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This study examines the impact of Artificial Intelligence (AI) on the field of education, with particular focus on its implications for academic integrity and the adoption of comprehensive assessment approaches. This research fits within the specific setting of university students and faculty members in the Kingdom of Bahrain. Methods: A cross-sectional survey was designed to examine the impact Artificial Intelligence (AI) in field of education, with particular focus on its implications for academic integrity and the adoption of comprehensive assessment approaches. A total of 218 participants were randomly selected from 250 employed in this survey study. Results: Out of 250 invited participants, 203 responded to the survey. This study evaluated the influence of Educational Impact (EI), Policy and Ethics (PE), and Pedagogical Implications (PI) on Academic Outcomes (AO). Results revealed a significant association between EI → AO with a beta of 0.490, t-value of 4.504, and p <0.001. PI also showed a significant relationship (β=0.454, t =2.330, p = 0.010) with more variability. PE's impact on AO was modest (β = 0.243, t = 1.977, p = 0.024). Overall, EI was the strongest AO predictor. The R² value was approximately 39%, indicating a good fit. Conclusion: The research reveals a strong link between the Educational Impact (EI) of AI and academic success in Bahrain's universities, with EI being the primary predictor. Both Policy and Ethics (PE) and Pedagogical Implications (PI) play crucial roles in this relationship. [ABSTRACT FROM AUTHOR]

Anxiety is a common co-occurring condition for autistic students; however, little is known about how anxiety may affect their social or academic outcomes in an educational setting. Furthermore, the perspectives of students themselves have rarely been included in the literature. Using Q-sort method, 45 autistic participants aged 7 to 17 years identified the outcomes they perceived were most impacted by their anxiety in the educational setting. The three outcomes most highly rated as being impacted by anxiety overall were academic outcomes. Using by-person factor analysis, six distinct factors, or 'viewpoints', were identified. These viewpoints reflect different combinations of outcomes affected by anxiety, including missing school or activities, reduced interactions with friends, reduced classroom communication and finding it harder to complete schoolwork. This study adds to the literature by using Q-sort method to enable autistic children and adolescents to report the impacts of their anxiety. Anxiety has additional impacts on the social and academic outcomes of autistic students, highlighting the need for increased awareness and training for parents and professionals, an individualised approach to student support and further research regarding the relationship between anxiety and academic outcomes. Many autistic students experience anxiety, but there is little research that explores how anxiety might affect autistic students in the school environment. In this study, 45 autistic students, aged 7 to 17 years, completed an online sorting activity to tell us how anxiety impacts them at school. The students were given 21 statements about possible social and academic effects of anxiety (for example, 'When I'm worried it's hard to start my schoolwork' or 'When I'm worried I talk less to my friends or other students'), and sorted them based on how much they agreed each statement was true for them. The three statements most highly rated as being impacted by anxiety were difficulties related to schoolwork. By comparing the information provided by students, six smaller groups of students were identified who sorted the statements in a similar order. These groups show that anxiety affects different autistic students in different ways, including missing school or activities, communicating less with friends and teachers and finding it harder to complete schoolwork. This online sorting activity enabled autistic students themselves to report how anxiety affects them at school. The results suggest that it is important to provide individualised support for autistic students who experience anxiety at school, to reduce the impact of their anxiety on their participation, communication and interactions, and schoolwork. Further research about the effects of anxiety on the academic outcomes of autistic students is also needed. [ABSTRACT FROM AUTHOR]

This article draws on two surveys of international students in Sydney and Melbourne, undertaken in 2019 and during the 2020 COVID-19 lockdowns. Using the concept of bounded agency, we identify how the challenges of living in one of the world's most expensive rental housing markets impact students' perceptions of their academic attainment. We find housing insecurity, unaffordability and condition, amplified by financial stress, contribute significantly to student anxiety about their studies. These relationships differ by student background and education. We argue students' agency to meet their educational ambitions in Australia is constrained by the cost of housing and the housing choices they consequently make to mitigate financial stress. Our findings suggest the importance of 'town' or non-institutional aspects of the international student experience on their satisfaction and academic outcomes. We call for further research to explore these relationships in other global contexts. [ABSTRACT FROM AUTHOR]

Background: Undergraduate enrolments and completions in nursing are declining at the same time as requirements for registered nurses in the workforce is increasing. One way to increase enrolments is to lower entry requirements into nursing programs. This study determined the effect of a small lowering of entry scores on the retention and success rates. The study was undertaken at Griffith University, where identical bioscience and clinical courses run at three campuses, one with a lower- than normal-entry score and two with the normal-entry requirements. Methods: A comparison of the 62–148 students enrolled in the courses at the lower- than normal- (lesser) entry requiring campus with the 197–288 students enrolled in the courses in one normal-entry requiring campuses. For individual courses (4 bioscience and 2 clinical courses) retention rates were measured and compared between campuses/cohorts. For completing students, we measured success as (i) Academic outcomes; overall marks and marks for the exam and coursework and (ii) Failure rates in the examination and coursework. Data analysis was by Student's t-test and Odds ratio. Results: For all courses, there were few significant differences in measures of retention and success between the lower- and normal-entry campuses, and all differences were small. Comparing the campuses; (a) For all courses, progression rates were similar. (b) For completing students, passing rates were similar in the bioscience courses, but higher in the normal- than lower-entry campus for the clinical courses. (c) In the bioscience courses, the overall marks were similar, but in the clinical courses, the overall mark was slightly higher in the normal- than lower-entry campus. (d) The overall failure rates were similar for the biosciences, but higher for the lower- than normal-entry cohort in the clinical courses. (e) The failure rates in exams were similar between cohorts in all courses. Conclusions: This study shows that small changes in entry requirements for a nursing program had minimal effects on retention. The differences in entry requirements also did not affect the success of students in the bioscience courses. Decreasing entry requirement for nursing programs may be a way to increase nursing graduates. [ABSTRACT FROM AUTHOR]

Engaging in extracurricular activities is known to affect both cognitive and non‐cognitive outcomes, but there is social inequality in access to these activities. In this study, we examine the role of extracurricular activities in moderating the relationships between secondary school students' social background and their cognitive and non‐cognitive outcomes. Secondly, we examine variations in these relationships among three European cities that represent different educational systems in managing student heterogeneity. Based on the study findings, the effects of extracurricular activities on academic outcomes varied with regard to measured skills and the city of study. Extracurricular activities were related to enhanced interpersonal skills in all cities studied. However, in Turku and Ghent, extracurricular activities buffered the socio‐economic gradient in interpersonal skills, whereas in Barcelona, such activities increased it. Rather surprisingly, in all cities, engaging in extracurricular activities magnified the effect of socio‐economic status on cognitive skills. [ABSTRACT FROM AUTHOR]

In the ever-evolving landscape of higher education, the visual and practical elements of university grounds are pivotal in molding the complete student journey. This study explores the transformative power of public art in enhancing environmental design on college campuses. Employing a questionnaire survey as the primary data collection method, the research gathered demographic information and investigated participants' perceptions and experiences related to public art's role in shaping the campus environment. The data for this study were collected through structured questionnaires from a sample of 250 students across five universities in China, with a mean age of 21.4 years and a standard deviation of 2 years. Utilizing SPSS software for data analysis, the study identified several key findings. The study establishes a favorable link between the existence of public art on college campuses and students' sense of place and identity. The research demonstrates a positive correlation between public art on college campuses and heightened community engagement and social interaction among students. The study reveals a constructive correlation between the availability of public art on campuses and increased inclusivity and accessibility for students of diverse backgrounds and abilities. The novelty of the study lies in its comprehensive examination of the multifaceted impacts of public art on college campuses, encompassing its influence on identity formation, community dynamics, environmental consciousness, inclusivity, and academic outcomes. The research suggests that exposure to art can have positive effects on cognitive function, creativity, and overall well-being. [ABSTRACT FROM AUTHOR]

ABSTRACT Background Methods Results Implications of School Health Policy, Practice, and Equity Conclusion Millions of children are diagnosed with a traumatic brain injury (TBI) each year, most being mild TBI (mTBI). The effect of mTBIs on academic performance is of significant importance. We investigate mTBI's impact on parent‐reported academic outcomes in school‐aged pediatric participants.This cross‐sectional survey study queried parents (N = 285) regarding letter grade performance and the presence or absence of academic accommodations before and after an mTBI, including complicated mTBI (c‐mTBI, or mTBI with radiographic abnormality).We found a parent‐reported decline in letter grades following c‐mTBI (p < .001), with no significant change following uncomplicated mTBIs. Degree and length of recovery were also associated with grade changes (p < .05). Those with no academic accommodations prior to the injury showed significant decreases in grades after injury regardless of post‐injury accommodation status (p < .05).This study underscores the need for an improved framework of support to maximize academic performance of children following mTBI, especially in those with a c‐mTBI and still recovering from their injury.Our study identifies children who are at risk for adverse academic outcomes following mTBI. We encourage efforts to better support school nurses in this effort, including improved communication between health care teams and school teams. [ABSTRACT FROM AUTHOR]

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Abstract Background Undergraduate enrolments and completions in nursing are declining at the same time as requirements for registered nurses in the workforce is increasing. One way to increase enrolments is to lower entry requirements into nursing programs. This study determined the effect of a small lowering of entry scores on the retention and success rates. The study was undertaken at Griffith University, where identical bioscience and clinical courses run at three campuses, one with a lower- than normal-entry score and two with the normal-entry requirements. Methods A comparison of the 62–148 students enrolled in the courses at the lower- than normal- (lesser) entry requiring campus with the 197–288 students enrolled in the courses in one normal-entry requiring campuses. For individual courses (4 bioscience and 2 clinical courses) retention rates were measured and compared between campuses/cohorts. For completing students, we measured success as (i) Academic outcomes; overall marks and marks for the exam and coursework and (ii) Failure rates in the examination and coursework. Data analysis was by Student’s t-test and Odds ratio. Results For all courses, there were few significant differences in measures of retention and success between the lower- and normal-entry campuses, and all differences were small. Comparing the campuses; (a) For all courses, progression rates were similar. (b) For completing students, passing rates were similar in the bioscience courses, but higher in the normal- than lower-entry campus for the clinical courses. (c) In the bioscience courses, the overall marks were similar, but in the clinical courses, the overall mark was slightly higher in the normal- than lower-entry campus. (d) The overall failure rates were similar for the biosciences, but higher for the lower- than normal-entry cohort in the clinical courses. (e) The failure rates in exams were similar between cohorts in all courses. Conclusions This study shows that small changes in entry requirements for a nursing program had minimal effects on retention. The differences in entry requirements also did not affect the success of students in the bioscience courses. Decreasing entry requirement for nursing programs may be a way to increase nursing graduates.

Extracurricular clubs stand out as transformative and accommodating hubs in the academic experience of university students, thereby offering opportunities for personal growth, community building, and effective academic engagement. This research investigates the profound influence of academic club participation on Moroccan university students, with a specific focus on experiences within clubs such as the Bookworms and Public Speaking Clubs at Ibn Zohr University. Employing a qualitative longitudinal approach, including qualitative case studies and longitudinal analysis, the research reveals three main themes: empowerment through inclusivity, increased academic engagement and excellence, and a sense of agency and achievement. Findings indicate that club participation fosters a sense of belonging, enhances academic motivation, and develops essential soft skills, leadership orientations and community engagement. The study calls for institutional support and integration of clubs into the curriculum to promote educational research and practice within Moroccan universities. [ABSTRACT FROM AUTHOR]

Introduction: Witnessing violence and violent victimization have detrimental effects on adolescents' emotional functioning and ability to envision and plan for their futures. However, research is limited on the impact of violence that occurs in adolescents' communities—whether or not it was witnessed or experienced firsthand. This paper investigated the associations between community exposure to gun homicide and adolescents' high school and college graduation aspirations. Methods: We analyzed data from the Future of Families and Child Wellbeing Study (N = 3031), a cohort study of children born 1998–2000 in 20 large US cities, merged with incident‐level data on deadly gun violence from the Gun Violence Archive (2014–2017). Outcomes were reported by adolescents (girls and boys) during wave 6 (2014–2017) of the study, conducted when the children were 15 years of age. We employed ordinary least squares regression, ordered logistic regression, and multilevel stratification to examine the average and heterogeneous impacts of community exposure to gun homicide on adolescents' educational aspirations. Results: Community exposure to gun homicide was associated with reduced high school graduation aspirations, particularly among adolescents with the lowest risk of exposure to gun homicide. Gun homicide exposure was also associated with increased college graduation aspirations; this association was concentrated among adolescents with moderate‐high risk of exposure. Conclusions: Given the importance of education for job opportunities and the better health that accompanies education and occupational attainment, preventing early exposure to gun violence and providing institutional supports to help adolescents facing adversity realize their goals is essential to their long‐term health and success. [ABSTRACT FROM AUTHOR]

E-learning has emerged as a prominent educational method, providing accessible and flexible learning opportunities to students worldwide. This study aims to comprehensively understand and categorize learner performance on e-learning platforms, facilitating timely support and interventions for improved academic outcomes. The proposed model utilizes various classifiers (random forest (RF), neural network (NN), decision tree (DT), support vector machine (SVM), and K-nearest neighbors (KNN)) to predict learner performance and classify students into three groups: fail, pass, and withdrawn. Commencing with an analysis of two distinct learning periods based on days elapsed (=120 days and another exceeding 220 days), the study evaluates the classifiers' efficacy in predicting learner performance. NN (82% to 96%) and DT (81%-99.5%) consistently demonstrate robust performance across all metrics. The classifiers exhibit significant performance improvement with increased data size, suggesting the benefits of sustained engagement in the learning platform. The results highlight the importance of selecting suitable algorithms, such as DT, to accurately assess learner performance. This enables educational platforms to proactively identify at-risk students and offer personalized support. Additionally, the study highlights the significance of prolonged platform usage in enhancing learner outcomes. These insights contribute to advancing our understanding of e-learning effectiveness and inform strategies for personalized educational interventions. [ABSTRACT FROM AUTHOR]

This paper shares the results of a meta-analysis on the parental-relational component of parental-involvement and its association with the academic and behavioral outcomes of urban students. This meta-analysis includes 76 quantitative studies. The results indicated that statistically significant effects emerged across students of different backgrounds, including differences by age groups, race, gender, and nationality. The results were also substantial in the highest quality studies. The significance of these results is discussed. [ABSTRACT FROM AUTHOR]

Introduction. The purpose of this study was to analyze and compare educational outcomes of Doctor of Physical Therapy (DPT) graduates before and during the COVID-19 pandemic. Review of Literature. Reports show increased stress, anxiety, and burnout during the COVID-19 pandemic, which may have negatively affected academic performance. Historically, academic performance is predictive of National Physical Therapy Examination (NPTE) scores. Yet, there is little evidence analyzing student outcomes during the pandemic. Subjects. Doctor of Physical Therapy graduate records (N = 1,897) were retrospectively collected from a multicenter convenience sample consisting of 5 blended programs. Records were sampled from existing "prepandemic" graduates of Fall 2018-2019 (n = 988) and "pandemic" graduates of Fall 2021-2022 (n = 909). Methods. A causal comparative and correlational study design was used. Grade point average (GPA) and NPTE scores were collected. A general linear model examined differences between groups, and a multiple linear regression examined predictors of NPTE performance. Results. Grade point average was a significant predictor of NPTE score (r² = 0.56; P < .01) for the overall sample and for the prepandemic and pandemic cohorts (r² = 0.38, P < .01; r² = 0.45, P < .01, respectively). Grade point average was not significantly different between the groups (P = .09), nor did it significantly influence differences in NPTE scores (P = .13). Pandemic graduates displayed a significantly lower NPTE pass rate (85.1%) compared with prepandemic graduates (89.7%; P < .01). Pandemic graduates experienced higher rates of academic difficulty (20%; P < .01) and had a approximately 5 times higher likelihood of not passing the NPTE. Discussion and Conclusion. This is the first study to report on DPT graduate outcomes spanning the COVID-19 pandemic. Similar to previous studies, GPA remained the most significant predictor of NPTE scores. Pandemic graduates demonstrated significantly lower NPTE scores and higher rates of academic difficulty (GPA < 3.0). Continued monitoring of NPTE performance is warranted between prepandemic, pandemic, and postpandemic cohorts across modes of program delivery. [ABSTRACT FROM AUTHOR]

The motivational basis of self-regulated learning lays a solid theoretical framework for education researchers to look closely at the learners' intrinsic motivational factors in enhancing their academic outcomes. Particularly, learners' motivation forces, embedded in the self-regulatory learning (SRL) process, have not been well researched in an online learning environment, yet the correlations to learners' academic success. Hence, the current study employed 713 online university students and focussed on the motivational path rooted in the SRL model to elucidate the extent to which learners' motivational forces contribute to academic achievements. The results indicated that learning goal orientation was positively correlated to academic outcomes, while this correlation was not found to be mediated by academic self-efficacy, engagement, and learning satisfaction in an online learning environment. Further, the correlation between learning goal orientation and learning satisfaction was found to be mediated by academic self-efficacy and learning engagement. Directions for future research on the motivational bases of self-regulated learning are discussed. [ABSTRACT FROM AUTHOR]

Objective: The purpose of this study was to examine patterns of concurrent cannabis and other substance use and their differential associations with cannabis-related problems and academic outcomes in college students. Participants: Participants were undergraduate students (N = 263; M age = 19.1 years; 61.2% female) who were eligible if they used cannabis at least 3 days in the past month (M = 10.1 days). Method: Substance use, academic-related outcomes, and measures of Cannabis Use Disorder (CUD) severity and problems were obtained in an online survey. Results: The five groups evaluated were cannabis-only users (5.3%), cannabis and alcohol (47.1%), cannabis, alcohol and cigarettes (16.7%), cannabis, alcohol and other substances (14.8%), or all-substances (16%). Cannabis-only and all-substance users reported using cannabis most frequently (ps ≤.034), but only the latter reported greater CUD severity, problems, and poorer academic outcomes. Discussion: College student polysubstance users may be at increased risk for poorer outcomes compared to cannabis-only users and other groups. [ABSTRACT FROM AUTHOR]

Exclusionary school discipline is one of the primary ways that schools address student behavior. Existing scholarship has focused on examining the implications of exclusionary school discipline for two sets of outcomes: academic achievement and future juvenile and criminal legal involvement. However, these two areas of scholarship are largely treated as separate. In this paper, we bridge these two research areas by drawing on scholarship examining the negative educational consequences of police contact for youth. Specifically, we formally test the proposition that the association between school suspension in childhood and adolescent academic achievement is mediated by police contact experienced in early adolescence. Using data from the Future of Families and Child Wellbeing Study, we find support for this hypothesis: Early adolescent police contact explains approximately 30% of the association between school suspension in childhood and adolescent GPA. By relying on exclusionary school discipline, our results suggest that schools are setting the stage for youth to become involved in the criminal legal system, which, in turn, hinders future academic achievement. [ABSTRACT FROM AUTHOR]

This study examines the impact of Artificial Intelligence (AI) on the field of education, with particular focus on its implications for academic integrity and the adoption of comprehensive assessment approaches. This research fits within the specific setting of university students and faculty members in the Kingdom of Bahrain.MethodsA cross-sectional survey was designed to examine the impact Artificial Intelligence (AI) in field of education, with particular focus on its implications for academic integrity and the adoption of comprehensive assessment approaches. A total of 218 participants were randomly selected from 250 employed in this survey study.ResultsOut of 250 invited participants, 203 responded to the survey. This study evaluated the influence of Educational Impact (EI), Policy and Ethics (PE), and Pedagogical Implications (PI) on Academic Outcomes (AO). Results revealed a significant association between EI → AO with a beta of 0.490, t-value of 4.504, and p

This study investigates how socioeconomic status (SES) impacts student voice (SV) and its intermediary role in the relationship between SES, academic outcomes (AO), and well-being (WB) in Vietnamese educational settings. The research employed a cross-sectional design and a simple random sampling technique. Questionnaires were administered to 1171 students from nine Thai Nguyen universities, Vietnam. The study used Partial Least Squares Structural Equation Modeling (PLS-SEM) to analyze data. Results showed significant correlations between factors: SES and AO; SES and WB. Moreover, SV appeared to mediate the relationships between SES and AO, and SES and WB. However, the moderating effects of gender and grade level on the relationships between SV and AO, and SV and WB were insignificant. We argue that advocating for SV in educational settings can positively influence the relationship between SES and AO. Specifically, our findings suggest that enhancing student voice may help mitigate the effects of lower SES on AO and WB. The research suggests implications for educational policy and practices in Vietnamese educational and similar contexts.

Students with emotional and behavioral disorders (EBD) characteristically experience academic difficulties. There is growing evidence that the continuum from academic competence to underachievement is partially explained by executive function (EF; neurocognitive attention-regulation processes) and stress. Yet, there is scarce research investigating these relationships among students with or at risk for EBD, especially during the elevated stress and risk period of middle school, and particularly among racially/ethnically under-represented groups. Therefore, with 118 U.S. middle schoolers with or at risk for EBD and typical peers (70% Hispanic/Latinx; 25% Black), we examined group differences and relationships among perceived family, peer, and school stress, EF, and academic outcomes. When compared with their typical peers, students with or at risk for EBD scored lower on EF and academic tasks. For all students, higher EF predicted better academic functioning. Perceived stress was directly and negatively related with EF and indirectly associated with academic outcomes via EF. [ABSTRACT FROM AUTHOR]

The purpose of this study was to examine associations between caseload, social determinants, health needs, students meeting grade-level English and Math standards, and attendance. Data from the Washington State Open Data Portal and Report Card were combined with District Health Assessment data from 264 school districts. Analyses of variance and linear stepwise regression analyses were conducted. Key findings indicate significant differences in English and Math outcomes by caseloads, with higher caseload districts have lower percentages of students meeting English and Math standards, but not attendance. Caseload is a significant predictor of students meeting English and Math standards, after controlling for social determinants and district health needs. Findings point to the complexity of school nursing work and builds a foundation to guide future nursing research. Large prospective studies that allow for comprehensive measurement of structure, process and outcomes variables are needed to advance school nursing research. [ABSTRACT FROM AUTHOR]

The COVID‐19 pandemic upended the lives of adolescents and young adults across the globe. In response to the pandemic onset, educational institutions were forced to pivot to online learning, a new teaching and learning format for most secondary and university students. This systematic narrative review summarizes findings from 168 publications spanning 56 countries on students' educational outcomes and school climate as well as the internal assets and contextual supports that promoted academic well‐being during the pandemic. Our findings suggest that young people commonly reported declines in their academic‐related outcomes and school‐based relationships due to the COVID‐19 pandemic. Internal assets (e.g., intrinsic motivation and self‐efficacy) and contextual supports (i.e., relationships with teachers, peers, and parents) promoted academic well‐being during the pandemic. Next steps for research on young people's academic well‐being during the pandemic are suggested. [ABSTRACT FROM AUTHOR]

School transportation may have important implications for academic success, but few studies examine how these variables are related. This systematic review is the first that synthesizes research linking school transportation with academic outcomes. Using the PRISMA framework, the authors conducted a literature search across multiple data sources and screened articles for the following eligibility criteria: 1) Design is quantitative or mixed methods; 2) Sample consists of primary or secondary school students; 3) Variables include school transportation and academic outcomes. Two reviewers independently screened each study for inclusion criteria. Two reviewers also independently rated each study on methodological quality in five dimensions using the Mixed Methods Appraisal Tool (MMAT). Throughout the process, reviewers consulted to resolve any discrepancies between ratings. The search revealed 249 abstracts that were screened for inclusion criteria. This resulted in 61 relevant articles after duplicates were removed. After screening, reviewers determined that 26 studies met inclusion criteria. Most took place in the United States, although studies were also conducted in Canada, Croatia, England, Nepal, Pakistan, Portugal, South Africa, and Spain. Thirteen studies met all MMAT methodological quality standards. Longer travel times and transportation challenges were associated with adverse academic outcomes except when they provided access to higher-quality schools. School bus transportation had a mixed relationship with academic outcomes. The authors conclude that research points to the importance of transportation as it relates to academic success, especially for students of color and those from low-income households. [ABSTRACT FROM AUTHOR]

Background: This study investigated the causes of stress in medical students and the impact of stress on their academic outcomes. Much is known about the impact of stress on medical students but there is a gap in knowledge regarding the collated overview of literature in this area. This study sought to pull together disparate research to gain a clearer overview of the core drivers of stress. Methods: Taking a meta-level approach, a narrative qualitative systematic review of previous systematic reviews was undertaken, following the PRISMA guidelines. This systematic review covered literature published from 2009-2023 where the focus was stress in students studying at medical schools in the United Kingdom. Findings were then assessed for commonly emerging themes. Results: From an initial tranche of 3394 articles, a final set of eight systematic reviews was identified. The eight reviews drew on over 309 separate research projects and involved over 500,000 participants. A review of the key findings from each of the eight studies identified five themes: academic pressure, the impact of the institution, students’ personality traits, social relationships, and financial stress. The analysis provided clear evidence that stress amongst medical students results in negative academic outcomes. Conclusion: The findings suggest a need to reduce stress to help medical students prevent a decline in their academic outcomes and health. From these findings it is recommended that medical schools examine their curriculum to identify areas where they feel they put undue academic pressure on their students and work on ways to remediate this situation.

This study aims to contribute to the evaluation of Montessori education in Italian primary schools, examining a) its impact on academic and socio-affective outcomes; b) teacher profiles and the fidelity of their implementation. The results show that Montessori students, depending on grade and cohort, achieve similar or significantly higher scores than other students. Additionally, in some cases the distributions of math scores have a significantly higher standard deviation. Regarding socio-affective characteristics, Montessori students score significantly higher on the empathy scale. These results, combined with the fact that only half of Montessori teachers have a more orthodox profile, highlight how the Montessori model conflicts with some features of the Italian primary school system. This raises some questions concerning evaluation, limits to children’s freedom of choice and movement, individualization, organization of work time, and multi-age classrooms.

• Children enter kindergarten with patterns of skills across developmental domains. • School readiness profiles predict gains in academic and social-emotional outcomes. • Quality of teacher–child interactions moderates the associations between fall profiles and gains in outcomes. This study used a person-centered approach to identify school readiness profiles in a sample of kindergartners (n =1,826) from a large and diverse school district in the United States. Using latent profile analyses and multi-level modeling, we examined three aims: 1) whether patterns of readiness skills at kindergarten entry could be detected, 2) the extent to which detected patterns predicted gains in academic and social-emotional skills, and 3) whether the quality of teacher–child interactions moderated the associations between profile membership and end of kindergarten outcomes. Based on a comparison of fit indices, a 4-profile solution best represented the data. Eighteen percent of children were in the "High Risk" profile, 34 % were in the "Ready" profile, 20 % percent of children were in the "Social-Emotional Risk" profile, and 28 % of children were in the "High Readiness" profile. For all outcomes, we found that profile membership predicted spring scores, after controlling for fall scores of each skill, suggesting that the constellation of kindergarten readiness skills matters more than any one skill. We also found that the quality of teacher–child interactions moderated associations between profile membership and changes in achievement and problem behavior for children within some groups. Results suggest that children enter kindergarten with unique profiles of skills and that supports for children may need to be individualized based on profiles to maximize social, emotional, and academic development. Results also suggest that high-quality teacher–child interactions may serve as an important protective and promotive factor for children with certain clusters of readiness skills at kindergarten entry. [ABSTRACT FROM AUTHOR]

This paper uses administrative data and a soft skill index integrating seven personality traits to examine the relationship between soft skills and academic outcomes. I exploit the timing of soft skill assessment and study the interaction between soft and cognitive skills in education production. The results show that soft skills are positively associated with academic outcomes. Soft and cognitive skills are both substitutes and complements in education production. The complementarity between both skills is asymmetric. Soft skills and returns to cognitive skills exhibit a U-shaped relationship, while returns to soft skills fail to show such a relationship with cognitive skills. Time-use data suggest that soft skills may have a causal effect on academic achievements, and increased study time is a mechanism through which soft skills affect these outcomes. Soft skills can reduce inequality in academic outcomes due to differences in cognitive ability. Investment in non-cognitive skills can be quite rewarding. [ABSTRACT FROM AUTHOR]

This study was conducted to examine the effects of self-motivation on academic achievements of the students. The research population encompassed undergraduate students enrolled in various social sciences departments at Women University of AJ&K Bagh. Using a simple random sampling technique, a representative sample of 326 students was selected for the study. To assess the level of self-motivation, respondents completed a standardized questionnaire developed. Data was analyzed using correlation and regression analysis. The results of the study revealed a significant effect of self-motivation on academic performance of university students. These results contribute significantly to the existing body of knowledge and carry implications for educational institutions. The study emphasizes the importance of addressing and nurturing self-motivation to enhance the academic performance of students. By shedding light on the interplay between selfmotivation and academic outcomes, this research adds to the scholarly discourse and supports educational institutions in devising strategies to encourage students' selfmotivation and, consequently, their academic achievements. [ABSTRACT FROM AUTHOR]

Longitudinal multimethod data across three time points were examined to explore the associations between previously institutionalized toddlers' (N = 71; 59% female) socioemotional skills (Time Point 1: 18 months to 3-years-old), executive functioning (i.e., attention, working memory, inhibitory control) in the preschool years (Time Point 2: 2–4-years-old), and adjustment in kindergarten (5–6-years-old). Children were from multiple regions (35% Eastern European, 31% Southeast Asian, 25% African, and 9% Latin American), and 90% of adoptive parents were White from the Midwestern United States. Socioemotional competency at Time Point 1 was associated with fewer attention problems and greater inhibitory control at Time Point 2, which were subsequently associated with more observed social competence, greater observed classroom competence, and less teacher-reported teacher–child conflict in kindergarten. Indirect effects from socioemotional competencies in toddlerhood to kindergarten adjustment via executive functioning during the preschool period emerged. Public Significance Statement: The current study provides an understanding of cognitive and socioemotional processes that link early institutional care with later academic and social functioning in kindergarten, and helps increase our current knowledge regarding the importance of adequate caregiving for domain-specific developmental processes while also identifying points of early intervention for previously institutionalized youth. [ABSTRACT FROM AUTHOR]

Mental health symptoms are highly prevalent in university students and have been further exacerbated following the COVID-19 pandemic. The aim of this study was to examine the prospective prediction of five mental health symptoms (anxiety, depression, insomnia, suicidality, substance misuse risk) on university non-completion. Baseline data were collected between July and September 2020 following the first UK lockdown and prior to the 2020/2021 academic year. Univariate binary logistic regression analyses were performed using data from 147 participants who were due to graduate at the end of the 2020/2021 academic year. Only substance misuse risk was found to predict university non-completion, with students with a higher risk of substance misuse more likely to not complete their university course. There appears to be an association between substance misuse risk and university non-completion; however, this was attenuated once study characteristic covariates (study level, changes in study hours and study engagement) were included, indicating possible associations between these variables. Future research should further consider the role of substance use in this population and the relationship with study characteristics, engagement and university completion. [ABSTRACT FROM AUTHOR]

The number of times children change schools, or student mobility, is associated with multiple adverse outcomes across the life span. This study used administrative data from the Western Australian Department of Education for public primary school students who completed Year 6 between 2016 and 2019 to examine potential associations between student mobility and academic (using National Assessment Program – Literacy and Numeracy [NAPLAN] participation and scores) and behaviour outcomes (measured through school suspensions). The odds of participating (vs. not participating) in NAPLAN were significantly lower for students with high mobility. High mobility students also achieved significantly lower scores, on average, on NAPLAN literacy and numeracy at Year 3 and Year 5 compared with low mobility students. However, there was no evidence of an association between student mobility and school suspensions. These findings highlight the need for action to address substantial academic detriment for mobile students, many of whom are likely to be from lower socio-economic backgrounds. Furthermore, current policies to address academic disadvantage are likely to exclude those students at substantial academic risk and require revision to be appropriately triaged. [ABSTRACT FROM AUTHOR]

The importance of reducing restraint and restrictive interventions in special schools has been recognised across the four nations of the UK. Government guidance for England and Wales, and recommendations produced by Restraint Reduction Scotland, both reference Positive behavioural support (PBS) as an evidence‐based approach that can be used to proactively support pupils with, or at risk of, behaviours that challenge. The Department of Education of Northern Ireland recommends the development of behaviour support plans to support children with special education needs and disabilities. Special schools, however, also have a responsibility to set high expectations for every pupil, to provide access to the respective national curricula and to meet individual needs. School‐wide positive behavioural support (SW‐PBS), originated in the USA in the 1990s in response to a body of evidence that showed improved social and academic outcomes when behavioural interventions were implemented across whole school settings. It is increasingly being adopted in the UK. Drawing upon examples from schools in England and Wales with which the authors are familiar, this paper outlines the rationale for a special schools' model of SW‐PBS and illustrates the ways in which this can be adjusted to meet the specific needs of each setting. Key PointsReducing restraint and restrictive interventions in schools is a high priority across all four nations of the UK.Special schools also have a responsibility to provide children with special education needs and disabilities positive learning environments that maximise learning opportunities and meet individual needs.School‐wide positive behaviour support (SW‐PBS) provides a useful framework to help special schools meet these expectations. [ABSTRACT FROM AUTHOR]

Using student self-reports on a survey and objective records of academic achievement, I examined the effects of course modality on student satisfaction and academic outcomes at a selective liberal arts college in spring 2021. I compared three groups of undergraduates (N = 729) based on their predominant course modality: Online-Class Group, Residential Blended Learning Group, and Residential In-Person-Class Group. After controlling for gender, race/ethnicity, class level, and socioeconomic status, course modality demonstrated significant main effects on all three satisfaction variables and sense of connection a student felt to the institution. The Online-Class Group reported the lowest satisfaction with level of academic challenge, quality of teaching, and overall quality of academic experiences; it also reported the weakest sense of connection. The Residential Blended Learning Group differed from the Residential In-Person-Class Group on one variable: satisfaction with quality of teaching, on which the former reported lower satisfaction. Course modality did not affect a student’s grade point average; although it interacted with gender in its effect on the number of course units a student passed, no subgroup difference by course modality and gender was significant. This study indicates that online classes and blended learning, especially the latter, have potential at liberal arts colleges.

Ruihua Li, Norlizah Che Hassan, Norzihani Saharuddin Department of Foundations of Education, Faculty of Educational Studies, Universiti Putra Malaysia, Serdang, Selangor, MalaysiaCorrespondence: Norlizah Che Hassan, Department of Foundations of Education, Faculty of Educational Studies, Universiti Putra Malaysia, Serdang, Selangor, Malaysia, Email norlizah@upm.edu.myAbstract: In the past two decades, several scholars from different disciplines have conducted theoretical research and practical explorations on the issue of psychological capital and achieved certain research results. Yet, few studies have synthesized the psychological capital related to academic outcomes among university students. Thus, the aim of this article is to explore how PsyCap is described in an academic context and how PsyCap and academic-related outcomes are related. A comprehensive systematic review was conducted on 43 studies between 2012 and 2022, sourced from six leading databases: Web of Science, Scopus, ERIC, PsyINFO (EBSCO), Springerlink, and ScienceDirect. Our selection criteria focused on empirical research that specifically discussed PsyCap’s impact on university students’ academic performance. This review identifies personal and social factors that influence the development of PsyCap in university students, such as self-esteem, motivation, gratitude, family support, and peer relationships. We found that PsyCap plays a key role in academic outcomes, including academic performance, engagement, burnout, adjustment, stress, and intrinsic motivation. Highlighting the significance of PsyCap in academic settings, our study underscores the need for further research on its relationship with student outcomes. Given the substantial influence of PsyCap on academic performance, institutions should consider incorporating psychological capital development programs into their curriculum. Such initiatives could optimize the academic achievements and holistic well-being of students.Keywords: psychological capital, university students, academic performance, academic outcomes, review, ATLAS.ti 22

AbstractThis research aimed to investigate the impact of Simulation-Based Learning (SBL), specifically within the Model United Nations (MUN) framework, on enhancing critical thinking and improving academic performance in a sample of 42 undergraduate students studying International Relations at a university in Northern Colombia. The objectives were to measure the students’ attitudes towards SBL and its impact on their academic achievement in two Economic Development courses. A Student’s t-test was applied to compare the effectiveness of SBL with traditional instruction, and performance values were analyzed using minimum, maximum, and average statistics. The focus was on how effectively SBL encouraged an inquiry-based approach in students and their understanding of a country’s objectives, and how this translated into their academic success. The results indicated that the implementation of simulations significantly boosted the students’ understanding, thereby leading to improved learning outcomes. These findings suggest that SBL within the Model of United Nations (MUN) framework can be an effective tool in fostering critical thinking and enhancing academic performance among International Relations students.

AbstractScholarly work conducted before 2010 consistently reported a gap between first-generation and continuing-generation students in college success, as measured by grades, persistence, and graduation rates. Through a systematic literature review, this study aimed to examine the most recent findings, from 2010 until 2020, regarding the academic adjustment process of first-generation students to higher education institutions and the institutional factors that help them in the process. The results report lower performance of first-generation (FG) students and compared to that of continuing-generation (CG) students and measured by grades and persistence. When looking at other variables, such as learning outcomes, intellectual development, learning skills, integration and engagement with the academic environment, we find scarce and mixed evidence. There is also an increased interest in the academic process, and not just in describing academic outcomes of first-generation students. These findings suggest that interventions promoting social belonging, support from peers, parents´ involvement and a welcoming campus climate should be fostered by institutions interested in the access and graduation of FG students.

The purpose of this study is to provide robust estimates of the potential link between study abroad participation and community college students' academic outcomes, namely academic qualifications (GPA), progression toward degree (credits passed), and credential completion. Theoretically, study abroad is thought to impact students' outcomes, academic and otherwise, through its value as an educational experience that disrupts students' normal learning routines. Using both propensity score modeling and difference-in-differences analysis, I find limited evidence of a causal connection between study abroad participation and any of the three outcomes explored in this study. While a consistent significant positive relationship between study abroad and both GPA and percentage of credits passed was observed in propensity score matching models, this relationship was not found in difference-in-differences models, suggesting residual selection bias in the former set of models. While this study's results are likely to be viewed as problematic by practitioners in international education who champion the benefits of international education, it is important to note that study abroad may be related to outcomes that are more proximal to the abroad experience itself (e.g., gains in intercultural competence) and that study abroad does not appear to harm students' academic prospects. [ABSTRACT FROM AUTHOR]

Peacetime military service has both positive and negative effects on human capital. While it depreciates academic skills, it also enhances non-cognitive ones. The net effect of conscription is hard to identify due to issues of self-selection, endogenous timing and omitted variables bias. We exploit the compulsory service of men in the Republic of Cyprus preceding university enrolment to deal with the first two problems. After controlling for prior academic performance and other relevant controls in a selection on observables model, we find that duration of service has a positive and significant effect on men's subsequent academic performance as measured by grade point average. Two exogenous reforms—one at the extensive margin and one at the intensive margin of military service—allow us to deal with omitted variables bias. We estimate difference-in-differences models, where female students act as a control group, and show that an increase (reduction) in the average length of army service has a positive (negative) and significant effect on men's academic performance. [ABSTRACT FROM AUTHOR]

This study evaluated the association of autistic traits (RAADS-14) with academic and social outcomes among college students using data from an online survey (N = 2,736). In the academic domain, the total trait score and all subscale scores (mentalizing deficits, social anxiety, sensory reactivity) were associated with course failure and academic difficulties independent of an autism diagnosis; the total score and mentalizing deficits also predicted lower grade point average (GPA). In the social domain, the total trait score and subscale scores were associated with lower odds of having a confidant, lower friendship quality, and higher odds of social exclusion. Subgroup analyses revealed that autistic traits had more consistently negative associations with social outcomes for students without an autism diagnosis than for students with a diagnosis. Associations were also more often significant for women than men. These results support the development of programs and services for students with autistic traits regardless of diagnostic status. [ABSTRACT FROM AUTHOR]

Disparities in educational outcomes for students living in communities burdened with high rates of violence are striking as they are at an increased risk for misbehavior, low GPA, poor school attendance, and decreased standardized test scores. However, limited research identifies the role that schools play in exacerbating exposure to violence to inform changes that aid in mitigating violence exposure. As such, this study utilizes the Pathways to Desistance Study to explore the mediating roles of school attachment and motivation to succeed on students' academic outcomes after exposure to community violence. Using a serial mediation model, findings indicate that school attachment and motivation to succeed mediate the relationship between exposure to violence and grades. Implications for adapting school programs and policies as well as providing teacher training to increase school attachment and motivation are discussed. [ABSTRACT FROM AUTHOR]

In 2007, Randolph conducted a meta-analysis of response-card articles to determine the effect of response cards on test achievement, quiz achievement, class participation, and off-task behavior. This meta-analysis is an update of that analysis, including new studies conducted in the last 12 years. A total of 15 studies published between 2005 and 2019 were analyzed along with the previous 14 used in the Randolph study. The results indicate evidence to support the use of response cards. When utilizing response cards, both students in special education and students in general education displayed increases in test and quiz achievement and levels of participation and decreases in off-task behavior. These results indicate that response cards remain a simple and cost-effective strategy for improving student's academic and behavioral outcomes. [ABSTRACT FROM AUTHOR]