaluation studies, which assess the effect of an intervention, face statistical challenges: in real-world settings treatments are not randomly assigned and the analysis might be complicated by the presence of interference among units. Researchers have started to develop methods that allow to manage spillovers in observational studies; recent works focus primarily on binary treatments. However, many studies deal with more complex interventions. For instance, in political science, evaluating the impact of policies implemented by administrative entities often implies a multi-valued approach, as a policy towards a specific issue operates at many levels and can be defined along multiple dimensions. In this work, we extend the statistical framework about causal inference under network interference in observational studies, allowing for a multi-valued individual treatment and an interference structure shaped by a weighted network. The estimation strategy relies on a joint multiple generalized propensity score and allows one to estimate direct effects, controlling for both individual and network covariates. We follow this methodology to analyze the impact of the national immigration policy on the crime rate, analyzing data of 22 OECD countries over a thirty-years time frame. We define a multi-valued characterization of political attitude towards migrants and we assume that the extent to which each country can be influenced by another country is modeled by an indicator, summarizing their cultural and geographical proximity. Results suggest that implementing a highly restrictive immigration policy leads to an increase of the crime rate and the estimated effect is larger if we account for interference.

Multilevel models are often used to account for the hierarchical structure of social data and the inherent dependencies to produce estimates of regression coefficients, variance components associated with each level, and accurate standard errors. Social network analysis is another important approach to analysing complex data that incorporate the social relationships between a number of individuals. Extended linear regression models, such as network autoregressive models, have been proposed that include the social network information to account for the dependencies between persons. In this article, we propose three types of models that account for both the multilevel structure and the social network structure together, leading to network autoregressive multilevel models. We investigate theoretically and empirically, using simulated data and a data set from the Dutch Social Behavior study, the effect of omitting the levels and the social network on the estimates of the regression coefficients, variance components, network autocorrelation parameter, and standard errors.

First generation college students (FGCSs) may undergo challenging cultural transitions as they acculturate to higher education. Such challenges may include perceived loss of home ties, navigating unfamiliar social rules, and academic acculturative stress. The Academic Acculturative Stress Scale (AAS Scale) was designed to measure these experiences of FGCSs. The sample was comprised of undergraduates at a large public university. Items were created and factor analyzed to evaluate content validity. Mean AAS Scale scores were compared using a 2 (FGCS status) X 2 (gender) factorial analysis of variance. Correlations with students' reported social support, self-esteem, life satisfaction, and depressive symptomatology evaluated criterion validity. A significant two-way interaction for FGCS status and gender for AASS showed that FGCS women reported doing worse than did non-first-generation students, while FGCS men said they were doing better compared to others. Future research should evaluate support needs of FGCS women for successful degree completion.

Promoting progressive discourse and sustained inquiry is a focus area of knowledge building research. Although different approaches for scaffolding productive discourse have been documented, the experimental investigation into the impact of teacher scaffolding on students' knowledge building processes and outcomes in technology-supported environments is limited. Therefore, we designed a quasi-experimental study to examine the impact of teacher scaffolding on students' interaction patterns, social-epistemic networks, and academic performance. Over a 14-week course, data were collected from undergraduates' online interactions, discourse in the Knowledge Forum, and their group artifacts. We employed lag sequence analysis, social epistemic network signature, and the Kruskal-Wallis test to analyze the data and compare the differences between the control and experimental groups. Findings demonstrate that teacher scaffolding can effectively enhance students' reflective behaviors, foster social and epistemic engagement, and improve academic performance within technology-supported knowledge building environments. This study provides valuable insights into the design and implementation of teacher scaffolding to facilitate student knowledge building processes and outcomes.