Search Results (131)

Self-regulation is widely theorized as a foundation for early mathematics achievement, yet little is known about how specific forms of teacher scaffolding advance this process in preschool classroom contexts. Drawing on sociocultural and self-regulation theories, this study conceptualizes scaffolding as a mechanism through which teachers support children’s attention, working memory, and behavioral regulation during mathematics instruction. We extend theory by distinguishing three domains of scaffolding—Instructional Strategies, Management Organization, and Warmth Responsivity—and examining how each uniquely relates to children’s math outcomes. Participants were 416 preschoolers (M age = 59.7 months) and 18 head teachers in Santiago, Chile. Teachers’ scaffolding behaviors were video recorded and coded at the beginning and end of the school year, and children’s math achievement was assessed with the Woodcock-Muñoz III. Multilevel models controlling for prior achievement, age, income, and gender revealed that Management Organization was positively associated with math achievement, while Warmth Responsivity was negatively associated, and Instructional Strategies showed no significant effect. These findings refine theoretical models by showing that organizational scaffolding plays a particularly important role in supporting math learning, whereas warmth responsivity may function as compensatory scaffolding in response to children’s difficulties. The study advances understanding of how the quality and type of scaffolding shape the developmental pathway from self-regulation to mathematics achievement. Full article

This review synthesizes research from cognitive psychology and English for Academic Purposes (EAP) to propose a new conceptual framework for understanding and fostering international student success. It argues that traditional EAP approaches, while effective in developing analytical intelligence—evidenced by a focus on critical reading, argumentation, and source-based writing—provide an incomplete model for the multifaceted demands of global academia. Drawing on Robert Sternberg’s Triarchic Theory of Intelligence, this paper posits that “successful intelligence,” defined as the capacity to achieve one’s goals within a specific sociocultural context, is a more holistic and ecologically valid construct. It depends equally on creative intelligence (e.g., formulating novel research ideas, adapting to unfamiliar academic genres) and practical intelligence (e.g., navigating academic norms, acquiring tacit knowledge, demonstrating pragmatic competence in communication). This paper conducts a critical review of pedagogical practices within EAP that implicitly or explicitly cultivate these three interdependent intelligences. After providing a balanced overview of Sternberg’s theory, including its scholarly critiques, this review broadens its theoretical lens to incorporate complementary perspectives from sociocultural approaches to academic literacies. It systematically maps specific EAP tasks—such as source-based synthesis essays (analytical), research proposals for occluded genres (creative), and simulations of academic email communication (practical)—onto the components of the triarchic model. Drawing on this analysis, the paper concludes by proposing an integrated pedagogical framework, the “Triarchic EAP Model.” This model consciously balances the development of analytical, creative, and practical abilities through integrated tasks, explicit scaffolding, and a focus on transferability. It offers a more holistic approach to student support and strategically positions the EAP classroom as a unique environment for the cultivation and assessment of the multifaceted intellectual skills required for sustainable success in 21st-century global academia. Full article

Abdominal aortic aneurysms (AAAs) are progressive, life-threatening vascular disorders characterized by focal dilation of the abdominal aorta due to chronic weakening of the arterial wall. The condition often remains asymptomatic until rupture, which carries mortality rates exceeding 70–85%. Among the various etiological theories of AAA development, degradation of the extracellular matrix (ECM) has emerged as the most widely accepted paradigm, with the breakdown of elastin representing a central and irreversible hallmark event. Elastin, a highly cross-linked and durable structural protein, provides elasticity and recoil to the aortic wall. In human AAA specimens, reduced elastin content, impaired cross-linking, and extensive fiber fragmentation are consistently observed, while experimental studies across multiple animal models confirm that elastin degradation directly correlates with aneurysm initiation, expansion, and rupture risk. Elastin loss is driven by a complex interplay of proteolytic enzymes coupled with inflammatory cell infiltration and oxidative stress. Furthermore, elastin-derived peptides perpetuate immune cell recruitment and matrix degradation, creating a vicious cycle of wall injury. Genetic and epigenetic factors, including variants in ECM regulators and dysregulation of non-coding RNAs, further modulate elastin homeostasis in AAA pathobiology. Clinically, biomarkers of elastin turnover and elastin-targeted molecular imaging techniques are emerging as tools for risk stratification. Therapeutically, novel strategies aimed at stabilizing elastin fibers, enhancing cross-linking, or delivering drugs directly to sites of elastin damage have shown promise in preclinical models and early translational studies. In parallel, regenerative approaches employing stem cells, exosomes, and bioengineered elastin scaffolds are under development to restore structural integrity. Collectively, these advances underscore the pivotal roles of elastin not only as a structural determinant of aneurysm development but also as a diagnostic and therapeutic target. This review summarizes and integrates recent discoveries on elastin biology in AAA, with a particular emphasis on molecular mechanisms of elastin degradation and the translational potential of elastin-centered interventions for the prevention and treatment of AAA. Full article

Grounded in a sociocultural theory, this study investigates how distinct interaction scenarios influence Chinese English as a Foreign Language (EFL) learners’ technology acceptance: perceived usefulness (PU) and perceived ease of use (PEU), and their willingness to communicate with AI (AI-WTC). A total of 367 university students completed a scenario-based questionnaire measuring PU, PEU, and AI-WTC across four empirically derived scenarios: advisory interaction, language skills support, academic knowledge inquiry, and factual information retrieval. Repeated-measures ANOVA with Bonferroni tests revealed significant scenario effects on all three constructs, though effect sizes were small to moderate. Factual Information Retrieval Scenario consistently received the highest ratings, whereas Academic Knowledge Inquiry and Language Skills Support Scenario scored lowest. A salient divergence emerged in complex scenarios: Advisory Interaction Scenario was rated more useful than Language Skills Support Scenario, yet both elicited equally low willingness to communicate, indicating that perceived usefulness alone may not sustain engagement under high interactional demands. These findings suggest that the effectiveness of AI as a communicative scaffold is not inherent but co-constructed through scenario-specific affordances and constraints. The study contributes a scenario-sensitive framework to TAM and WTC research, providing pedagogical guidance for designing differentiated AI-mediated language tasks. Full article

This work thoroughly investigated the compound 4-(2,5-Dimethoxyphenyl)-3,4-dihydrobenzo[g]chromene-2,5,10-trione (DMDCT) using molecular docking, quantum chemical analysis, and vibrational spectroscopy methodology. The medicinal chemistry group has been particularly interested in chromene and benzochromene derivatives due to their wide range of pharmacological actions, including anticancer, antibacterial, anti-inflammatory, antioxidant, antiviral, and neuroprotective capabilities. In this connection, DMDCT has been explored to evaluate its biological, electrical, and structural properties. DFT using the B3LYP functional and 6–31G basis was established to conduct theoretical computations with the Gaussian 09 program. The findings from these computations provide insight into the following topics: NBO interactions, optimal molecular geometry, Mulliken charge distribution, frontier molecular orbitals, and MEP. Second-order perturbation theory has been used to assess stabilization energies arising from donor–acceptor interactions. Furthermore, general features such as chemical hardness, softness, and electronegativity were studied. The results suggest that DMDCT has stable electronic configurations and biologically relevant active sites. This integrated experimental and theoretical study supports the potential of DMDCT as a practical scaffold for future therapeutic applications and contributes valuable information regarding its vibrational and electronic behavior. Full article

Following the significant disruption of traditional teaching by the COVID-19 pandemic, gamified education—an approach integrating technology and cognitive strategies—has gained widespread attention and use among educators and learners. This study explores how game-based learning, supported by situated learning theory and game design elements, can boost learner motivation and knowledge construction. Using 20,293 user comments from the Chinese video platform Bilibili, the study applies sentiment analysis and LDA to uncover users’ sentimental tendencies and cognitive themes. The analysis identifies four core themes: (1) The application of contextual strategies in language learning, (2) Autonomous exploration and active participation in gamified learning, (3) Progressive enhancement of logical thinking in gamified environments, and (4) Teaching innovation in promoting knowledge construction and deepening. Building on these findings, the study further develops a cognitive scaffolding model integrating “contextualization–procedural logic–active construction” to explain the mechanisms of motivation–cognition interaction in gamified learning. Methodologically, this study innovatively combines LDA topic modeling with sentiment analysis, offering a new approach for multidimensional measurement of learner attitudes in gamified education. Theoretically, it extends the application of situated learning theory to digital education, providing systematic support for instructional design and meaning-making. Findings enrich empirical research on gamified learning and offer practical insights for optimizing educational platforms and personalized learning support. Full article

Social and emotional learning (SEL) is seldom explicitly considered in science-based higher education (HE), yet we argue that group-based lab learning both requires and facilitates the development of valuable interpersonal and emotional skills. This study focuses on Year 1 and Year 2 Biomedical Science undergraduates working in groups to undertake an innovative, discovery-based laboratory module. It explores students’ perceptions of how emotions impact science discovery learning and whether and how they used and developed social and emotional skills in this learning context. We draw together theories that explain the development of emotional intelligence and how people influence each other’s emotions, and apply them to an HE context. Data were collected using questionnaires and semi-structured interviews, and analysis identified three key themes: situated and social emotion in the lab, awareness of interpersonal emotional influence, and SEL as experiential and relational. These give insight into the subtle yet powerful ways that students work with emotion in the process of collaborative discovery learning. We identify successful strategies and challenges, and make recommendations for embedding SEL in Science, Technology, Engineering, and Mathematics (STEM) HE settings. These include approaches to integrate context-relevant emotional skill development, both explicitly and implicitly, and nurture peer emotional scaffolding. Full article

Pharmacists are increasingly expected to deliver medication therapy management (MTM) services, yet many pharmacy students report insufficient confidence and preparedness in executing these complex tasks. This study evaluated a scaffolded MTM instructional series integrated into a second-year pharmacy skills laboratory, aiming to enhance student competence through progressive, structured learning. A mixed-methods design assessed changes in self-reported confidence, performance-based outcomes, and reflective insights among 154 students across three educational tracks. The 14-week intervention included sequential activities such as medication history interviews, drug-related problem (DRP) identification, care plan development, and comprehensive MTM simulations. Pre- and post-intervention surveys revealed statistically significant improvements in all 18 confidence domains, with the greatest gains in therapeutic recommendations and prescriber communication. Effect sizes ranged from small to very large (Cohen’s d 0.33–1.05), indicating gains that were both statistically reliable and educationally meaningful. Performance assessments showed consistent proficiency across MTM components, with average scores ranging from 90% to 96%. Qualitative reflections reinforced these findings, highlighting growth in communication, individualized patient care, and professional identity formation. The scaffolded approach aligns with accreditation standards and instructional design theory, offering a model for pharmacy curricula. Despite limitations such as lack of a comparator group and potential response bias, the study demonstrates that scaffolded MTM instruction effectively supports skill acquisition and confidence, preparing students for real-world clinical practice. Full article

Active learning promises richer engagement, yet transnational English-medium engineering classrooms can remain quiet even when students are motivated. This study aims to explain this silence by examining the factors that encourage students to participate, the barriers that discourage them, and how student characteristics and coping strategies influence their participation. We conducted a mixed-methods survey of 402 undergraduates (Years 2–4) in a China–United Kingdom (Sino-UK) joint engineering programme in China. We analysed the closed-ended responses using descriptive and inferential statistics (including effect sizes) and the open-ended responses using inductive thematic analysis. Quantitative results showed that interest in the subject (76.6%) and career relevance (72.8%) were the most potent motivators. In contrast, fear of making mistakes (56%) and low confidence in public speaking (51%) were the most common barriers to participation. Other constraints included language load, deference to instructors, and prior passive learning experiences. Gender and discipline differences were negligible (Cramér’s V ≤ 0.09; Cohen’s d < 0.20). A small year-of-study effect also emerged, with later-year students marginally more confident in English-medium interactions. Qualitative analysis revealed recurring themes of evaluation anxiety, demands for technical vocabulary, inconsistent participation expectations, and reliance on private coping strategies (e.g., pre-class preparation, peer support, and after-class queries). We propose a ‘motivated-but-silent’ learner profile and blocked-pathway model where cultural, linguistic, and psychological filters prevent motivation from becoming classroom voice, refining Self-Determination Theory/Expectancy–Value Theory (SDT/EVT) and Willingness to Communicate (WTC) theories for transnational engineering contexts. These findings inform practice by recommending psychological safety measures, discipline-specific language scaffolds, and culturally responsive pedagogy to unlock student voice in English-medium Instruction/Transnational Education (EMI/TNE) settings. Full article

Type 2 diabetes mellitus (T2DM) remains a global health challenge, prompting the development of novel α-glucosidase inhibitors (AGIs) to regulate postprandial hyperglycemia. This study reports the design, synthesis, and evaluation of indole-based Schiff base derivatives (4a–j) bearing a fixed methoxy group at the C₅ position. This substitution was strategically introduced to enhance lipophilicity, electronic delocalization, and π-stacking within the enzyme active site. Among the series, compound 4g (3-bromophenyl) exhibited the highest inhibitory activity (IC₅₀ = 10.89 µM), outperforming the clinical reference acarbose (IC₅₀ = 48.95 µM). The mechanism was supported by in silico analyses, such as the Density Functional Theory (DFT), molecular electrostatic potential (MEP) mapping, and molecular dynamics simulations, and CNN-based docking revealed that 4g engages in stable hydrogen bonding and π–π interactions with key residues (Asp327, Asp542, and Phe649), suggesting a potent and selective mode of inhibition. In silico ADMET predictions indicated favorable pharmacokinetic properties. Together, these results establish C₅–methoxy substitution as a viable strategy to enhance α-glucosidase inhibition in indole-based scaffolds. Full article

Background/Objective: The present study reports the design, synthesis, and biological evaluation of novel imidazo-triazole derivatives as potential antidiabetic agents. Methods: The novel series was synthesized by treating amino-triazole bearing carboxylic acid with substituted 2-bromo acetophenone and was biologically compared with acarbose under in vitro analysis. Results: Structure–activity relationship (SAR) analysis revealed that among these compounds, remarkable activity was shown by compound 5 (having three hydroxyl substituents) with IC₅₀ value of 6.80 ± 0.10 and 7.10 ± 0.20 µM for α-amylase and α-glucosidase in comparison to reference drug acarbose. To support experimental findings, computational investigations including molecular docking, pharmacophore modeling, molecular dynamics simulations, density functional theory (DFT), and absorption distribution metabolism excretion and toxicity (ADMET) profiling were employed. These studies confirmed the stability of ligand–protein interactions and provided insights into electronic and reactivity features governing enzyme inhibition. Conclusions: Collectively, the integration of in vitro and in silico approaches underscores the potential of novel imidazo-triazole scaffolds as promising leads for the development of safer and more effective therapeutics against diabetes mellitus. Full article

We examined the effects of a digital reflection and feedback intervention for pre-service teachers during a five-month school placement (Praxissemester) in Germany. Three reflection formats were compared: text-based memory protocols (control), unguided viewing of self-recorded lessons, and a structured digital video annotation (DVA) format. Fifty-five secondary teacher candidates were randomized into the three conditions and completed a validated, video-based Analysis-Competence Test before and after the semester. Repeated-measures ANOVA and mixed models showed robust overall improvement in global analysis competence across all groups. For process-oriented reasoning (whole-lesson reflection), both video-based formats showed significant within-group gains that were descriptively larger than those of the text-based control, although between-condition differences were not statistically significant; for synthetic competence (focused on specific lesson situations), the annotation group and the text-only control improved significantly, whereas the video-only condition did not, with the structured annotation group achieving the largest within-group gains and a trend-level advantage in higher-order reflection. Between-group effects did not reach conventional significance in either rmANOVA or the mixed models, though trends favored the annotation scaffold. These findings suggest that time-stamped, theory-aligned scaffolds can help pre-service teachers move beyond surface-level description toward deeper, theory-informed reflection in practicum settings. Full article

As new technologies shape education, helping students develop historical consciousness remains a challenge. Building on Nordic curricula that emphasize students as both “history-made” and “history-making” citizens, this paper proposes an approach that integrates artificial intelligence (AI) with implicit digital game-based learning (DGBL) to learn and develop historical consciousness in education. We outline how traditional, lecture-driven history teaching often fails to convey the abstract principles of historicity (the idea that individual identity, social institutions, values, and ways of thinking are historically conditioned) and the interpretation of the past, understanding of the present, and perspective on the future. Building on Jeismann’s definition of historical consciousness, we identify a gap between the theory-rich notions of historical consciousness and classroom practice, where many educators either do not recognize it or interpret it intuitively from the curriculum’s limited wording, leaving the concept generally absent from the classroom. We then examine three theory-based methods of enriching teaching and learning. Game-based learning provides an interactive environment in which students assume roles, make decisions, and observe consequences, experiencing historical consciousness instead of only reading about it. AI contributes personalized, adaptive content: branching narratives evolve based on individual choices, non-player characters respond dynamically, and analytics guide scaffolding. Implicit learning theory suggests that embedding core principles directly into gameplay allows students to internalize complex ideas without interrupting immersion; they learn by doing, not by explicit instruction. Finally, we propose a model in which these elements combine: (1) game mechanics and narrative embed principles of historical consciousness; (2) AI dynamically adjusts challenges, generates novel scenarios, and delivers feedback; (3) key concepts are embedded into the game narrative so that students absorb them implicitly; and (4) follow-up reflection activities transform tacit understanding into explicit knowledge. We conclude by outlining a research agenda that includes prototyping interactive environments, conducting longitudinal studies to assess students’ learning outcomes, and exploring transferability to other abstract concepts. By situating students within scenarios that explore historicity and temporal interplay, this approach seeks to transform history education into an immersive, reflective practice where students see themselves as history-made and history-making and view the world through a historical lens. Full article

This study extended the Unified Theory of Acceptance and Use of Technology (UTAUT) by incorporating affective constructs (innovativeness, optimism, and hedonic motivation) to examine user adoption of autonomous bus (AB) in China, where government-supported deployment creates unique adoption dynamics. Analyzing 313 responses, collected via stratified sampling using SmartPLS 4.0, we identified innovativeness as the dominant driver (total effect, β = 0.347), directly influencing behavioral intention (β = 0.164*) and indirectly shaping optimism (β = 0.692*), effort expectancy (β = 0.347*), and hedonic motivation (β = 0.681*). Our findings highlight contextual influences in public service systems. Performance expectancy (β = 0.153*) exerts a stronger effect than hedonic or social factors (H6/H3 rejected), while optimism demonstrates a dual scaffolding effect (OPT→EE, β = 0.189*; OPT→PE, β = 0.401*), reflecting a “calculative optimism” pattern where users balance technological interest with pragmatic utility evaluation in policy-supported deployment contexts. From a practical perspective, these findings suggest targeting high-innovativeness users through incentive programs, emphasizing system reliability over ease of use, and implementing adapted designs. This study contributes to the literature both theoretically, by validating the hierarchical role of innovativeness in UTAUT, and practically, by offering actionable strategies for China’s ongoing AB deployment initiative, including ISO-standardized UX and policy tools such as municipal Innovator Badges. Full article

This article explores the manifestation of learner agency among primary school students within the context of competency-based education. Grounded in social cognitive theory and self-determination principles, the study examines how fourth-grade students set, implement, and reflect on personal learning goals through action research conducted in two Lithuanian schools. A total of 108 students participated by documenting their goals and reflections in journals, while teachers provided insights through interviews. The results reveal that students are capable of demonstrating agency through meaningful goal setting and reflective learning practices, especially when supported by a safe environment, constructive feedback, and opportunities for choice. However, the findings also highlight challenges—such as vague or overly ambitious goals, incomplete reflections, and concerning trends like excessive gaming or emotionally charged goals. The study underscores the critical role of teacher support in scaffolding goal-setting skills and fostering student motivation, while also emphasizing the need for early interventions in emotional literacy and digital well-being. It concludes that learner agency is a developable capacity requiring intentional pedagogical strategies and a reflective school culture. Full article