Search Results (3,210)

Introduction: The pursuit of an inclusive university is rooted in the commitment to ensuring equal opportunities within the educational landscape. Over the years, the notion of “inclusion” has significantly evolved, becoming a central aspect of individual rights. This shift has led to the development of various models and guidelines to provide equitable treatment to all students. Objectives: This study aims to explore the perceptions of students regarding inclusive education at a university in the north of Spain. It seeks to understand the reasons behind these perceptions, providing insights into the effectiveness of the current inclusion strategies. Methods: We conducted an online survey distributed across various faculties at a university in the north of Spain, with participation from 519 students. The data collected from the survey were coded and subjected to statistical analysis using SPSS version 28 to generate descriptive and comparative statistics. Results: The findings reveal that 2.5% of the students have experienced discrimination at some point, with 2.9% attributing such discrimination to their peers. Furthermore, 25% of the respondents acknowledged the presence of discrimination initiated by the university itself. Despite these challenges, a significant majority (88.8%) recognize the importance of inclusive education. However, 43.4% of the participants noted that the attitudes of some faculty members towards inclusion were suboptimal. Additionally, 82.9% of the respondents believe in the necessity of enhancing collaboration within the entire educational community to foster better inclusion. Discussion and Conclusions: Overall, the students view the university as inclusive but identify a gap in the awareness and training necessary for achieving true equality. These findings indicate a need for heightened visibility of resources and the provision of further training and workshops. Although the response rate to the survey was relatively low, further research might benefit from engaging a broader spectrum of student voices, especially those from non-normative or divergent backgrounds, to deepen the understanding of inclusivity at the university. Full article

Background/Objectives: The Hogg Eco-Anxiety Scale (HEAS-13) is a thirteen-item measure of eco-anxiety, with four dimensions: (1) affective symptoms, (2) rumination, (3) behavioural symptoms, and (4) anxiety about personal impact. Being a recently developed questionnaire, data on its psychometrics are limited. The aim of this study was to introduce a Polish version of the HEAS-13 and examine its psychometric properties. Methods: Our sample consisted of 634 Polish-speaking adults, with ages ranging from 18 to 67 years. We assessed the HEAS-13’s factor structure, internal consistency, test–retest reliabilities, and its concurrent validity via relationships with climate-related variables, psychopathology symptoms, and well-being. We put emphasis on examining the discriminant validity of the HEAS-13 against general psychological distress. Results: As expected, the Polish HEAS-13 demonstrated strong factorial validity with an intended four-factor structure. The internal consistency and test–retest reliabilities of the scale were good and moderate, respectively. Higher levels of eco-anxiety were associated with higher environmental concerns, the experience of climate change (i.e., one’s perception of being affected by climate change), pro-environmental behavioural engagement, climate change worry, anxiety, and depressive symptoms, as well as lower levels of well-being. We empirically supported the strong discriminant validity of the HEAS-13, demonstrating that eco-anxiety was separable from general psychological distress. We also noted that females, younger people, and those with lower educational levels experienced higher eco-anxiety. To facilitate the use of this measure, we propose a potential screening cut-off value for the HEAS-13, which can indicate meaningfully elevated levels of eco-anxiety. Conclusions: Overall, the Polish version of the HEAS-13 has strong psychometric properties, usefully enabling the examination of climate-related anxiety. Our findings highlight its potential in cross-cultural research and healthcare practice. Full article

The sense of school belonging plays an important role in students’ academic, behavioural, and psychological outcomes. Based on a systematic review, following the PRISMA 2020 guidelines and examining 86 studies conducted between 1990 and February 2023, the article addresses two research questions: (a) what are the predictors of the sense of school belonging at the individual, micro, meso, exo, macro, and chrono levels of the bioecological model of human development; (b) do these predictors differ based on students’ individual characteristics, and if so, how. The findings reveal individual factors as important predictors of school belonging and indicate the lack of studies that take into consideration the interplay of different (micro, meso, exo, macro, chrono) levels in addressing the sense of school belonging. Considering the complexity and multi-factorial nature of the sense of school belonging, it calls upon further research, which would support the development of evidence-based interventions for fostering school belonging among different groups of students, particularly those who are at risk of feeling alienated from school, and thus promote equity in education. Full article

The aim of this study was to determine the factors affecting students’ satisfaction with their class community by measuring the contributions of “positive” resources: either the socio-demographic and individual characteristics of students, or common characteristics of the class community. The research was conducted anonymously using multiple questionnaires on a sample of 267 students attending the higher grades (5th–8th grades) of primary schools from an urban area of the city of Split. It was determined that social cohesion and prosocial behaviour within the class community were the strongest determinants and were also the most important positive resources of satisfaction with the class community. Individual psychological characteristics (especially self-esteem and hope) and the socio-demographic characteristics of students also played a significant role in explaining satisfaction with the class community, but their relative contribution was much weaker than social relations within the class community. The three types of psychological characteristics of the students were positively related to the degree of satisfaction with the class community, but this association was at a low level. More than half of the students were not completely satisfied with their class community. Furthermore, based on the five fundamental dimensions of intrinsic (IM) and extrinsic motivation (EM) within PE motivation, four types of students with different motivational characteristics were determined: the very low type; moderate type; very high IM and low EM type; and extremely high type. It is recommended that experts continue researching the relationship between psychological and social variables in class communities, as well as investigating the effectiveness of possible interventions aimed at the development and improvement of social relationships in the educational and sports talent development environment. Full article

In the context of the construction of new liberal arts, the integration and intersection of disciplines have become a new trend in the development of higher education. How to promote the teaching reform of big data technology and application courses in the new liberal arts construction scenario has become an important issue in enhancing students’ digital talent literacy and social adaptability. In this study, an extended probabilistic linguistic TODIM (an acronym in Portuguese for interactive multi-criteria decision making) with probabilistic linguistic entropy weight and Hamming distance is presented for teaching reform plan evaluation for the core course “big data technology and applications” in the digital economy major. Firstly, probabilistic linguistic entropy weight, based on the entropy of the additive linguistic term set, is applied to generate weight information. Secondly, parameter sensitivity analysis is carried out to prove the stabilization and effectiveness of the extended TODIM approach. Thirdly, this extended approach can integrate the psychological factors and cognitive behaviors of decision-makers for effectively responding to education management in the new liberal arts construction scenario. Finally, a case study on teaching reform plan evaluation is carried out, and a comparative analysis with different criteria weights and different methods is conducted to verify the extended approach. The results indicate that the extended approach can provide an effective technical tool for scientific decision-making, especially in the teaching reform plan evaluation scenario in order to promote high-quality development of education. Full article

Background: Adolescence is a period of significant psychological, physical, and social changes. During this time, adolescents face increasing responsibilities, such as making educational and career decisions, managing peer relationships, and becoming more independent from their families. These changes are often accompanied by mood fluctuations and altered sleep patterns. This study aimed to explore the relationships between bright- and dark-side hypomania, insomnia, and various dimensions of health-related quality of life (HRQOL), such as self-esteem, family and peer relationships, social acceptance, and autonomy. Methods: A total of 1475 participants in mid-adolescence (mean age: 13.4 years; range: 11–16 years; 48.8% males) completed a series of self-reported questionnaires covering sociodemographic information, hypomania, including dark and bright-side hypomania, insomnia, and HRQOL. Results: Compared to participants with no or dark-side hypomania, participants with bright-side hypomania reported better HRQOL. Bright-side hypomania was significantly associated with favorable relationships with parents and home, peer relationships, and the school environment and with less insomnia. In contrast, dark-side hypomania showed significant associations with lower scores for self-esteem, moods and emotional states, peer relationships, social acceptance, the school environment, and more insomnia. Conclusions: Among a larger sample of adolescents, bright- and dark-side hypomania were associated with a broad, though specific variety of aspects of HRQOL and insomnia. Given that standardized programs are available to improve insomnia and resilience as a proxy of psychological well-being, such interventions may have the potential to improve adolescents’ psychological well-being and sleep quality concomitantly. Full article

Higher levels of school connectedness are associated with better study habits, but their relationship with academic burnout and the underlying mechanisms have not been revealed. We used a questionnaire to investigate the relationship between school connectedness and academic burnout and the mediating mechanisms of burnout in a sample of 394 Chinese middle school students, controlling for class, gender, and grade level. The results revealed that (1) school connectedness, autonomous motivation to learn, and core self-evaluations were significantly negatively related to academic burnout; and that (2) academic self-handicapping, core self-evaluations, and autonomous motivation to learn individually mediated the effects of school connectedness on academic burnout and mediated the effects of multiple factors. Therefore, educators should pay attention to the emotional needs of junior high school students, increase the level of school connectedness, consciously help students cultivate positive psychological factors such as autonomous motivation and core self-evaluations, reduce academic self-handicapping, increase their learning pleasure, and alleviate junior high school students’ academic burnout. Full article

Background: Reports on cyber dating violence in adolescent populations vary significantly depending on whether the focus is on directly aggressive behaviours or behaviours designed to control one’s partner. In contrast to direct aggression, which is often clearly identified by adolescents, there is a greater degree of ignorance, and even a certain degree of normalisation, of controlling behaviours. Such behaviours may include, for example, insisting on knowing the whereabouts of a partner at all times or sharing social media passwords. This study aims to explore adolescent perceptions of cyber dating violence and to identify the differential characteristics of cyber-violent relationships using the Iramuteq software program for text analysis. Methods: Participants were 466 second- and third-year secondary school students. Data were collected through surveys, and responses were analysed using the Iramuteq program. This software tool enabled the identification of common terms and themes linked to cyber dating violence, as perceived by participating adolescents. Results: The analyses revealed the repeated appearance of terms associated with violent behaviours, online media, toxic relationships, and victim coercion. However, there was a notable lack of recognition of controlling behaviours as a manifestation of cyber dating violence. Adolescents frequently normalised behaviours such as insisting on knowing a partner’s whereabouts at all times or sharing social media passwords. Conclusions: The findings suggest a significant gap in adolescents’ understanding of what constitutes cyber dating violence. In contrast to direct aggression, which is easily identified, controlling behaviours are often normalised, indicating a need for educational and preventive measures to address this issue. By improving adolescents’ understanding of controlling behaviours as a form of cyber dating violence, preventive efforts can be more effectively tailored to address and mitigate this problem. To prevent the normalisation of certain behaviours indicative of cyber dating violence, early education is recommended in areas such as healthy relationships, communication skills, respect for privacy, and recognition of signs of excessive control. Full article

As doctoral education evolves globally, the focus intensifies on doctoral candidates’ academic performance and psychological well-being. Previous research has studied the effects of individual, societal, and environmental factors on students’ academic achievements. However, there is still a lack of investigation into how these factors interact, especially in the domains of arts. This study surveyed 213 Chinese musicology doctoral students and adopted Partial Least Squares Structural Equation Modeling (PLS-SEM) to evaluate how various factors affect academic and mental health outcomes. The analysis shows that factors including teacher support, student engagement, and well-being positively influence academic performance, while academic anxiety negatively impacts academic performance. Moreover, variables help diminish academic anxiety, encompassing self-efficacy, parental support, time management skills, and student engagement. Meanwhile, enhanced doctoral students’ well-being is related to robust teacher support, facilitating conditions, and active student engagement. Notably, students who experience academic anxiety about their studies generally have lower well-being. These findings indicate that alleviating academic anxiety, refining academic resources, and reinforcing mental health supports can foster academic and psychological outcomes for doctoral students. Our study contributes vital empirical data to developing higher education policies, benefiting doctoral students’ mental health and academic success. Full article

Background: Nursing students face unique challenges during their university education, making them vulnerable to mental health problems. Psychological resilience has been identified as a protective factor against these issues. However, previous reviews have identified gaps in the literature on resilience and mental health among nursing students. Objectives: This scoping review aims to identify and map studies on psychological resilience and mental health in undergraduate nursing students, synthesize current evidence on their relationship, identify interventions for enhancing resilience, and highlight gaps in the existing literature. Eligibility criteria: Studies published between January 2019 and April 2024 in English, Portuguese, and Spanish addressing resilience and mental health in undergraduate nursing students will be included. Primary studies, secondary studies, clinical guidelines, and grey literature will be considered. Sources of evidence: Searches will be conducted in multiple databases including EMBASE, ERIC, PubMed, Science Direct, Web of Science, DOAJ, ELSEVIER, EMERALD, and WILEY ONLINE LIBRARY. Grey literature sources will also be searched. Charting methods: Data will be extracted using a standardized form and synthesized narratively. Thematic analysis will be conducted using MAXQDA software ((Verbi GmbH, 24 version, 2023). Quantitative summaries, visual mapping, subgroup analyses, and trend analyses will be performed where appropriate. Results: As this is a protocol, results are not yet available. The review will present a comprehensive map of the current literature on psychological resilience and mental health in nursing students, including identified interventions and research gaps. Conclusions: This scoping review will provide valuable insights to guide curriculum development, support services, and policy-making in nursing education. The findings may support actions to strengthen resilience and prevent mental health problems among future nursing professionals. Full article

This narrative review synthesizes and analyzes empirical studies on the adoption and acceptance of ChatGPT in higher education, addressing the need to understand the key factors influencing its use by students and educators. Anchored in theoretical frameworks such as the Technology Acceptance Model (TAM), Unified Theory of Acceptance and Use of Technology (UTAUT), Diffusion of Innovation (DoI) Theory, Technology–Organization–Environment (TOE) model, and Theory of Planned Behavior, this review highlights the central constructs shaping adoption behavior. The confirmed factors include hedonic motivation, usability, perceived benefits, system responsiveness, and relative advantage, whereas the effects of social influence, facilitating conditions, privacy, and security vary. Conversely, technology readiness and extrinsic motivation remain unconfirmed as consistent predictors. This study employs a qualitative synthesis of 40 peer-reviewed empirical studies, applying thematic analysis to uncover patterns in the factors driving ChatGPT adoption. The findings reveal that, while the traditional technology adoption models offer valuable insights, a deeper exploration of the contextual and psychological factors is necessary. The study’s implications inform future research directions and institutional strategies for integrating AI to support educational innovation. Full article

A learning society cannot be built without each family playing its role. The learning family integrates the modern education concept and the actual needs of family education. However, scholars are still exploring the concept, structure, and measuring tools of the learning family. Based on the bioecological system theory, this study explored the concept and characteristic dimension of the learning family and verified the effect of the learning family through cross-population samples. The results of this study showed that, first, the learning family involves a process of mutual influence on the part of family members, who view the enhancement of comprehensive literacy as their core goal and can continuously accumulate knowledge and improve skills from the internal and external environments of the family through learning support and learning involvement, thereby achieving common growth, the main structure of which includes four characterizing dimensions of learning involvement, learning effectiveness, learning support and continuous learning. Second, the developed learning family scale has good reliability and validity. Third, learning families have significant positive effects on individual creativity, innovative behavior, prosocial behavior, proactive behavior, work performance, academic achievement, and science literacy. This study not only deepens our understanding of the importance of family learning and family education but also contributes to exploring the influence mechanisms underlying learning families on individual psychology and behavior in the future. Full article

Background: Classroom social climate is a significant phenomenon within educational contexts; however, it has predominantly been studied among high school students, with limited evidence available at the university level and, consequently, in the psychometric properties of measurement instruments. This study aimed to analyze the psychometric properties of the University Classroom Social Climate Scale (ECSA-U) among Chilean students from the La Araucanía region. Method: 422 students participated, responding to the adapted version of the ECSA-U and the Motivation subscale of the Motivation and Learning Strategies Questionnaire. Exploratory structural equation modeling (ESEM), reliability analyses, and correlation analyses were conducted to provide valid evidence for the Chilean University Classroom Social Climate Scale (ECSA-UCL). Results: The scale demonstrated a three-factor structure with good fit indicators, excellent reliability indices, and significant positive associations between the ECSA-UCL and the Motivation Subscale. Conclusions: The ECSA-UCL has proven valid and reliable for measuring the perception of Classroom Social Climate among Chilean university students, making it suitable for use as a measurement tool in studies or interventions that include this variable. Full article

This scoping review examines the broad applications, risks, and ethical challenges associated with Extended Reality (XR) technologies, including Virtual Reality (VR), Augmented Reality (AR), and Mixed Reality (MR), within the context of Metaverse. XR is revolutionizing fields such as immersive learning in education, medical and professional training, neuropsychological assessment, therapeutic interventions, arts, entertainment, retail, e-commerce, remote work, sports, architecture, urban planning, and cultural heritage preservation. The integration of multimodal technologies—haptics, eye-, face-, and body tracking, and brain–computer interfaces—enhances user engagement and interactivity, playing a key role in shaping the immersive experiences in the Metaverse. However, XR’s expansion raises serious concerns, including data privacy risks, cybersecurity vulnerabilities, cybersickness, addiction, dissociation, harassment, bullying, and misinformation. These psychological, social, and security challenges are further complicated by intense advertising, manipulation of public opinion, and social inequality, which could disproportionately affect vulnerable individuals and social groups. This review emphasizes the urgent need for robust ethical frameworks and regulatory guidelines to address these risks while promoting equitable access, privacy, autonomy, and mental well-being. As XR technologies increasingly integrate with artificial intelligence, responsible governance is essential to ensure the safe and beneficial development of the Metaverse and the broader application of XR in enhancing human development. Full article

Humans have long delighted in being entertained by captive wild animals. In zoos and aquariums, animal–visitor interactions allow visitors to experience direct or indirect contact with animals. Well-managed animal–visitor interactions can help zoos and aquariums contribute to their educational objectives by eliciting pro-conservation behaviours from visitors while providing good animal welfare for the animals involved. However, some interactions are dysfunctional because they cause physical and psychological harm to the animal and reinforce negative values and beliefs towards conservation. We aimed to assess how dysfunctional animal–visitor interactions are and whether accreditation by zoological associations reduced the number of such interactions. We visited Thai zoos in person and conducted online monitoring of facilities in Southeast Asia. We report 1165 animal–visitor interactions in nine Southeast Asian countries in 225 zoos and aquariums. Taking photos with animals (“selfies”) and riding on animals were scored as the animal–visitor interactions that were the most dysfunctional. The number of animal–visitor interactions was not less in accredited zoos, and there was little difference among countries. Behaviour change needs to form a strategy for change, in addition to robust legislation and improved efforts by zoological associations to push members to maintain standards and mentor non-accredited facilities. Full article