Search Results (2,935)

Runners have a high probability of sports injuries due to improper landing patterns. This study aimed to investigate the effects of three different foot strike patterns on lower limb muscle activation in healthy young male university students without specialized sports training experience. Methods: Sixteen healthy male college students (age: 21 ± 1 years) participated in this study. They performed running with three different foot strike patterns: forefoot strike (FFS), midfoot strike (MFS), and rearfoot strike (RFS) at controlled speeds of 1.4–1.6 m/s. EMG signals from six lower limb muscles (vastus lateralis, vastus medialis, rectus femoris, tibialis anterior, lateral gastrocnemius, and medial gastrocnemius) during the stance phase were collected using a wireless EMG system (1000 Hz). Ensemble Empirical Mode Decomposition (EEMD) was employed to analyze the time–frequency characteristics of lower limb EMG signals and ankle joint co-activation patterns to investigate the corresponding neuromuscular control mechanisms. Statistical analyses were performed using repeated-measures ANOVA, and significance was set at p < 0.05. Results: The timing of maximum energy in lower limb muscles during the stance phase occurred earlier in RFS compared to FFS and MFS. At initial ground contact, the low-frequency component energy (below 60 Hz) of the medial gastrocnemius was significantly higher in MFS and RFS compared to FFS, while FFS exhibited significantly higher high-frequency component energy (61–200 Hz). The co-activation of ankle dorsiflexors and plantar flexors (TA/GM) was also significantly higher in MFS and RFS compared to FFS. During the 100 ms before foot contact, the low-frequency component energy (below 60 Hz) of the lateral gastrocnemius was significantly higher in MFS compared to FFS, and the degree of TA/GM co-activation was significantly higher in both MFS and RFS compared to FFS. Conclusions: The maximum frequency in lower limb muscles appeared earliest during the mid-stance phase in the rearfoot strike (RFS) pattern. Moreover, during the pre-activation and early stance phases, frequency differences were observed only in the medial gastrocnemius, with RFS showing significantly higher low-frequency power. Full article

This paper introduces ‘ChatGPT essentials’, a pedagogically driven training course for pre-service English as a Foreign language (EFL) teachers at the College of Basic Education (CBE) in Kuwait. It responds to current ethical and academic integrity issues by empowering students to use ChatGPT both effectively and ethically. Prior to ChatGPT essentials training sessions, semi-structured interviews were conducted with twenty-five male undergraduate students in a Computer Assisted Language Learning (CALL) course to assess their familiarity with ChatGPT for language learning, followed by pedagogical and practical training sessions and a subsequent evaluation. The quantitative analysis indicates that the students generally valued the training on four levels (i.e., reaction, learning, behaviors, and results). Their perceptions and experiences have changed positively, indicating general positive attitudes towards using ChatGPT as a tool to develop their language skills. Qualitative data from post-training interviews and students’ reflective journals revealed that students valued the practical guidance on ethical usage and critical evaluation of ChatGPT practices, which enhanced their digital literacy skills and fostered responsible ChatGPT use. Such findings point to the benefits of implementing pedagogical training to enhance students’ ChatGPT usage. Full article

(1) Background: This study aimed to compare psychological symptoms between Italian university students and American college students, considering both external (e.g., nationality) and internal variables (e.g., gender, age, and personality traits) potentially associated with mental health status. (2) Methods: A total of 201 Italian students from the University of Parma and 214 American students from Boston College were recruited. Participants completed the Symptom Questionnaire (SQ) and the 16 Personality Factors Questionnaire (16PF). Group comparisons were conducted on socio-demographic and psychological variables using chi-square and independent samples t-tests. Subsequently, hierarchical linear regression analyses were performed separately for each sample to identify personality traits that predict psychological symptoms, while controlling for gender and age. (3) Results: Both samples scored above the clinical cut-off on all SQ symptom scales. American students reported significantly higher levels of depression and hostility. Across both groups, psychological distress was primarily predicted by high tension and low emotional stability, with personality traits explaining a greater proportion of variance than nationality. Traits related to social interaction and emotional regulation also emerged as significant predictors. (4) Conclusions: Identifying personality profiles that are more vulnerable to psychological symptoms may support the development of early identification strategies and targeted prevention programs in university settings. Full article

English phrasal verbs are ubiquitous and challenging for second language (L2) learners, particularly for those whose first language does not have an equivalent structure. This study investigates the facilitative role of three distinct L2 practice types in promoting English phrasal verb acquisition. Eighty first-year college students from China were randomly assigned to three groups: the continuation group, which was first presented with an input text and then required to complete it; the retrieval group, which was first presented with the input text and then required to engage in retrieval practice; and the trial-and-error group, which was first required to engage in trial-and-error practice before reading the input text. The effectiveness of these practice types was compared via both an immediate post-test and a 1-week-delayed post-test. The results showed that in the immediate post-test, the continuation group performed comparably with the retrieval group but outperformed the trial-and-error group. However, in the 1-week-delayed post-test, the continuation group significantly outperformed the other two groups. The findings revealed that the continuation writing task not only initially equips learners with declarative knowledge and subsequently closely integrates static L2 learning with dynamic idea expression but also enhances learners’ task self-efficacy, thereby optimally promoting phrasal verb learning and retention. Full article

Through three-wave longitudinal research, a survey was conducted with 3200 college students from a university in China, Hebei Province, with an interval of approximately one year between each survey. In the third wave of surveys, 1495 valid samples were obtained. The questionnaires included the Resilience Scale (RS-11), the Social Support Questionnaire (F-SozU K-14), and the Depression Anxiety Stress Scale (DASS-21). There are significant differences in social support and negative emotions across gender variables. There are significant differences in resilience, social support, and negative emotions across travel frequency in the past year. There are significant differences in negative emotions across vegetarianism. Resilience and social support measured in three waves were significantly negatively correlated with negative emotions, while resilience and social support were significantly positively correlated. The results of the random intercept cross-lagged panel model analysis indicate that W1 social support can significantly negatively predict W2 negative emotions, and W2 negative emotions can significantly negatively predict W3 resilience and social support. Ineffective or insufficient social support can cause negative emotions to negatively impact the resilience process while further reducing the individual’s perception of social support. Full article

Background/Objective: Paprika xanthophylls (PXs) have potent antioxidant properties and are believed to improve oxygen delivery (DO₂) efficiency by enhancing red blood cell (RBC) deformability. This study investigated whether PX ingestion improves endurance performance and subsequently enhances cognitive function by improving brain microcirculation. Methods: A crossover design was used to compare the effects of PX ingestion and a control condition in 21 healthy college students (18 males, 3 females). Each participant served as their own control, completing both conditions in a randomized order with a one-month washout period to eliminate any carryover effects. The participants underwent an incremental load test, a constant load test, the Trail Making Test Type B (TMT-B), and the Stroop test (ST). Results: In the incremental tests, the PX group showed a significantly lower heart rate (p = 0.032) and higher exercise efficiency (EE) (p = 0.004). In the constant load test, heart rate was lower (p = 0.020), and EE was higher (p = 0.030). No significant between-group differences were found in the cognitive tests; however, the PX group showed significant improvements in the TMT-B (p = 0.034) and ST interference rate I (p = 0.040). Conclusions: It is speculated that PX intake may improve DO₂ efficiency, which could contribute to the observed enhancements in endurance performance and, in turn, positively affect cognitive function by optimizing the brain’s oxygenation state. However, due to the absence of a placebo control group and unmeasured RBC deformability and cerebral blood flow, as well as a significant male predominance, this study’s results should be interpreted with caution. Full article

(1) Background: the influence of adverse childhood experiences (ACEs) on depression is well-documented. Identifying protective factors to counteract ACEs’ detrimental effects is vital for public mental health. The efficacy of the “shift-and-persist” strategy as a mitigating factor against ACEs’ impact remains to be clarified. This study aimed to elucidate the relationship between ACEs and depression by testing a mediated moderation model, focusing on the moderating role of the “shift-and-persist” strategy and the mediating role of perceived everyday discrimination. (2) Methods: the research involved 1263 university students from Henan Province, China. A cross-sectional design was employed to test our theoretical model. Participants completed an online survey with assistance from trained research assistants. (3) Results: the study found that ACEs are a significant predictor of depressive symptoms in Chinese college students. The “shift-and-persist” strategy serves as a protective factor; high levels of this strategy weaken the predictive effect of ACEs on depression. Additionally, this strategy reduces the incidence of perceived everyday discrimination (PED) among those with ACEs, thereby alleviating depressive symptoms. (4) Conclusions: the “shift-and-persist” strategy effectively reduces PED and, consequently, depressive symptoms in individuals with ACEs, highlighting its potential as a protective factor in mental health interventions. Full article

Educators in America should be concerned about the failure of dialogue evident in television, newspapers, journals, and social media. Not only are people unable to talk and listen to each other, but some types of research are forbidden, stories are retracted in journals or newspapers because of a backlash, speakers are silenced on college campuses, and sometimes unfruitful conversations lead to violence. One is reminded of Raskolnikov’s dream in Dostoevsky’s Crime and Punishment, where the protagonist dreams of a plague that infects people with the idea that they alone have the truth, have the inability to understand each other, and end up destroying each other. The so-called “cancel culture” that we are suffering today is the fulfillment of this prophetic dream. It is rooted, not in modern technologies, but in the modern understanding of the person as an abstract, disengaged self that inevitably leads to empty conversations. What educators need today is to offer a richer metaphysics of the human person and an environment where students can learn what it means to grow in the truth together. In this paper, I will argue that (1) the failure of modern conversations is rooted in the flawed anthropology of modernity, (2) offer a richer metaphysics of the human person that can enable true dialogue, and (3) propose that Luigi Giussani’s Christian educational method can offer educators in the classroom a way to respond to cancel culture in a fruitful way. Full article

In recent times, the use of Artificial Intelligence (AI) technologies like ChatGPT-4o within the education sector has become an undisputed fact. AI has transformed the education sector, offering tools that enhance student research and writing. However, the use of AI raises concerns with respect to academic integrity, originality, and authenticity. Indian Universities regulate traditional plagiarism with anti-plagiarism detection systems. Some Indian Universities have also subscribed to AI plagiarism detection systems, but not all of them have subscribed to AI plagiarism detection. The majority of Indian Universities are not sufficiently prepared to identify AI-generated content that is contextually relevant and original, thus bypassing these traditional checks. This study stresses the urgent need for the University Grants Commission (UGC) to introduce advanced AI detection systems across Indian universities. Unlike regular plagiarism checkers, these tools can identify unique writing patterns that suggest AI-generated content. Without such measures, universities risk students using AI to complete assignments and research dishonestly. Through this research, the authors will examine the ethical concerns surrounding AI in academia and highlight the importance of clear guidelines to ensure responsible use. Colleges and universities need proper policies to regulate AI-generated work in student submissions. This study will compare how India and other countries handle AI detection in education, elaborating on the challenges of dealing with AI-generated content. The paper will propose a structured framework for Indian universities, including the use of AI detection tools, ethical guidelines, and awareness programmes to help students use AI responsibly while maintaining academic integrity in a changing educational system. Full article

This study explores how intersecting disabilities and ethnic identities influence key career-related factors, including career decision self-efficacy, career outcome expectations, perceived career barriers, and social support, among college students with disabilities from diverse racial and ethnic backgrounds. Background/Objectives: Applying social cognitive career theory (SCCT) and intersectionality frameworks, this research addresses a critical gap in understanding the unique challenges and strengths experienced by underrepresented students with disabilities in postsecondary education. Method: Quantitative data were collected from approximately 306 participants representing various ethnic groups, including African American, Asian American, Hispanic, and other ethnic backgrounds, alongside European American peers. Results: Findings revealed that underrepresented students with disabilities reported significantly stronger ethnic identity affirmation but also perceived greater career-related barriers compared to their European American counterparts. These results demonstrate the need for culturally responsive career development practices and inclusive campus environments that affirm students’ multiple identities. Conclusions: Implications are discussed for higher education professionals, rehabilitation counselors, disability service providers, and career counselors seeking to promote equitable career outcomes and identity-conscious support systems. Full article

Background: Excessive parental control has been found to be associated with an increasing risk of emotional eating in children, yet the potential moderating role of emotion regulation abilities remains unclear. This study investigated the relationships between different types of parental control and emotional eating, as well as the mediating effects of specific emotion regulation strategies and negative emotions. Methods: A cross-sectional online survey was conducted with 1167 Chinese college students (62.5% females, age: 20.23 ± 1.50 years) recruited via social media. Participants completed the Parental Control Scale, Emotion Regulation Questionnaire, Depression Anxiety Stress Scales, and Dutch Eating Behavior Questionnaire. Data were analyzed using SPSS and PROCESS (Model 81), with BMI, age, and gender controlled as a covariate. Mediation effects were tested using the 95% bias-corrected bootstrap confidence intervals (based on 5000 samples). Results: The results indicate that (1) both parental behavioral control and psychological control were significantly positively correlated with emotional eating, with effect sizes ranging from small to moderate; (2) anxiety and stress in negative emotions partially mediate the relationship between the two dimensions of parental control and emotional eating, while depression did not serve as a mediator in this relationship; (3) expression suppression and stress chain-mediated between the two dimensions of parental control and emotional eating; expression suppression and anxiety chain-mediated between parental psychological control and emotional eating. Conclusions: Higher parental control is associated with increased emotional eating behaviors in children. Anxiety, stressful emotions, and expressive suppression play significant roles. These findings suggest new interventions to reduce emotional eating and associated overweight risks in college students. Full article

In today’s rapidly evolving social and technological environment, college students’ creativity is increasingly recognized as a core competency essential for fostering future innovation and societal development. As a result, identifying effective strategies to cultivate creativity has become a pressing focus in educational research. This study explores the intrinsic relationship between classroom curiosity and creativity by constructing a Partial Least Squares Structural Equation Model (PLS-SEM). A total of 690 valid questionnaires were collected from students at several universities in Guangzhou and Macau. The respondents represented a diverse range of majors and academic levels. The results reveal a significant positive correlation between curiosity and situational interest, as well as between perceived teacher support, classroom curiosity, and knowledge-seeking behavior. These findings not only enrich our understanding of how creativity is fostered through classroom learning processes but also offer theoretical foundations and empirical support for optimizing educational practices. Full article

Long-term physical training is known to induce brain plasticity, yet how these neural adaptations evolve across different stages of training remains underexplored. This two-year longitudinal study investigated the stage-dependent effects of endurance running on brain structure and resting-state function in healthy college students. Thirty participants were recruited into three groups based on their endurance training level: high-level runners, moderate-level runners, and sedentary controls. All participants underwent baseline and two-year follow-up MRI scans, including T1-weighted structural imaging and resting-state fMRI. The results revealed that the high-level runners exhibited a significant increase in degree centrality (DC) in the left dorsolateral prefrontal cortex (DLPFC). In the moderate-level group, more widespread changes were observed, including increased gray matter volume (GMV) in bilateral prefrontal cortices, medial frontal regions, the right insula, the right putamen, and the right temporo-parieto-occipital junction, along with decreased GMV in the posterior cerebellum. Additionally, DC decreased in the left thalamus and increased in the right temporal lobe and bilateral DLPFC; the fractional amplitude of low-frequency fluctuations (fALFF) in the right precentral gyrus was also elevated. These brain regions are involved in executive control, sensorimotor integration, and motor coordination, which may suggest potential functional implications for cognitive and motor performance; however, such interpretations should be viewed cautiously given the modest sample size and study duration. No significant changes were found in the control group. These findings demonstrate that long-term endurance training induces distinct patterns of brain plasticity at different training stages, with more prominent and widespread changes occurring during earlier phases of training. Full article

Initial teacher education programs are the primary means through which student teachers gain teaching apprenticeship, amass core teaching knowledge, and build skills that prepare them to become effective teachers who are ready to combat the realities and challenges of the classroom. The current study examines the level of content knowledge (CK), pedagogical content knowledge (PCK), and the self-efficacy of language and foundational literacy instruction among the language teacher educators at teacher training colleges (TTCs) in Malawi. This research further explored the teacher educators’ perceptions of CK and PCK, and how their understanding of the Initial Primary Teacher Education curriculum shapes their teaching practices in foundational learning and language. Lastly, we explore the associations between CK, PCK, self-efficacy, and teacher educators’ characteristics. Utilizing a mixed-methods approach, we analyzed data from 60 language teacher educators from 10 TTCs in Malawi. The findings revealed that the teacher educators’ level of CK and PCK was low, but they had high self-efficacy in their ability to teach the component skills of literacy to the student teachers. Of the teacher educators’ characteristics, only continuous professional development was positively correlated with their self-efficacy. The teacher educators’ CK and PCK are shaped by the TTC curriculum, their primary school teaching experiences, and the national education policies and guidelines they implement. Gaps in the curriculum and external constraints hinder them from effectively training student teachers in foundational literacy pedagogies. The findings provide pedagogical and policy directions for stakeholders to improve the quality of preservice education in low–middle-income contexts. Full article

This study examined the neural characteristics of belief-bias reasoning in order to reveal the neurocognitive basis of critical thinking. Functional near-infrared spectroscopy was utilized to capture the real-time brain hemodynamic activity of 74 college students while they performed a belief-bias syllogistic reasoning task. Values of oxy-hemoglobin (oxy-Hb) and deoxy-hemoglobin (deoxy-Hb) in regions of interest were analyzed in relation to critical thinking skills assessed by established tests. The results reveal significant activation in both the opercular part of the right IFC and the left DLPFC when participants encountered situations where their prior beliefs contradicted logical validity during the completion of the belief-bias syllogistic reasoning task. Crucially, individuals with lower levels of critical thinking skills demonstrated heightened activation in the opercular part of the right IFC compared to those with higher levels of critical thinking skills. Furthermore, variations in hemodynamics, quantified by oxy-Hb and deoxy-Hb concentration values (area under the activity curve as absolute value), during the execution of belief-bias reasoning tasks accounted for a substantial proportion of the variability in critical thinking skills. Additionally, the hemodynamic data to a large extent explained the connection between belief-bias reasoning and critical thinking. These results provide a neural explanation for the relationship between belief-bias reasoning and critical thinking, and advance theoretical models of critical thinking by illuminating the brain’s mechanisms engaged in unbiased reasoning and metacognition. Full article