The study examines academic burnout syndrome and its relation to personal and academic variables among university students in nursing and early childhood education programs in Spain. A total of 606 university students (Primary Education: 49.7%; Nursing: 49.7%) of both sexes (71.5% female), and average age 20.68 years (SD = 1.65) participated. An ex post facto retrospective single-group design was planned. The instruments used were the Maslach Burnout Inventory-Student Survey (MBI-SS) and the NEO Five Factor Inventory (NEO-FFI). Nursing students, who showed more study hours, less sleep, and lower grades, had higher academic burnout scores. Linear regression models were proposed to analyze the relationship between academic burnout, personality, and sociodemographic variables. Nursing students scored higher in emotional exhaustion and lower in cynicism, and they scored higher in neuroticism and openness. Furthermore, 16.1% of the variance in academic burnout was explained by personality variables as degree, course and study hours. These findings suggest the importance of considering both academic and personality variables in understanding academic burnout in university students.

Burnout, a negative job-related psychological state particularly associated with the health professions, equates to a loss of valuable research in healthcare researchers. Team mindfulness, recognized to enhance personal fulfilment through work engagement, represents one important aspect found effective in reducing burnout. In a specific series of diverse membership academic meetings intended to reduce research burnout—employing writing prompts, doodling and continuous developmental feedback to do so—team mindfulness was demonstrated when conducted in person. Therefore, determining if team mindfulness is evident when holding such academic meetings online is relevant. When COVID-19 limitations required moving these academic meetings online, it was previously noted and reported that team mindfulness was affected in no longer being present during the first eighteen months of restrictions. To discover if this result persisted, question asking, doodles submitted and feedback responses were analyzed of the following year’s academic meetings for the same group, both quantitively and qualitatively. In finding the team mindfulness of these meetings additionally compromised the second full year, online practices actually found successful at creating and supporting team mindfulness—online games—are identified and considered. Concluding implications are noted and recommendations made regarding team mindfulness in reducing burnout for future online academic meetings.

Academic performance and capabilities were greatly influenced by creativity. It has also contributed to comprehending academic skill development independent of motivation and intelligence. This study examines the relationship between student creativity and academic skills. This is the systematic literature review for 2016 to 2022. The main criteria for including an article in the research were that it was written in English, that it was pertinent to the topic of the study, that its sample consisted of students aged 5 to 16 with regular, typical development, that it was a descriptive, exploratory, or longitudinal study, and that it was accessible to the public. Seven articles were included in the study following a critical and systematic analysis and evaluation. As the results indicate, creativity and its characteristics correlate substantially with academic skills such as reading, comprehension, academics, word processing, and written assignments. Additionally, creativity contributed considerably to children’s academic performance, both currently and in the future. The present study concludes that creativity is essential for enhancing and promoting children’s academic performance.

This article works on the three questions: “How can libraries make an effective contribution to resolving the sustainability challenges we are collectively facing?”; “When are libraries truly sustainable?”; and “How can library management support this shift?”. Looking across libraries and their history of the last decades, the author discerns different stages of development leading to sustainability. In line with the work of Dyllick and Muff (2016) the author describes Sustainability Levels 0.0 to 3.0. The highest level requires a quantum leap and shifts from thinking inside-out to outside-in. This article addresses the need that there is virtually no academic management literature on the topic of sustainability in libraries. It shows that whilst there are many examples of individual projects or activities, there is a serious lack of methodology senior management level.

Previous literature has linked working for pay while attending university with negative academic and health outcomes, yet working students are often resilient when experiencing such adverse circumstances. This makes it crucial to explore potential psychological mechanisms which transform adverse experiences into sources of motivation and persistence for working students. We explore one mechanism – social identification – and its different foci – identifying as a student, employee, working student, or as a student of one’s discipline of study – as potential predictors of important academic (academic self-efficacy, approaches to learning, and academic achievement) and social (status in society) outcomes in three cross-sectional studies. In Study 1, part-time working hours (but not identification processes) were associated with academic self-efficacy. In Study 2, discipline identification and part-time working hours were associated with using deep approaches to learning. In Study 3, student identification was associated with increased status in society. Overall, discipline identification may be solely linked to academic outcomes, yet student identification should be explored further as a potential enhancer of social and graduate outcomes. We discuss additional mechanisms which can help to transform working students’ experiences through their social identities and suggest boundary conditions which can affect the link between these identities and important outcomes.

Academic entrepreneurship focuses on commercialization of research. Even though it is practiced worldwide for decades, Bangladesh is a newcomer in this segment. In Bangladesh only 2 Universities have Technology Transfer Offices or TTOs which are established with the sole focus of commercialization of researches of the students and the faculty members of the Universities. This article focuses on worldwide practices of technology transfer and academic entrepreneurial activities and also explores the opportunities and challenges of such entrepreneurs through detail investigation of the existing body of knowledge. Apart from exploring the problems and prospect of academic entrepreneurship in Bangladesh, this article also introduces the concept of Full-Service Knowledge Transfer Office (KTO), which existing literatures do not offer. The authors believe that by establishing such KTOs as a self-sustaining body, it is possible for an academic entrepreneur to stimulate, support and sustain their activities in Bangladesh. The concept of full service KTOs can also become models for other nations, specially the developing ones, to establish and nurture a culture of academic entrepreneurship.

For doctoral students, publishing in peer reviewed journals is a task many face with anxiety and trepidation. The world of publishing, from choosing a journal, negotiating editors and navigating reviewers’ responses is a bewildering place. Looking in from the outside, it seems that successful and productive academic writers have knowledge that is inaccessible to novice scholars. While there is a growing literature on writing for scholarly publication, many of these publications promote writing and publishing as a straight-forward activity that anyone can achieve if they follow the rules. We argue that the specific and situated contexts in which academic writers negotiate publishing practices is more complicated and messy. In this paper, we attempt to make explicit our publishing processes to highlight the complex nature of publishing. We use autoethnographic narratives to provide discussion points and insights into the challenges of publishing peer reviewed articles. One narrative is by a doctoral student at the beginning of her publishing career, who expresses her desires, concerns and anxieties about writing for publication. The other narrative focuses on the publishing practices of a more experienced academic writer. Both are international scholars working in the Canadian context. The purpose of this paper is to explore academic publishing through the juxtaposition of these two narratives to make explicit some of the more implicit processes. Four key themes emerge from these narratives. To publish successfully, academic writers need: 1) to be discourse analysts; 2) to have a critical competence; and 3) to have writing fluency and 4) to be emotionally intelligent.

As the number of publications is quickly growing in any area of science, the need to efficiently find relevant information amidst a large number of similarly themed articles becomes very important. Semantic searching through text documents has the potential to overcome the limits of keyword-based searches, especially since the introduction of attention-based transformers, which can capture contextual nuances of meaning in single words, sentences or whole documents. The deployment of these computational tools has been made simpler and accessible to investigators in every field of research thanks to a growing number of dedicated libraries, but a knowledge of how meaning representation strategies work is crucial to make the most out of these instruments. The present work aims at introducing the technical evolution of the meaning representation systems, from vectors to embeddings and transformers tailored to life science investigators with no previous knowledge of natural language processing.

Mistreatment can adversely affect students’ academic performance and mental health. This study aimed to investigate the prevalence of mistreatment and its association with academic motivation among Thai medical students in clinical years. A cross-sectional study was conducted among medical students throughout Thailand using the Composite Questionnaire of Mistreatment and Academic Motivation Scale (AMS). Descriptive statistics, chi-square tests, correlations, and regression analyses were conducted. A p-value < 0.05 was considered statistically significant. The sample included 399 students, with mean age of 23 ± 1.29 years old, and 61.5% were female. A total of 81% of participants experienced mistreatment. Twenty-nine percents of students thought that mistreatment occurred because the maltreaters did not consider mistreatment as inappropriate or serious. Students who experienced mistreatment exhibited lower AMS (B = -9.16, 95% CI: -15.37 to -2.95, p-value = 0.004) than those who did not. Moreover, students who experienced academic mistreatment exhibited a higher amotivation score (B = 1.50, 95% CI: 0.16 to 2.85, p-value = 0.029) than those who did not. The prevalence of mistreatment was unexpectedly high, and it associated with students' motivation to study. Educational institutions should prioritize addressing this issue and developing strategies to provide assistance, including the enhancement of reporting systems.

The study aimed to investigate the impact of incorporating deep learning strategies in mathematics instruction on students' problem-solving abilities, critical thinking skills, academic achievement, and mathematical skills development. The study population consisted of 280 students, with a sample size of 162 participants. Employing a purely quantitative approach, data collection utilized questionnaires and achievement tests as instruments. Data analysis involved simple linear regression, descriptive analysis, and Pearson correlation. The results of the study revealed that there was no significant enhancement observed in students' problem-solving abilities and critical thinking skills when deep learning strategies were incorporated into mathematics instruction. Additionally, students' attitudes towards deep learning activities in mathematics showed no effect on their academic achievement. Furthermore, students' engagement levels in deep learning activities did not impact their development of mathematical skills. Lastly, the frequency of deep learning activities in the mathematics classroom did not show a significant relationship with students' academic performance. These findings suggest that the implementation of deep learning strategies in mathematics instruction did not yield notable improvements in the specified areas based on the study outcomes.

An investigation was carried out to study the effects of television and internet on academic performance of senior secondary schools students in Rigachukun Inspectorate of Kaduna state. A well structured and designed questionnaire was adopted in eliciting information from the respondents. The respondents were sampled from schools within Kaduna state. The information obtained showed that the percentage of senior secondary school students who made use of internet for academic purpose was as much as those who could not operate a computer or even browse the internet. Good number of students applied internet mostly through phones and computer with internet access in solving their assignment. A larger percentage of students devoted their time to watching non-educative programs on television, even though it was discovered that some of them also watch educative programs. Positive impacts of television and internet are however obscuring and not glaring. Investigation carried out revealed that students in senior secondary schools need to be sensitized and oriented on how they can derive the best from internet and television. Schools should be encouraged in using television and internet as an instrument of learning and teaching.

Academic stress affects students' psychological and physiological well-being. Dental undergraduate programs are known for their demanding curriculum, leading to significant stress symptoms. Objective was to determine if salivary cortisol levels were higher in students exposed to academic stress, assess the relationship between stress severity/temperament and cortisol values, and explore relaxation technique effects. Salivary cortisol was measured at two time points for all participants: before exams and during a relaxation period after summer break. A third measurement was conducted for students with high pre-test cortisol levels who received instructions on progressive muscle relaxation(PMR) before subsequent exams. Additionally, participants completed two questionnaires: Perceived Stress Scale(PSS) and Fisher's Temperament Questionnaire. The group analysis based on the PSS indicated that 39 participants reported high stress. Women demonstrated significantly higher stress than men(p=0.042054). A significant difference in stress levels was observed between Director and Builder temperament types(p=0.029276). Cortisol levels showed a significant decrease from the first measurement to the second measurement, and the third measurement after implementing PMR. The grade in the "Dermatovenereology" course correlated with stress level according to the PSS(k=0.578467). Pre-test cortisol levels correlated with the frequency of using PMR guidelines during winter test periods(k=0.416138). Stress negatively affects the immune system and poses health risks. Implementing stress reduction techniques in dental/medical education could benefit students and the healthcare system.

SIAKAD is a system developed to meet the needs of the academic community as a whole. Implementation of SIAKAD is based on three satisfaction indicators: access speed, ease of access and timeliness. Qualitative and quantitative methods on SERVQUAL analysis. Then analysed with statistical data as a comparison of satisfaction implementation in each academic community in IAKN and UIN universities. This study shows that the purpose of satisfaction affects the value of the academic community in providing an excellent and destructive impact on the value of work in higher education as well as the involvement of various elements in higher education to determine how the academic information system (SIAKAD) should be built to meet the expectations of its users and following SIAKAD standards in general in higher education.

Introduction: Academic success is primary goal of every student. It is described as the extent to which a student has successfully achieved his or her short and long-term educational goals. Several factors have been established to predict academic performance of students. Machine learning techniques have been employed in predicting students’ performance, but it has not been prevalent in developing countries like Nigeria and most studies did not consider class teachers’ end-of-the-year rating. Aim: The aim of this work is to develop a Radial Basis Function Neural Network (RBFNN) for prediction of secondary school students’ performance. Materials and Methods: We obtained data from school repository containing students’ raw score and classteachers’ rating from year one to year six. The data was labelled into pass or fail given the actual outcome of their examinations. Subjects were categorized into Mathematics, English and major, depending on the student’s specialization. Class-teachers’ ratings were also included in the dataset. The preprocessed dataset was used to train the RBFNN model. The impact of Principal Component Analysis (PCA) was also measured. Results: We set up four experiments in order to achieve our aim. The best result gave the sensitivity of 93.49%, specificity of 75%, accuracy of 86.59% and an AUC score of 94%. Other experiments gave a relatively low performance. Conclusion: This study helps students to get a projection of academic success even before sitting for the examination. This will also help parents and counsellors in knowing the direction of their counseling to each student. Teachers and parents should pay attention to class teacher ratings of the students as this is discovered to affect the prediction accuracy of their examination success.

Cheating is a kind of fraud or attempts to get dishonest advantages in an academic institution, it has been increasing dramatically for the last 50 years with the growth of technology. In some countries, this phenomenon has changed to a problematic factor in schools. Plagiarism is also considered as a type of cheating if it occurs intentionally. More efforts are made to mitigate the severity of cheating in an academic institution using technological-based devices. Besides, technology has an effective role in the detection of plagiarism by several detection platforms, however, still, there are some types of plagiarism which cannot be detected by these platforms efficiently, that authors should treat honestly during his/her scientific writing. This work aims to conceptualize and characterize cheating and plagiarism in an academic institution, also it is tried to indicate the relationship of cheating and plagiarism that in which cases, plagiarism becomes cheating. To achieve the purposes, relevant literature including scientific papers, monographs, reports, and authorized website were reviewed, and the literature output are integrated with the observation and experience of author during the teaching and learning in academic institutions.The findings and direct observation from close contact of classrooms show that cheating is felt mostly in classes with large numbers of students, that institution policy, instructor control, and using of technology have the most effect on the controlling cheating. Plagiarism as academic dishonesty is a widespread phenomenon among the students and even the authors. In some cases, the poor understanding of students and authors in scientific writing rules causes plagiarism and is measurable by some available detection platforms.

Women in science, technology, engineering, and mathematics (STEM) fields are under-represented, and women are also less likely than men to be in leadership positions generally. Little is known about the intersection of these areas: women in leadership in STEM. To determine what sort of barriers and assistance female STEM leaders have encountered, a survey was developed asking women who are in academic leadership positions in STEM about their experiences. The main barriers were similar in the STEM area and in leadership: balancing work/home life, devaluing of achievements, and imposter syndrome. The main two types of assistance in both STEM and leadership were support from spouse/partner, and encouragement from peers. The main barriers women encounter are cultural and will take time to overcome. The main assistance women have had comes from people, not training or institutional structures.

This study contended that learning statistics and its rudiments were perceived as complicated compared to some other courses offered at the university level. Further, this investigation contested the existence of statistics anxiety among postgraduate students in an in-site university setting. Relationships and differences were determined in this study utilizing the constructs of antecedents of statistics anxiety namely academic procrastination, perfectionism, and gender. The objectives were (1) to establish the relationship between academic procrastination and statistics anxiety; (2) to find out the relationship between perfectionism and statistics anxiety; and (3) to investigate the differences between gender and statistics anxiety. The data from randomly selected 136 postgrad students (Kampala International University, Uganda) referring to dispositional (procrastination and perfectionism) and environmental antecedents (gender) and statistics anxiety were scientifically elicited, processed and analyzed utilizing the quantitative- post positivist’s research paradigm model. The findings revealed a positive but insignificant relationship between academic procrastination and statistics anxiety; a significant adverse correlation between perfectionism and statistics anxiety; an insignificant positive correlation existed between gender and statistics anxiety, and differences in statistics anxiety between the female and male students existed. Notably from the results then, academic procrastination did not significantly affect the students’ statistics anxiety; the students with higher levels of perfectionism tended to have lower levels of statistics anxiety while the levels of statistics anxiety among the female students were slightly greater than that of the male students.

This paper explores whether preprints can better support open science by providing links to other early-stage research outputs. This potentially has benefits for transparency and discoverability of research projects. By looking at preprint submission systems, online preprints and surveying those who run preprint servers, I examined to what extent this is currently possible. No preprints server provided a complete service, however many allowed the linking of several open science elements from the abstract page. I looked at variation based on subject, age, and size of preprint server. In conclusion, authors posting preprints should consider the options provided by different preprint servers. It appears that open science is just one focus of preprint servers and further improvements will be dependent on preprint server policies and priorities rather than overcoming any technical difficulties.

Perceived peer support is a critical factor in the academic adjustment of higher vocational college students. While previous studies have explored this relationship, few studies have delved into the underlying mechanisms. This study surveyed 9782 students from 35 higher vocational colleges in 13 provinces and cities in China to explore the relationship and mechanisms between perceived peer support and academic adjustment. Drawing on Conservation of Resources theory and Social Support Resource theory, the findings revealed that perceived peer support not only directly predicted the academic adjustment of higher vocational college students, but also indirectly through the independent mediating effect of academic hope and professional identity, as well as the chain-mediating effect of academic hope to professional identity. Additionally, students from vocational high schools showed a more significant increase in academic hope due to perceived peer support compared to those from general high schools, highlighting the moderating effect of educational background. The study provided a new theoretical perspective for understanding the complex mechanisms of academic adjustment in students and offers valuable guidance for educational practice, emphasizing the importance of fostering perceived peer support, academic hope, and professional identity in higher vocational education.

Education is generally considered to be a great equalizer as well as a tool the young generation can use in becoming the nation’s future leaders. It is imperative that today’s young people are well equipped with good quality education to better lead a country into the future. As a consequence, it is also important that we find out the factors that affect the learning success of the youth, since knowing these factors, either positive or negative will help the government in designing programs that can help propagate the positives and rectify the negatives. This study utilized data from the elementary and high school students of a private educational institution in the Philippines. Multiple linear regression using lin-lin model was used to analyze the data. Results indicated both the over-all significance of the model and the absence of violations regarding the basic assumptions of CLRM. Three variables English proficiency, Math proficiency, and time spent in playing video games turned out to be significant. This study adds to the existing body of knowledge by showing that time spent in commuting between house and school can also at times to be used to study resulting and impacting Cumulative Grade Point Average positively.

This study explores the incidence of using electronic devices on academic procrastination in university students. The procrastination profile, screen use habits, and perceived academic performance are analyzed, assessing the impact of screen use on the psychological dimensions of procrastination. An ad-hoc instrument and descriptive and correlational techniques were used for data analysis. The results reveal that procrastination is common among students, and they perceive their academic performance as good or very good with a similar result in their grade point average, indicating that procrastination does not seem to affect their performance significantly. About 50% report frequent use of screens, and although no widespread addictive behaviors are detected, 20% may be at risk of addiction. The dimensions of self-regulation, self-efficacy, and self-esteem show an inverse correlation with screen use, suggesting that less screen use improves these dimensions and reduces procrastination. In addition, high screen use is associated with higher levels of anxiety. Self-efficacy emerges as crucial to mitigating procrastination. In conclusion, although procrastination is prevalent, it does not appear to affect academic performance significantly, but excessive use of electronic devices negatively impacts key psychological dimensions and increases anxiety.

To determine the influence of child abuse on academic performance from the perspective of teachers of a private school from Piura, 2024. Method: The present study is an applied, non-experimental design with a continuous qualitative approach. The technique used was the survey and as an instrument the questionnaire on knowledge of child abuse with 12 questions, with a population of 20 teachers. Results: For the statistical analysis was used through Microsoft Excel 2023 and IBM SPSS software, in addition the Shapiro Wilks statistical test was used, the results show that 85% of respondents, from their perspective, neglect has a high level of influence on academic performance, 65% of respondents, from their perspective, state that psychological maltreatment has a high level of influence on academic performance and 50% of respondents, from their perspective, determine that physical maltreatment has a high level on academic performance. Conclusions: The value of p=0.553 > 0.05, therefore, it is concluded that according to the perspective of the teachers of a private school from Piura, there are no significant changes in the academic performance of students who suffer from child maltreatment.

This research aims to investigate the effects of parental pressure on students' academic achievement at the school level. The research objectives include examining the relationship between parental pressure and academic achievement and identifying potential moderating variables. A sample of middle and high school students will be utilized in this study.

Sleep deprivation (failure to get enough sleep) is a public health issue that can negatively impact our body including cognitive function. Many studies have been done in Saudi Arabia to evaluate the impact of poor sleep and academic performance but almost all of them were done at university level. To investigate the relationship between sleep quality and general degree of academic achievement in school students. This is a cross-sectional, school-based study, conducted at Jazan Region, Saudi Arabia. A total of 957 participants (615 male and 342 female) were recruited from a state school. The study used a standardized, confidential, validated self-administered questionnaire to assess sleep quality and habits. By using Statistical Package for Social Studies (SPSS 22), achievement of the students was significantly related to the following parameters; laziness and fatigue after wake-up time and during school time, lack of concentration during school time, difficulty in complete tasks during school time and inability to maintain wakefulness during school time. Furthermore, students with poor academic degrees reported more significant incidence of sleeping at school, excessive daytime sleepiness, and other sleep related disorder than good academic degrees. Students with poor sleep quality have lower school grades.

Introduction: Exams are a relatively stressful period for all students, especially undergraduate medical students. Exams bring anxiety and stress for the students. Some students experience such high stress that it hinders their academic productivity and reduces their exam performance. The aim of this study is to assess the effects of pre-exam anxiety on the academic performance of medical students. Methods: Two hundred and twenty-five final year medical students completed Westside Test Anxiety (WTA) Scale one month before their exams. Grade Point Average (GPA) of these students was noted when the results were announced. Data was processed and analyzed using SPSS v 22.0Results: The mean anxiety score on WTA scale was 3.46 ± 0.87. All students (100%) who scored ≤ 2.50 GPA were highly-extremely highly anxious. In the 2.51-3.00 GPA group, 46% were highly-extremely highly anxious, 32% were moderately anxious, and 21% had low to normal anxiety. In the 3.01-3.50 GPA group, 30% were highly-extremely highly anxious, 30% were moderately anxious, and 39% had low to normal anxiety. In the 3.51-4.00 GPA group, 29% were highly-extremely highly anxious, 23% were moderately anxious, and 47% had low to normal anxiety. The correlation coefficient between GPA and test anxiety of students was -.314 which shows inverse relationship.Conclusion: Pre-exam anxiety and stress imparts negative effects on the exam performance of final year medical students. Poor academic performance was associated with high to extremely high pre-exam anxiety while high achievers had relatively lower anxiety levels.

The issues mothers face in the academy have been discussed for decades. Routinely, new studies report significant differences between women and men at comparable career stages with respect to salary, service demands, publications, grant submissions, and overall funding rates. The COVID-19 pandemic is further exposing these inequalities as women scientists who are parenting while also engaging in a combination of academic related duties are falling further behind. COVID-19 is shaking the very foundations of our society and laying bare the many inequalities that defined our pre-COVID world. We can solve these inequities by investing strategically in creative solutions, thereby making the most of women’s contributions to scientific endeavors. Here we describe strategies that would make the academy more equitable for working mothers now and into the future. Importantly, while the data are clear that mothers are being disproportionally impacted by COVID-19, many groups could benefit from these same ideas. Now is the time to act. Rather than rebuilding what we once knew, let us be the architects of a new world.

Many universities and colleges worldwide suspended classroom teaching due to the novel coronavirus pandemic and switched to online teaching. The current cross-sectional study was carried out to analyze the impact of lockdown due to coronavirus disease 2019 (COVID-19) pandemic on the academic performance of veterinary medical students and researchers. Veterinary medical students and researchers were invited to answer an online google form questionnaire. A total of 1398 participants were from 92 different countries answered the questionnaire with response rate of 94.52%. The data showed that COVID-19 pandemic lockdown affected the academic performance of most participants (96.7%) with varying degrees. The mean evaluation scores for the online education in general was 5.06 ± 2.43 while that for the practical parts was 3.62± 2.56. Although online education provides an opportunity for self-study. The main challenge online education faces in veterinary medical science is how to give practical lessons. Since most of the subjects are practical; therefore, it is not easy to learn it online. Students think that it is difficult to fulfill the veterinary competencies only with online education system. Online education can be improved by making it more interactive, showing medical procedures in real situations, giving concise information, and providing 3D virtual tools to mimic the real situation.

Over the last twenty years, library publishing has emerged in higher education as a new class of publisher. Conceived as a response to commercial publishing practices that have strained library budgets and prevented scholars from openly licensing and sharing their works, library publishing is both a local service program and a broader movement to disrupt the current scholarly publishing arena. It is growing both in numbers of publishers and numbers of works produced. The commercial publishing framework which determines the viability of monetizing a product is not necessarily applicable for library publishers who exist as a common good to address the needs of their academic communities. Like any business venture, however, library publishers must develop a clear service model and business plan in order to create shared expectations for funding streams, quality markers, as well as technical and staff capacity. As the field is maturing from experimental projects to full programs, library publishers are formalizing their offerings and limitations. The anatomy of a library publishing business plan is presented and includes the principles of the program, scope of services, and staffing and governance requirements. Other aspects include production policies, financial structures, and measures of success.

This paper shares research results of an explorative study investigating a Malta context university lectureship experience. The qualitative research findings, based on thematic analysis of 10 interview transcripts, describe the experience of being a university academic as an ever-changing journey of time passages in space and time. The journey is characterised by the strong theme of teaching along with the two other primary themes labelled identity and un/belonging. Identity feeds on teaching and the sense of un/belonging, but not only. Profession/Practice and Research/Publication are two other themes that in this study emerge as feeding the primary themes. These research findings unsettle privilege portrayals of tenure track university lectureship. They confirm the emphasis on teaching in this local context and increased administration obligations. Distinctively, they expose another identity dimension additional to the teacher and researcher attributions highlighted in mainstream literature. These findings suggest that university academics need to be supported for keeping alive differentiated identity dimensions which are not in opposition to each other yet in competition for time. While the limitations of the study are acknowledged, several recommendations deriving from this study for the local context are shared.

Education setting evolved from historical open learning system to traditional classroom set-up to distance learning modality. Teaching-Learning practice is transformed with an evolution of teaching-learning materials. With technological advancement in progressive manner and it’s increasing use in academic setting, distance learning has been the on-demand and on-debate topic in current educational discourse. Comparatively fresh topic in Nepali academic setting, this paper intended to analyze the perception of Nepali students towards online modality in Nepali academic setting. This paper further analyzed the student’s preference towards distance learning in current Nepali academic setting. Research findings were analyzed based on data collected through literature review, interview with students and professor and quantitative data collection through use of google form. Study identified opportunities as revenue generation; continuation of academic career from any part of country; increase learning outcome among jobholders. Study identified challenges as unequal access and quality of internet facilities; affordability of laptops/computers; limited interaction; and frequent disturbances. Seeing the better prospects, study strongly supported the need of shift in academic shift from traditional setting to non-traditional setting in Nepali context to meet the global needs of competitive and quality education.

This study was conducted to investigate the correlations between social-emotional competence (SEC) and academic achievement (AA) among nursing students and to compare students’ level of each core skill of SEC (critical thinking disposition, self-directed learning, creativity, emotional intelligence, problem-solving, and collaboration) and academic achievement (clinical performance and subjective academic achievement). A cross-sectional design was adapted. Data were collected from 195 nursing students in the junior and senior years who had participated in clinical practicum from four universities in South Korea. General characteristics, levels of critical thinking disposition, self-directed learning, creativity, emotional intelligence, problem-solving, collaboration, and academic achievement were collected via self-reported questionnaire. Canonical correlation analysis was performed to evaluate the relationship between SEC and AA. The canonical correlation coefficient between SEC and AA was .762. Critical thinking disposition (Rs = .89), problem-solving (Rs = .86), cooperation (Rs = .80) made the most important contributions to SEC. Clinical performance (Rs=.95) and subjective AA (Rs=.57) were correlated with AA. SEC should be addressed to improve the AA of nursing students. All core skills of SEC should be regularly promoted. It is particularly urgent for nursing students to improve their creativity.

Scholarly journals today are the products of a large industry comprised of for-profit and not-for-profit organizations, whose annual income exceeds $25 billion. Originally created for facilitating scientific communication, the World Wide Web in principle makes scientific journals no longer necessary. Yet, in an almost opposite fashion to what happened in retail publishing, the academic publishing industry has further flourished following the advent of the internet. Education of today’s students and young researchers, we argue in this study, is the key enabler for the transition to open science.

Academic staffs’ organizational commitment has been a critical issue to determine work performance for successes of University, as well as, to keep its Academic staffs motivation granted for achieving better work performance. This subject has therefore, been investigated so as to draw attention for enhancement of effective work performance and success. The main objective of this study was to assess academic staffs’ level of organizational commitment in Haramaya University. The study also investigated whether significant differences exist in academic staffs’ level of organizational commitment in reference to their gender and level of education. Researchers used cross-sectional research design. Primary and secondary data sources were used to study the problem. A commitment scale questionnaire was used to collect data from 275 participants who were selected from 877 target population of the study using stratified sampling technique; furthermore, focus group discussion and document review were also used to triangulate the data. The quantitative data were analyzed using both descriptive and inferential statistics; the qualitative data were also analyzed using narration methods of analysis. The study revealed that academic staffs of the university have moderate level organizational commitment. This implies relatively no more expected effective work performance for success of the institution; In addition, there were relative implications of turnover, turnover intention, absenteeism, and demotivation among staffs. The study further revealed that although there is no significance difference in employees’ level of commitment with reference to gender, their level of organizational commitment was significantly different in reference to level of education.

This study investigates student performance with the aim to forecast students' academic outcomes using data analytics and machine learning techniques. There is a big drop out per cent especially in the technological study programs at the universities, however, focusing on the successful study process there is important to analyze and to predict some risks on students’ to assure low dropout percent. While Student Performance Prediction (SPP) has potential benefits, such as personalized learning and early interventions, several challenges make the task complex in relation to (1) data quality and availability and (2) incomplete and inconsistent data. Predicting performance requires a range of different data types: academic records, attendance, and engagement in class, socio-economic background, and even behavioral factors. Moreover, according to the fourth Sustainable Development Goal (SDG) we focus on the quality in education.This paper presents a case study of data mining method for SPP by using classification, regression, and clustering are generally used in education to predict student’s performance which is important to control drop out of studies percent. The case presented is to predict risks and to assure academic success and quality based on the CRISP-DM data mining.

Procrastination among students in higher education is a widely recognized problem, with significant effects on academic performance and personal well-being. This descriptive study aims to assess the level of procrastination among nursing students in Bengaluru and determine the association between procrastination and selected demographic variables, such as age, gender, and parental education. A total of 100 nursing students from Sneha College of Nursing participated in the study. Data were collected using a structured questionnaire and a 16-item procrastination scale. The results revealed that 55% of the students had low levels of procrastination, while 45% exhibited high levels. However, no significant association was found between procrastination and demographic variables like age, gender, religion, year of study, or parental education. The findings suggest that while procrastination is a common issue among nursing students, demographic variables may not be reliable predictors of procrastination behavior. These results call for interventions to improve time management and reduce procrastination among nursing students to enhance their academic outcomes.

This study investigates the implementation and evaluation of a university bot designed to improve communication and management of academic events in educational environments. With the rapid evolution of digital technology, bots have emerged as powerful tools with applications in various sectors such as e-commerce, education, and healthcare. In particular, the use of bots in customer service and event management has demonstrated significant benefits by handling frequent inquiries, providing real-time information and assisting with administrative tasks, freeing up human resources for more strategic functions. This project adopted a mixed methodological approach combining qualitative and quantitative methods to assess usability and user satisfaction with the bot. The Usability Scale System (SUS) and the User Experience Questionnaire (UEQ) were used as standard tools to collect data on user perception. The results highlighted a high acceptance of the bot, with an acceptance rate of 90\%, indicating high user interest in using the application. This high acceptance underscores the bot's ability to effectively present the information users are looking for. The bot provides a list of academic events categorized by type, making it easy to find and manage information about grants, conferences, courses and other events. Its design focuses on a friendly and accessible interface that allows direct consultation without the need for conversational interaction. This project contributes to operational optimization in educational environments by providing a practical solution for the management of academic events and offers valuable insights on how to efficiently present information in similar applications. These findings are fundamental for future research and development in the creation of information systems in the educational environment.

This paper explores the impact of international university rankings on French universities. A multiple case study of three French universities examined the nature of these impacts at national, organisational, and individual level. A thematic analysis of interviews using NVivo software showed that the changes, either imposed by new policies or initiated by the university managers, have profoundly altered the traditional values of academia. The novel findings reveal the degree of influence of rankings and the perception of academics regarding the changes experienced. After describing the current state of affairs in the French higher education system, the paper predicts that universities will engage more actively in the quest for a better position in the future, and will consequently accept the rules and norms of rankings. In contributing to the discussion on the effects of quantification of higher education processes and outcomes to the academia, by analysing the perception of academics on the experienced evolutions. This paper addresses policymakers, university managers and researchers interested in understanding how evaluation instruments, such as international rankings affect organizations and individuals in the higher education sector.

This comprehensive research investigates the multifaceted role of integration in modern education systems, aiming to advance educational equity and inclusivity.Introduction: The introduction sets the stage by delineating the historical evolution of integration in education, highlighting pivotal milestones, and contextualizing the current discourse on fostering inclusive learning environments.Materials and methods: This section details the research design, participant selection criteria, and data collection methods. By employing a mixed-methods approach, combining surveys, interviews, and observations, the study seeks to capture the complexities of integration. Results: Presenting the results entails a meticulous examination of the impact of integration on academic outcomes and social dynamics within educational settings. Statistical analyses and qualitative insights converge to reveal the nuanced relationships between integration practices and student experiences. Discussion: The discussion section critically analyzes the findings in the context of existing literature, offering insights into the broader implications of integration. By addressing challenges and barriers identified during the study, the discussion aims to guide educators, administrators, and policymakers in navigating the complexities of integrating diverse student populations effectively. Conclusions: The concluding section synthesizes the key findings, emphasizing their significance in advancing educational equity through integration. Recommendations are made for educators, policymakers, and researchers to leverage the transformative potential of integration. The section acknowledges study limitations, calls for future research directions, and concludes with a resounding commitment to fostering an inclusive educational system that reflects the principles of equity and social justice.

The GPA is a universally recognised and utilised metric of academic performance that is considered to also measure a student’s potential for academic performance in the future. In this short communication we examine to what extent the GPA of the first grade of high school predicts performance in the later grades of high school, either generally (as classified in excellent student, strong student, weak student or very weak student) or more accurately (as indicated by the exact GPA in the next grade). We also put to the test the widely held notion that it might be best if core courses such as language and mathematics contributed more to the calculation of the GPA compared to secondary courses such as physical education or music. Our findings confirm the predictive properties of the GPA but strongly rebut the notion that a weighted GPA might achieve a better reflection of students’ potential. The study is based on the academic records of every student in Greece that progressed from first to third grade of high school in the 2016-2019 period. This data set contains records of more than 85,000 students, making it one of the most extensive studies ever conducted on the topic of the properties of the GPA.

Social networking opened up new avenues for learning and knowledge sharing. Due to its document exchange, virtual communication, and knowledge production capabilities, social media is a helpful tool for learning and teaching. The research embraces multiple goals. First, this study examines Bangladeshi university students' social value, communication and collaboration, trust, and perceived benefits of knowledge sharing through social media in academic advancement. The second goal is to examine how families and technology support mediates those aspects of social media knowledge sharing with student academic development. We used Technology Acceptance Model and Social Exchange Theory as examples of how social media sharing of knowledge impacts academic progress in Bangladeshi university students through family and technological support. PLS-SEM was used using survey data from 737 Bangladeshi students to test the model. Social value, communication and collaboration, trust, and perceived benefits of sharing knowledge through social media significantly enhance Bangladeshi students' academic growth. In the case of mediation, family and technological support mediates the relationship between communication and collaboration, trust, perceived benefits and academic development. However, there is no mediation with the social value of knowledge sharing in social media with student’s academic development. The article concludes with implications, limitations, and future research.

Compared to their men counterparts, women do not rapidly climb up the leadership ladder due to a glass ceiling obstacle. This study aims to explore the inhibiting factors demotivating Africa women's leadership pursuit in Science, Technology, Engineering, and Mathematics (STEM). A qualitative approach was adopted using online open-ended questions to seek narratives from African women leaders on their roles and experiences of a STEM career. Data were collected using a non-probability, purposive sample of African women leaders in STEM in African research institutes and universities. Forty-two women in leadership positions in 12 African countries participated in the study, which was content analyzed, seeking patterns and themes to explore the narratives. A common thread exists in the tone and life experiences of the African women leaders in STEM. Scholarship, supportive organizational structure, commitment, hard work, and tenacity were all experienced as enablers of the career path process and their attained positions. The education level contributed to a strong leadership position. Women experience less acceptance than males in STEM leadership as the organizational culture still devalues women in leadership positions in several African countries. The study's contribution, the limitations, recommendations, and managerial implications are discussed, with suggestions for further research are made.

This paper explores the suppression of ideas within academic scholarship by academics, either by self-suppression or because of the efforts of other academics. Legal, moral, and social issues distinguishing freedom of speech, freedom of inquiry, and academic freedom are reviewed. How these freedoms and protections can come into tension is then explored by an analysis of denunciation mobs who exercise their legal free speech rights to call for punishing scholars who express ideas they disapprove of and condemn. When successful, these efforts, which constitute legally protected speech, will suppress certain ideas. Real-world examples over the past five years of academics who have been sanctioned or terminated for scholarship targeted by a denunciation mob are then explored.

Medical education is facing great challenges and uncertainties amidst the COVID-19 pandemic. Medical Education Institutions are required to build a task force team for crisis management. These should be committed to supporting a sudden online education transition, academic support, and psychological well-being of students, staff members, health care professionals, paramedics, and faculty administration. As the situation evolves, the task force has to monitor the challenges and provide appropriate plans, guidance, and solutions. Leaders in medical education have a crucial role in response to the pandemic crisis in securing a successful educational process while ensuring the mental and psychological well-being of the stakeholders. Herein, we provide tips that can provide a guide for medical education leaders to coordinate crisis management.

The purpose of this study is to investigate the effect of academic advising on changing or maintaining majors in university degrees. It is also a goal of the study to determine which semester of the course study is most likely or less likely witness the change of major and whether advising contributes to that change. Through this correlational study, the researchers explored students’ perceptions about the academic advising they received and the relationship of its absence on students’ major change. The participants were 1725 undergraduate students from all year levels. One survey is used to collect the data for this study: Influences on Choice of Major Survey. Based on the findings, it is found that university advisors have a very poor effect on students' decisions to select their majors as 45.6% of the 1725 participants indicate NO influence of advising in their survey answers. Whereas career advancement opportunities, students' interests, and job opportunities indicate a strong effect on their majors’ selections as they score the highest means of 3.76, 3.73, 3.64 respectively. In addition, findings show that students are most likely changing their majors in their second year and specifically in the second semester. Second year major change scored 36.9% in the second semester and 30.9% in the first semester. More importantly, results indicate that there is a positive significant correlation between college advisor and change major in the second year (p = 0.000). It is to researchers understanding based on the findings that when students receive enough academic advising in the first year of study and continues steadily to the next year, the possibilities of students changing their majors decreases greatly.

Optimizing faculty workload in higher education institutions is essential for enhancing faculty satisfaction, student learning, and institutional productivity. Traditional workload management approaches tend to simplify the realities of academic work, creating distortions that undermine the quality of the academic system. In this paper, we present the simplex method, a linear programming technique that can be used as a sophisticated technological solution for optimizing faculty workload. Using a comprehensive mathematical model and a Python code outline, we demonstrate the effective use of the simplex method to balance the teaching loads across the faculty. The obtained results indicate that this method is superior to traditional approaches in terms of efficiency and satisfaction. By doing this, we not only explore new horizons in scholarly discourse on faculty workload but also offer a practical tool for higher education institutions to enhance their operational efficiency and faculty functioning.

Self-esteem and student engagement play critical roles in shaping academic performance, particularly in the context of distance education, where direct classroom interaction is limited. This preliminary study examines the relationships between self-esteem, student engagement, and academic performance among 1,479 students at an Indonesia's open university, Universitas Terbuka. Using a cross-sectional survey design, the study employed multiple validated scales, including the Rosenberg Self-Esteem Scale, Student Engagement Scale, and self-reported academic performance measures, to explore how these variables interact. The results show that self-esteem alone does not significantly predict academic performance (F = 2.31, p = 0.071), but student engagement plays a moderating role, significantly enhancing the effect of self-esteem on academic outcomes (interaction term: B = 0.25, p = 0.010). Additionally, students from matrilineal family systems reported significantly higher self-esteem (M = 3.92, SD = 0.569, p = 0.014) and academic engagement (M = 3.93, SD = 0.870, p < 0.001) compared to their patrilineal counterparts. These preliminary findings highlight psychological and cultural factors in online education, with ongoing qualitative analyses in a broader mixed-method study set to deepen insights into technology challenges and further contribute to distance learning research.

Empirical findings support the important role played by prosocial behavior and scholastic per-formance in significantly affecting adolescents’ long term psychosocial adjustment. Furthermore, several studies showed the positive impact of academic self-efficacy in affecting adolescents’ social and academic functioning; however, no studies have investigated the effect of other important personality structures, such as students’ feedback sensitivity. The present study aims at investi-gating the effects of adolescents’ feedback sensitivity (reward sensitivity/punishment sensitivity) on their prosocial behavior and scholastic performance also examining the potential indirect effect of academic self-efficacy on the association between reward/punishment sensitivity and prosocial behavior/scholastic performance. Participants were 132 adolescents (53.1% males; Mage = 16.42, SD) from Rome (Italy). Students’ reward/punishment sensitivity, academic self-efficacy, prosocial behavior and scholastic performance were self-reported. A path analyses model showed a positive and significant effect of academic self-efficacy on scholastic performance, a positive significant ef-fect of punishment sensitivity on prosocial behavior, a positive significant effect of reward sensi-tivity on academic self-efficacy and a significant indirect effect of academic self-efficacy on the association between reward sensitivity and scholastic performance. Results of this study are useful in term of practical implications to promote students’ adjustment.

Aim/Purpose: This study aims to assess the influence of integrating ChatGPT on enhancing the academic writing performance and engagement of English as a Foreign Language (EFL) undergraduate students at Delhi, India, who are enrolled in Academic Writing during the first semester of the academic year 2024/2025. Given the unique challenges within the Indian undergraduate education system, innovative technological interventions are essential to improve writing skills and increase engagement among EFL learners.

The collapse of the Rana Plaza factory profoundly affected the fashion industry and society, serving as a reminder of the importance of social issues in academics and practice. Some scholars have pointed out that academia lacks fashion studies on social issues that are more prevalent in developing countries. Therefore, this study aims to determine a meta-analysis of sustainable fashion research since the Rana Plaza collapse and how it aligns with the United Nations' sustainable development goals (SDGs). The applied method is automated content analysis, and seven academic agendas were extracted by analyzing sustainable fashion literature. The findings showed that academic scholarship has covered various topics, ranging from design to social issues, whereas the results have not clarified the relationship between social issues and developing countries. The findings also show that SDG 12 stood out, which is responsible consumption and production. Aside from the production community, consumers need to be aware of socio-environmental problems to make harmonious lifestyle choices with nature. Furthermore, scholars need to align themselves with an easier-to-understand concept of sustainable fashion to make a public appeal for it as a societal importance.

Generative artificial intelligence (AI), in particular large language models such as ChatGPT have reached public consciousness with a wide-ranging discussion of their capabilities and suitability for various professions. The extant literature on the ethics of generative AI revolves around its usage and application, rather than the ethical framework of the responses provided. In the education sector, concerns have been raised with regard to the ability of these language models to aid in student assignment writing with the potentially concomitant student misconduct of such work is submitted for assessment. Based on a series of ‘conversations’ with multiple replicates, using a range of discussion prompts, this paper examines the capability of ChatGPT to provide advice on how to cheat in assessments. Since its public release in November 2022, numerous authors have developed ‘jailbreaking’ techniques to trick ChatGPT into answering questions in ways other than the default mode. While the default mode activates a safety awareness mechanism that prevents ChatGPT from providing unethical advice, other modes partially or fully bypass the this mechanism and elicit answers that are outside expected ethical boundaries. ChatGPT provided a wide range of suggestions on how to best cheat in university assignments, with some solutions common to most replicates (‘plausible deniability,’ language adjustment of contract written text’). Some of ChatGPT’s solutions to avoid cheating being detected were cunning, if not slightly devious. The implications of these findings are discussed.

Some evidence suggests that personality types are a useful construct to understand stress and coping. However, further research is needed, especially on academic stress. Our aim was to explore how personality types and gender relate to coping strategies for academic stress and perceived coping efficacy. A total of 810 university psychology students completed the NEO-FFI Inventory and the Coping Strategies Inventory. Post-hoc tests for MANOVA and ANOVA were performed, where personality types and gender were treated as predictors and use of coping strategies and perceived coping efficacy as criteria. Finally, a one-way ANOVA followed by post hoc comparisons was performed to analyse the associations between personality types and perceived coping efficacy. Those with personality types combining low neuroticism with high conscientiousness chose the most adaptive coping strategies and showed the highest levels of perceived coping efficacy, while those whose personality types combined high neuroticism with low conscientiousness opted for maladaptive coping strategies and presented the lowest level of perceived coping efficacy. As for gender, women chose emotional expression more frequently. The personality type classification provided useful information on individual differences in coping with academic stress, which can help guide specific strategies to manage it.

Single parenting is a social phenomenon that has always been in existence and is as old as mankind, and today the number of single-parent families has been rampantly increasing. As a result, the researcher conducted a study in the Gambella region of Ethiopia to investigate the economic and educational implications of single parenting on female adolescent students. The study employed a qualitative research approach with a case study research design. The researchers used the purposive sampling technique to select the research area and research participants for in-depth interviews and focus group discussions, and eleven interviewees, seventeen participants in focus group discussions within two groups, and seven key informants participated. Interviews were audio-recorded, transcribed, translated, and thematically analyzed. Interviews with research participants revealed that adolescent girl students from single-parent homes experience financial difficulties. The study also explored that students with single parents are more likely to be absent from school, to come late to school, to score low marks, and to drop out of school. Therefore, having an understanding of the benefits of having intact parents for the well-being of adolescents and raising children together should be advocated.

This paper aimed to use social media impact on student studies in higher education. Apart from enjoyment and academic purposes, many educational practices and processes have been influenced by social networks. This paper highlighted the use of media tools in higher education as well as indicates out some of the factors. Moreover, through a literature review of related articles, we aim to provide insights into the impacts of a social network on educational quality, actual use of social media, and performance impact in higher education. A questionnaire survey on constructivism was circulated among a total of 206 university students as the key method for collecting data. This research hypothesizes educational quality and actual social media use indicates a positive effect in education, all of which also hypothesizes constructivism for educational quality and actual social media that in turn improve students’ satisfaction, and performance impact. Moreover, all research findings were attained through a quantitative method using the Structural Equation Modeling (SEM-AMOS). Findings of this research to indicate a positive effects students on their academic through behavioral intention to utilize social media to actual social media use for teaching and learning on higher education. Moreover, the results mention the use of social media for learning purpose, as well as social media to enables the sharing of knowledge, discussions, and information to enhance students' learning activities, Further studies are recommended which universities educators should take this into consideration when planning their curricula; it comes to the inclusion of technology in the teaching process.

Scientific social networking sites like Researchgate or Academia.edu have become part of the work practice of academic researchers. These digital platforms have been designed precisely to encourage the exchange of knowledge between scholars and to help the expansion of collaborative networks among them. Even if studies on this topic have multiplied in recent years, there is a dearth of research on the actual impact of these platforms on scientific production. The goal of this study is to investigate the relation between the attitude of researchers towards scientific social networks and the use of knowledge in their scientific work. Data from users of the scientific social networking site Researchgate were collected. A total of 143 valid responses were received and structural equation modeling was applied for data analysis. Findings of this study confirmed that researchers use knowledge obtained from scientific social networking sites both incorporating it within their research products and to acquire new competences. In particular approaching the platform as a scientific community with a shared language and a shared vision was found to have a positive impact on knowledge use. To the best knowledge of the authors this is the first study investigating the actual use of knowledge from scientific social networking sites by academic researchers. Results help to understand the impact of these platforms on the work practice of a strategic sector like scientific research.

Disgust evolved as a way to protect one’s self from illness. DS-R measures disgust propensity of three kinds of disgust (Core, Animal Reminder and Contamination). Although the DS-R scale was refined mainly with young and largely female student population its impact on educational orientation has not been assessed. In the present study we examined the DS-R scoring and the choice of postgraduate studies in medical (n= 94) and psychology (n= 97) students. They responded to an anonymous web-based survey and completed the DS-R and a questionnaire on their demographics and plans for postgraduate studies. Female students outnumbered males (3:1) and scored higher in Total DS-R score (median: 59 vs. 50, p<0.05). Psychology students scored higher in all three kinds of disgust (p<0.05), indicating a higher level of disease avoidance. Medical students willing to follow Internal Medicine scored higher in Core Disgust (p<0.05) while psychology students willing to study Experimental Psychology scored lower in Animal Reminder subscale (p<0.001). Also, the higher the psychology students scored in Core Disgust scale the higher was the probability to choose Experimental Psychology. In conclusion, disgust propensity as rated by DS-R differentiates medical from psychology students and is also related to orientation preferences in postgraduate studies.

The aim of the existing study is to investigate the influence of teacher expectation on students’ achievement and their attitudes towards English lesson and to increase the students’ academic success and positive attitudes towards this issue. In the study, a process which defined the existing situtation and which provided the educational processes to improve by changing the existing situation could be seen. For this reason, emancipatory/improving/critical action research model was used. The study was carried out on a sample group consisting of 87 students; 43 6th graders and 44 8th graders attending a school located in the city center of Düzce during the 2015-2016 academic year. In order to collect the data, “Teacher Expectancy Scale” developed by the researchers, “Attitude Scale towards English Course” and 7 test exams prepared by Turkish Ministry of National Education (MoNE) were used. The study was conducted for a total 48 hours in 12 weeks, 4 hours a week. As the result of the study, it was revealed that teacher expectation influenced the attitudes of the students towards the English lesson in a positive way and increased their academic achievements.

Despite the rapid adoption of bilingual programs (English-Chinese) in China's higher education institutions (HEIs), concerns have been raised on perceived language hindrance to students’ academic comprehension and then performance. In response to this, this paper investigates the effects of bilingual instruction on content-based learning and provides empirical evidence after testing related influential factors in bilingual environment. Analyzing a sample of 498 undergraduate students enrolling in a fundamental business course in a sample university in China, we find insignificant statistical difference in students' academic performance between bilingual and L1 classes. We attribute this to the English language support provided by the university and show that learning competence can help students to minimize language barrier and furthermore solve the common learning problems confronted by both bilingual and L1 students. Overall, our paper aims to identify key determinants of students' academic performance in bilingual instruction and provide policy implication for developing desirable bilingual programs in HEIs.

Can the smart city provide a new perspective for public and academic libraries? How does the smart city impact the libraries as cultural and scientific assets? And how can libraries contribute to the development of the smart city? An overview of recent library models, like the learning center or the green library, reveals affinities with the concept of the smart city, especially regarding the central role of information and the integration of technology, people and institution. From this observation, the paper develops the outline of a new concept of the smart library which can be described on four dimensions, i.e. smart services, smart people, smart place and smart governance. However, the smart library concept does not constitute a unique model or project but a process, a way how to get things done, less linear, less structured, more creative and innovative. Also, smartness may not be a solution for all library problems.

How much is the h-index of an editor of a well ranked journal improved due to citations which occur after his/her appointment? Scientific recognition within academia is widely measured nowadays by the number of citations or h-index. Our dataset is based on a sample of four editors from a well ranked journal (impact factor – IF – greater than 2). The target group consists of two editors who seem to benefit by their position through an increased citation number (and subsequently h-index) within journal. The total amount of citations for the target group is bigger than 600. The control group is formed by another set of two editors from the same journal whose relations between their positions and their citation records remain neutral. The total amount of citations for the control group is more than 1200. The timespan for which citations’ pattern has been studied is 1975-2015. Previous coercive citations for a journal benefit (increase its IF) has been signaled. To the best of our knowledge, this is a pioneering work on coercive citations for personal (editors’) benefit. Editorial teams should be aware about this type of potentially unethical behavior and act accordingly.

In an era where collaboration between academia and the EdTech industry is crucial for innovation, this study explores how academic profiles align with industry needs. In this study we examine the professional profiles available online of educational researchers from the Tallinn University School of Educational Sciences across the international LinkedIn, national ETIS and institutional TLU platforms, to identify how researchers market their skills that are relevant to the EdTech sector. Our findings indicate that some of the key areas such as instructional design, project management and technical proficiency that are vital for EdTech industry remain often underrepresented in academic profiles. While LinkedIn facilitates networking, it may not necessarily reach the depth needed for comprehensive representation, whereas the Estonian national research database ETIS provides rich academic details with limited industry appeal. Our suggestions call for strategic improvements in how researchers can present their expertise online, in order to improve industry-academia collaboration. By creating more precise and strategically targeted professional profiles, researchers will stand better chances to attract EdTech industry’s attention.

Abstract: Social media has become a vital tool in ensuring productivity among Undergraduates, as studies have shown an increased number of users globally. This study assessed the impact of social media usage on undergraduates’ academic performance and working memory. Participants from three different universities such as the University of Georgia (UG), Eastern European University (EEU), and Batumi State University (BSU) completed this study using online google forms. UG and EEU are in the capital city, and BSU is in Batumi City. The study questionnaires were approved by the institutional review board before the data collection. Descriptive analyses were assessed for all study populations, characteristics, frequencies, percentages, means, and standard deviations using Statistical Package for Social Science (SPSS Inc., Chicago, IL, version 25.0 for Windows) software. 41.3% were male students, as most of the participants were foreign students living and studying in Georgia. Male students had the risk of ‘conflict’ with families and friends because of social media. Female students are at increased risk of using social media as an ‘escape’ from negative feelings. 89.7% of students that perform physical activities, considering their academic workload had the risk of preoccupation complaints. 87.9% felt dissatisfied regularly because they wanted to spend more time on social media. Utilization of social media differed based on the characteristics of the participants such as age, gender, and geography. We observed the increase in prevalence of social media addiction, its effect on academic performance and working memory among undergraduate students.

The concept of Emotional Intelligence (EI) has gained prominence due to its substantial impact on a range of life outcomes, including academic performance. The present study aims to examine the relationship between Emotional Intelligence and academic accomplishment in the context of a school environment. Analyzing students' emotional skills and competencies makes it possible to uncover the potential of emotional intelligence (EI) in predicting their academic achievement. Additionally, the study emphasizes the importance of integrating emotional intelligence (EI) training within the educational curriculum. Developing students' emotional awareness, empathy, self-regulation, and social skills can yield notable academic benefits, cultivating an environment more favorable to learning. This systematic review examines the relationship between emotional intelligence and its impact on children and teachers by synthesizing several relevant research studies. This study encompasses a comprehensive review conducted from 2016 to 2023. A total of 64 publications were examined in this study, specifically chosen based on their relevance to the review's parameters. These articles were sourced from reputable academic databases, including Scopus, PsycINFO, PubMed, and WoS. The study revealed a correlation between the five dimensions of personality and emotional intelligence, creativity, resilience, the educational framework, and specific experimental programs about its education. The results mentioned above are of great significance, as they demonstrate that emotional intelligence (EI) is not solely a non-essential skill but a vital factor in education that can provide significant perspectives for students, educators, and politicians.

Education plays an essential role in the acquisition of knowledge and skills. School is the place where children’ attitudes, interests, and habits are developed. More involved and supportive a parent is towards their adolescent the higher self-esteem they will gain allowing the adolescent to feel confident and focused during school. Parents therefore enroll their children in schools that can give them expected quality of lives. The main core objective for this study was to determine the parental influence on students’ academic performance - A case study of Debre Berhan General Secondary School. A total of 118 students were included in the present study using simple random sampling technique from the total students (2367). Cross-sectional design was appropriate for this study. Primary source of data was employed collected from students. Descriptive and inferential statistics were applied. For statistical analysis SPSS 20 was used at 5% level of significance. Descriptive statistics results indicate that the average mark of students was with minimum and maximum value of 47 and 94 respectively. Multiple regression models showed that Income level, Rate of money given to satisfy basic and educational materials, Parent’s occupation, Family size, Parent’s educational level, and Parent’s way of giving motivation were found to be a significant effect on academic performance of students at 5% level of significance at study area. However, sex of students, age of students and grade level of students were not found to be significant effect to academic performance at study area. Overall model is statistically significance for the data. All the assumption of regression analysis was satisfied. Normality, Constant variance, absence of multicolinearity, linearity and absence of autocorrelation were satisfied due to formal tests and diagnostic plots. Study recommended the need for programs related to improvement of mother and father education for caring child in appropriate success of their education and also parents should allocate time to visit schools and establish good relationship and discussion about their children’s academic progress in according to way of motivation to learn actively in school.

Academic publishing appears to be the most important key of the academic functions (academic research, excellence in teaching and learning and community services). Selecting the right journal to publish research results is a challenge to academics. Yet, there is inadequate knowledge about a model specifically directed at the topic of the journal selection process with a mathematical certainty. The objectives of this research are: to identify the main factors that an author or researchers consider when selecting an academic journal for submitting a manuscript, and, to develop a mathematical algorithm of journal selection that provide the best journal choice with a mathematical certainty based on difficulty of each factor. Quantitative research through questionnaires has been applied as an appropriate instrument base to address the researcher’s identification of the factors that should be considered when selecting a journal. Questionnaire developed and emailed to academics in 31 public and private universities in the developing countries. Academics reported that the most important publication difficulty factors were publishing in reputable journals, and publishing in a journal that has an impact factor. However, the most least publication difficulty factors were found to be: number of issues per year and if the journal is an open access. The proposed mathematical algorithm of journal’s publication difficulty factors was developed and tested.

Academic procrastination, more than merely postponing tasks, represents a significant failure in the self-regulation process of learning. Research on study skills highlights academic time management as one of the crucial elements of learning strategies and sustainable education. These abilities will help achieve the Sustainable Development Goals fourth goal. Therefore, this study aimed to understand how students plan time management in school activities and its influence on study procrastination, analyzing differences between genders and the hours students spend studying. The Time Management Planning Inventory, the Study Procrastination Questionnaire, and a personal and school data sheet were used. A sample of 506 students from elementary schools in northern Portugal was utilized. The results revealed that gender and study hours significantly influence how students plan time management for school tasks in the short and long term. This variable also showed a significant impact on the procrastination of study activities. The practical implications of this study are substantial, as they provide educators and researchers insights into the factors influencing academic procrastination and the role of time management planning and study hours. These insights can be applied to develop effective strategies to reduce academic procrastination and promote sustainable education.

Introduction: The academic landscape is increasingly recognizing the complex interplay of personal and professional responsibilities on scholarly productivity. For women scholars, particularly those with significant parenting duties, this balance is even more precarious. This study aims to explore how family responsibilities, personal vulnerabilities, and motivational theories such as Imposter Syndrome and Self-Determination Theory (SDT) influence the motivation to publish scholarly work. Understanding these dynamics is crucial for developing supportive mechanisms that can enhance academic productivity and personal fulfilment. Methods: Utilizing a Qualitative Evidence Synthesis (QES) framework, this study will systematically review and synthesize qualitative research on women scholars' experiences in academia, focusing on the challenges and motivators related to publishing. Data sources will include academic databases, grey literature, and first-hand narratives. Thematic analysis will be employed to identify key themes and patterns across the collected data. Results/Findings: Preliminary findings suggest that the dual demands of parenting—especially in extreme cases such as assuming responsibility for seven children—and academic work significantly impact women scholars' publishing activities. Personal vulnerabilities, including imposter syndrome and low self-efficacy, further exacerbate these challenges. However, the data also highlight resilience strategies and the potential for intrinsic and extrinsic motivational factors to mitigate these effects. Discussion: The study underscores the nuanced impact of familial and personal factors on academic motivation. The preliminary findings suggest that addressing imposter syndrome and enhancing self-determination could be pivotal in supporting women scholars. The role of institutional policies and academic culture in either exacerbating or alleviating these challenges is also discussed. Significance: By elucidating the specific challenges and motivators for women scholars in publishing, this study will contribute to the development of targeted interventions and policies that support work-life integration and promote academic productivity. The insights that will be gained could inform mentorship programs, institutional support systems, and policy reforms aimed at fostering a more inclusive and supportive academic environment.

The allocation of funding for higher education typically focuses on competition in neoliberal mechanisms. Surprisingly, much less attention has been paid to considering the effect of fund locations for sustainable development through public goods purposes in neoliberal contexts. This study aims to examine specific funding schemes and determine the influential factors impacting funding for teaching, research, and public goods transformation. Taking Taiwan's Higher Education Sprout Project (HESP) as an example, we explored the effect of policy initiatives on public goods transformation towards sustainable development. The data were collected from the Ministry of Education and Scopus databases. First, a regression analysis was conducted to determine which factors influence the effect of funding allocations in academic institutes. Second, we used logistic regression to detect the effects of the system and the sector. Third, we used partial least square structural equation modeling (PLS-SEM) to explore the causal effects among the selected impact variables on expected outcomes. Finally, we used the bootstrap method to demonstrate the model’s robustness. Our study found that only diversity was shown in private technology groups receiving less HESP funding. At the same time, it did not widen the differences in the sector and system in the transformation process. Our findings suggest that funding allocations will not affect teaching and research based on sectors and systems. In contrast, this study demonstrates that transforming public goods through special funding can play a critical role in leading sustainable development in higher education.

In the ever-evolving landscape of higher education, the shift to hybrid teaching approaches has introduced novel challenges and opportunities for both educators and students. This qualitative study, grounded in a robust theoretical framework, combines in-depth literature reviews, informal interviews, observations, and thematic analysis to explore the multifaceted dynamics of hybrid language learning within a College of Arts and Sciences. By investigating the experiences of twenty students (referred to as 'S-Part 1' to 'S-Part 20'), the research delves into the core theme of 'Teacher-Student Interaction in Higher Education Institutions' and unpacks nine additional themes: 'Adaptability and Resilience,' 'Flexibility and Autonomy,' 'Connectivity Challenges,' 'Feelings of Isolation,' 'Technology Competence,' 'Personalized Learning,' 'Resource Accessibility,' 'Support Mechanisms,' and 'Positive Learning Experiences.' In this study, these themes encapsulate the diverse experiences and challenges encountered by teachers and college students as they navigate the evolving educational landscape. The insights derived from the study are underpinned by a robust theoretical framework and complemented by existing scholarly literature. As we delve into these themes, it becomes evident that they shed light on not only the intricacies of hybrid language learning but also the broader educational context, offering valuable guidance for educators, institutions, students, and researchers. Based on the ample results, recommendations are presented for school administrators, teachers, students, and future researchers to enhance the quality of hybrid teaching and learning, aligning it with the demands of the post-academic era. Overall, this study contributes to the ongoing dialogue on innovative pedagogical strategies and responsive educational environments, underlining the significance of teacher-student interaction in the new normal of higher education.

The circumstances arising from the exceptional situation caused by the COVID-19 pandemic have affected all socioeconomic areas in the last two years. The field of Education has not been an exception and the management of the situation seems to have caused an increase in the level of perceived stress of university students. On this basis, this research that aims, first, to analyze the student’s level of perceived stress during the de-escalation and return to normality period, secondly, to evaluate its relationship with life satisfaction and, finally, to detect the students' needs in stress management, has been developed. An exploratory-descriptive study of quantitative and cross-sectional nature has been carried out. 222 university students of the Childhood and Primary Education Degrees of the University of Jaén (Spain) have participated. The instruments, Perceived Stress Scale (PSS) and Satisfaction with Life Scale (SWLS) have been used. The results show a moderate and partial relationship among the dimensions of the used instruments. The obtained coefficients of determination are, Academic Performance (r² = .019) and Life Satisfaction (r² = .402), with a mean square error (SRMR) of .079. These findings show the need to develop actions within the university training program in effective stress management strategies.

This overview study set out to compare and synthesise the findings of review studies conducted on predicting student academic performance (SAP) in higher education using educational data mining (EDM) methods, EDM algorithms and EDM tools from 2013 to June 2020. It conducted multiple searches for suitable and relevant peer-reviewed articles on two online search engines, on nine online databases, and on two online academic social networks. It, then, selected 26 eligible articles from 2,050 articles. Some of the findings of this overview study are worth mentioning. First, only 2 studies explicitly stated their precise sample sizes with maths and science as the two most mentioned subject areas. Second, 16 review studies had purposes related to either EDM techniques, EDM methods, EDM models, or EDM algorithms employed to predict SAP and student success in the higher education sector. Third, there are six commonly used typologies of input variables reported by 26 review studies, of which student demographics was the most commonly utilised variable for predicting SAP. Fourth and last, seven common EDM algorithms employed for predicting SAP were identified, of which Decision Tree emerged both as the most used algorithm and as the algorithm with the highest prediction accuracy rate for predicting SAP.

Background: Strong nursing faculty is paramount to promote disciplinary leadership and to prepare future nurses for practice. Our understanding of the factors associated with or predictive of nurse faculty retention and/or turnover is lacking. Purpose: The aim of this review is to identify and synthesize the existing literature on factors contributing to nurse faculty shortage in Canada and implications on nursing practice. Methods: A scoping review based on the Arskey and O’Malley’s five stage framework for scoping reviews was undertaken. Utilising the PRISMA protocol, a comprehensive and structured literature search was conducted in five databases of studies published in English.Findings: Limited through search inclusion and relevance of research, nine studies out of 220 papers met the criteria for this review and were thematically analyzed. Identified themes were: supply versus demand; employment conditions; organizational support; and personal factors.Discussion: Impending retirement of faculty, unsupportive leadership, and stressful work environments were frequently reported as significant contributing factors to the faculty shortage.Conclusions: This scoping review provide insights into how Canada’s schools of nursing could engage in grounded efforts to lessen nursing faculty shortage, both nationally and globally. We identified a gap in the literature that indicates that foundational work is needed to create context-specific solutions. The limited studies published in Canada suggests that this is a critical area for future research and funding.

Bowlby’s (1969/1982) attachment theory has been employed as a broad and integrative framework to explore human wellness across a range of disciplines. Attachment theory has even been labelled one of the last surviving “grand theories” not to have been completely dismissed, replaced, or extensively reworked (e.g., Carr, 2012; Mercer, 2011). However, despite the ubiquitous nature of some of the theory’s fundamental tenets, there are always possibilities for new conceptual development, extension, and revision. In this paper, we critically explore the idea of “context-specific” attachment within parent-child relationships. We briefly outline critical assumptions and key areas of attachment and articulate potential rationale, conceptualisation, and relevance of contextual attachment.

The study investigated roles of institutional types and ethnic/racial background on academic credit among the traditionally underrepresented population of the U.S. study abroad program. Using archival data, the study sampled the student’s enrollment and academic credit information spanning a period of 20 years (2003 - 2022). Data analysis Using One-Way Analysis of Variance (ANOVA) indicates significant main influence of institutional type (p<.001) and significant main influence of ethnic/racial identity (p<.001) on students’ academic credit. The result was discussed in terms of its relevance in educational policy re-evaluations, improvement of the study conditions of the underrepresented students, and enhancement of the enrollment opportunities of these minority population across all U.S. institutions of learning.

Intelligent Tutoring Systems (ITS) are increasingly popular for online learning. These systems use adaptive algorithms to recommend relevant content based on students' profiles. However, instructors need to periodically assess students' performance to ensure learning outcomes and adjust strategies accordingly. Our objective is to predict students' progress in advance, enabling teachers to make quicker decisions and facilitating the iterative process of adaptive algorithms. For this study, we collected a dataset from ALIN, an online learning platform, consisting of over 5,000 students' learning records and test results. Using this dataset, we conducted experiments employing various machine learning algorithms. The results indicate that learning behavior contributes to improving forecast performance, while students' progress strongly correlates with their previous test results. Additionally, we discovered that students' progress can be indirectly predicted by forecasting their scores. Furthermore, by breaking down overall scores into several distinct components and predicting individual scores for each component, the accuracy of the forecasts can be improved.

Data mining techniques have garnered significant attention within the realm of education. However, the procurement of ample student data poses a formidable challenge. In response to this challenge, we present a student dataset characterized by its size and distinctive attributes. This dataset encompasses various task-related topics interconnected through a learning pathway, thereby enabling researchers to delve into the data from novel perspectives. Moreover, it encompasses extensive longitudinal student behavioral data, a rarity that adds substantial value. Spanning the years from 2010 to 2021, our dataset comprises a cohort of 7,933 students, 64,344 test scores, and 183,390 behavior records, solidifying its status as a valuable resource for educational research. In our experiments, we achieved successful predictions of students' test outcomes based on behavioral learning data. The strengths of our dataset render it apt for analyzing the nexus between student conduct and academic performance, crafting personalized learning recommendations, and pursuing various other research pursuits.

Business Intelligence, defined by [1] as "the ability to understand the interrelations of the facts that are presented in such a way that it can guide the action towards achieving a desired goal", has been used since 1958 for the transformation of data into information, and of information into knowledge, to be used when making decisions in a business environment. But, what would happen if we took the same principles of business intelligence and applied them to the academic environment? The answer would be the creation of Academic Analytics, a term defined by [2] as the process of evaluating and analyzing organizational information from university systems for reporting and making decisions, whose characteristics allow it to be used more and more in institutions, since the information they accumulate about their students and teachers gathers data such as academic performance, student success, persistence, and retention [5]. Academic Analytics enables an analysis of data that is very important for making decisions in the educational institutional environment, aggregating valuable information in the academic research activity and providing easy to use business intelligence tools. This article shows a proposal for creating an information system based on Academic Analytics, using ASP.Net technology and trusting storage in the database engine Microsoft SQL Server, designing a model that is supported by Academic Analytics for the collection and analysis of data from the information systems of educational institutions. The idea that was conceived proposes a system that is capable of displaying statistics on the historical data of students and teachers taken over academic periods, without having direct access to institutional databases, with the purpose of gathering the information that the director, the teacher, and finally the student need for making decisions. The model was validated with information taken from students and teachers during the last five years, and the export format of the data was pdf, csv, and xls files. The findings allow us to state that it is extremely important to analyze the data that is in the information systems of the educational institutions for making decisions. After the validation of the model, it was established that it is a must for students to know the reports of their academic performance in order to carry out a process of self-evaluation, as well as for teachers to be able to see the results of the data obtained in order to carry out processes of self-evaluation, and adaptation of content and dynamics in the classrooms, and finally for the head of the program to make decisions.

This research paper investigates the impact of psychological interventions on student performance, specifically within the MIT Integration Bee, a prestigious mathematics competition that challenges students with advanced calculus problems. Conducted across multiple high schools in Texas, the study explores how different motivational techniques, including intrinsic and extrinsic rewards, influence test scores and overall student engagement. The research design includes a comprehensive analysis of motivational strategies, encompassing both baseline and reward-based conditions to assess their effectiveness in enhancing student performance. By examining a diverse sample of high schools from urban and suburban areas, this study aims to provide a holistic understanding of the factors that drive academic achievement in competitive settings. The results have significant implications for educational strategies, particularly in the realm of mathematics education, and highlight the potential for tailored motivational interventions to optimize student engagement and achievement. These findings contribute to the broader discourse on educational psychology, offering insights that could inform the development of more effective teaching practices and policies aimed at fostering a conducive learning environment for students across different educational contexts.

(1) Background: The development of generative artificial intelligence (GAI) is transforming higher education. This systematic literature review synthesizes recent empirical studies on the use of GAI, focusing on its impact on teaching, learning, and institutional practices. (2) Methods: Following PRISMA guidelines, a comprehensive search strategy was employed to locate scientific articles on GAI in higher education, published by Scopus and Web of Science between January 2023 and January 2024. (3) Results: The search identified 102 articles, with 37 meeting the inclusion criteria. These studies were grouped into three themes: the application of GAI technologies, stakeholder acceptance and perceptions, and specific use situations. (4) Discussion: Key findings include GAI’s versatility and potential use, student acceptance, and educational enhancement. However, chal-lenges such as assessment practices, institutional strategies, and risks to academic integrity were also noted. (5) Conclusions: The findings help identify potential directions for future research, including assessment integrity and pedagogical strategies, ethical considerations and policy development, the impact on teaching and learning processes, perceptions of students and instructors, technological advancements, and the preparation of future skills and workforce readiness. The study has certain limitations, particularly due to the short time frame and the search criteria, which might have varied if conducted by different researchers.

The purpose of this research is to examine the benefits and limitations of implementation of novel digital academic advising systems using automated collection and reporting processes for ABET student outcomes data based on principles of authentic OBE for effective developmental advising. We examine digital developmental advising models of undergraduate engineering programs in two universities that employ customized features of the web-based software EvalTools® - Advising Module based on assessment methodology incorporating the Faculty Course Assessment Report, Performance Indicators and hybrid rubrics classified according to the affective, cognitive and psychomotor domains of Bloom’s learning model. A case study approach over a six-year period is adopted for this research. The two case studies present results of samples of developmental advising activity employing sequential explanatory mixed methods models using a combination of quantitative and qualitative analyses of a) detailed students’ outcomes and Performance Indicators information; and b) self-evaluation of their professional development and lifelong learning skills. The findings of this study show that digital advising systems employing the Faculty Course Assessment Report using Performance Indicators and hybrid rubrics can provide comprehensive and realistic outcomes data to help both developmental advisors and students easily identify the specific cause of performance failures, implement practical recommendations for remedial actions and track improvements. Inherent strong skills can also be identified in academically weak students by observing patterns or trends of relatively better performing outcomes to reinforce natural affinity for learning specialized competencies and pursue related and successful career paths.

Keywords: Academic Trends; Energy Consumption; Higher Education Institutions; Systematic Literature Review; Scholarly output; University buildings

Caring for an ill or disabled relative can present significant challenges that may exceed the per-sonal resources of the caregiver. Young carers (YCs) often take on this role, providing support to family members or friends, which can have far-reaching effects on various aspects of their lives. This study involved 235 adolescents, 106 YCs and 129 non-carers (NCs), who completed ques-tionnaires assessing life satisfaction, social support, family functioning, academic functioning, and caring activities. Group effects measured with MANOVA and MANCOVA (controlling for age effects), showed YCs to have higher amounts of caregiving activities than NC (as expected) but lower satisfaction with life. Hierarchical regressions also found that, for YCs, academic func-tioning, social support and the negative impact of caregiving predicted satisfaction with life; and that the negative impact of caregiving on YCs is explained by their family functioning and the amount of their caregiving activities. For NCs, only academic functioning, social support and family functioning predicted satisfaction with life. In conclusion, caregiving has a negative im-pact on YC’s life satisfaction, but this effect is determined by their social support, academic func-tioning and negative impact of caring, which in turn depends on their familiar functioning and amount of caring activities.

ChatGPT, a freely-accessible AI language model designed to generate human-like text responses to users, has been utilized in several areas, such as healthcare industry, to facilitate interactive dissemination of information. Academic advising has been an important factor in promoting success among university students, particularly those from disadvantaged backgrounds. Unfortunately, however, student advising has been marred with problems, with the availability and accessibility of advisors being among the hurdles. The current study explores how ChatGPT might serve to make academic advising more accessible, efficient, and even effective. Researchers compiled a list of questions frequently asked by current and prospective students in a teacher education Bachelor’s degree program in the United States. Then, the questions were typed into the free version of ChatGPT and the answers generated were evaluated for their content and delivery. ChatGPT generated surprisingly high-quality answers, written in an authoritative yet supportive tone, and it was particularly adept at addressing general career-related questions comprehensively, such as career outlook. We argue that ChatGPT may complement, but not replace, human academic advisors and it may very well promote educational equity through empowering students from a wide range of backgrounds with the means to access effective advising.

In addition to the subject-matter theoretical knowledge acquired during undergraduate and especially postgraduate studies future young scientists must also acquire the accompanying academic skills. This skillset will enable them to plan and conduct research in accordance with the scientific method, but also to present the results of that research in suitable forms. No result and no new knowledge derived from research is valuable in itself, as long as it is not presented to the scientific community and society as a whole. This dissemination is most often done through the peer-reviewed publishing in scientific journals. Hence acquiring the skill of writing scientific publications must be an integral part of education, eg. part of the acquired academic skills. However, currently that is not the case in all scientific environments and a significant number of (young) scientists and researchers do not possess all the necessary knowledge and skills to write academic articles, especially when it comes to the standard form and technical preparations. This skill-gap often results in a significant number of submitted papers to be rejected or sent back for resubmission even before they reach the Editor's desk. In an effort to provide an academic-writing-skill resource for young academics in the field, this article, points out the general principles of a well-written and prepared paper, indicates the most common errors and omissions, and suggests ways to prevent them. In addition, the article is considering the current state of academic skills in, primarily, less developed scientific environments. and the causes of such a state.

This study analyzes the academic performance of students from an official school in Bogotá (Colombia) who had asymmetric access to Information and Communication Technologies during the first year of the Covid-19 pandemic. The Classical Linear Regression Model is employed using data from a survey of a representative group of students in the year 2020. Results show technological gaps between students that are associated with asymmetric academic performance against students with limited or null access to the Internet and electronic devices. Results also show that, among students with permanent access to the Internet, women have better scores compared to men’s scores, which implies that women can achieve better academic results than men in virtual education. It is also noted that the sole access to an electronic device does not guarantee good academic achievements if there is no full access to the Internet, and if ICT-use skills have not been developed.

Although the relations between sleep and academic performance have been extensively examined, how sleep predicts future academic performance (e.g., 2 -3 years) remains to be further investigated. Using wearable smartwatches and a self-report questionnaire, we tracked sleep activities of 45 college students over a period of approximate half a month to see whether their sleep activities predicted their academic performance, which was estimated by grade point average (GPA). Results showed that both nighttime sleep awakening frequency and its consistency in the tracking period were not significantly correlated with the GPA for the courses taken in the semester during sleep tracking (current GPA). However, both nighttime sleep awakening frequency and its consistency inversely predicted the GPA for the rest of the courses taken after that semester (future GPA). Moreover, students with more difficulty staying awake throughout the day obtained lower current and future GPAs, and students with lower inconsistency of sleep quality obtained lower future GPA. Together, these findings highlight the importance of nighttime sleep awakening frequency and consistency in predicting future academic performance and emphasize the necessity of assessing the consistency of sleep measures in future studies.

To mitigate the COVID-19 infection, many world governments endorsed the cessation of non-essential activities, such as the school attendance. Thereby, forcing the evolution of the teaching model to the virtual classroom. In the present work we show the application of a modified version of the adapted COVID-19 stress scales (ACSS) which also included teaching anxiety and preparedness, and resilience for academic professionals in Mexico, during the unprecedented transformation of the education system undergone in the COVID-19 quarantine. Most of the studied variables: gender, age, academic degree, household occupants, having a disease, teaching level, teaching mode, work hours, resilience, teaching anxiety and preparedness, and fear of being an asymptomatic patient (FOBAP), showed significant statistical correlation between each other (p<0.050) and to the 6 areas of the ACSS (danger, contamination, social economical, xenophobia, traumatic stress and compulsive checking). Our results further showed that the perceived stress and anxiety, fell into the category of absent to mild with only the danger section of the ACSS falling into the moderate category. Finally, resilience generated throughout the quarantine, seems to be a predictor of the adaptation the academic professional has undergone to cope with stress.

In most world’s countries, scholarship evaluation for tenure and promotion continues to rely on conventional criteria of publications in journals of high impact factor and grant funding. Continuing to hire and promote scholars for their achievements in research and in securing research funds exposes universities at risk because students, directly and indirectly through government funds, are the main source of revenues for academic institutions, whereas talented young researchers are those who actually carry out most of the published research. Purposeful scholarship evaluation needs to include all three areas of scholarly activity: research, teaching and mentoring, and service to society. Young scholars seeking tenure and promotion benefit from the practice of open science because it provides better and more impactful results with respect to each of the three areas of scholarship.

Employees’ organizational commitment is considered to be a critical issue in higher educational setting for the success of its visions and goals, as well as to keep its employees motivation granted for achieving better work performance. This subject has therefore, been studied so as to draw attention to enhance effectiveness of higher educational institution in Ethiopia, particularly in reference to Haramaya University. The major objective of study was to find out the level of academic staffs’ commitment. The study assessed whether significant difference exist in academic staffs’ commitment level in terms of their gender and level of education. Researchers used cross-sectional research design and both primary and secondary data sources were used for the study; 242 participants were selected using stratified sampling technique. Questionnaire, focus group discussion and document review were used to collect data. The quantitative data were analyzed using descriptive and inferential statistics; and the qualitative data were also analyzed using narration methods of analysis. Study result showed there was moderate level of in overall commitment and in specific commitment dimensions among academic staffs. The study further indicated that there is no significance difference in commitment of academic staffs with reference to gender; however, a significant difference in commitment was existed in reference to level of education.

This investigation pioneers an examination of the scarcely explored terrain of social diversity in medical education, assessing the complex impacts of socioeconomic status (SES), prior working experiences, and completed apprenticeships on a spectrum of psychological and academic facets among first-year medical students (n = 336) in an urban university setting. By utilizing a systematic and detailed approach, the study illuminates prior anatomical knowledge and various psycholog-ical constructs, marking a significant stride into a domain where knowledge remains profoundly limited. Analyses indicated that SES significantly affects financial anxiety (F(4, 331) = 17.391, p < .001) and academic behavioral confidence (F(4, 331) = 4.323, p = 0.002). Students with prior working experience reported higher self-perceived clinical experience but lower A-level grades (t(279.459) = -6.690, p < .001), competence in natural sciences (t(321.045) = -3.178, p = 0.002), and online competence (t(319.429) = -2.026, p = 0.044). Those who completed an apprenticeship showed higher resilience, academic confidence, self-efficacy, and greater concerns about balancing studies and work (t values ranging from 2.020 to 3.158, p < 0.05). Correlation analysis revealed a positive relationship between resilience (RQS) and coping with academic stress (CAS) (r = 0.632, p < .001), as well as between resilience and academic behavioral confidence (ABC) (r = 0.608, p < .001). Negative correlations were observed between resilience, coping with academic stress, academic confidence, and cognitive test anxiety (CTA) (r values from -0.235 to -0.404, p < .001). The findings emphasize the need for tailored support for students from diverse SES backgrounds and with varying expe-riences. The study highlights the value of a comprehensive approach in medical education, con-sidering the diverse backgrounds and experiences of students. Future research should explore the long-term impact of these factors on professional competencies and patient care, leveraging the diversity of the student body for a holistic educational experience.

This study investigated the influence of Teacher Availability -TAV (Number of Available Teachers, Teacher Punctuality -TP, Teacher Promptness to Class -TPC) on Student Academic Achievement (SAA) in Public Senior Secondary Schools (PSSS) in Southwestern Nigeria. The descriptive survey research design of correlational type was adopted while the multi-stage sampling procedure was used in the study. A simple random sampling technique was used to select three (Oyo, Ogun, and Ekiti) states out of the six in Southwestern Nigeria, as well as one Senatorial District (SD) from each state. The proportionate-to-size sampling technique was used to select 40% of the Local Government Areas (LGAs) in each SD and 50% (101) of the schools in the sampled LGAs. A class of 3,030 PSSS II was used; 202 Mathematics and English Language teachers and 202 Heads of Department (101 each from Science and Arts) were purposively sampled, while 101 school administrators were enumerated. The instruments were TP ( =0.75); TPC ( =0.82); English Language Achievement Test-ELAT (KR-20=7.47) and Mathematics Achievement Test-MAT (KR-20=7.46). Data were analysed using descriptive statistics. Respondents’ ages were 46.5±5.20 years (teachers) and 17.60±1.60 years (students). There were 59.0% male teachers and 57.0% female students. The SAA (ELAT=45.7% and MAT=38.4%) was low. Also, TAV ( =3.36) was high against the threshold of 2.5, and TAV (ß=0.59, t=7.29) significantly contributed to SAA. Teacher availability influenced the student academic achievement in public senior secondary schools in Southwestern Nigeria. Hence, all the education stakeholders should pay attention to this for improved student academic achievement.

Trait anxiety, emotion regulation strategies, and metacognitive beliefs influence executive functions (EF) and academic achievement. This study examines their interplay and impact on academic success. In total, 275 adolescents (10-17 years) and parents completed an online questionnaire assessing trait anxiety, emotion regulation strategies, metacognition, parent-reported behaviors related to executive functioning, and overall school average. Preliminary analyses confirmed consistency with existing literature for each variable and their interaction. Furthermore, we conducted a network analysis among the main variables. This analysis supports the need to pay more attention to reflective variables - maladaptive emotion regulation strategies and metacognitive beliefs about worry - when studying trait anxiety. These variables were linked to problematic executive functioning in adolescents. These latter had a negative link to academic achievement. This study offers innovative insights by investigating less-explored relationships in the scientific literature. It reveals high and significant correlations between metacognitive beliefs, maladaptive emotion regulation strategies and trait anxiety (r &gt; .500, p &lt; .001) but also between these variables and both executive functioning and academic achievement. These findings offer new perspectives for research and underscore the importance of holistically examining psychological factors related to academic success.

Test plants or laboratory prototypes are essential for the development of training activities in engineering. In the area of automation and control, in particular, equipment that model to a high degree those generally found in industrial processes is required, allowing engineers in training to be in permanent contact with the challenges of the context in which they work. This paper presents the design and simulation of a fly cutting plant for use in academic environments. In the design, a 3D model was built in SketchUp, considering features present in industrial plants. The simulation of the system was developed in MATLAB through a mathematical modeling of the plant. The main contribution of the work carried out was the design of a low-cost and small-dimension industrial prototype, which includes a conveyor belt and a continuous cutting mechanism through which large-scale industrial processes can be known and operated. As results, performance tests were performed in tools such as MATLAB, Simulink, and Code Composer Studio. After the operation, the operation and cutting tests were implemented using a classical control technique. Additionally, all the design features of a flying cutting plant, which can be easily implemented for the development of process control-oriented activities, are presented.

This study, which was supported by a quantitative research paradigm with two experiment and two control groups of 4x4 quasi-experimental design, aimed to find out the impact of a sustainable progressive STEAM (SP-STEAM Model) application model on 5th grade primary school students critical thinking dispositions and mathematic achievements in Northern Cyprus. The treatment model was applied to experimental groups for 14 weeks of time. Split-plot multiple group analysis of variance (Split-plot ANOVA) statistical technique was used to calculate between and within group significances regarding exogenous variable. SPSS24 software package was used for the analysis. Pre-test and post-test results derived from experiment and control groups revealed significant effect of SP-STEAM Model on 5th grade primary school students’ critical thinking dispositions as measured with CCTDI and mathematic achievements as measured with a dedicated ex-am. The results were discussed in detail under the light of related literature and suggestions for further studies were proposed.

This study employs a qualitative research approach to investigate the intrinsic and extrinsic motivations that influence college students' engagement, learning experiences, and long-term commitment to language and literature studies within the context of blended learning modality. Drawing on the theoretical frameworks of Self-Determination Theory and Achievement Goal Theory, the research explores the complex interplay between intrinsic factors (e.g., passion, self-improvement, personal growth) and extrinsic factors (e.g., external rewards, recognition). The study is conducted at SMC among the 30 participant and utilizes interviews and classroom observations, in conjunction with a comprehensive review of relevant literature, to gain insights into the impact of these motivations on academic performance and learning outcomes, particularly in blended learning environments. The study acknowledges the limitations inherent in its locale-specific scope and the challenges associated with ensuring the validity and reliability of data collected through online surveys and virtual classroom observations. The findings of this study have significant implications for educators and policymakers, highlighting the importance of nurturing intrinsic motivation while leveraging extrinsic factors to establish supportive learning environments that foster student autonomy, incorporate student interests, and provide timely feedback. By comprehending the motivations that drive student engagement and long-term commitment, educators can enhance learning experiences, elevate academic performance, and sustain students' engagement with language and literature studies amidst the evolving educational landscape of blended learning modality.

There are evidences of shared biological mechanisms between obesity and hypertension during childhood in the adulthood, and loads of research literatures have proven that, it will cost the economies and health of nations profoundly if neglected. The Prevention and early diagnosis of cardiovascular risk factors such as overweight and hypertension is an essential strategy for control, effective treatment and prevention of its’ complications. The aim of the study is to assess the effect of school based Exercise and Life style Motivation Intervention (SEAL-MI) on adolescent's cardiovascular risk factors and academic performance. An experimental study was conducted among 1005 adolescents - 520 and 485 adolescents were randomly selected for control and study group, respectively. Demographic details and the data related to dietary habits, physical activity and sleep quality were collected by a structured interview questionnaire. The study group adolescents were given the SEAL-MI for six months which includes a school based rope exercise for 45 minutes per day for 5 days a week and a motivation intervention related to dietary habits, physical activity and sleep. Post-test 1 and 2 were done after 3 and 6 months of intervention. The prevalence of overweight among adolescents was 28.73% and prehypertension was 9.26%. Among overweight adolescents, the prevalence of prehypertension was found to be very high (32.25%). In post intervention, there was a significant reduction in weight, BP (p=0.000) and improvement in dietary habits, physical activity, sleep (p=0.000) and academic performance. A significant positive correlation was found between BMI and SBP (p=0.000) and BMI and academic performance (p=0.003). The linear regression analyses revealed that the gender (ß: 0.47, 95% CI: 0.39, 0.81), age (ß: 0.39, 95% CI: 0.17, 0.46), family income (ß: 0.2, 95% CI: 0.41, 0.5), residence (ß: 0.19, 95% CI: 0.01, 0.27) and type of family (ß: 0.25, 95% CI: 0.39, 0.02) had the strongest correlate with the BMI of the adolescents. Also, Mother’s education Mother’s education (ß: 0.35, 95% CI: 0.18, 0.59) had the strongest correlate with the SBP of the adolescents. In contrast, the DBP was negatively persuaded by age (ß: -0.36, 95% CI: 1.54, 0.29) and gender (ß: -0.26, 95% CI: 1.34, 0.12) of the adolescents. Regular practice of rope exercise and lifestyle modification such as diet, physical activity and sleep quality among adolescents prevent and control childhood CVD risk factors like overweight, hypertension. The SEAL-MI may lead to age appropriate development of adolescents and improves their academic performance and quality of life. Giving importance to the adolescents from urban habitat, from affluent nuclear family and catching them young will bring significant change in the disease burden.

Background Research on the mental health of students in health disciplines mainly focuses on psychological distress and nursing and medical students. This study aimed to investigate the psychological well-being and distress and related factors among undergraduate students training in eight different health-related tracks in Geneva, Switzerland. Methods This cross-sectional study used established self-filled scales for anxiety, depression, stress, psychological well-being, and study satisfaction. Descriptive statistics and hierarchical regression analyses were applied. Results In October 2019, out of 2835 invited students, 915 (32%) completed the survey. Lower academic satisfaction scores were strongly associated with depression (β=-.26, p<.001), anxiety (β=-.27, p<.001), and stress (β=-.70, p<.001), while higher scores with psychological well-being (β=.70, p<.001). Being female was strongly associated with anxiety and stress but not with depression or psychological well-being. Increased age was associated with enhanced psychological well-being. The nature of the academic training had a lesser impact on mental health and the academic year none. Conclusion Academic satisfaction strongly predicts depression, anxiety, stress, and psychological well-being. Training institutions should address the underlying factors that can improve students’ satisfaction with their studies while ensuring that they have access to psychosocial services that help them cope with mental distress and enhance their psychological well-being.

Background: A large majority of primary school pupils fail to achieve 30-minutes in-school moderate-to-vigorous physical activity (MVPA). The aim of this study was to investigate MVPA accumulation and subject frequency during academic lesson segments and the broader segmented school day. Methods: 122 children (42.6% boys; 9.9±0.3yrs) from six primary schools in North East England, wore uniaxial accelerometers for eight consecutive days. Subject frequency was assessed by teacher diaries. Multilevel models (children nested within schools) examined significant predictors of MVPA across each school-day segment (lesson one, break, lesson two, lunch, lesson three). Results: Pupils averaged 18.33±8.34 minutes of in-school MVPA and 90.2% failed to achieve the in-school 30-minute MVPA threshold. Across all school-day segments, MVPA accumulation was typically influenced at the individual level. Lesson one and two - dominated by Math and English - were less active than lesson three. Break and lunch were the most active segments. Conclusion: This study breaks new ground, revealing MVPA accumulation and subject frequency varies greatly during different academic lessons. Morning lessons were dominated by the inactive delivery of Math and English, whereas afternoon lessons involved a greater array of subject delivery that resulted in marginally higher levels of MVPA.

This study presents the validation process of the Questionnaire on Academic Stress in Secondary Education –QASSE-, designed to assess the wide variety of school sources and situations related to academic stress in adolescence, and their relationship with students’ physical and psychological well-being. Participants were 860 Spanish high school students (52.9% girls) with an average age of 14.62 years (SD = 1.8). Through a cross-validation process, EFA and CFA supported QASSE multifactorial structure with four first-order factors -academic overload, interaction with classmates, family pressure, and future-oriented perspective- and a second-order factor of academic stress, showing a significant and intense relationship with adolescents’ psychological and physical well-being. Results also highlight the effects of the gender*educational level interaction on the students’ stress, with girls showing higher levels of stress in the transition courses between educational phases (sophomore and junior years). The QASSE demonstrates good validity and reliability, showing potential for both research and educational application. The results show the high impact of the QASSE dimensions on psychological and physical well-being in adolescence, highlighting its special usefulness for designing and adjusting educational prevention and intervention actions in this area to the students’ specific characteristics and needs

The research identified challenges faced by teachers, suggested effective pedagogical strategies, and proposed practical recommendations to mitigate the negative impacts of ChatGPT in higher education. These strategies promote the ethical and responsible use of artificial intelligence, ensuring academic integrity. The article deeply analyzes pedagogical strategies to prevent plagiarism and promote academic integrity, offering a practical guide for educators on how to ethically integrate AI into their pedagogical practices. By filling a gap in the literature, the study contributes to the discussion on the ethical use of AI in education, offering evidence-based recommendations and fostering critical reflection on the impact of emerging technologies in the academic environment. The research highlights effective pedagogical strategies to mitigate the negative effects of ChatGPT, promoting an educational approach that prevents plagiarism and encourages the ethical use of AI. Through documentary analysis of scientific articles and data coding according to Bardin's methodology, patterns and trends were identified for the development of innovative pedagogical practices. The qualitative approach included a literature review and content analysis of articles published in the last five years. The results indicated that, although ChatGPT can personalize teaching and support content development, it also increases the risk of plagiarism and reduces students’ critical engagement. To combat these challenges, it is suggested to create personalized assessments, promote critical thinking, and use plagiarism detection tools. Continuous teacher training and the development of clear policies on the ethical use of AI are essential to ensure academic integrity and quality of learning.

The steep rise in reinforcement learning (RL) in various applications in energy as well as the penetration of home automation in recent years are the motivation for this article. It surveys the use of RL in various home energy management system (HEMS) applications. There is a focus on deep neural network (DNN) models in RL. The article provides an overview of reinforcement learning. This is followed with discussions on state-of-the-art methods for value, policy, and actor–critic methods in deep reinforcement learning (DRL). In order to make the published literature in reinforcement learning more accessible to the HEMS community, verbal descriptions are accompanied with explanatory figures as well as mathematical expressions using standard machine learning terminology. Next, a detailed survey of how reinforcement learning is used in different HEMS domains is described. The survey also considers what kind of reinforcement learning algorithms are used in each HEMS application. It suggests that research in this direction is still in its infancy. Lastly, the article proposes four performance metrics to evaluate RL methods.