Search Results (234)

Introduction: The wellbeing of humans and the planet is negatively impacted by unhealthy eating behaviors and excessive food waste. Mindfulness approaches have the potential to help people modify their behavior to achieve healthier outcomes. Pilot testing methods to sustainably support healthy eating and reduce food waste are essential for identifying effective ways to promote human and planetary health. Methods: A pilot study was conducted to test a virtual mindful eating program to improve eating behaviors and reduce food waste among a small sample of U.S. adults. Mixed-methods approaches were used to identify the efficacy of the piloted intervention on mindfulness, eating behaviors, and food waste while identifying participant perspectives of the mindful eating program. Results: Quantitative study outcomes indicated positive intervention effects on hunger/satiety cues and food appreciation. No significant intervention effects were detected on mindfulness or food waste. Qualitative findings highlighted participant reports of experiencing greater self-awareness, an improved relationship with food, and a sense of creativity with meal preparation. Conclusions: This pilot study tested a novel mindful eating program that improved eating behaviors related to hunger/satiety and increased food appreciation. The program was accepted by participants, but it did not increase mindfulness or reduce food waste. Future iterations of this mindful eating program will require modifications to test different approaches for increasing mindfulness and reducing food waste while expanding the positive effects on healthy eating. Full article

Background: Intermediate care units face growing complexity due to aging populations and chronic illnesses. Non-technical skills such as empathy and communication are crucial for quality care. We aimed to examine the relationship between communication skills, self-efficacy, and sense of coherence among intermediate care nurses. Methods: We conducted an observational, cross-sectional study with 60 intermediate care nurses from three units in a Catalan hospital, Spain. Participants engaged in high-fidelity simulation using geriatric end-of-life scenarios with an ultra-realistic manikin representing a geriatric patient at the end of life. NTSs were measured using validated tools: the Health Professionals Communication Skills Scale (HP-CSS), the General Self-Efficacy Scale, and the Sense of Coherence Questionnaire (OLQ-13). Sessions followed INACSL standards, including prebriefing, simulation, and debriefing phases. Results: Post-simulation outcomes revealed significant gains in interpersonal competencies, with men reporting higher assertiveness (p = 0.015) and greater satisfaction with both the simulation experience (p = 0.003) and the instructor (p = 0.008), underscoring gender-related perceptions in immersive training. Conclusions: Ultra-realistic clinical simulation is effective in enhancing NTS among intermediate care nurses, contributing to improved care quality and clearer professional profiles in geriatric nursing. Full article

This paper examines the importance of ‘education outside the classroom’ (EOtC) in an Australian secondary school. The primary aim was to develop a sense of belonging, build resilience, and enhance wellbeing in female students. This study investigated two cohorts of Year 9 students (aged 14–15 yrs) who participated in a four-week residential EOtC pilot program. The first cohort (Wave 1; N = 58) undertook the program alongside (N = 39) boys. The second cohort was single-sex girls (Wave 2; N = 28). A mixed-methods research design was implemented to inform experiences of students, parents, and staff and to triangulate inferences drawn from the data. Quantitative data was gained from pre- and post-program surveys with students and parents, whilst qualitative data was gathered from student focus groups, staff, and parents through semi-structured interviews to assess more nuanced impacts. School belonging was measured using the PISA six-item scale. Academic buoyancy was quantified using the four-item Academic Buoyancy Scale. Self-efficacy, peer relations, and resilience were evaluated by employing the 34-item Adolescent Girls’ Resilience Scale. The findings revealed significant improvements in students’ sense of belonging, including higher levels of school belonging than reported Australia-wide averages for 15-year-olds. Despite students’ mean academic buoyancy scores being more than a point lower than reported baseline scores for Australian high school students, it was promising to see a modest increase following the EOtC program. In conclusion, EOtC is a potent vehicle for developing a sense of belonging, enhancing resilience, and equipping students to deal with academic challenges. Full article

Background: Dyspeptic symptoms are very common in the general population, with an estimated prevalence of 14% to 41%, and the majority of patients experience symptoms without an organic cause for them (so-called functional dyspepsia). While the pathophysiology of functional dyspepsia remains elusive, the impact of functional dyspepsia on quality of life is detrimental. The treatment involves a change in lifestyle—a healthy diet and physical activity—in combination with pharmacological treatments. However, currently, there is no standard therapy for this condition, although a nutritional approach appears to be feasible and well accepted by patients. In this context, the intake of some mineral water types might be able to play an important role. Objective: The aim of the present study was to evaluate whether the regular intake of bicarbonate natural mineral water (Aqua Carpatica from source “F2 Păltiniș”) is able to positively influence the symptomatic process of dyspepsia, promoting digestion and improving the quality of life of patients. Methods: The patients enrolled in this open-label study had diagnosis of functional dyspepsia formulated in accordance with the Rome III criteria. During the 4-week study, patients had to ingest tap water at 1.5 L/day (wash-out period: 2 weeks), and in the 2-week subsequent period, they had to ingest alkaline natural mineral water at 1.5 L/day. The primary efficacy endpoint of this study includes a statistically significant improvement (p < 0.05) in the “heartburn”, “regurgitation”, and “dyspepsia” subscales and the total Reflux Disease Questionnaire’s (RDQ) score with respect to the effects of alkaline natural mineral water. As secondary endpoints, we considered statistically significant improvements (p < 0.05) in quality-of-life scores (Psychological General Well-Being Index—Short form; PGWB-S), the patient’s self-assessment of the state of efficiency of their digestion, and their sense of post-prandial fullness, as well as the use of antacids. Results: Forty-five patients were enrolled: all were Caucasian and mostly women (25, 55.6% vs. 20 men, 44.4%), and they were aged between 25 and 75 years (50.6 ± 13.5 years; mean ± SD). The results of this preliminary study show a significant improvement in functional dyspepsia symptoms—as assessed via the RDQ—and an improvement in quality of life—as assessed using the PGWB-S score—after the intake of alkaline natural mineral water. Conclusions: This preliminary study provides clinical evidence for a recommendation of alkaline natural mineral water as a symptomatic treatment of dyspepsia. Full article

Self-realization, a multifaceted concept, has long been a subject of interest in the scientific literature. Given its profound impact on overall well-being and work-related satisfaction, the development of instruments capturing its complexity assumes significant relevance. Therefore, this study presents the development and validation of the META—Measurement for Evolution, Transformation, and Autorealization, a self-report measure designed to assess the propensity for self-realization. The study involved a sample of 634 participants, who completed a survey comprising the META, Satisfaction with Life Scale, Career Adapt-Abilities Scale, General Self-Efficacy Scale, Insight Orientation Scale, and 10-item Connor–Davidson Resilience Scale. The analyses confirmed the statistical solidity of the three hypothesized sections; Part A (Evolutionary Thrust), including Sense of life, Spirit of service, Self-Authorizing, Self-Centering, and Internal Drive for Realization; Part B (Transformative Adaptation), including Propensity for transformation, Distress to change, Adaptability, and Fullness of the Experience; Part C (Work Attitude), including Social Service and Care, Administrative and Office Works, Entrepreneurship, Customer Service and Hospitality, and Manual activities. Factor analyses supported the structural validity of the three hypothesized sections of the META, and all subscales showed good to excellent internal consistency. Significant correlations between the META dimensions/subdimensions and self-realization or well-being outcomes also emerged. The META showed excellent psychometric properties and may be used in various fields, promoting advancements in research and practices supporting well-being and personal fulfilment. Full article

The rapid spread of artificial intelligence (AI) in education means that students need to master both AI literacy and personal agency. This study situates a sample of 425 Slovenian secondary technical students within a three-tier framework that maps psychological empowerment onto AI literacy outcomes within a cultural–historical activity system. The agency competence assessments yielded four profiles of student agency, ranging from fully empowered to largely disempowered. The cluster membership explained significant additional variance in AI literacy scores, supporting the additive empowerment model in an AI-rich vocational education and training context. The predictive modeling revealed that while self-efficacy, mastery-oriented motivations, and metacognitive self-regulation contributed uniquely—though small—to improving AI literacy, an unexpectedly negative relationship was identified for internal locus of control and for behavioral self-regulation focused narrowly on routines, with no significant impact observed for grit-like perseverance. These findings underscore the importance of fostering reflective, mastery-based, and self-evaluative learning dispositions over inflexible or solely routine-driven strategies in the development of AI literacy. Addressing these nuanced determinants may also be vital in narrowing AI literacy gaps observed between diverse disciplinary cohorts, as supported by recent multi-dimensional literacy frameworks and disciplinary pathway analyses. Embedding autonomy-supportive, mastery-oriented, student-centered projects and explicit metacognitive training into AI curricula could shift control inward and benefit students with low skills, helping to forge an agency-driven pathway to higher levels of AI literacy among high school students. The most striking and unexpected finding of this study is that students with a strong sense of competence—manifested as high self-efficacy—can achieve foundational AI literacy levels equivalent to those possessing broader, more holistic agentic profiles, suggesting that competence alone may be sufficient for acquiring essential AI knowledge. This challenges prevailing models that emphasize a multidimensional approach to agency and has significant implications for designing targeted interventions and curricula to rapidly build AI literacy in diverse learner populations. Full article

Programming education has become increasingly vital within global K–12 curricula, and large language models (LLMs) offer promising solutions to systemic challenges such as limited teacher expertise and insufficient personalized support. Adopting a human-centric and systems-oriented perspective, this study employed a six-week quasi-experimental design involving 103 Grade 7 students in China to investigate the effects of instruction supported by the iFLYTEK Spark model. Results showed that the experimental group significantly outperformed the control group in programming performance, cognitive interest, and programming self-efficacy. Beyond these quantitative outcomes, qualitative interviews revealed that LLM-assisted instruction enhanced students’ self-directed learning, a sense of real-time human–machine interaction, and exploratory learning behaviors, forming an intelligent human–AI learning system. These findings underscore the integrative potential of LLMs to support competence, autonomy, and engagement within digital learning systems. This study concludes by discussing the implications for intelligent educational system design and directions for future socio-technical research. Full article

Developing a strong sense of self-efficacy is thought to be decisive for student teachers to help them prepare for challenges in the profession. However, while most recognize that confidence in teaching involves multiple and interrelated dimensions, we know little about the interplay between dimensions, hindering our understanding of how self-efficacy is nurtured and affected. This study examines how different self-efficacy dimensions relate, using a recently developed and targeted measure of Practice Self-Efficacy (PSE) for student teachers. With chain graph models, used on survey data from 405 first-year student teachers from a Danish University College, we find that most, but not all, PSE dimensions are related, with the strongest associations found among dimensions within the Teaching-related domain. Most PSE dimensions were not associated with student teachers’ background characteristics, except for Differentiation PSE and Teaching in itself PSE. Thus, teaching experience prior to teacher education was negatively associated with Differentiation PSE, whereas it was positively associated with Teaching in itself PSE and with differing strengths dependent on chosen teaching major. The results point to possible areas in teacher education where interventions may effectively enhance practice self-efficacy among first-year students. Full article

COVID-19 school closures forced German high-school graduates (Abitur 2022 cohort) to prepare for their final examinations with lengthy learning times at home. Guided by transactional stress theory, we tested how personal resources—self-regulated learning (SRL) skills and academic self-efficacy—and contextual resources—perceived teacher support and teacher digital competence—jointly predicted perceived stress during exam preparation. A cross-sectional online survey (June–July 2022) yielded complete data from N = 2379 students (68% female; Mage = 18.3). Six latent constructs were measured with 23 items and showed adequate reliability (0.71 ≤ α/ω ≤ 0.89). A six-factor CFA fit the data acceptably (CFI = 0.909, RMSEA = 0.064). The structural equation model (CFI = 0.935, RMSEA = 0.064) explained 35% of the variance in stress and 23% of the variance in SRL—action. Academic self-efficacy (β = −0.31, p < 0.001), perceived support (β = −0.28, p < 0.001), teacher digital competence (β = −0.08, p < 0.001), COVID-19 learning disruptions (β = +0.13, p < 0.001), and gender (male = 0.32 SD lower stress, p < 0.001) had direct effects on stress. SRL—action’s direct path was small and non-significant (β = −0.02). Teacher digital competence also reduced stress indirectly through greater perceived support (standardized indirect β = −0.11, p < 0.001). The results highlight self-efficacy and perceived instructional support as the most potent buffers of pandemic-related stress, whereas cancelled lessons added strain. Boosting teachers’ digital pedagogical skills has a dual payoff—raising students’ sense of support and lowering their stress. Full article

With the increasing demands of long-term overseas assignments, workers in isolated environments, such as maritime crews, often experience heightened psychological stress and a lack of accessible emotional support. This study investigates the effectiveness of online song intervention program based on contextual support model in reducing work-related distress and enhancing psychological resilience among the ship crews dispatched for an extensive period for work. Eighteen overseas workers participated in a four-week intervention that included both individual and group sessions, where they engaged with songs to cultivate personal and interpersonal resources. A deductive content analysis following the intervention revealed 3 main categories, 6 generic categories, and 14 subcategories. The three main categories identified were relationships, autonomy, and mood regulation. The relationships category encompassed support systems and bonding, focusing on empathy, consolation, positive perspective, vicarious empowerment, trust, and changes of perspective. Autonomy involved fostering a sense of control and fulfillment through determination, anticipation, motivation, and achievement. Mood regulation was divided into grounding and emotional resolution, which included containment, sedation, externalization, and ventilation. The findings highlight that song lyrics offer valuable insights for developing resources aimed at mood regulation, social support, and self-efficacy, helping to alleviate work-related stress during dispatch periods. Songs also foster a sense of control, competence, and relational connectedness, with mood regulation emerging as a key feature of their emotional impact. These results suggest that incorporating songs with lyrics focused on personal and interpersonal resources could be an effective strategy to support remotely dispatched workers. Furthermore, this approach appears to be a viable and scalable solution for online programs. Full article

This study explored the role of positive education practices in predicting teacher well-being, life satisfaction, and self-efficacy. Background:Drawing on positive psychology principles, positive education integrates evidence-based strategies aimed at fostering emotional resilience, engagement, and flourishing in educational settings. Methods: A cross-sectional quantitative design was employed. A total of 175 primary and secondary school teachers using validated instruments, including the Positive Education Practice Scale (PEPS), PERMA (Positive Emotion, Engagement, Relationships, Meaning, and Accomplishment) Profiler, Satisfaction with Life Scale (SWLS), and Teachers’ Sense of Efficacy Scale (TSES), participated. Results: Factorial ANOVA results indicated that training background, rather than years of experience, significantly influenced the extent of PEPS implementation, with specialised training showing the strongest effects. Spearman’s correlations revealed that PEPS scores were positively associated with PERMA, life satisfaction, and teacher self-efficacy. Hierarchical regression analyses further demonstrated that PEPS significantly predicted PERMA, life satisfaction, and self-efficacy beyond demographic and professional factors. Conclusions: The findings highlighted the importance of positive education in enhancing teacher well-being and professional efficacy. This research underscored the need for targeted teacher training in positive psychology approaches to foster supportive and thriving school environments. Full article

Drawing on Antonovsky’s salutogenic model, this study investigated how stressful life events relate to university students’ sense of coherence (SOC), focusing on the potential mediating roles of coping style and general self-efficacy, and the moderating role of stress mindset. An analysis of data collected from 2454 Chinese college students (63.6% males, 36.4% females) revealed that stressful life events negatively predicted SOC, with coping style and general self-efficacy significantly sequentially mediating this relationship. Furthermore, stress mindset moderated the relationship between stressful life events and coping style, such that a more positive mindset was associated with more adaptive coping under stress. These findings support the dual-pathway structure of the salutogenic model by illustrating both behavioral and perceptual mechanisms. Importantly, they also underscore the idea that stress, when cognitively reappraised and effectively managed, may contribute to the development of SOC—rather than simply undermining it. This highlights the potential value of stress itself within salutogenic processes. The study offers theoretical insights and preliminary directions for strength-based mental health promotion in higher education settings. Full article

Biofilms are complex microbial communities encased within a self-produced extracellular matrix, which plays a critical role in chronic infections and antimicrobial resistance. These enhance pathogen survival and virulence by protecting against host immune defenses and conventional antimicrobial treatments, posing substantial challenges in clinical contexts such as device-associated infections and chronic wounds. Secondary metabolites derived from medicinal plants, such as alkaloids, tannins, flavonoids, phenolic acids, and essential oils, have gained attention as promising agents against biofilm formation, microbial virulence, and antibiotic resistance. These natural compounds not only limit microbial growth and biofilm development but also disrupt communication between bacteria, known as quorum sensing, which reduces their ability to cause disease. Through progress in nanotechnology, various nanocarriers such as lipid-based systems, polymeric nanoparticles, and metal nanoparticles have been developed to improve the solubility, stability, and cellular uptake of phytochemicals. In addition, the synergistic use of plant-based metabolites with conventional antibiotics or antifungal drugs has shown promise in tackling drug-resistant microorganisms and revitalizing existing drugs. This review comprehensively discusses the efficacy of pure secondary metabolites from medicinal plants, both as individuals and in nanoformulated forms or in combination with antimicrobial agents, as alternative strategies to control biofilm-forming pathogens. The molecular mechanisms underlying their antibiofilm and antivirulence activities are discussed in detail. Lastly, the current pitfalls, limitations, and emerging directions in translating these natural compounds into clinical applications are critically evaluated. Full article

Background and Objectives: Extant research on the relationship between fatigue and depression in people with rheumatic diseases portrays a divergent picture. While caring for persons with this medical condition, one issue that represents individual confidence in carrying out specific tasks, namely self-efficacy level, has attracted significant attention. Yet, the information regarding whether self-efficacy may pose a clue linking these two major symptoms is still unknown. The aim of this study, therefore, is to examine whether self-efficacy mediates the association between fatigue and depressive symptoms among persons with rheumatoid arthritis (RA). Materials and Method: A cross-sectional study of 224 females with RA from a hospital in Taiwan was conducted between January and October 2023. We then distributed anonymous self-reported questionnaires instructing participants to provide information on their demographic characteristics, levels of fatigue, self-efficacy, and depressive symptoms. The bootstrap via PROCESS macro in SPSS was executed to analyze if self-efficacy would mediate the effect of fatigue on emergence of depressive symptoms. Results: For those participants captured at baseline, a negative association was noted between fatigue and self-efficacy, as well as between self-efficacy and depressive symptoms. Results of the mediation analysis revealed a remarkable indirect effect of fatigue on depressive symptoms through self-efficacy, with a regression coefficient of 0.21 (95% confidence intervals: 0.06–0.37). Conclusions: This work extends current understanding of the roles that fatigue and self-efficacy play in predicting depression among people with RA and further clarified the potential mediating role of self-efficacy in buffering against depressive symptomatology. Interventions that extend from the management of fatigue and further incorporate the improvement of self-efficacy sense into the stereotypical therapy should greatly mitigate the distressing symptoms for patients with RA. Full article

In aging residential neighborhoods, insufficient public spaces and a weakened sense of belonging have led to declining community vitality. Addressing the widespread idleness of boiler room facilities in cold-region contexts, this study integrates GPS tracking, Wi-Fi probe detection, questionnaire surveys, and field observations to develop a three-dimensional “space–time–behavior” evaluation model comprising five core indicators: activity type, spatial range, duration, frequency, and volatility. Unlike prior studies that rely on single data sources or unidimensional metrics, our multi-source approach enhances spatiotemporal resolution, improves the accuracy of subjective perceptions, and enables cross-validation between objective behavioral trajectories and residents’ self-reports, thereby significantly strengthening the comprehensiveness and reliability of community vitality measurement. The results show that the community service center conversion model maximizes spatial efficiency through functional integration, achieving a vitality score of 3.64—substantially higher than those for recreational renovations (3.16) and non-renovated sites (2.67). This model increases space utilization by 2.2-fold, sustains 12 h daily vitality, reduces residents’ activity radii by 38%, and boosts intergenerational interaction frequency by 43%, effectively bridging age group divides. We identify a “functional hybridization–spatial permeability–usage sustainability” mechanism underlying renovation efficacy and recommend the community service center paradigm as a priority strategy. The quantitative decision support framework established here offers empirical guidance for renewing existing spaces in severe climatic environments. Full article