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Proceedings, 2026, IOCBS 2026

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Number of Papers: 2

7 pages, 177 KB

Open AccessProceeding Paper

Stigma as a Behavioral Determinant of Healthy Aging: Ageism and Dementia as Illustrative Contexts

by Priyasha Parekh, Julia Whyte and Shyh Poh Teo

Proceedings 2026, 147(1), 1; https://doi.org/10.3390/proceedings2026147001 - 30 Jun 2026

Viewed by 615

Abstract

Stigma, including ageism and dementia-related stigma, operates as a behavioral determinant shaping beliefs, expectations and actions across the life course. This narrative conceptual synthesis draws on World Health Organization frameworks and selected literature to examine how stigma influences behavior at individual and professional levels. Ageism reinforces assumptions of decline and dependency, which may be internalized, reducing engagement in health-promoting behaviors. Dementia stigma contributes to delayed help-seeking, underdiagnosis, and therapeutic nihilism, influencing clinical decision-making and access to rehabilitation and psychosocial interventions. Addressing stigma is critical to modifying behavior, improving care engagement, and supporting inclusive, person-centered approaches to healthy aging and dementia. Full article

8 pages, 230 KB

Open AccessProceeding Paper

Student Engagement, Autonomy and Teacher Support in Romanian High Schools: Evidence from a National Study

by Adela M. Țăranu and Simona A. Pascal

Proceedings 2026, 147(1), 2; https://doi.org/10.3390/proceedings2026147002 - 8 Sep 2026

Viewed by 90

Abstract

This study situates autonomy-related learning behaviors and forms of teacher support within the broader framework of student engagement in Romanian high schools. It presents a secondary analysis of a national mixed-methods study conducted in 2023. Quantitative analyses used responses from 3181 students in a two-stage cluster survey involving 237 school/specialization units; qualitative evidence came from focus groups and interviews in ten schools. Descriptive analyses, selected correlations, and an individual-level cross-tabulation were integrated with thematic findings. Personal learning methods, self-assessment, strategy adaptation, and a preference for learning independently were frequently reported, whereas learning-time management and additional self-directed learning were less common. Preferences for learning independently and for teacher explanations coexisted among 66.7% of students; teacher explanations were similarly endorsed across groups reporting higher and lower frequencies of learning better independently. Selected planning, monitoring, and strategy-adjustment behaviors were positively associated with corrective feedback, teacher explanations, or teacher-selected resources. Qualitative accounts showed how pedagogical guidance may follow independent effort and support understanding and strategy adjustment, while workload, long school days, and limited learning time may constrain responsibility for learning. The findings support guided autonomy as an analytical perspective linking student initiative with pedagogical structure, formative feedback, and relevant resources. Full article

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