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Schools as developmental contexts during adolescence
... The teenage years are a particularly critical period for social-emotional learning, as this is a time when teenagers are forming their selfidentity, seeking greater independence from their parents, developing intimate and peer relationships, and making important decisions about their education and future careers [8]. Schools play an important role in facilitating teenagers' social-emotional learning [9]. Teenagers acquire these skills through everyday interactions with their peers and teachers, where they learn and practice social-emotional skills like emotion regulation, cooperation, relationship building, and conflict resolution [9]. ...
... Schools play an important role in facilitating teenagers' social-emotional learning [9]. Teenagers acquire these skills through everyday interactions with their peers and teachers, where they learn and practice social-emotional skills like emotion regulation, cooperation, relationship building, and conflict resolution [9]. The importance of social-emotional learning in schools is increasingly recognized by educators, school leaders, and teenagers themselves [10,11] and supported by policy [5]. ...
... Schools play an important role not only in promoting teenagers' academic development but also in supporting their social-emotional development [9]. Recognizing the importance of developing social-emotional skills in the school environment, many schools are implementing social-emotional learning programs [5]. ...
Improving teenagers’ mental health is a major challenge in today’s society. Improving this requires a preventive approach with a focus on social-emotional skills. Education serves as an important environment for teenagers to develop these skills. School-based social-emotional learning programs are effective in enhancing teenagers’ social-emotional skills (self-awareness, self-management, social awareness, relationship skills, and responsible decision-making). These programs, increasingly implemented in schools globally, have shown positive effects, including improved self-esteem, emotional regulation, social competence, as well as improved academic performance. Moreover, they have shown reductions in problematic behaviors such as bullying and substance use. Key factors in social-emotional learning programs that influence their effects include the integration of psychoeducation and skills training, the balance of program components, the duration of the program, and the involvement of the entire school community. However, social-emotional learning programs are not one size-fits all. Adapting these programs to meet the diverse needs of different teenage populations, including those with special educational needs, is important for their effectiveness.
... Academic achievement is essential for both personal and societal development, as it significantly influences career opportunities, personal growth, and quality of life [1][2][3]. This is particularly important in health sciences, where students' academic performance shapes their professional readiness and impacts public health standards [4,5]. Academic success enhances self-confidence and professional commitment, fostering a highly skilled healthcare workforce [5]. ...
... This is particularly important in health sciences, where students' academic performance shapes their professional readiness and impacts public health standards [4,5]. Academic success enhances self-confidence and professional commitment, fostering a highly skilled healthcare workforce [5]. ...
... The scale consists of 10 items measuring self-esteem, with positively and negatively worded statements. Positively worded items (1, 2, 4, 6, 7) score 'Strongly Agree' as 4 points and 'Strongly Disagree' as 1 point, while negatively worded items (3,5,8,9,10) are reverse-scored. Total scores range from 10 to 40, with higher scores indicating greater self-esteem. ...
Background
Academic success is a multifaceted outcome influenced by various demographic and psychosocial factors. Understanding these determinants is essential for developing effective interventions, particularly in demanding disciplines such as physiotherapy and rehabilitation. This cross-sectional study examined the relationship between academic performance and demographic and psychosocial variables among undergraduate physiotherapy students.
Methods
Data on students’ age, gender, years of education, relationship status, parental status, monthly income, and residence status were collected. Academic success was assessed using grade point average (GPA). Psychosocial variables were measured using validated Turkish versions of the following scales: Rosenberg Self-Esteem Scale for self-esteem, Empathy Assessment Scale for empathy, Social Emotional Competence Questionnaire for social and emotional competence, Warwick-Edinburgh Mental Well-Being Scale for mental well-being, State and Trait Anxiety Inventory for anxiety, UCLA Loneliness Scale Short Form for loneliness, Adult Motivation Scale for motivation, and Satisfaction with Life Scale for life satisfaction. Statistical analyses, including Pearson and Spearman correlations, multiple linear regression, and independent t-tests, were conducted using SPSS 25.0.
Results
A total of 256 students (female/male = 187/69) participated in the study. Significant relationships were observed between GPA and gender, monthly income, anxiety levels, and loneliness levels. Multiple regression analysis revealed that 44.0% of the variance in GPA was explained by anxiety (R²=0.31, p < 0.001), loneliness (R²=0.11, p < 0.001), and gender (R²=0.02, p = 0.002). Female students outperformed their male counterparts in academic success (p < 0.05).
Conclusions
This study emphasizes the significant influence of demographic and psychosocial factors on the academic performance of physiotherapy students. Interventions aimed at reducing financial stress, anxiety, and loneliness may improve academic outcomes. Future research should explore these factors in diverse educational settings and over time to better support student success in healthcare education.
Clinical trial number
NCT06534879 (registration date: 2024-07-30), retrospectively registered.
... Socio-demographic factors such as age, employment status, and family background also shape academic outcomes. For example, younger students tend to rely more on parental support, while older students bring life experiences that contribute to their academic perspectives Conger RD, & Donnellan MB, Eccles & Roeser, [15,21]. ...
... Another finding is the positive relationship between goal clarity (post-graduation plans) and academic engagement. This aligns with Eccles and Roeser, who highlighted that well-defined goals enhance intrinsic motivation, which drives persistence and success [21]. ...
This study provides an in-depth overview of the factors influencing academic performance and highlights the importance of developing effective study habits, as well as academic and family support, to improve student outcomes in higher education institutions. In this context, the term “study habit” encompasses a range of behaviors and strategies that students employ during the learning process, which contribute to achieving better academic results. The study was conducted with a sample of 781 students from “Aleksandër Xhuvani” University in Elbasan and aimed to identify the factors affecting academic performance, focusing primarily on study habits and methods. The main objectives of the project were: • Identifying learning habits and behaviors, • Evaluating the impact of study habits on academic performance, • Determining the relationship between study habits and methods, and • Analyzing the influence of familiar, academic, and individual factors on students’ academic performance. This analysis is developed across two main dimensions. First, it examines students’ perceptions of the impact of familiar, academic, and personal factors on their performance. Second, it further analyzes the purpose of evaluating academic performance influenced by the same factors, but this the study provides a dual-dimensional time not based on perception. Instead, it utilizes an approximation through a quantitative variable as an indicator of academic performance, such as the Grade Point Average (GPA). approach to understanding factors influencing academic performance at “Aleksandër Xhuvani” University. The perceptions of students in Chapter 3 align closely with the statistical findings in Chapter 4, reinforcing the vital role of familiar support in shaping academic outcomes. The emotional and financial support from parents positively influence the academic achievements. Also, the results of the study indicate that academic factors, particularly support from lecturers and the quality of teaching, have the most significant impact on students’ academic performance. There is also strong alignment between perceived and actual impacts of academic support on performance. This underscores the need for universities to prioritize academic resource availability and faculty engagement to improve student outcomes. While students perceive stress as a detriment to academic performance, the objective findings in chapter 4 suggest that some personal challenges might drive students to adapt and succeed. Stress management programs could help balance these effects. Socio-demographic factors play a nuanced role in academic success. The objective analysis in chapter 4 validates many of the perceived challenges, particularly the influence of living conditions and age. Perceptions of gender differences in Chapter 3 are partially validated by Chapter 4. Tailored academic and psychological support strategies might help address stress-related disparities among female students. Technology, although it can provide support for students, has a more limited imp
... In Germany, social interactions among peers at school have just as much of an impact on adolescents as intellectual experiences. According to research, students' self-esteem is boosted by supportive instructors and positive peer interactions, which motivates them to take part more actively in extracurricular and academic activities (Eccles & Roeser, 2011). Students' personalities are shaped by these social encounters, which increase their resilience, confidence, and drive for success. ...
This study explores the significant impact of personality traits on academic success across various educational contexts. The study is conducted using a comparative qualitative approach based on an analysis of secondary data collected from different countries. The study identified three main sub-variables influencing personality traits: (1) personality development, (2) educational context, and (3) in context. Positive teacher-student relationships and nurturing family environments are essential in promoting students' academic success and personal growth. The findings highlight the importance of a comprehensive support system involving family, peers, and educational institutions in maximizing adolescents' personality development and academic outcomes.
... The idea of "bringing out the best" in a student may be less about personal chemistry and more about psychological alignment: a fit between student profile and environmental affordance. This dynamic, though often described anecdotally, is robustly supported in educational psychology Pianta et al. (2012); Eccles and Roeser (2011); Skinner and Belmont (1993); Hattie (2009). ...
What kind of psychological space do teachers and schools create — and how do students move through it? This study presents a computational framework for modeling student identity shifts within an affective-educational space. Drawing on questionnaire data, we construct a latent four-dimensional space using Principal Component Analysis (PCA), then simulate the impact of changing environments using directional vectors (FIS) that reflect variation in teaching clarity, personal support, peer atmosphere, and academic ambition.Students are assigned soft cluster identities based on proximity to psychological archetypes — Math-Engaged Achievers (MEA), Positively Detached (PD), Strugg\-ling/\-Gaps-focused (SG), and Discouraged Learners (DL) — and their psychological alignment evolves as environmental conditions shift. Through stylized narratives of three students, we illustrate the model's explanatory power and developmental nuance.Using Monte Carlo optimization, we identify environments that promote academic engagement while reducing psychological disengagement. While applied here to mathematics, the structure generalizes to other domains where educational climates shape identity. The model combines formal simplicity with interpretive power, offering a new lens for exploring how students move through the spaces we build around them.
... This broad-spectrum mentorship instils a stronger sense of research direction and capability in students, thus leading to heightened productivity (Eby et al., 2007;Khuram et al., 2021). Moreover, a nurturing supervisory relationship contributes to a learning atmosphere and climate that is fosters to risk-taking and innovation, bolstering students' confidence to delve into uncharted research territories, which is crucial for a developing country where academic exploration is especially valued (Eccles & Roeser, 2011). Goal alignment fostered through perceived supervisory support engenders a symbiotic academic partnership, wherein the investment of effort and persistence by students is amplified, positively influencing their self-efficacy and productivity (Locke & Latham, 2002;Kareshki & Bahmanabadi, 2013). ...
Research productivity by postgraduate students not only furthers their academic and professional growth but substantially influences the broader scholarly community and the societal context as well. This research focused on the influence of research self-efficacy toward research productivity and perceived moderating effect of supervisory support. The interaction between these two critical factors is essential to enhance research productivity among postgraduate students in Indonesian higher education. Quantitative methodology is employed in this research study. The purposive sampling technique was used which included postgraduate students who engaged in research activities as its criteria. The sample size calculations used Slovin formulation and as many as 514 respondents were obtained comprising of 330 Master's students and 184 PhD students in Indonesia,. SmartPLS-4 was utilised to conduct structural equation model partial least square for data analysis. The results indicated that self-efficacy positively impacts research productivity. Furthermore, perceived supervisory support enhanced the interaction between research self-efficacy and research productivity. This investigation enriches theoretical landscape by applying Bandura's social cognitive theory to postgraduate research. Practically, based on these findings, it suggests that academic institutions can design research training programs to increase students’ research self-efficacy levels, and develop strategies to facilitate supportive supervisory relationships which increases research productivity. Future research should employ longitudinal designs to clarify the causal relationships between research self-efficacy and research productivity, as well as replicate the research in various cultural and academic environments to improve its generalizability. Additionally, it should aim to incorporate objective productivity metrics and investigate other potential moderators and mediators to intensify the understanding of the factors and mechanisms driving research productivity.
... Research indicates that adolescents experience notable shifts in their cognitive development that affect their capacity to understand intricate ideas and engage in critical thought. Data on the effects of various teaching strategies, such as project-based learning or DI, on learners' cognitive capacities and academic achievement may be found in research conducted on Grade 10 learners (Eccles & Roeser, 2011). Thus, this research will solely focus on grade 10 classrooms. ...
Learners with visual disabilities face unique challenges in accessing and understanding physical sciences, a subject heavily reliant on visual content. Despite policies promoting inclusive education, practical barriers, such as limited access to tactile materials, assistive technologies, and specialized teacher training, hinder effective science learning for visually impaired learners. This study aimed to assess the efficacy of Differentiated Instruction (DI) in enhancing physical sciences learning outcomes for Grade 10 learners with visual disabilities in special classrooms. DI offers customized teaching methods tailored to individual learning needs, making it a promising approach to improving accessibility in special education. The study employed a mixed-methods design, using qualitative and quantitative approaches to provide a comprehensive view of DI's impact. Qualitative data were gathered through teacher interviews, classroom observations, and content analysis of lesson plans, focusing on teachers' experiences, instructional strategies, and perceived challenges. Quantitative data were collected through pre and post-test assessments on physical sciences concepts to measure changes in academic performance. The study was conducted in a special school in South Africa, Gauteng province, with a sample comprising one Grade 10 physical sciences teacher and 15 visually impaired learners. Findings indicated that DI significantly improves learning outcomes for visually impaired learners by using tactile materials, Braille resources, and collaborative learning activities to make complex science content accessible. Quantitative results revealed an increase in post-test scores, supporting
the positive impact of DI. However, challenges such as limited resources, insufficient training, and difficulty aligning DI with the mainstream curriculum remain barriers to its full implementation. This study contributes to the field by providing evidence-based insights on effective DI strategies for visually impaired learners in science education. It recommends enhanced training for teachers in adaptive strategies, increased access to tactile resources, and flexible curriculum pacing; it offers valuable guidance for policymakers and educators aiming to create more inclusive and accessible learning environments.
... According to ecosystem theory, the microsystem, encompassing entities such as family and educational institutions, plays a crucial role in shaping an individual's psychological growth (Zhou et al. 2015). Within this framework, educational settings are highlighted as paramount microsystems for youths, secondary only to familial environments, in influencing adolescent development (Bronfenbrenner, 1992;Eccles and Roeser, 2011). As a principal component of adolescent social interaction within educational contexts, peer relationships significantly impact their developmental trajectory (Crosnoe and Johnson, 2011). ...
This research examines how teacher academic support is linked to externalizing problem behaviors in adolescents, providing fresh perspectives on this critical relationship. Although previous studies have looked into the association between teacher support and externalizing behaviors, few have concentrated on the specific impact of teacher academic support on these behaviors. Moreover, aspects like self-education expectations, peer interactions, and parental awareness remain inadequately addressed in the existing literature. In this study, 1011 Chinese adolescents, aged 13 to 17 years, participated in an anonymous self-report survey. The findings reveal that teacher academic support acts as a protective factor against externalizing problem behaviors. Moreover, both self-educational expectations and peer relationships serve as mediators in this relationship. The research also highlights that teacher academic support can indirectly reduce externalizing problem behaviors through the sequential mediation of self-education expectations and peer relationships. Furthermore, parental knowledge is identified as a moderating factor, with the protective effect of teacher support being more pronounced among adolescents with higher levels of parental knowledge. These results underscore the significance of teacher academic support in addressing adolescent externalizing problem behaviors and provide valuable insights for developing effective interventions.
... The support perceived by first-generation college students in the university environment is highly conducive to their healthy development. The stage-environment fit theory proposes that students' healthy development necessitates an environment that aligns with their psychological needs [43]. A supportive university environment addresses students' psychological needs for autonomy, competence, and relatedness, thereby enhancing their mental health [44]. ...
Background
The mental health of first-generation college students has received much attention from researchers. The dual-factor model of mental health emphasizes the integration of psychopathology and well-being to achieve a comprehensive assessment of mental health. Previous research has focused on the psychopathology and well-being of first-generation college students in isolation while ignoring the overall mental health development.
Aim
This study aims to identify the mental health profiles of first-generation college freshmen (indexed by symptoms of psychopathology and well-being) using a person-centered approach, and examine direct and interactive associations of proactive personality and university environment with mental health profiles.
Method
This study included 557 first-generation college freshmen recruited from universities in China. Participants completed measures assessing proactive personality, university environment, mental health continuum, and depression, anxiety, and stress. Latent profile analysis, multinomial logistic regression, and simple slope analyses were used to investigate these relationships.
Results
The results revealed four mental health profiles, namely flourishing mental health, moderate mental health, content-dominated but symptoms, and symptoms-dominated but content. A multinomial logistic regression analysis revealed that first-generation college freshmen with higher proactive personality and university environment were more inclined to fall into the flourishing mental health profile compared to other sub-optimal mental health profiles. The interaction term between proactive personality and university environment was significant. Specifically, compared to proactive first-generation college freshmen in high levels of university environment, those in low levels of university environment were more inclined to be categorized into the flourishing mental health profile rather than the symptoms-dominated but content profile.
Conclusion
These results underscore the diverse nature of mental health changes in first-generation college freshmen, underscoring the need for tailored prevention strategies.
... Finally, classrooms are becoming increasingly diverse, with students from varied cultural, linguistic, and socioeconomic backgrounds. This diversity, while enriching, presents challenges in designing studies that can account for and meaningfully interpret such heterogeneity in peer interactions and motivational processes (Eccles & Roeser, 2011). Adding to this complexity, peer interactions are no longer confined to physical spaces; digital environments have introduced new avenues for social influence -whether through collaborative learning communities, social media, or gamified educational platforms-, with online platforms adding a layer of hybrid social ecologies to be considered alongside traditional classroom dynamics. ...
Background: Motivation is central for student learning and achievement, yet it does not operate in isolation. Peer relationships play a fundamental role in shaping students' motivation, engagement, and academic development. Explicit investigation of the interplay between motivation and peer relationships is scarce, with especially the reciprocal and dynamic nature of these interactions still being little understood and of subject of the present issue.Aims: This special issue aims to bridge theoretical and methodological gaps in understanding how peer relationships shape and are shaped by student motivation. We explore key questions regarding the relevance of peer relationships in motivation research, the theoretical and methodological approaches applicable to this intersection, and cultural considerations in studying these dynamics.Samples and Methods: The special issue comprises 22 empirical and conceptual studies from diverse cultural and educational contexts, including primary, secondary, and higher education settings from multiple countries. Contributions employ varied methodologies, including longitudinal designs, social network analysis, qualitative interviews, and experience sampling, and experimental designs. Results: Findings highlight the bidirectional nature of peer relationships and motivation. Studies reveal that peer support, social norms, and network positioning influence motivation and academic outcomes, while students' motivational orientations also shape their peer interactions. Cultural variations suggest that the impact of peer dynamics on motivation differs based on sociocultural contexts. We synthesize these different pathways into a conceptual model.Conclusion: This special issue underscores the need for an integrative, interdisciplinary approach to studying peer relationships and student motivation. Future studies should explore their reciprocal nature using dynamic methodologies. Understanding these interactions can inform interventions to foster motivation and engagement in educational settings.
... It is a well-documented fact that positive emotional climate has positive effects on student engagement, learning, motivation, and achievement (Alen, et al. 2013;OECD 2010;OECD 2020;Pianta et al. 2002;Reeve 2009Reeve , Šarčević 2017. Moreover, teachers who present academic content in a way meaningful and pertinent to students' interests, needs, and socio-cultural context, has the potential to exert an impact on student motivation, engagement, and cognitive attainment (Eccles & Roeser 2011). ...
... Career anxiety is commonly observed during adolescence and is known to influence individuals' career orientation processes (Patton & Creed, 2007). Some studies suggest that a positive school climate can reduce students' future-related anxieties by enhancing their academic motivation and psychological well-being (Eccles & Roeser, 2011). In this context, the present study aims to examine the relationship between adolescents' career anxiety and their perceptions of the school climate. ...
Adolescence marks the beginning of career contemplation and planning for many individuals. During this process, career-related anxiety may arise due to a variety of personal and environmental factors. For high school students, their career plans and anxieties can be shaped by influences from teachers, administrators, and peers. In this sense, this study tried to examine the potential relationship between adolescents’ career anxieties and their school climate perceptions. The sample consisted of 628 high school students from Afşin, Kahramanmaraş. Data were collected using the "Personal Information Form," the "Career Anxiety Scale," and the "School Climate Scale." Descriptive analysis was used to investigate participants’ career anxieties and school climate perceptions across different variables, while correlation analysis was performed to examine the relationship between these two factors. The findings indicated that the participants experienced moderate levels of career anxiety and school climate perception, with variations observed across different variables. However, the correlation analysis revealed no significant relationship between the participants’ career anxieties and their school climate perceptions.
... Research by Sinha and Singh (2000) highlights that adolescents often struggle with social adjustment due to peer pressure, identity formation, and changing social roles. Similarly, academic stress and performance expectations contribute to difficulties in educational adjustment (Eccles & Roeser, 2011). ...
This study examines the relationship between self-concept, adjustment, and parenting styles among adolescent students. A sample of 110 adolescents aged 14–18 years was selected using convenience sampling from local schools and colleges. The Self-Concept Questionnaire by R.K. Saraswat, the Adjustment Inventory for School Students (AISS) by Sinha and Singh, and Multi-Dimensional Parenting Style Scale by Chauhan & Khokhar were used to assess self-concept, adjustment, and parenting styles, respectively. The findings suggest that positive parenting styles, such as acceptance and encouragement, significantly contribute to better emotional and social adjustment among adolescents. Democratic parenting was associated with improved interpersonal skills, while autocratic parenting exhibited a complex influence, enhancing educational adjustment but negatively impacting moral self-concept. These results highlight the role of parenting in fostering adolescents' resilience, confidence, and decision-making abilities.
... Given the importance of language mindsets in affecting motivational, affective and outcome variables (Lou & Noels, 2019a), it is crucial to understand what factors contribute to shaping language mindsets. In line with this, research has indicated that contextual factors in the classroom can have profound effects on students' mindsets, performance and engagement (Eccles & Roeser, 2011;Muenks et al., 2020). Among different factors in the classroom context (e.g. ...
Language learners’ beliefs about their language learning abilities can be related to their achievement goals (Lou & Noels, 2016, 2017), emotion (Khajavy et al., 2022; Ozdemir & Papi, 2022) and achievement (Bai & Wang, 2023; Khajavy et al., 2021, 2022; Lou et al., 2022). These beliefs about language learning abilities have been conceptualised as language mindset (Lou & Noels, 2017; Mercer & Ryan, 2010). More specifically, language mindset refers to the language learners’ belief that whether language learning skill is an innate ability which cannot be changed or whether it is a malleable ability which can be improved by effort (Mercer & Ryan, 2010). Given the importance of language mindsets in affecting motivational, affective and outcome variables (Lou & Noels, 2019a), it is crucial to understand what factors contribute to shaping language mindsets. In line with this, research has indicated that contextual factors in the classroom can have profound effects on students’ mindsets, performance and engagement (Eccles & Roeser, 2011; Muenks et al., 2020). Among different factors in the classroom context (e.g. peers, tasks and teachers), special attention has been given to the significant role that teachers can play in influencing students’ affective and motivational factors. As individuals are influenced by the beliefs of significant others in a context, it is logical to assume that the language teacher is the most important person in the context of a language classroom and therefore, teacher’s beliefs and behaviours can have profound effects on students (see Muenks et al., 2020).
Considering this, in this study, we examined how students’ perceptions of their teachers’ goals can affect their language mindsets. It should be noted that, while previous research has indicated that learners’ language mindsets are related to their achievement goals, it is not clear how students’ perceptions of their teachers’ goals might be related to their language mindsets. Moreover, previous research has shown that language mindsets are related to L2 emotions including anxiety (e.g. Khajavy et al., 2022; Ozdemir & Papi, 2022). Hence, we also investigated how perceived teacher goals might be related to students’ anxiety through the mediating role of language mindsets. The results of the present study could be beneficial for both researchers and teachers in the field of psychology of language learning and teaching. The findings could help researchers to have a deeper understanding of the mechanism underlying the relationship between language learners’ perceptions of goals that their teachers emphasise in the language classroom and language learners’ mindset and anxiety. Moreover, the results of this study could help language teachers to be more cautious in how they transmit messages to their students about their goals as this could affect their students’ mindsets and in turn their language anxiety.
... Adjustment challenges in primary school children include difficulties in peer relationships, academic stress and coping with diverse cultural norms. Eccles and Roeser (2011) suggest that a mismatch between a child's needs and the school environment can lead to maladjustment. In the Indian context, Nair et al. (2019) reported that children from nuclear families face greater adjustment challenges compared to those from joint families, emphasizing the role of family dynamics. ...
The inaugural volume of AYUDH: International Peer-Reviewed Referred Journal presents a diverse collection of 25 research papers spanning multiple academic disciplines. This volume features critical studies in fields such as Economics, Education, Commerce-Accountancy, Psychology, Science, Gujarati, Physics, Law, Computer Science, Social Work, Political Science, History, Microbiology, and English. Each paper offers unique insights, showcasing innovative methodologies, empirical research, and theoretical advancements. Contributions in Education address pedagogical approaches, curriculum design, and the impact of technology on learning. Papers on Commerce-Accountancy and Economics explore emerging trends and challenges in financial systems and market dynamics. Studies in Psychology delve into behavioral analysis and cognitive patterns, while Microbiology and Science research highlight groundbreaking developments in environmental and biological sciences. Contributions in History and Political Science examine socio-political structures and historical narratives, providing cultural and analytical perspectives. Social Work papers focus on community engagement, policy impacts, and societal upliftment. Research in Computer Science and Law integrates technological innovation with regulatory frameworks, reflecting interdisciplinary approaches. Furthermore, Gujarati and English literature studies contribute to the understanding of linguistic and cultural evolution. Overall, this volume embodies a multidisciplinary approach to knowledge creation, fostering academic discourse and addressing contemporary issues across varied fields.
... Adjustment challenges in primary school children include difficulties in peer relationships, academic stress and coping with diverse cultural norms. Eccles and Roeser (2011) suggest that a mismatch between a child's needs and the school environment can lead to maladjustment. In the Indian context, Nair et al. (2019) reported that children from nuclear families face greater adjustment challenges compared to those from joint families, emphasizing the role of family dynamics. ...
The inaugural volume of AYUDH: International Peer-Reviewed Referred Journal (Vol. 1) brings together a collection of 25 meticulously researched papers spanning diverse academic disciplines. This multidisciplinary journal serves as a platform for scholars and researchers to contribute to contemporary discourse in their respective fields.
The featured papers cover a wide spectrum of subjects, including History, where historical narratives and cultural evolution are critically analyzed. In Library and Information Science, innovative methodologies for information retrieval and resource management are explored. Papers in Education address pedagogical innovations, learning outcomes, and the impact of technology on educational paradigms. Contributions in Computer Science delve into advancements in artificial intelligence, algorithmic improvements, and cybersecurity challenges.
The journal also encompasses studies in Law, focusing on legal reform, jurisprudence, and the societal implications of evolving legal frameworks. Articles in English highlight literary analysis, narrative techniques, and cross-cultural interpretations. In Chemistry, researchers present findings on novel compounds, synthetic methodologies, and environmental applications. Contributions in Microbiology and Botany emphasize the role of microorganisms and plants in ecological balance, biodegradation, and biotechnological innovations.
The domain of Hindi explores linguistic structures, literary heritage, and the pedagogical aspects of language teaching. Research in Clinical Research provides insights into healthcare advancements, drug trials, and patient-centric approaches. Papers in Social Science examine societal transformations, policy implications, and cultural dynamics. Lastly, studies in Gujarati reflect the cultural richness, linguistic traditions, and literary influences of the region.
This volume underscores the journal's commitment to fostering interdisciplinary dialogue, promoting academic excellence, and addressing global challenges through scholarly inquiry. By bridging disciplines, AYUDH aims to stimulate critical thinking and inspire further research across a diverse range of fields.
... A study by Pomerantz et al. (2007) [14] noted that family conflicts cause emotional stress and anxiety among students resulting in poor academic performance. Whereas a positive, and supportive family instills confidence, emotional strength to students' personality resulting in overall (Eccles & Roeser, 2011) [6] . These family dynamics help students succeed in school and support their emotional and social development, which are important for their longterm growth. ...
Traversing the complexities of learning in a second language, senior high school students face unique challenges that shape their educational journey. This study dives into their stories, shedding light on their struggles and triumphs. This study explores the experiences of senior high school students in English as a Medium of Instruction (EMI) courses, focusing on their daily lives and personal contexts. The research was conducted among senior high HUMSS students at Upper Katungal National High School in Tacurong City to understand how students navigate their academic and social environments while learning English. Using a transcendental phenomenological research design, the study collected comprehensive data through interviews, questionnaires, and thematic data analysis. The findings revealed seventeen significant emerging themes: emotional distress, language proficiency challenges, socioeconomic factors, support strategies, and resilience. These themes highlight students' multifaceted challenges and determination to overcome them. The study underscores the need for targeted support and interventions to help students enhance their language skills and succeed in EMI courses. By understanding the students' experiences, educators can create more effective learning environments that address academic and emotional needs, ultimately fostering better educational outcomes.
(1) Background: This study investigates the relationship between the moral maturity levels of individuals who have experienced parental divorce or loss and their adjustment to the divorce process, considering various factors. (2) Methods: A total of 319 participants, aged between 10 and 18, who had either divorced parents or had experienced parental loss, were included in the study. Data were collected using the Adaptation to Divorce Inventory for Children and the Moral Maturity Scale. (3) Results: The results revealed that individuals who had experienced parental loss exhibited higher-than-average moral maturity levels. (4) Conclusions: A moderate, positive correlation was found between moral maturity and divorce adjustment, specifically in the areas of conflict resolution and depression–anxiety subscales. Additionally, substance use was associated with lower levels of moral maturity, while gender and educational level were significant predictors of moral maturity. These findings suggest that professional support, guidance programs, and family communication strategies are essential to promote the psychological adjustment of children affected by parental divorce or loss.
The purpose of this study was to examine the perceptions of students, teachers, and parents on disciplinary issues in Public Senior High Schools in Kumasi, Ghana. “This study employed a stratified simple random sample approach to determine a sample size of 387 students, 387 parents and 216 teachers. Quantitative data was gathered from four public senior high schools in Kumasi, namely Islamic Senior High School, Kumasi Technical Institute, Opoku Ware School, and Serwaa Nyarko Senior High School. Utilizing ANOVA, the study compared the perspectives of students, teachers, and parents on the definition and purpose of discipline. The use of semi-structured interviews also provided insights into the perception of parents, students, and teachers in public senior high schools in Ghana.The study revealed varying perspectives on the definition and purpose of discipline among students, teachers, and parents. Thus, teachers held a neutral stance, parents disagreed, and students strongly agreed on the concept of discipline. Additionally, differences in perceptions between students and teachers were noted regarding prevalent disciplinary issues such as disobedience and leaving school without permission. Neutrality among teachers and students was identified concerning the destruction of school property as a prevailing disciplinary issue. This study concludes that there are significant variations in how students, teachers, and parents perceive the concept and purpose of discipline. It is recommended that there should be regular meetings and workshops to engage parents and teachers in determining the positive purpose of disciplinary actions collaboratively. By providing insights into the differing perceptions of students, teachers, and parents on disciplinary issues in Ghanaian high schools, this study provides an understanding of how these perspectives impact disciplinary policy and intervention effectiveness. Keywords: Homogeneity, Variances, disciplinary
Almost four academic years have passed since emergency remote teaching (ERT) was employed as a temporary means for continuing education. In the post‐pandemic era, residual impacts from ERT are still unfolding. Teachers reported a pronounced decrease in students' academic performance, concentration and social skills. As time passes, we seem to have forgotten the negative impacts of ERT on students, which affects primary, secondary, and even university students. Using case studies, digital ethnography and autoethnography, this research explores ERT in a private school in Canada and a local Band 3 school in Hong Kong. The qualitative data allow an extensive analysis of the circumstances and outcomes of two diverse groups of students. The findings include class participation as an outcome of limited resources; students' motivation and independent learning skills differ on the basis of their socioeconomic status; and the issues of mind wandering and concentration, which manifest in various ways. Despite school resumption, these findings show that the negative impacts remain in today's classrooms. This research argues that the negative consequences differentially affect students and proposes the need to coin the term ‘pandemic digital structural violence’ (PDSV) to address the core problem accurately. This research urges educators to be aware of PDSV and avoid blaming their students. It also urges policy makers to address the unfairness while moving on to develop digitised education further.
Background
Relational victimization (RV) is a significant threat to adolescent mental health and social adaptation in China. However, its developmental characteristics during the school transition period are poorly understood. Finkelhor's developmental victimology framework provides a comprehensive lens to explore factors influencing RV's development. This study examined the trajectory of RV and the impact of gender, childhood maltreatment, internalizing problems, and family socioeconomic status.
Methods
We recruited 762 students from a high school in Sichuan Province, China, to complete three questionnaires in June 2020, December 2020, and June 2021. After excluding participants who did not fully complete all three surveys or whose data were disqualified, we obtained a final longitudinal sample of 605 participants. All participants were high school freshmen, with a mean age of 15.89 years (SD = 0.59) at the time of the final survey; participants included 264 boys. We used this data to construct a conditional growth model that incorporated both time‐varying and time‐invariant covariates.
Results
The results revealed that the RV of Chinese mid‐adolescents follows a linear growth trend. Childhood maltreatment was found to be a predictor of the initial level of RV, while socioeconomic status predicted the rate of RV's growth. Internalizing problems were found to influence the development trajectory of RV.
Conclusion
The findings highlighted the increasing trend of RV during school transition and the roles of childhood maltreatment, socioeconomic status, and internalizing problems in shaping RV's development. This study extended the developmental victimology framework and offers valuable insights for interventions targeting adolescents’ RV.
This study examined the association between school climate, defined by social and academic environments, and mental wellbeing among 446 first-year upper-secondary students in eastern Norway (ISRCTN10405415). As part of the MOVE12 pilot study conducted in February 2023, a cross-sectional online questionnaire targeted approximately 600 students from five schools offering diverse academic and vocational tracks. Mental wellbeing was assessed using the Warwick–Edinburgh Mental Wellbeing Scale (SWEMWBS, scale 7–35), and the data were analyzed with stepwise multiple linear regression. The mean mental wellbeing score was 24.5 ± 4.3, with significant gender differences (p < 0.05) but no variations between academic and vocational tracks. Self-efficacy was the strongest predictor of mental wellbeing (b = 0.236, p < 0.001), followed by health satisfaction (b = 0.179, p < 0.001), time spent with friends (b = 0.163, p < 0.001), social isolation (b = −0.162, p = 0.001), wellbeing in physical education (b = 0.129, p = 0.002), and classroom climate (b = 0.128, p = 0.007). These findings emphasize the critical role of self-efficacy, peer connections, and supportive classroom climates in promoting mental wellbeing. Addressing these elements of school climate can significantly enhance the mental health and overall outcomes of upper-secondary students.
Although studies have tried to explore the relationship between problematic mobile phone use and depressive symptoms in adolescents, most of them are limited to relatively simple correlations, and the mechanism needs to be further explored, particularly in China. To address this gap, guided by the social ecological theory and the stress-buffering model, this study estimated the mediating role of school connectedness and the moderating role of family function in the relationship between problematic mobile phone use and depressive symptoms in the Chinese cultural context. A total of 402 Chinese adolescents (68.16% girls, Mage = 16.34, SD = 0.70 at baseline) completed self-reported depressive symptoms, problematic mobile phone use, school connectedness, and family functioning at two time points with 6-month intervals. Descriptive statistics, cross-lagged panel analysis, half-longitudinal mediation effects analysis, and moderation analysis were estimated in the present study. Problematic mobile phone use exacerbated depressive symptoms and vice versa. School connectedness partially mediates the path that problematic mobile phone use influences depressive symptoms, not vice versa. Moreover, the association between problematic mobile phone use and school connectedness, as well as the association between school connectedness and depressive symptoms, is moderated by family functioning. We observed similar associations in rural and urban adolescents. The findings contribute significantly to revealing the complex mechanisms between problematic mobile phone use and depressive symptoms. Enhancing school connectedness and increasing family functioning should be applied in interventions for the prevention and intervention of depressive symptoms among adolescents.
The rapid changes in today’s world pose a great challenge to student well-being, especially in secondary school, where age-related transitions occur. Many school systems have recognized the importance of fostering both academic achievement and student well-being. Classroom relationships with teachers and peers play a key role in students’ academic, social, and emotional development, yet little is known about their longitudinal and reciprocal effects on well-being. This study adopts a multidimensional approach to student well-being, examining its relations with teacher–student closeness and conflict, as well as student–student cohesion, using two waves of data one year apart in a structural equation model (SEM). The participants were Grade 7 (N = 757) and Grade 8 (N = 720) students in Switzerland. The findings reveal no significant associations between student well-being, teacher–student closeness, and peer cohesion. However, teacher–student conflict at measurement point 1 is positively associated with physical complaints and social problems at measurement point 2, while a positive academic self-concept negatively predicts teacher–student conflict over time. These results highlight the impact of teacher–student conflict on student well-being and suggest enhancing the academic self-concept could help mitigate such conflicts. Insights into these relations can help educators and researchers identify and develop useful strategies for promoting student well-being.
Equipping adolescents with the skills to reduce distress is a priority in education, because distress is common during this period and often a precursor to serious emotional disorders. Fostering trait mindfulness, which is associated with lower levels of perceived distress, could be an effective way to reduce distress, but little is known about how to maximise trait mindfulness, or the underlying mechanisms by which these abilities help buffer distress. This study aimed to examine the associations between teacher-student relationships and adolescents’ levels of trait mindfulness and perceived distress. We hypothesised that teacher-student relationships and trait mindfulness would directly predict reductions in perceived distress, and that trait mindfulness would partially mediate the relationship between teacher-student relationships and perceived distress. A quantitative, cross-sectional design was used to test these hypotheses. Participants were 124 UK secondary school students aged between 13 and 15 years old. They completed measures including the Five Facet Mindfulness Questionnaire, the distress subscale of the Perceived Stress Scale 10, and the Teacher-Student Relationship subscale of the Student Engagement Instrument. We found that positive teacher-student relationships significantly predicted higher levels of trait mindfulness and lower levels of perceived distress. Trait mindfulness fully mediated the relationship between teacher-student relationships and perceived distress. The findings indicate that by nurturing positive relationships between staff and students, schools can foster students’ trait mindfulness skills, in turn helping reduce perceived distress.
Purpose
In this review, the determinant of teachers’ well-being in middle and high school teachers and to identify potential avenues for future investigation was evaluated.
Patients and Methods
The systematic review of this study was conducted using the Preferred Reporting Items for System Reviews and Meta-Analysis (PRISMA) methodology. We looked through a range of scholarly research on teachers’ well-being that had been published in English and included in Scopus, EBSCO host, Science Direct, and Springer Link. There were 465 publications found throughout the literature search. The final analysis contained 12 publications after duplicates were eliminated and titles, abstracts, and full texts were screened. Articles unrelated to the topic and did not concentrate on TWB in middle and high school were excluded. The findings were checked and verified. A risk-of-bias assessment tool designed for systematic reviews of mixed research (ie, reviews that combine qualitative, quantitative, and/or mixed methods studies) was the Mixed Methods Appraisal Tool (MMAT).
Results
There were fourth determinants of middle and high school TWB. The most powerful determinants were physical health, mental and emotional health, social support, professional development and autonomy. Meanwhile, the areas that required further investigation included TWB intervention programs, influential cultural and social factors, research methodology, and measurement procedures.
Conclusion
Key determinants of teacher well-being (TWB) in middle and high school, such as physical and mental health, social support, professional development and autonomy, suggest several clinical applications. Targeted mental health resources, wellness initiatives, and strong support networks could significantly enhance TWB. Additionally, empowering teachers through skill development and autonomy may improve their job satisfaction and reduce burnout. Future intervention should consider cultural and social nuances to maximize TWB support.
This research aims to compare the study habits and academic achievement of higher secondary level students under various categorical variables: Gender (Boys and Girls), Location of School (Rural and Urban), Stream (Arts and Science), and Family Type (Single and Joint). “Assessment Of Academic Achievement on Parental Encouragement and Study Habit of Higher Secondary Level Students in West Bengal” The study investigates how these factors influence the students’ approach to their studies and their overall academic performance. Study habits encompass the organization, time management, focus, and study techniques employed by students, while academic achievement is measured through students’ grades and performance on standardized tests. By employing a cross-sectional survey design, data will be collected from a diverse sample of students across different regions and school types. Statistical tools, such as t-tests, ANOVA, and chi-square tests, will be utilized to analyze the relationships between the categorical variables and both study habits and academic performance. The objective is to uncover patterns, trends, and differences that can offer insights into how gender, location, stream, and family type influence students’ educational experiences.The research is expected to contribute valuable information for educators, policymakers, and researchers, with the potential to inform strategies aimed at improving study habits and academic outcomes for higher secondary students. By understanding these influences, interventions can be designed to support students from diverse backgrounds, enhancing their academic success in higher secondary education.
Background: The two-polarity model of personality development posits that personality vulnerabilities, specifically dependency and self-criticism, play a critical role in adolescent psychopathology risk. This theoretical framework emphasizes the importance of understanding how these vulnerabilities manifest and develop during adolescence, as adolescents face distinct developmental challenges at different stages. However, existing research overlooks the impact of stage-specific challenges on the development of personality vulnerabilities.
Method: This study included 24,946 Chinese adolescents (Mage ± SD = 15.50 ± 2.03; 46.50 % girls) divided into three age groups: early (10–13 years, N = 4652), middle (14–17 years, N = 15,065), and late (18–20 years, N = 5229). We employed network analysis to investigate the symptom structure of self-criticism and dependency through different adolescent stages, focusing on core symptoms (highly connected nodes), bridges (links between dependency and self-criticism), and potential causal relationships.
Result: Feelings of disappointing others and loneliness after arguments are consistently central to self-criticism and dependency, respectively. Connections between these vulnerabilities change across stages. Evidence from the directed acyclic graph suggests that self-criticism gradually replaces dependency as the key to triggering experiences of personality vulnerability from early to late adolescence.
Conclusion: This study identified the personality vulnerability network structure across three stages of adolescents. The results highlight a developmental shift in the triggering sequences of personality vulnerability, moving from predominantly dependency in early adolescence to increased self-criticism in later stages. These insights underscore the significance of the developmental context in shaping personality vulnerabilities across adolescence and offer crucial directions for stage-specific interventions.
title>Resumen
Introducción. Existen diferencias de género en la salud adolescente que no solo son relevantes para su desarrollo actual, sino que también pueden afectar a su salud futura. Este trabajo analiza indicadores de salud psicosocial de manera diferencial para chicos y chicas para poder detectar áreas específicas necesitadas de atención e intervención. Método. La muestra está compuesta por 33194 adolescentes de 11 a 18 años del estudio Health Behaviour in School-aged Children (HBSC)-2022 en España. Resultados. Las chicas muestran resultados desfavorables en comparación con los chicos en diferentes indicadores de salud, tanto en sus estilos de vida (menores niveles de desayuno, actividad física, satisfacción con la imagen corporal y uso del preservativo y mayor uso de la píldora anticonceptiva) y salud mental (menores niveles de salud percibida, satisfacción vital y bienestar emocional, así como mayores niveles de malestares psicosomáticos y sentimientos de soledad), como en la familia (menor satisfacción familiar) y la escuela (mayor estrés escolar y menor satisfacción con las relaciones con sus compañeros y compañeras de clase). Además, la brecha de género ha crecido en 2022 respecto a 2018. Discusión. Se discuten los resultados y se presentan propuestas de prevención de desigualdades de género en los diferentes contextos de desarrollo en la adolescencia.</p
Adolescent well-being is a multifaceted construct embedded in family, school, and peer socialization contexts. By adopting a social-psychological perspective we examined associations between three sources of support (parents, teachers, and peers) and specific components of subjective well-being (cognitive, affective, global, and domain-specific), to determine whether there is a functional specialization of the role that these socialization agents play in early adolescents’ perceptions of affective well-being and satisfaction with life in different domains. Albanian data from Wave 3 of the Children’s Worlds International Survey were used, including 2339 early adolescents (age range 9–13; girls = 49.3%). A structural equation model (SEM) was employed to examine associations between supportive relationships with parents, teachers, and peers and specific subjective well-being components. Results support a functional specialization hypothesis: Parents’ support was significantly related to global cognitive and affective well-being; teacher support was significantly related to school satisfaction; and peer support was significantly related to all subjective well-being variables (global and domain-based life satisfaction and affective well-being). The present findings contribute to a finer-grained understanding of the role of supportive relationships with adults and peers in proximal socialization contexts (family, school, peer groups) in how early adolescents perceive and evaluate their affective well-being and satisfaction with life globally and in specific domains.
Despite previous studies examining the relationship between problematic Internet use and academic stress in adolescents, significant limitations remain, especially in terms of the nature of the stress and moderators. This study systematically examines the association between academic stress and problematic Internet use in adolescents, using a three-level meta-analysis. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines, it conducted a comprehensive database search including 49 studies, with 166 effect sizes and 189,483 adolescents. The results indicate a positive correlation between academic stress and problematic Internet use in adolescents. Additionally, moderation analysis revealed that both sources of academic stress and academic stress measurement tools significantly moderated the association. The association between mixed academic stress (intrapsychic and external stressors) and problematic Internet use was significantly stronger than that between external academic stress and problematic Internet use. The association was weaker when using the Academic Expectations Stress Inventory than other scales. These findings highlight that problematic Internet use is often an maladaptive coping strategy for adolescents under academic stress, and this behavior does not vary with the specific use of the Internet. However, it also suggests that under certain cultural contexts, external academic stress can be transformed into motivation for learning. This study deepens our understanding of how academic stress influences adolescent Internet use and underscores the need for improved measurement tools to capture the complexity of academic stress.
Background
In China, emotional abuse and Internet addiction are increasingly prevalent among children, with significant negative effects on their development. Previous research has identified childhood emotional abuse as a major risk factor for Internet addiction in both adolescents and adults. However, the immediate impact of emotional abuse on children’s Internet addiction within Chinese culture remains unclear.
Objective
This study aimed to investigate the impact of emotional abuse on Internet addiction through emotional dysregulation and regulatory emotional self-efficacy in Chinese children.
Methods
A sample of 556 fourth to sixth grade primary school students (girls, 46.6%) with an average age of 10.30 ± 0.93 years were recruited from a central province in China. Participants completed the paper-and-pencil survey on emotional abuse, emotional dysregulation, regulatory emotional self-efficacy, and Internet addiction. The hypothesized model was tested using Mplus 8.3 with 5,000 bootstrap samples.
Results
Emotional abuse positively predicts Internet addiction in children; emotional dysregulation and regulatory emotional self-efficacy mediate this relationship independently, and have chain-mediating effects in this relationship.
Conclusion
Emotional abuse impacts children’s Internet addiction through the development of emotional regulation and self-perception of their abilities in emotional regulation. The findings offer potential strategies for preventing children’s Internet addiction.
This study brings together scholarship on racial socialization and racialized organizations to explore how parental racial socialization operates in schools. Using student-level data from the Maryland Adolescent Development In Context Study and school-level data from the National Center for Education Statistics and the Civil Rights Data Collection, I investigate the extent to which engagement in parental racial socialization affects the academic outcomes and educational experiences of Black and White high school students. I find parental racial socialization has positive impacts on students' GPAs for Black students and on students' probability of liking school for both Black and White students. Additionally, I evaluate students' perceptions of school organizational practices as racialized and find negative impacts on academic outcomes and educational experiences for all students. Finally, I find a significant interaction between parental racial socialization and perceived racialized organizational practices of schools, highlighting the moderating impact of parental racial socialization on Black students’ GPAs. Overall, findings suggest that academic outcomes and educational experiences are both a function of parental racial socialization and the perceived racialized organizational practices of schools. Moreover, within schools as racialized organizations, the variation in findings suggest parental racial socialization serves as an academic tool for Black students and a social tool for White students.
The COVID-19 pandemic and the confinement measures adopted by most countries have impacted global mental health, with particular interest in the effects on adolescents due to the tension between lockdown measures and the challenges of their developmental stage. Therefore, this study examined the distress and positive experiences reported by adolescents in northern Chile during the pandemic. A comprehensive study was conducted among adolescents in northern Chile. Discussion groups were utilized to investigate their experiences during the pandemic. The discussions were transcribed, and their content was analyzed by thematic analysis to create emerging categories and subcategories. Eleven discussion groups were conducted with a total of 51 adolescents. The findings were organized into two categories: distress and positive experiences during the pandemic. The distress experiences category included experiences related to confinement, educational tensions, risk of contagion, being an adolescent, and anxious-depressive emotions and symptoms. Meanwhile, the positive experiences category highlighted experiences related to interpersonal relationships through social networks, hobbies, activism, and pets. This research provides guiding results for policymakers and mental health authorities to incorporate this information when creating initiatives for working with the adolescent population. It considers the impact on them, but also incorporates the reported positive experiences as coping mechanisms for other difficulties.
Penelitian ini bertujuan untuk menganalisis peran guru pendidikan agama Islam dalam pembentukan budi pekerti siswa di SMA Al-Chasanah Jakarta Barat. Metode yang digunakan adalah pendekatan kualitatif dengan pengumpulan data melalui wawancara, observasi, dan studi dokumentasi. Hasil penelitian menunjukkan bahwa guru tidak hanya berfungsi sebagai pengajar, tetapi juga sebagai teladan dan pembimbing yang mengintegrasikan nilai-nilai agama dalam proses pembelajaran. Strategi pembelajaran aktif, seperti diskusi kelompok dan kegiatan sosial, terbukti efektif dalam menanamkan nilai-nilai moral dan etika kepada siswa. Meskipun terdapat tantangan dari pengaruh lingkungan luar, guru berupaya menciptakan lingkungan belajar yang positif. Penelitian ini menegaskan pentingnya kolaborasi antara guru, orang tua, dan masyarakat dalam mendukung pendidikan karakter, sehingga siswa dapat tumbuh menjadi individu yang berakhlak mulia dan bertanggung jawab. Temuan ini diharapkan dapat memberikan kontribusi bagi pengembangan kurikulum pendidikan yang lebih berfokus pada pembentukan karakter di Sekolah-sekolah Islam. Kata Kunci : Peran, Keteladanan, Guru Pendidikan Agama Islam, Pembentukkan Prilaku, Budi Pekerti Siswa
This study examined how students’ motivational regulation affects their academic performance based on the self-determination theory (SDT). The research involved data analysis from over 7,056 sixth-grade students in 446 South Korean elementary schools. We applied a stepwise multi-level modeling (MLM) approach to assess the influence of five self-determined motivational regulation impacts (i.e., amotivation, external regulation, introjected regulation, identified regulation, and intrinsic regulation) on students’ literacy and math achievements. Additionally, we considered environmental differences among schools, including the type of school (i.e., public or private) and locations (i.e., urban, suburban, or rural). The study highlights the importance of fostering perceived identified regulation to enhance academic achievement in elementary students. The findings indicate that students tend to show higher academic achievement when they recognize the value of their learning experiences and that their complex motivational regulation patterns can be more thoroughly understood by considering cultural and environmental factors.
Comprehending the factors that contribute to the well-being of students holds great importance within educational settings. This study aims to investigate the interplay between subjective socioeconomic status (SES), teacher-student relationship (TSR), and life satisfaction among high school students, particularly focusing on the psychological impact of perceived socioeconomic status. A total of 806 high school students (468 females, Mage= 16.82, SD = 1.54) from Northern Italy took part in this study. The collection of data involved the use of questionnaires, following the acquisition of consent from both school principals and participants. Measures included the MacArthur Scale of Subjective Social Status-Youth Version for SES and the Student Perception of Affective Relationship with Teacher Scale for TSR. Path analysis results revealed that positive TSR enhances life satisfaction, while conflict and negative expectations undermine it. These factors mediate the relationship between subjective SES and life satisfaction. Based on these findings, it is proposed to improve TSR to reduce the impact of SES. It is important to advocate for methods that promote building close relationships between teachers and students to improve student well-being and ensure equal educational outcomes.
With an emphasis on third-semester students, this study investigates the function of peer support in assisting students at UIN K.H. Abdurrahman Wahid Pekalongan in completing academic assignments. The purpose of the study is to investigate how peer relationships affect academic achievement, especially in cooperative learning settings. Purposive sampling was utilized to select 20 students for in-depth interviews in order to gather data. According to a thematic analysis of the interviews, students' academic performance is positively impacted by peer support, which includes practical, emotional, and informational assistance. Over-reliance on peers, however, may impede the growth of autonomous academic abilities. According to the results, creating a peer-supportive atmosphere can increase motivation and output while striking a balance with independence. This study advances our knowledge of how peers engage in classrooms and offers useful advice for enhancing cooperative learning.
This longitudinal study examines the role of psychological control on adolescents' school engagement over time, addressing the critical role of parental influence in shaping students' academic experiences. The research, conducted in Italy with 100 adolescents aged 13-18, employs the Self-Determination Theory framework to explore the relationships between psychological control and school engagement. Findings reveal that parental psychological control at Time 1 is negatively associated with school engagement at Time 2. Using a cross-lagged model, the study reveals a long-term effect of psychological control on student school engagement, consistent with existing literature. The results emphasize the detri-mental impact of parental psychological control on adolescents' engagement and highlight the importance of autonomy-supportive parenting practices for fostering students' academic success and psychological well-being. This study contributes to the understanding of pa-rental influences on school engagement and emphasizes the need for interventions and sup-port systems that promote positive parental involvement in adolescents' educational devel-opment.
Adolescents experience multiple changes aimed at the search for their own identity and autonomy. Sometimes, these changes bring with them inappropriate and challenging behaviours, leading to the emergence of behavioural problems. Family and school are the two main contexts for adolescents and play a decisive role in the appearance and management of these problems. A search for intervention programmes that aim to improving adolescent behaviour has been carried out. This proposal seeks to explore the different interventions that have been implemented, discuss the various approaches taken, and highlight the importance of addressing all these environments in order to prevent and intervene more effectively. Most interventions focus on direct work with adolescents or families, and the minority, with teachers and with a holistic approach (combining more than one context). Based on all the findings, we consider that working with families, teachers and adolescents together, allows different behaviours to be addressed, which aids in the early detection of problems, the implementation of preventive strategies and more effective intervention.
Beslenme alışkanlıkları insanlık tarihi boyunca ekonomi, sosyal çevre, coğrafya ve kültürel faktörlerden etkilenir. Bununla beraber kentleşme, ticaret eğitim vb. etkenler beslenme alışkanlıkları değişimine geniş bir yelpaze sunmaktadır. Özellikle ergenlik döneminde fiziksel, ruhsal ve sosyal gelişimin hızlı olması değişen beslenme davranışlarını beraberinde getirebilir. Bu bağlamda ergenlik dönemi kritik bir
süreçtir. Ergenlik döneminde bireyin değişen beslenme davranışları kimlik kazanma eylemiyle ilişkili iken; akademik başarı ve sosyal gelişim üzerindeki etkisi de kaçınılmazdır. Çünkü akademik başarı, eğitim sürecinde sınavlardan alınan notlarla ve sosyal çevre (aile, okul, akran grupları) doğrudan bağlantılıdır. Ayrıca beyin gelişiminin ergenlik döneminde gelişmeye devam etmesi bilişsel yeterliliğin akademik performans üzerinde güçlü bir etkiye sahip olduğunu gösterir. Bu nedenle bilişsel yetenekleri güçlü olan bireylerin yüksek akademik başarrı gösterme eğilimleri daha fazladır. Akademik başarı aynı zamanda yeme bozuklukları ile de ilişkili bir süreçtir. Çünkü ergenlik döneminde yaşanan kimlik çatışmaları yeme bozuklukluklarına da neden olabilmektedir. Kimlik çatışması doğrultusunda otoriteye baş kaldırma, bağımsızlaşma, en doğruyu bilme, akran gruplarına dahil olma gibi durumlar bireyin
fiziksel ve bilişsel sağlığını etkiler. Bulimiya nevroza ve anoreksiya nevroza gibi psikososyal, biyolojik ve genetik kaynaklı yeme bozuklukları sağlıklı beslenmeyi engelleyecek niteliktedir. Bu nedenle yeme bozuklukları da akademik başarıyı etkilemektedir. Dolayısıyla sürdürebilir sağlıklı beslenme ve yüksek bir akademik başarı kaliteli bir yaşam için önemlidir. Bu nedenle bu derleme çalışmasında ergenlik döneminde yeme bozuklukları ve akademik başarının sağlıklı beslenme perspektifinden değerlendirilmiştir. Çalışma sonucunda ergenlik döneminde bireylerin duygu durumlarında hızlı değişimler yaşandığı, bu değişimlerden dolayı beslenme davranışlarında dalgalanmaların yaşandığı ortaya konulmuştur. Aynı zamanda ergenlerin değişen beslenme davranışlarıyla beraber fast food, paket
gıda, asitli içecek vb. gıdaları tüketimlerindeki artış akademik başarıyı düşüren beslenme tarzıdır. Beslenme davranışlarında yaşanan herhangi bir bozulmanın, öğrenmede güçlüğe neden olabileceği kritik bir sonuçtur.
