Search Results (4,151)

While high dropout rates hinder the success of online education, little is known about the patterns of dropout beyond adult education, particularly regarding time-related variables. This study aims to address this gap by analyzing data from 219 online extracurricular English courses, involving approximately 300,000 Chinese elementary students. We employed a multilevel modeling technique and found that the dropout rate increased throughout the semester and peaked at chapter transitions. Furthermore, we also found that the dropout rate varied with grades and semesters. Younger students and those in the second semester were more likely to drop out from online education and exhibited a higher dropout rate during chapter transitions. These findings highlight the temporal dynamics of dropout in elementary online education in China and the variations across grade and semester, providing valuable implications for educators in designing more effective online learning environments. Future studies should further explore the generalizability of these patterns in other educational and cultural contexts. Full article

Factorial invariance is critical for ensuring consistent relationships between measured variables and latent constructs across groups or time, enabling valid comparisons in social science research. Detecting factorial invariance becomes challenging when varying degrees of heterogeneity are present in the distribution of latent factors. This simulation study examined how changes in latent means and variances between groups influence the detection of noninvariance, comparing Bayesian and maximum likelihood fit measures. The design factors included sample size, noninvariance levels, and latent factor distributions. Results indicated that differences in factor variance have a stronger impact on measurement invariance than differences in factor means, with heterogeneity in latent variances more strongly affecting scalar invariance testing than metric invariance testing. Among model selection methods, goodness-of-fit indices generally exhibited lower power compared to likelihood ratio tests (LRTs), information criteria (ICs; except BIC), and leave-one-out cross-validation (LOO), which achieved a good balance between false and true positive rates. Full article

In the “era” in which social networks have become an integral part of everyday life, this study aims to analyze the impact of social network addiction on mental health, with a focus on the manifestation of anxiety and depression symptoms. The relationship analyzed on a batch of a Romanian adult population, explained by self-esteem and influenced by factors such as age and professional status, highlights the fact that all age categories and professional status can be affected by addiction to the online environment but with different degrees of intensity. The analyses carried out using Structural Equation Modeling (SEM) suggest that young people and professionally inactive people are the categories with the highest degree of self-esteem impairment and with a high potential to manifest symptoms associated with depression and anxiety disorders, as a result of the intense use of social networks. The current study makes a significant contribution to the specialized literature, given the small volume of similar studies conducted on the adult population of Romania. Full article

Adolescence is a critical period for developing interpersonal relationships and plays a significant role in the growth of subjective well-being. Establishing positive friendships is one of the most important predictors of subjective well-being. This study employs a longitudinal method, tracking Chinese adolescents to investigate the impact of individuals’ number of close friends on subjective well-being by examining the chain mediating roles of interpersonal trust and perceived social support. Data were collected from 987 junior high school students across five schools in Shandong Province and analysed using SPSS 27.0. The results indicate that the number of close friends at Time 1 (T1) significantly positively affects the level of subjective well-being at Time 3 (T3). At Time 2 (T2), perceived social support mediates the relationship between the number of close friends at T1 and subjective well-being at T3. Furthermore, the number of close friends at T1 has a longitudinal mediating effect on subjective well-being at T3. This effect is mediated by interpersonal trust and perceived social support at T2. This study reveals the mechanisms by which the number of close friends influences subjective well-being among Chinese adolescents. The findings highlight the significance of fostering healthy interpersonal relationships among adolescents in China. This can be achieved by promoting initiatives that enhance levels of interpersonal trust and perceived social support within communities, thereby improving overall subjective well-being among adolescents Full article

Support to manage fear of recurrence and progression (FoRP) is a major concern and a commonly unmet need for people with chronic illness. The current study identified profiles of and risk factors for FoRP in people with heart disease. A sample of 241 participants completed 44 cardiac-specific FoRP items and provided demographic, clinical, and psychosocial information. Cluster analysis identified three profiles: a high-, moderate-, and low-FoRP group. Patients who were younger, had a comorbid health condition(s), and higher levels of uncertainty and cardiac-related distress were at the most risk of higher FoRP. By characterizing the nature and correlates of cardiac-FoRP, this study enables health professionals to understand the specific concerns of their patients and assists in identifying those at greatest risk. The findings extend the emerging field of cardiac-FoRP research and will assist in the development of a cardiac-specific screening measure and of tailored and targeted interventions to support cardiac patients in their emotional recovery. Full article

Verbal aggression toward healthcare professionals, primarily from patients and visitors, is widespread and negatively affects employee well-being and patient care quality. This study, comprising two samples, investigates the relationship between user-initiated verbal aggression and job satisfaction, with a focus on psychological processes (i.e., cynicism and mental distance) and personal boundary conditions (i.e., self-efficacy). Study 1 (pandemic period) explored cynicism and work-related self-efficacy, while Study 2 (post-pandemic) replicated and expanded these findings, incorporating mental distance, self-efficacy in managing negative emotions, and workload. Participants included 201 (Study 1) and 1442 (Study 2) healthcare professionals from one and eight Italian healthcare facilities, respectively, who completed online questionnaires. In both cross-sectional studies, verbal aggression was positively associated with psychological withdrawal responses, which, in turn, was negatively related to job satisfaction. However, high self-efficacy in managing negative emotions (rather than work-related self-efficacy) buffered these effects. In Study 2, the negative impact of verbal aggression on job satisfaction, mediated by mental distance, was most pronounced among those with low self-efficacy in managing negative emotions and a high workload. Conversely, individuals with high self-efficacy maintained their job satisfaction and did not exhibit psychological withdrawal, even under high workload conditions. Full article

Multiple-choice (MC) tests are widely used in educational settings but have been criticized for promoting passive recognition rather than active retrieval. Our research explores how adding a simple component to MC tests—answer justification—influences test performance and metacognitive accuracy. Across two experiments, university students studied a textbook chapter and completed either a standard MC test (MC-only group) or an MC test requiring them to justify their answers (answer justification group). Participants also provided predictive and postdictive metacognitive judgments. The results showed that the answer justification group significantly outperformed the MC-only group on an immediate test (Experiments 1 and 2) and scored numerically higher on a delayed test two days later (Experiment 2). Further, some initial evidence suggested that metacognitive accuracy was influenced by test type, but future research is needed. These findings support a retrieval-based explanation: generating answer justifications increases test performance by strengthening memory through elaborative retrieval. This study demonstrates that incorporating answer justification into MC tests may improve learning and metacognitive accuracy. We also offer practical suggestions for classroom implementation, considering that answer justification boosts test performance but also imposes a time cost compared to standard MC tests. Full article

This study examines the role of artificial intelligence (AI) in judicial decision-making, focusing on bail and sentencing contexts. We examined public perceptions of judges who use AI tools compared to those who rely solely on expertise. Using an experimental design, participants (N = 1800; stratified by race/ethnicity and gender) were presented with vignettes depicting judges using varying levels of AI assistance. Key outcomes included perceptions of judicial legitimacy, procedural justice, and trust in AI, with analyses stratified by racial groups (Black, Hispanic, White). The results revealed that judges relying on expertise were generally rated higher in legitimacy than those using AI; however, significant racial differences emerged. Black participants showed greater trust and perceived fairness in AI-augmented decisions compared to White and Hispanic participants. Open-ended responses further highlighted social psychological themes regarding the symbolic meaning of AI in judicial processes. These findings underscore the complexity of integrating AI in the judiciary, emphasizing the need for transparent and equitable implementation strategies to maintain public trust and fairness. Future research should explore underlying factors influencing these perceptions to inform policies that address racial disparities and enhance trust in AI-assisted legal decision-making. Full article

Behavior-analytic treatments successfully reduce individuals’ destructive behavior (e.g., self-injurious behavior, aggression, property destruction, disruption); however, there is limited research evaluating these treatments’ effects on individuals’ physiological stress responses, even though stress can have significant negative impacts on quality of life. Research from other fields has demonstrated that salivary cortisol concentration is a valid biomarker for stress, so researchers could potentially use this biomarker to assess the stress of individuals with limited communication repertoires who also engage in destructive behavior. The purpose of this research was to assess changes in salivary cortisol concentrations as a biomarker for stress with two participants to evaluate whether conditions that evoke destructive behavior induce stress relative to conditions that do not evoke destructive behavior. For one participant, salivary cortisol concentrations tended to increase following exposures to stimuli that evoked destructive behavior compared to conditions that did not evoke destructive behavior. The other participant had elevated salivary cortisol concentrations across all conditions. Salivary cortisol may be a useful biomarker for evaluating physiological stress as an outcome measure during research on the assessment and treatment of destructive behavior. Full article

Increasing turnover intention among public employees in Korean public sector organizations endangers both organizational sustainability and public service quality. Although prior research highlights job stress, compensation systems, and organizational culture as key drivers of turnover, scholars in limited empirical studies directly examine the role of public service motivation. In this study, we address this gap by investigating whether public service motivation reduces turnover intention and how perceived organizational politics may moderate this relationship. Using survey data from the 2023 Korean Public Employee Viewpoints Survey—conducted by the Korea Institute of Public Administration and including responses from central and local government employees—we employ stereotype logistic regression for analysis. Results show that public service motivation significantly lowers turnover intention, but its positive effect diminishes when employees perceive high levels of organizational politics. When employees believe that power and resources are distributed based on political interests rather than merit, they experience diminished reciprocity toward their organization. As a result, their intention to leave the organization increases. These findings underscore the need to sustain and enhance public service motivation while mitigating perceived organizational politics. Enhancing fairness, transparency, and trust—while reducing political interference—can preserve public service motivation’s positive impact and reduce turnover intention within public sector organizations. Full article

In recent years, the topic of language teacher motivation has garnered significant attention within the realm of language teacher psychology. Researchers have delved into various aspects, including teachers’ commitments to the teaching career, teachers’ teaching motivation, and teachers’ professional development motivation. Nevertheless, the motivation of English as a Foreign Language (EFL) teachers to engage in ongoing in-service learning, particularly the pursuit of a Master of Education (Ed.M.) degree, has received comparatively less scrutiny. To bridge this gap, the present study adopted Boshier’s Education Participation Scale (EPS) and Liu’s seven-dimensional motivation framework to explore the motivation of 529 Chinese EFL teachers in their quest for an Ed.M. degree. Utilizing Exploratory Structural Equation Modeling (ESEM), the analysis revealed seven types of key motivation: cognitive interest, social responsibility, academic information acquisition, academic achievement acquisition, school context, rival demand, and significant others. An examination of differences in EFL teacher motivation in terms of gender and school type showed that male teachers perceived significantly higher levels of cognitive interest and rival demand than female teachers did. And, teachers in regular schools reported significantly higher levels of significant others than those in key schools. We propose some future directions for EFL teacher motivation research. Full article

The multi-faceted nature of Selective Mutism (SM), and its comorbidity with other disorders, necessitates a comprehensive assessment process. However, evaluating children with SM presents significant challenges, including difficulties in building rapport, establishing an accurate diagnosis, and conducting formal psychological and neuropsychological assessments. This paper explores the key obstacles in assessing children with SM and provides practical recommendations for overcoming these challenges. Effective strategies for reducing anxiety during assessments include extended rapport-building phases, playful and engaging interactions, and the strategic use of parental involvement. Additionally, given the variability in SM symptoms across different settings, a multi-informant and multi-method assessment approach—including clinical observation, structured interviews, and standardized parent- and teacher-report measures—is recommended. This paper also discusses adaptations for formal testing, particularly in cognitive, language, and neurodevelopmental assessments, where SM-related speech avoidance can interfere with standardized evaluations. Nonverbal assessment tools, modifications to testing environments, and alternative response formats are proposed as potential solutions. Furthermore, we highlight the importance of differentiating SM from overlapping conditions, such as autism spectrum disorder and language impairments, to ensure accurate diagnosis and intervention planning. By implementing tailored assessment strategies, clinicians and researchers can improve diagnostic accuracy and better understand the unique needs of children with SM. This, in turn, can inform individualized treatment plans, enhance educational placement decisions, and support the overall well-being of children with SM. Full article

In industrialized societies, emerging adulthood is a unique developmental stage between adolescence and adulthood (i.e., 18 to 29 years old), where individuals continuously encounter decisions that have important consequences that unfold over time (i.e., intertemporal decisions). The present review paper had three aims. The first aim was to provide a brief overview of emerging adulthood as a developmental stage and present a rationale for the importance of understanding the relationship between temporal self-perceptions and longitudinal outcomes in emerging adults. The second aim was to review evidence for a proposed model demonstrating the connection between three domains of temporal self-perceptions—future self-perceptions, longitudinal changes in future self-perceptions, and continuity between temporal selves (i.e., past-to-future)—, self-regulatory processes, and positive downstream consequences (e.g., psychological well-being and academic success) in emerging adults. Specifically, this targeted review sought to highlight research exploring the longitudinal processes in these relationships (e.g., changes in temporal self-perceptions over time and the relationship between temporal self-perceptions and longitudinal outcomes) and testing how these relationships function amidst a large-scale challenge (i.e., the COVID-19 pandemic). Given the heterogeneity of emerging adults as a demographic group, the third aim was to review research exploring demographic factors (e.g., gender and socioeconomic status) as a potential moderator of these relationships. The review provided support for the proposed model, highlighting the importance of perceptions of temporal selves in predicting a range of positive long-term outcomes, including self-regulatory processes, psychological well-being, and achievement. Additionally, the review demonstrated preliminary support for the significance of crucial demographic factors (e.g., gender and socioeconomic status) in understanding the nature of these relationships in emerging adults. Finally, the review suggests future directions to extend this growing literature and broaden the understanding of these relationships. Full article

Emerging evidence underscores the beneficial effects of campus green spaces (CGSs) on student well-being and recovery. Previous research has predominantly examined the independent roles of landscape characteristics and preferences in mental restoration. However, limited studies have explored the complex interrelationships among restorative effects, landscape characteristics, preferences, and place-bonding factors, particularly within the context of CGSs. To address this gap, this study developed a validated campus landscape perception scale comprising three dimensions (perception of natural characteristics, perception of artificial characteristics, spatial perception) and 20 related indicators. In the second phase, the scale was used to investigate the influence mechanism of perceived campus landscape characteristics on mental restoration. A total of 36 CGSs across six higher education institutions in Nanjing were selected, representing diverse spatial types. The restoration experiences of 759 participants were measured using psychological indicators when viewing these landscapes. With the help of deep learning techniques, landscape elements were integrated with perceptual factors for partial least squares (PLS)-based statistical analysis. Our findings indicate that the natural and spatial dimensions significantly influence mental restoration, whereas the artificial dimension does not directly impact psychological health. Nevertheless, all dimensions indirectly enhance mental restoration through landscape preference and perceived restorativeness. The study also revealed the moderating effect of objective landscape elements on the relationship between the perception of landscape characteristics and landscape preference. This study confirms the positive role of perceived campus landscape characteristics in fostering mental restoration among students and elucidates the intricate pathway of influence, namely “perception of landscape characteristics → landscape preference → perceived restorativeness → mental restoration”. These findings offer new insights into the complex processes of environmental restoration, where psychological and physical factors are intertwined. Finally, theoretical and managerial implications for improving landscape planning in restoration research are proposed. Full article

The use of artificial intelligence (AI) in education supports long-term educational goals. AI enables learners to engage with ethical issues through simulations and virtual environments, allowing them to experience responsible decision-making in practice. Additionally, it assists administrators and educators in making data-driven decisions, contributing to the more effective formulation of educational policies. This study examines how teachers and AI address ethical educational dilemmas, comparing their decisions based on gender, experience, and education level. A total of 141 public school teachers in Turkey participated in the study, and their responses were compared with AI-generated decisions using Yin’s nested multiple-case design. The scenarios were analyzed within the framework of five ethical perspectives: virtue ethics, deontological ethics, utilitarianism, social justice ethics, and situation ethics. AI aligned with teachers in five out of eight ethical dilemmas but differed in three cases, adopting a more analytical and outcome-oriented approach. In contrast, teachers placed greater emphasis on empathy and adherence to ethical principles. These findings highlight the differences in ethical decision-making between AI and teachers, emphasizing the role of AI in fostering ethical responsibility and awareness in education. Full article