Search Results (3,254)

In order to understand how health beliefs map onto health behaviors, a national survey, administered in the wake of the COVID-19 campus closures, was conducted to explore college students’ mind-body health beliefs and their health behaviors (across dimensions of physical exercise, diet/nutrition, and socialization). To this end, the Mind-Body Health Screener (MBHS), a five-item, Likert scale, brief measure, was developed. The present study applied an online survey design administered nationally to U.S. undergraduate students during the initial lockdowns with the pandemic (n = 557). To examine the psychometric properties of the MBHS, exploratory and confirmatory factor analyses were run as well as measures of reliability. Furthermore, linear regressions and effect sizes were computed to understand the connection between mind-body health beliefs and behaviors. While initial data supported the psychometric properties of the Mind-Body Health Screener (MBHS) developed for this purpose, substantive results suggested that mind-body health beliefs did not relate to mind-body health behaviors (either before or after the campus closures), aligning with the Cognitive Dissonance Theory. Post hoc analysis did, however, suggest a significant change in health behaviors from pre-campus closures to during the closures, suggesting students engaged in more physical exercise, eating behaviors, and socializing before campus closed, observed with small to large effects. Taken together, the findings of the present study illustrate how the Cognitive Dissonance Theory is a relevant perspective to consider the relation between health beliefs and behaviors during a period of immense stress, such as the COVID-19 initial campus closures. Full article

Action bias, the cognitive tendency to favor action over inaction regardless of its necessity, has been extensively studied across domains such as behavioral economics, organizational behavior, and policy development. However, its manifestation in educational contexts remains critically underexplored. In the digital age, with an abundance of both factual and misleading information, the persistence of action bias within education jeopardizes the cultivation of initial critical thinking capable of addressing multifaceted global challenges. The analysis indicates how institutional norms may foster a performative academic identity that conflates speed and compliance with intellectual competence. Through workshops conducted with university students ranging from undergraduate to PhD levels, participants were tasked with solving a practical yet ambiguous problem to highlight potential cognitive differences across educational stages. Despite prior training in critical thinking, participants consistently defaulted to immediate ideation, bypassing fundamental inquiries into the problem’s legitimacy or broader implications. Using a sensemaking approach, this study demonstrates that reflexive actions are not interpreted as merely cognitive shortcuts but behaviors shaped by educational systems prioritizing visible outputs over critical inquiry. The findings reveal how institutional norms foster a performative academic identity, conflating speed and compliance with intellectual competence. This research challenges traditional pedagogical models, advocating for educational reforms that emphasize assessing the process of learning. By situating action bias within the broader framework of active learning, this study offers actionable insights for educators, policy makers and researchers to foster critical innovative thinking, essential in an increasingly digital future. Full article

It has been widely acknowledged that HEIs have begun to play a critical role in effecting substantial societal change. This study aimed to investigate the association between perceived international medical students’ social sustainability and their satisfaction with academic life, within an integrated conceptual framework. A cross-sectional design was employed to collect data from 271 international undergraduate medical students from Romania. The data was analyzed with SEM in WarpPLS. The study’s findings indicated that social cohesion emerged as the strongest predictor and that inclusion contributed moderately to the students’ academic satisfaction, while HEI resilience had a small effect on the students’ academic satisfaction. Social cohesion enhanced HEI resilience and inclusion, and HEI resilience was associated with inclusion. Overall social sustainability was found to be a moderately significant predictor of students’ academic life satisfaction. The results of the study provide a valuable theoretical contribution by validating a second-order model of social sustainability in an HEI. The practical implications highlight the necessity of focusing on both the components and the overall social sustainability for the successful development of student-centered HEIs. Full article

Service or community engaged learning has gained momentum as a strategy for developing engineering students’ professional skills while facilitating engagement with the real-world complexities of engineering problem-solving. Along with other critical scholars of engineering education, we argue that embedding social justice frameworks into engineering education, including sensibility around difference, power, and privilege, is required in order for engineering to meet the great sustainability and equity challenges of our time. This paper investigates how social justice course content and community engaged learning experiences can change engineering student attitudes toward civic engagement and social responsibility. We also explore how such content increases interest in engineering among students underrepresented in the field. Using pre-/post-survey data and focus group discussions, we conducted a quantitative and qualitative evaluation of student experience in an advanced undergraduate engineering course at a public research university that integrated social justice content with hands-on community engaged projects. Our analysis of survey results show that (1) students placed greater importance on justice-oriented civic engagement and socially responsible engineering after completing the course; (2) women and underrepresented racial/ethnic groups demonstrated greater interest in community engaged projects, and women indicated a greater interest in engineering at the end of the course than men; and (3) participation in a community engaged project also increased students’ interest in engineering, humanized problems that might have traditionally been construed as technological, and deepened the value students placed on non-technical forms of knowledge and their sense of moral and ethical responsibilities. Full article

Background: Breastfeeding promotion is a public health priority in China, yet the exclusive breastfeeding rate remains below national targets. Nursing students, as future key promoters, often report insufficient knowledge, but their attitudes are less clear. Objective: This study aimed to assess breastfeeding attitudes and identify their associated factors among Chinese nursing undergraduates, thereby providing an evidence base for the design of effective educational interventions. Design, Setting and Participants: A cross-sectional study was conducted from October 2024 to January 2025 at a medical university in Anhui Province, China, with 753 nursing students participating. Methods: The participants completed the General Information Questionnaire, the Chinese version of the Comprehensive Breastfeeding Knowledge Scale (CBKS), and the Iowa Infant Feeding Attitude Scale (IIFAS). We analyzed the data via Spearman correlation, univariate analysis, and multiple linear regression. Results: The overall IIFAS score for nursing students was 54 (51, 59), with attitude scores showing a significant positive correlation with knowledge (r = 0.462, p < 0.001). Multiple linear regression revealed that breastfeeding attitudes were significantly predicted by CBKS score (β = 2.975), grade (β = 2.887), major (β = 3.235), and breastfeeding intention (β = 8.089, all p < 0.001), as well as by feeding type before six months (β = −1.591, p = 0.020). The overall model accounted for 32.7% of the variance (R² = 0.327, F = 51.666, p < 0.001). Conclusions: This study demonstrates that Chinese nursing undergraduates hold predominantly neutral attitudes toward breastfeeding. These attitudes show significant associations with their knowledge level and personal feeding intention, which underscores the necessity of integrating attitude-focused education into nursing curricula. Full article

The influential role of mentors in undergraduate research experiences (UREs) is of the utmost importance. This study examined the differences between cohorts among engineering undergraduate students who participated in a one-year research-focused program at a Hispanic-serving institution (HSI). The study’s purpose was to gain insight into the mentors’ influence on students’ learning by assessing different cohorts as well as the acquisition of social, professional, technical, and research skills. With a mixed-methods approach, undergraduate students responded to surveys and participated in one-on-one interviews describing the relationships with their mentors. Results indicated differences by cohort in three areas: research understanding in engineering, professional and social skills, and research skills, with students from cohort three scoring lower than the other cohorts in all three sections. Students from the third cohort found gaps and limitations in the mentoring, while students from the other cohorts described benefits and gains with mentors sharing personal, academic, and professional experiences. Students expressed a stronger connection with their mentors when mentors showed accessibility, availability, knowledge, and willingness to support students. Institutional programs should be aware of the essential role mentors play in creating a welcoming and positive climate for students that could ultimately change students’ decisions about their career plans. Full article

Bacteriophages have been widely investigated as a promising treatment of food, medical equipment, and humans colonized by antibiotic-resistant bacteria. Phages pose particular interest in combating those bacteria which form biofilms, such as the medically important human pathogen Pseudomonas aeruginosa and several plant pathogens, including P. syringae. In an undergraduate lab course, P. putida was used as the host to isolate novel anti-pseudomonal bacteriophages. Environmental samples of soil and water were collected, and purified phage isolates were obtained. After Illumina sequencing, genomes of these phages were assembled de novo and annotated. Assembled genomes were compared with known genomes in the literature and GenBank to identify taxonomic relations and to refine their functional annotations. The thirteen phages described are sipho-, myo-, and podoviruses in several families of Caudoviricetes, spanning several novel genera, with genomes ranging from 40,000 to 96,000 bp. One phage (DDSR119) is unique and is the first reported P. putida siphovirus. The remaining 12 can be clustered into four distinct groups. Six are highly related to each other and to previously described Autotranscriptaviridae phages: Waldo5, PlaquesPlease, and Laces98 all belong to the Waldovirus genus, whereas Stalingrad, Bosely, and Stamos belong to the Troedvirus genus. Zuri was previously classified as the founding member of a new genus Zurivirus within the family Schitoviridae. Ebordelon and Holyagarpour each represent different species within Zurivirus, whereas Meara is a more distantly related member of the Schitoviridae. Dolphis and Jeremy are similar enough to form a genus but have only a few distant relatives among sequenced phages and are notable for being temperate. We identified the lysis cassettes in all 13 phages, compared tail spike structures, and found auxiliary metabolic genes in several. Studies like these, which isolate and characterize infectious virions, enable the identification of novel proteins and molecular systems and also provide the raw materials for further study, evaluation, and manipulation of phage proteins and their hosts. Full article

Environmental DNA (eDNA) detection has emerged as a powerful, non-invasive tool for identifying aquatic organisms, particularly those that are rare, elusive, or invasive. Dreissena polymorpha (zebra mussel) is an invasive bivalve posing ecological and economic threats to North American freshwater systems. In April 2021, zebra mussels were discovered attached to a boat destined for Lake Sidney Lanier in North Georgia—a high-use recreational reservoir with no prior reports of infestation. To determine whether D. polymorpha had been introduced, we implemented a biomonitoring protocol leveraging eDNA collection and PCR-based detection. Sampling was conducted during summer 2022 across high-risk marina sites and potential habitats. Positive controls from the Tennessee River yielded expected results, while Lake Lanier samples showed no evidence of zebra mussel DNA. Our results validate using eDNA methodology for proactive biomonitoring and highlight the importance of molecular surveillance and community outreach to prevent the establishment of invasive species in vulnerable aquatic systems. This study demonstrates the utility of a scalable, replicable early detection framework that can be adopted by educational institutions, natural resource agencies, and community groups to mitigate the risk of biological invasions. Full article

Background: Globally, uncorrected refractive errors are recognized as the primary cause of visual impairment and blindness. According to a report by the World Health Organization (WHO), providing spectacle lenses at an affordable cost remains a significant challenge, particularly for underprivileged populations in developing countries. This challenge contributes to the low compliance with spectacle wear worldwide. However, the benefits of wearing spectacles are influenced by the perceptions of the population regarding spectacle use. Methods: A quantitative, cross-sectional survey-based study was conducted at a superior educative center in Oman, the University of Buraimi. Participants were recruited from the four major colleges, namely, the College of Health Sciences (COHS), College of Business (COB), College of Engineering (COE), and College of Law (COL), and the Center for Foundation Studies (CFS). This study was conducted over the period from 18 December 2022 to 18 December 2023. Essential data were collected using an electronic questionnaire facilitated by the Google platform. The initial section of the questionnaire outlines this study’s objectives and its benefits to the community. The digital survey comprises three sections: the first section addresses the sociodemographic profile of the participants; the second section explores perceptions related to spectacles; and the third section examines visual symptoms associated with spectacle wear. In this study, a pre-tested survey was administered following consultation with a panel of three subject matter experts who reviewed the clarity and content validity of the test items. Data analyses were performed using descriptive statistics, and linear regression was applied to assess the effect of socioeconomic profile on perceptions of spectacles. Additionally, data entry, processing, and analysis were conducted using SPSS 25 software. The overall mean score for spectacle-related visual symptoms was 2.51 ± 0.75, indicating a moderate level of symptom occurrence. Results: A total of 415 participants (N = 415) were included in this study, comprising 133 males (32.0%) and 282 females (68.0%). The most prominent symptoms related to spectacle perception were “light sensitivity” and “eye pain”, with mean values of 3.03 ± 1.30 and 3.04 ± 1.25, respectively. Additionally, 249 participants (60%) reported moderate concern regarding spectacle-related visual symptoms. Among female participants, 118 (41.8%) exhibited little concern about visual symptoms associated with spectacle wear, whereas this was observed in 25.6% of male participants. Descriptive statistics indicated the mean perceived spectacle-related disadvantages score measured on a scale of 0 to 4 was 2.88 ± 1.16 (57.69% ± 23.15% in percentages), reflecting a moderate perception of such disadvantages. The linear regression model demonstrated statistical significance, as indicated by the likelihood ratio chi-square = 199.194 (df = 15, p < 0.001). The most significant predictor was study major (χ² = 72.922, p < 0.001). Conclusions: The present study indicates that undergraduate students generally exhibit a low perception of the disadvantages associated with wearing spectacles. Randomized sampling should be preferred in future studies to the convenience sampling technique. The most frequently reported visual symptoms include “light sensitivity and eye pain” among spectacle wearers. Therefore, it is imperative to implement health education programs and foundational studies across colleges to address these issues among undergraduate university students. Full article

We investigated the impact of incorporating quantitative reasoning for deeper sense-making in a Quantum Interactive Learning Tutorial (QuILT) on students’ conceptual performance using a framework emphasizing integration of conceptual and quantitative aspects of quantum optics. In this investigation, we compared two versions of the QuILT that were developed and validated to help students learn various aspects of quantum optics using a Mach Zehnder Interferometer with single photons and polarizers. One version of the QuILT is entirely conceptual while the other version integrates quantitative and conceptual reasoning (hybrid version). Performance on conceptual questions of upper-level undergraduate and graduate students who engaged with the hybrid QuILT was compared with that of those who utilized the conceptual QuILT emphasizing the same concepts. Both versions of the QuILT focus on the same concepts, use a scaffolded approach to learning, and take advantage of research on students’ difficulties in learning these challenging concepts as well as a cognitive task analysis from an expert perspective as a guide. The hybrid and conceptual QuILTs were used in courses for upper-level undergraduates or first-year physics graduate students in several consecutive years at the same university. The same conceptual pre-test and post-test were administered after traditional lecture-based instruction in relevant concepts and after student engaged with the QuILT, respectively. We find that the post-test performance of physics graduate students who utilized the hybrid QuILT on conceptual questions, on average, was better than those who utilized the conceptual QuILT. For undergraduates, the results showed differences for different classes. One possible interpretation of these findings that is consistent with our framework is that integrating conceptual and quantitative aspects of physics in research-based tools and pedagogies should be commensurate with students’ prior knowledge of physics and mathematics involved so that students do not experience cognitive overload while engaging with such learning tools and have appropriate opportunities for metacognition, deeper sense-making, and knowledge organization. In the undergraduate course in which many students did not derive added benefit from the integration of conceptual and quantitative aspects, their pre-test performance suggests that the traditional lecture-based instruction may not have sufficiently provided a “first coat” to help students avoid cognitive overload when engaging with the hybrid QuILT. These findings suggest that different groups of students can benefit from a research-based learning tool that integrates conceptual and quantitative aspects if cognitive overload while learning is prevented either due to students’ high mathematical facility or due to their reasonable conceptual facility before engaging with the learning tool. Full article

Background: Depression is one of the most common mental disorders among undergraduate students, particularly those in medical training, who face high academic demands and emotional burdens. Biological factors such as lipid abnormalities have been proposed as contributors to depressive symptoms, although evidence in this group is scarce. Therefore, we aimed to evaluate the association between triglyceride and total cholesterol levels and depressive symptoms in medical students. Methods: We conducted a cross-sectional study including 219 medical students from a public university in Mexico. Depressive symptoms were assessed using the CESD-7 scale, validated in the Mexican population. Fasting triglyceride and total cholesterol concentrations were measured with the Accutrend Plus analyzer. Prevalence ratios (PRs) and 95% confidence intervals (CIs) were estimated using robust Poisson regression, adjusting for potential confounders. Results: Overall, 38.8% of students presented depressive symptoms. In adjusted continuous models, each 10 mg/dL increase in triglycerides was associated with a 4% higher prevalence of depression (PR = 1.04, 95% CI 1.03–1.06), while each 10 mg/dL increase in total cholesterol was associated with a 13% higher prevalence (PR = 1.13, 95% CI 1.05–1.21). Analyses using clinically relevant cutoffs confirmed these associations: triglycerides ≥ 150 mg/dL (PR = 1.76, 95% CI 1.24–2.48) and cholesterol ≥ 200 mg/dL (PR = 1.66, 95% CI 1.19–2.31). Conclusions: Dyslipidemias may play a relevant role in the mental health of young adults and highlight the importance of incorporating metabolic risk assessment into strategies to prevent and address depression in medical students. Full article

This study presents a vertically integrated Project-Based Learning (PBL) and Community-Based Learning (CBL) framework that connects postgraduate and undergraduate programs in Applied Chemistry and Agricultural Engineering. Postgraduate students synthesized zeolite-based materials for nutrient recovery, which were subsequently applied by undergraduate students in field trials conducted in collaboration with rural farming communities. The project was evaluated using rubrics, surveys, focus groups, and reflective journals. Results demonstrated substantial development of technical, communication, and critical thinking skills, with students highlighting the value of linking theory to practice. Community feedback confirmed the perceived benefits of the material for soil improvement and fertilizer efficiency, while also underscoring the need for sustained engagement. Despite challenges such as curricular coordination and resource constraints, the model effectively fostered interdisciplinary learning and social impact. These findings highlight the contribution of this sequentially instructional design to STEM education by connecting research, teaching, and outreach within a constructivist, sustainability-oriented approach. Full article

Nowadays, Flutter with the Dart programming language has become widely popular in mobile developments, allowing developers to build multi-platform applications using one codebase. An increasing number of companies are adopting these technologies to create scalable and maintainable mobile applications. Despite this increasing relevance, university curricula often lack structured resources for Flutter/Dart, limiting opportunities for students to learn it in academic environments. To address this gap, we previously developed the Flutter Programming Learning Assistance System (FPLAS), which supports self-learning through interactive problems focused on code comprehension through code-based exercises and visual interfaces. However, it was observed that many students completed the exercises without fully understanding even basic concepts, if they already had some knowledge of object-oriented programming (OOP). As a result, they may not be able to design and implement Flutter/Dart codes independently, highlighting a mismatch between the system’s outcomes and intended learning goals. In this paper, we propose a guided self-study approach of integrating documentation, code, visual output, and exercise in FPLAS. Two existing problem types, namely, Grammar Understanding Problems (GUP) and Element Fill-in-Blank Problems (EFP), are combined together with documentation, code, and output into a new format called Integrated Introductory Problems (INTs). For evaluations, we generated 16 INT instances and conducted two rounds of evaluations. The first round with 23 master students in Okayama University, Japan, showed high correct answer rates but low usability ratings. After revising the documentation and the system design, the second round with 25 fourth-year undergraduate students in the same university demonstrated high usability and consistent performances, which confirms the effectiveness of the proposal. Full article

Language learners increasingly rely on intelligent digital tools to supplement their learning experiences, yet existing chatbots often provide limited support, lacking adaptability, personalization, or domain-specific intelligence. This study introduces a novel AI-powered multi-agent chatbot architecture designed to support English–Arabic translation and language learning. Developed through a three-phase methodology, offline preparation, real-time deployment, and evaluation, the system employs both retrieval-based and generative AI models, with specialized agents managing tasks such as translation, example retrieval, user translation review, and learning feedback. The chatbot was developed using a hybrid architecture incorporating fine-tuned Generative Pre-trained Transformer (GPT) model, sentence embedding techniques, and similarity evaluation metrics. A user study involving 40 undergraduate students and 4 faculty members evaluated the system across usability, effectiveness, and pedagogical value. Results show that the multi-agent chatbot significantly enhanced learner engagement, provided accurate and contextually appropriate language support, and was positively received by both students and instructors. These findings demonstrate the value of multi-agent design in language learning applications and highlight the potential of AI-driven chatbots as intelligent educational assistants. Full article

Objective: This study aimed to evaluate food insecurity and associated factors during and after remote learning among undergraduates at Brazilian public universities. Methods: This is a comparative study of two cross-sectional studies; the first had its data collection from August 2020 to February 2021, and the second from May 2023 to December 2023. The questionnaire contained socio-economic variables, the Brazilian Food Insecurity Scale, the Diet Quality Scale, and the Perceived Stress Scale. Results: In total, 4799 undergraduates of Brazilian public universities responded in the first study, and 2897 responded in the second. Food insecurity was present in 36.5% of the students in 2020/2021 and 35.9% of the students in 2023. In the correspondence analysis, low income, poor health, stress and poor diet were associated with food insecurity in 2020/2021. Low income, reduced income, poor health, stress and diet quality were associated with food insecurity in 2023. Logistic regressions demonstrated that the year of collection, whether during or after remote learning, did not significantly contribute to food insecurity. However, students from low-income families had the highest AOR for food insecurity; no change in income or weight and lower perceptions of stress were associated with a lower AOR for food insecurity. Full article