Search Results (149)

The number of studies suggesting that social networking services (SNSs) use poses a risk to children’s body image continue to expand, but most studies have focused on adolescents. The study aimed to examine the associations between SNS use and body image among elementary school children in Japan. This study examined the relationship between SNSs use and body size perception and preference, body size misperception, and ideal body image among 1261 preadolescents (611 boys and 650 girls), aged 8–12 years (mean age = 9.64; SD =1.15; 52% girls), separately by sex. Using hierarchical multivariate linear regression analyses and logistic regression analyses, we examined body image factors and SNS use as the dependent and independent variables, respectively. Findings indicate that children who use SNSs do not significantly differ from nonusers regarding body dissatisfaction. However, SNS use is positively associated with body size misperception in girls. Additionally, for boys and girls, SNS use seems to increase the likelihood of admiring the body image of media figures rather than friends or classmates. Understanding how SNS use influences body image remains important for promoting healthy development in children. Full article

Socioemotional relationships significantly influence students’ learning, development, and school well-being. This study explored gender differences in sympathy and antipathy based on data originally gathered via a digital platform primarily designed for mathematical learning. The platform administered a sociometric test to a large sample (3090 of fourth-grade students (mean age = 10.19 years, 47.7% girls) in the Chilean Metropolitan Region. Teachers facilitated the test, allowing students to nominate peers they liked and disliked. The study confirmed a trend of homophily in sympathy, with students preferring same-gender peers. It also revealed a gender disparity in antipathy: girls nominated an average of 5.27 disliked classmates (SD = 7.20), 1.45 more nominations than boys, with a Cohen’s d of 0.22. These findings provide insights to enhance school climate and address the mental health implications of social exclusion, considering gender differences. These results underscore the potential of scalable digital tools to support educators in monitoring peer dynamics and fostering inclusive, emotionally supportive school environments. Full article

School Atmosphere (SAt) plays a crucial role in shaping students’ academic success and emotional well-being. When students perceive a negative SAt, this can lead to feelings of School Alienation (SAl), which are associated with School Refusal (SR). Despite previous research on school climate and SR, the dimension of SAt, which encompasses the intangible aspects (quality of relationships and justice perceptions) of the school environment, remains a topic of limited examination. Furthermore, the mediating role of SAl between these variables remains underexplored. This study aims to examine how SAl (learning alienation, teacher alienation, and classmate alienation) mediates the relationship between students’ perceptions of SAt (educational climate, student–teacher relations, student relations, sense of belonging, and interpersonal justice) and SR (anxious anticipation, difficult transition, interpersonal discomfort, and school avoidance). Data were collected from 528 Italian high school students (aged 14–20), and using structural equation modeling (SEM), the direct and indirect relationships between SAt variables, dimensions of SAl, and SR were assessed. The results indicated that negative perceptions of interpersonal justice and sense of belonging were strongly associated with higher levels of learning and teacher alienation, which are linked to SR, particularly anxious anticipation and difficult transition. The results emphasize the importance of promoting fairness, belonging, and supportive student–teacher relationships to mitigate alienation and improve student success. This study highlights the need for comprehensive strategies to foster positive school environments and prevent disengagement and absenteeism, ultimately promoting academic success and student well-being. Full article

Methods. Through the lens of childhood trauma theory, a qualitative phenomenological study was conducted using purposive and snowball sampling methods to gain a deeper understanding of the experiences of former students with corporal punishment and how those experiences have shaped their academic and psychological outcomes. Interviews were conducted via Zoom with 19 men and women of different ages and races who attended schools in Mississippi. Results/Conclusions. The study revealed that parents and school personnel collaborated to punish the student corporally both on campus and at home. Related, beaten students did not share their punishment with their parents/caregivers, and if their families did find out, they received another beating at home. There was a general lack of consistency in how and who administered corporal punishment. In addition to the well-documented ways that corporal punishment is administered in school, we also found that students were made to hold painful positions or perform painful tasks. There were also peer effects of trauma, with students experiencing fear or anger following a friend or classmate being beaten in front of them. Race was an influence if the abused students felt that their punishment was racist, with Black American participants feeling there were racial undertones regardless of the perpetrator’s race. The study’s findings align with those of previously conducted research, but also extend them and can be used to create policy to allow schools to address trauma and create instructional practices that eliminate the fear and racial disparities that have been proven to exist in schools with corporal punishment. Full article

Objectives: This study investigates Greek teenagers’ general knowledge and perception of hearing loss, hearing aid accessibility, and the challenges associated with hearing impairment. Methods: A 27-item self-reported questionnaire was developed and distributed to 152 participants (aged 12–18) to assess their familiarity with hearing loss, amplification availability, communication strategies, and perceptions of hearing loss. Results: While 94.7% of participants recognized that hearing loss affects communication, only 10.5% correctly identified how hearing aids are accessed. Additionally, 42.1% reported having temporarily experienced some form of hearing loss. Most participants (94.7%) acknowledged communication difficulties faced by individuals with hearing loss, and only 3.4% reported being unable to communicate effectively with someone affected. Among those aware of bullying incidents involving individuals with hearing loss, 78.1% identified classmates as the primary source. Conclusions: These findings are consistent with international research and highlight the need for targeted education, awareness initiatives, and clearer access pathways to hearing technology. Improving adolescent hearing health literacy may facilitate early intervention, reduce stigma, and promote inclusion for peers affected by hearing impairment. Full article

While past research has affirmed the supportive role of growth language mindset (GLM) in fostering L2 willingness to communicate (L2 WTC), there remains a scarcity of studies exploring how growth language mindset may predict L2 WTC. This study aimed to investigate the impact of growth language mindset on L2 WTC while considering the chain mediating influences of metacognitive strategies and language learning self-efficacy (LLSE). Additionally, network analysis was used to examine the internal structure and connections between growth language mindset and L2 WTC. A total of 532 L2 learners (32.60% male; 67.40% female), aged between 17 and 25 years (M = 20.42 years; SD = 1.49 years), participated in an online survey to assess the variables of interest. The results revealed that growth language mindset has a positive predictive effect on L2 WTC, with specific items—GLM4 (“You can always change your L2 ability.”), GLM1 (“No matter who you are, you can significantly change your language intelligence level.”), and L2 WTC5 (“When you have an opportunity to explain in English your own culture to your classmates.”)—emerging as key indicators. The relationship between GLM and L2 WTC was sequentially mediated by metacognitive strategies and LLSE. This chain mediation model explained 85% of the variance in L2 WTC, with LLSE (β = 0.61) demonstrating the largest practical impact. These findings suggest that fostering metacognitive strategies and enhancing LLSE can significantly amplify the impact of a GLM on L2 WTC, highlighting meaningful effects beyond mere statistical significance. Full article

In Japanese organizations, those who join earlier are called senpai (seniors), those who join later are kohai (juniors), and those who join in the same year are called doki (peers). The relationships among senpai, kohai, and doki function as an informal hierarchical structure working in tandem with the formal job-based organizational hierarchy. These relationships are deeply rooted in unique Japanese concepts, such as ba, the Confucian cultural tradition that influenced the formation of Japanese society, and the historical background of large organizations in modern Japan. Specifically, the seamless school-to-work transition due to the batch hiring of new graduates every April creates a similar hierarchical structure to that of senpai, kohai, and dokyusei (classmates) in schools. The balance between the formal job-based hierarchy and informal seniority-based (senpai–kohai–doki) hierarchy has been the base of the stable and harmonious organizational characteristics that enable effective knowledge management and efficient operations but poses challenges in adapting to new environments. Full article

This study investigated the everyday civic practices of early adolescents (ages 10–12) and explored their civic and prosocial decisions. Researchers conducted focus groups and interviews with elementary students about scenarios involving classmates in need of assistance. Participants were asked which civic and prosocial action they might take (or not take) in each situation and what factors influenced their decision-making. Findings revealed that participants assessed each situation, considering factors such as their ability to help, personal costs associated with helping, and their relationship with the target of the assistance. Other factors included participants’ emerging sense of self-identity and their ability to adopt the perspectives of others. Overall, this study suggested that early adolescents do engage in thoughtful deliberation given their everyday contexts and experiences. Full article

This study aims to expose the correlation between different types of social behaviors and the academic performance of college students, and then to predict the academic performance of college students based on their social characteristics. We extracted and computed information on social relationships for roommates, classmates, members of the opposite sex, and others, based on real consumption data of 5597 freshmen students. The correlations between different types of peer relationships and academic performance were compared. Subsequently, we used Random Forests and Neural Networks as baseline methods, and introduced Graph Convolutional Network and Dynamic Graph Convolutional Network algorithms, on top of a graph network model based on social characteristics, to predict students’ academic performances. The results show that the quantity and quality of all types of socialization are positively correlated with academic performance, and socialization among classmates and roommates demonstrates a stronger correlation. In addition, with the construction of the graph model and the integration of time-series information, the prediction accuracy of the dynamic graph convolution method improved compared to other methods. The findings demonstrate the advantages of using social characteristics for academic performance prediction, and reveal the significant potential of AI applications in supporting the field of school management. Full article

This research explored the occurrence of aha-experiences in young children during participatory creative processes within STEAM learning. The study aimed to provide a comprehensive understanding of the specific conditions that contribute to the emergence of these aha-experiences. A series of activities were designed and implemented as part of a participatory observation study at the Municipal Center for Early Childhood Education and Care in Tokyo, Japan. The STEAM sessions involved the use of a Wind Tunnel and colorful scarves, engaging infants and toddlers in exploratory interactions with the device and materials alongside their classmates, teachers, and the first author, referred to as researcher T. Through video recordings, the researchers conducted microanalysis of the collected data. The findings confirmed that children’s aesthetic sensitivity was activated during aha-experiences. Furthermore, this heightened sensitivity encouraged active participation from their teachers in the creative process. The study employed a socio-cultural approach to creativity theory to interpret these aha-experiences in the context of STEAM learning. It highlighted the participatory nature of creativity and the role of aesthetic sensitivity in young children’s learning. Additionally, the study provided insights for educators and caregivers on how to support the development of creativity in infants and toddlers within STEAM learning environments. Full article

Social situation is an important factor in determining whether or not individuals express emotions and how effectively they express them, but few researchers have explored its role (e.g., with others of varying degrees of intimacy and hierarchy) in the social outcomes of academic emotional suppression and expression. Relationships between the adolescents’ suppression and expression of emotions and their likability in social situations involving a range of people (e.g., classmates, good friends, teachers) were examined in the current study. A total of 120 adolescents and 74 teachers were selected for this investigation, the results indicating a difference in an individual’s likability when suppressing and expressing academic emotions in the presence of others. Specifically, expressing academic emotions in the presence of good friends achieves a higher level of likability than in the presence of classmates; furthermore, suppressing negative academic emotions in the presence of classmates garners a higher level of likability. Adolescents who express their positive and negative academic emotions in the presence of good friends can get higher likability. Teachers prefer adolescents who express positive academic emotions in their presence. These findings emphasize the importance of social situations in the use of strategies to regulate academic emotion regulation and verify the adaptability of emotional regulation. Full article

Depression in adolescents has been linked to poor life outcomes, including suicidal ideation, peer victimization, and fewer friendships. Less is known about how depressed adolescents perceive their peer interactions. Based on the depression-distortion model, we expected that adolescents with depressive symptoms misperceive their social ties by being less likely to like some peers, and more likely to dislike other peers. An Italian dataset about adolescent relationships was used, including 275 first-year secondary school students (M age = 11.80, 46% female) in 12 classrooms across nine schools. Adolescents were asked to nominate classmates they liked and disliked. Longitudinal social network analyses (stochastic actor-oriented models) were conducted, including structural network effects (reciprocity, transitivity, indegree-popularity) and covariates such as gender, immigrant origin, and highest parents’ education level. The results indicated that adolescents with depressive symptoms were less likely to send liking nominations, and conversely, they were more likely to send disliking nominations than non-depressed classmates. Interestingly, adolescents with depressive symptoms were not more disliked or less liked by their peers. These findings seem to support the depression-distortion model by suggesting that, compared to non-depressed peers, adolescents with depressive symptoms misperceive their relationships by overstating negative relationships and underestimating positive ones. Full article

Introduction: Bethlem myopathy is a rare genetic disease caused by a variant mapped to 21q22, which harbors the collagen type VI alpha 2 chain (COL6A2) and collagen type VI alpha 1 chain (COL6A1) genes, and 2q37, which harbors the collagen type VI alpha 3 chain (COL6A3) gene. Disease onset can occur at any age, and the symptoms are related to those of muscular dystrophy. Since Bethlem myopathy is a rare disease, no previous studies have been conducted in Arab countries, including Saudi Arabia. Its variable presentation of nonspecific muscular contractions and severity represents a diagnostic dilemma. Case presentation: Here, we report a Saudi pediatric patient, who is 9 years old (proband), brought to the pediatric clinic of King Saud’s Hospital by his mother. The boy presented with difficulty standing, walking, and running with his classmates and unaffected siblings. He has a younger sibling, aged 6 years old, who reported having a limping gait and difficulty bending his right knee. Laboratory results for the proband were unremarkable except for a slight increase in creatine kinase (CK). Whole-exome sequencing (WES) was performed for five family members, including the proband and his symptomatic brother, their mother and two asymptomatic siblings. A very rare 3′ splice site acceptor intronic variant, NM_001849.4: c.1817-3C>G, located three nucleotides before exon 25, was identified in COL6A2. Bioinformatics tools (SpliceAI, dbscSNV, FATHMM-MKL, and MaxEntScan) predicted this variant as pathogenic. The proband and his 6-year-old sibling presented a homozygous genotype for the variant, whereas the mother and one asymptomatic sibling were heterozygous, and the other sibling carried homozygous wild-type alleles. Conclusions: This is the first study to report a case of Bethlem myopathy confirmed by WES in Saudi Arabia and all Arab nations. The identified variant is rare, and its segregation pattern suggests autosomal recessive inheritance. The segregation pattern and bioinformatics tool results may qualify this variant to be annotated as pathogenic, addressing the reported uncertainty of its classification. Our findings contribute to linking and filling the knowledge gap of diagnosing and managing patients with collagen VI-related myopathies, providing greater clinical and genetic understanding to the existing knowledge. Full article

This article presents a case study on the way of teaching and learning the subject ‘Information Systems’ to ICT (Information and Communication Technology) engineering students, which is based on an active learning strategy implemented through a Project-Based Learning (PjBL) method, a practice that facilitates knowledge acquisition in addition to enhancing diverse learning outcomes such as teamwork, critical thinking, and analysis, or communication skills. This study aims to present the students’ perceptions once they have undertaken the whole subject, to better understand the different positive and negative elements associated with PjBL implementation according to their opinions. Students’ perceptions of PjBL were obtained through a survey utilizing the Bipolar Laddering (BLA) technique, which allows them to identify their experiences in terms of both beneficial and challenging aspects, as well as potential improvements to their experiences. On one hand, the most relevant findings on their PjBL experience assessed as positive are presented as follows: to work by themselves on a real project related to the working world; to be able to apply the theoretical topics explained during the class sessions; to have highly talented instructors; to experience a very dynamic and effective way of learning; to give a final presentation to their classmates and the instructors; and to work in groups. On the other hand, when analyzing the core negative perceptions, the following ones were highlighted by the surveyed students: undertaking just a single project; having an overly theoretical context; and having too much freedom, which could lead to confusion. Full article

Research on social support in China has been relatively comprehensive as psychological development cannot be separated from the social environment. Family, teachers, and friends are the main sources of social support for middle school students. If we can fully utilize the academic support provided by families, teachers, and classmates in daily life, improve students’ personal efficacy, stimulate their learning motivation and desire, and provide corresponding emotional, resource, behavioral, and willingness support for middle school students, it will help them better enhance their learning adaptability, increase their investment in learning, and then improve their learning consciousness, ultimately promoting the enhancement of academic achievement and the development of their abilities. Therefore, based on the existing scales of social support and academic support, this study determined the academic support scale for middle school students, exploring the source of academic support from four dimensions: willingness support, resource support, emotional support, and behavioral support. Based on a literature review and questionnaire, a formal scale was formed to measure the academic support of middle school students. In total, 762 students from two middle schools in Shijiazhuang and Hengshui were selected as subjects for data analysis. Exploratory factor analysis showed that the scale was composed of four factors: willingness support, resource support, emotional support, and behavioral support, with a cumulative contribution rate of 54.15%. The factor loadings of the items ranged from 0.423 to 0.783. The indicators obtained by confirmatory factor analysis were χ²/df of 2.98, RMSEA of 0.072, GFI of 0.841, IFI of 0.902, TLI of 0.891, and CFI of 0.901. The Cronbach’s α coefficient was 0.955, the Spearman–Brown coefficient was 0.939, and the correlation coefficients between each dimension and the total scale were 0.892–0.945. The results show that the reliability and validity of the scale are within the acceptable range, in line with the standards of measurement, and can be used as a tool to measure the academic support of middle school students. This measurement can be used to evaluate the multidimensional academic support systems in middle schools and inform the development of targeted interventions to promote student success and well-being. Full article