Search Results (285)

Music performance anxiety (MPA) can be examined within the framework of music performance ecosystems, wherein performers’ musical self-concept is shaped through complex social and cultural interactions. This research aims to identify ecosystemic interactions contributing to the emergence of MPA, and to promote a shift in its understanding, from a focus on individual symptomatology to the recognition of collective influences. A qualitative analysis was conducted using biographical-narrative interviews with 11 established musical performers (six female, five male), aged 23 to 62, representing a range of instruments, including violin, viola, cello, flute, piano, harp, and voice. Their experience encompasses solo, chamber, and orchestral performance, as well as pedagogical work, all rooted in the traditional educational framework of Western classical music. The analysis, based on the grounded theory methodology, highlights four key dimensions: the demanding stage; the development of psychological resilience in performers; the musical self-concept as a reflection of the performer’s experience; and performance as a process of transformation. The findings suggest that an ecosystemic perspective may support preventive interventions for MPA, particularly by reframing the traditional virtuoso performance model. Often internalized early in music education, this prestigious ideal continues to shape professional careers, placing heavy self-reflective demands on performers. To support healthier artistic development, music performance ecosystems can bridge the gap between skill acquisition and performer attunement. This is not merely a divide between learning and performing, but a structural loop in which training-oriented processes—such as analysis, self-criticism, and control—may hinder stage performance if not transformed into holistic, embodied execution. Full article

The present systematic review aims to provide a comprehensive synthesis of evidence and practices regarding sustainable career transitions in elite sport. Following PRISMA guidelines, an extensive literature search was conducted in SPORTDiscus (EBSCOhost), PsycINFO, Scopus, Web of Science, and Google Scholar databases, resulting in 117 manuscripts, published from January 2015 to May 2025, and meeting the defined inclusion criteria. The review focused on mental health, dual-career pathways, transition readiness, and identity-related issues among elite athletes, Olympians, and Paralympians. Methodologies included qualitative, quantitative, and mixed-methods designs, with multisport and mixed-gender samples prevailing. The most commonly used instruments were semi-structured interviews and surveys. The main findings highlighted the centrality of mental health support, the role of dual-career planning, and the importance of proactive identity negotiation. Despite growing research interest, significant gaps persist in access to psychological support, structured transition planning, and dual-career strategies, with notable inconsistencies across countries and sports. The review emphasizes the necessity for integrated, multidimensional guidance, culturally sensitive psychological services, and flexible educational pathways to promote athlete well-being and sustainable post-sport careers. These insights are intended to inform the implementation of the ERASMUS+ funded PORTAL project, supporting evidence-based interventions and the development of resources such as an online platform and Real-Life Transition Officers to enhance the transition experiences of elite athletes. Full article

Sex workers were disproportionately affected by the COVID-19 pandemic due to precarious working conditions. This cross-sectional study was conducted in 2022 among 264 sex workers in Chiang Mai, Thailand, during the transition to the endemic phase, to evaluate their COVID-19 knowledge and preventive practices. Face-to-face interviews were used. Descriptive statistics were used to describe sample characteristics. Factors associated with knowledge and preventive practices were identified using the Mann–Whitney U test or Kruskal–Wallis test as appropriate. Independent factors associated with preventive practices were assessed through linear regression. The median scores for knowledge and preventive practices were 10 (interquartile range (IQR) = 9–10) and 5 (IQR = 3–5), respectively. In univariate analysis, females scored higher in knowledge than males. For preventive practices, females vs. males, older vs. younger, heterosexual vs. homosexual/bisexual, longer vs. shorter career, worked in massage parlors vs. pubs/bars, and having child vs. none showed higher rates. In multivariate analysis, being male (β = −1.87; 95%CI; −0.87 to −0.88) and single (β = −1.15; 95%CI; −2.28 to −0.02) were independent predictors of lower rates of preventive practices. Despite having good knowledge, certain groups of sex workers’ COVID-19 preventive behaviors remain inadequate, emphasizing the need for targeted interventions to enhance pandemic preparedness. Full article

The transition from university to the workforce is a major developmental milestone that can generate significant psychological distress, especially for students in high-stakes professional programs such as law. Traditional measures of career-related anxiety often overlook the multidimensional nature of career insecurity and its culturally specific expressions. This study aimed to develop and validate the Future Career Insecurity Scale (FCIS), a novel instrument capturing three interrelated dimensions (future career anxiety, self-doubt, and uncertainty) among Chinese undergraduate law students. A two-study design was used with independent samples (N = 447 and N = 432). Study 1 applied exploratory factor analysis to identify the underlying structure of the FCIS. Study 2 conducted confirmatory factor analysis to validate the model and assess convergent validity using the measures of depression, anxiety, and stress. EFA supported a three-factor solution: Future Career Uncertainty, Self-Doubt, and Anxiety. CFA indicated good fit for a correlated three-factor model with satisfactory internal consistency (Cronbach’s α = 0.82–0.87). Convergent validity was evidenced by positive correlations between FCIS scores and DASS-21 depression, anxiety, and stress subscales. These findings indicate that the FCIS is a brief, multidimensional, and psychometrically robust measure of future-oriented career distress in legal education. Use of the FCIS can provide a brief, theory-aligned measure of future-oriented career distress in legal education and can support screening, targeted referral, and the evaluation of behaviorally informed interventions in university settings. Full article

The COVID-19 pandemic has heightened the psychological vulnerability of university students, making it essential to identify personal resources that can support well-being and career readiness. This study investigates the role of soft skills in predicting psychological outcomes like optimism, resilience, and self-management. A total of 1067 Italian university students completed validated self-report questionnaires. Structural equation modeling showed that soft skills significantly predicted all three psychological resources. Although no significant gender differences emerged, slight variations suggest the adoption of different coping styles. The findings emphasize the importance of integrating soft skill development into university programs to strengthen students’ psychological capital and prepare them for the challenges of work and life in the post-COVID-19 era. Promoting inclusive and flexible interventions can support students with diverse characteristics and contribute to the creation of healthier and more equitable academic and occupational environments. Full article

This study examined the effectiveness of a STEM service-learning intervention in enhancing students’ digital skills, problem-solving confidence, STEM career interest, and awareness of the Sustainable Development Goals (SDGs 4 and 5), with attention to gender-related differences. The research addressed three questions: (1) Does participation in STEM service-learning improve students’ digital and problem-solving competencies? (2) Does it influence students’ STEM career interest and awareness of sustainability and gender equity? and (3) Do outcomes differ by gender? A mixed-methods design was employed, combining quantitative pre- and post-tests with qualitative interviews and reflective journals. Participants (N = 60, secondary students from Bucharest) completed validated scales measuring the five target constructs. Paired-samples t-tests showed significant gains across all domains: digital skills (d = 1.20), problem-solving confidence (d = 1.10), STEM career interest (d = 0.52), SDG awareness (d = 1.44), and gender equity beliefs (d = 0.89). MANOVA results confirmed a significant multivariate effect of time, F(3, 56) = 15.30, p < 0.001, η²_p = 0.45, and a Time × Gender interaction indicating that female students experienced greater improvement in digital skills. Correlation and regression analyses revealed strong associations between digital skills, problem-solving confidence, and SDG awareness, with service-learning participation emerging as a significant predictor of post-intervention confidence (β = 0.28, p = 0.008). Qualitative analysis highlighted themes of empowerment, collaboration, identity development, and social engagement, underscoring the transformative impact of linking STEM learning to community service. Overall, findings suggest that service-learning provides an effective, gender-inclusive model for developing digital and problem-solving competencies in STEM education. Full article

This research examines the professional aspirations of teenage girls attending secondary school in a Brazilian state and how they perceive potential careers in Science, Technology, Engineering and Mathematics (STEM). STEM remains a masculinised field, not only due to the predominance of men but also because of enduring cultural representations that associate it with exceptional academic performance and highly technical competencies. In response, various educational intervention initiatives have sought to challenge these assumptions and promote the inclusion of girls and women in STEM. This article discusses an intervention carried out in four public schools as part of a project led by the Centre for Informatics at the Federal University of Paraíba. The project collected quantitative and qualitative data on subject preferences, professional expectations and perceptions of STEM among teenage girls. A mixed-methods exploratory approach was adopted to analyse the data and therefore to contribute to understand better the specific challenges of implementing such interventions in socioeconomically disadvantaged contexts, which remain underrepresented within the Women in STEM scholarship. The findings illustrate how social and financial constraints shape these young women’s career aspirations, intensifying both the desire for economic stability and the pursuit of personal fulfilment. At the same time, many perceive the future as uncertain and regard STEM as difficult to access, frequently associated with anxiety surrounding core science subjects. This article contributes to ongoing debates on gender and STEM education, offering insights into the Brazilian context and outlining considerations for the development and refinement of future school-based interventions. Full article

Advancing toward sustainable higher education requires simultaneously addressing United Nations Sustainability Goals 4 (quality education) and 5 (gender equality). This mixed-methods case study analyzes how cultural stereotypes and gender expectations influence career choices in the field of computer science, which is highly masculinized in Chile. As a contextual and comparative contrast, the feminization of disciplines such as nursing is considered, illustrating the gender polarization across areas of knowledge. This comparison is not random, since in Chile the health sector stands at the opposite end of the spectrum from technology, as demonstrated by the study’s figures. As a theoretical basis, a simple systematic review of the literature published between 2013 and 2024 (in English and Spanish) was carried out, drawing on Scopus, Web of Science, SciELO, and ERIC databases, following some steps of the PRISMA protocol. Thematic analysis allowed mapping research by region, discipline, and type of intervention. The results confirm the persistence of stereotyped beliefs about skills and professional roles, even in contexts with formal equity policies. Strategies that foster empathy, belonging, and intercultural communication, implemented through mentoring, outreach activities, or curriculum redesign, emerge as key catalysts for more inclusive environments. The study presents a practical case applied to first-year computer engineering students at the Universidad de La Frontera (Chile), in which gendered perceptions embedded in vocational choice processes were identified. By situating this study in Chile’s context, we identify how local structures—school sector, regional labor markets, and gender norms—shape women’s participation in computing. Based on this experience, practical recommendations are proposed for integrating a gender perspective into technology education, including pedagogical strategies, gender-sensitive vocational guidance, and the visibility of role models. Full article

Background: In recent decades, the emigration of Bulgarian health professionals has become a persistent challenge driven by multiple interplaying factors. A comprehensive understanding of these key determinants is essential for the development of targeted retention strategies. This study examines the primary factors influencing the migration and retention of physicians and nurses in Bulgaria. Methods: A cross-sectional study was conducted in 2022 involving 338 health professionals without professional experience abroad. Data were collected using an online questionnaire administered by a polling agency. To identify the underlying structure of the driving and retention factors, we conducted Exploratory Factor Analysis (EFA). Subsequently, the Mann–Whitney U test was employed to examine the differences in retention and motivational factors between physicians and nurses. Results: EFA of the migration drivers identified a three-factor structure, explaining 70.34% of the total variance: professional advancement and work environment; financial incentives; and family benefits. The analysis of retention determinants revealed three distinct constructs, explaining 54.46% of the variance: socioeconomic and healthcare framework; employment and career development; and personal considerations and social environment. The Mann–Whitney U test indicated that the impact of financial incentives on migration decisions exerted a weaker influence on physicians’ intentions (r = −0.23). Personal considerations and the social environment emerged as more significant retention determinants for nursing professionals (r = −0.15). Conclusions: This study extends current understanding by identifying the underlying constructs of driving and retention factors in health professional migration. The findings underscore the need for evidence-based interventions to mitigate brain drain and retain skilled professionals. Full article

This study presents SAIL-Y (Sailing Artificial Intelligence for Learning in Youth), a novel gender-focused recommender system designed to promote female participation in STEM careers through data-driven guidance. Drawing inspiration from the metaphor of an academic journey as a voyage, SAIL-Y functions as a digital compass—leveraging socioeconomic profiles and standardised test results (Saber 11, Colombia) to help students navigate career decisions in high-impact academic fields. SAIL-Y integrates multiple machine learning strategies, including collaborative filtering, bootstrapped data augmentation to rebalance gender representation, and socioeconomic-aware conditioning, to generate personalised and bias-controlled career recommendations. The system is explicitly designed to skew recommendations toward STEM disciplines for female students, countering systemic underrepresentation in these fields. Using a dataset of 332,933 Colombian students (2010–2021), we evaluate the performance of different recommendation architectures under the SAIL-Y framework. The results show that a gender-oriented recommender design increases the proportion of STEM career recommendations for female students by up to 25% compared to reference models. Beyond technical contributions, this work proposes an ethically aligned paradigm for educational recommender systems—one that empowers rather than merely predicts. SAIL-Y is thus envisioned as both a methodological tool and a socio-educational intervention, supporting more equitable academic journeys for future generations. Full article

Background: Musculoskeletal disorders are disorders that affect bones, muscles, and joints, significantly impacting quality of life and academic performance. Medical students are particularly susceptible to these conditions due to academic overload, inadequate posture, and overuse of digital devices. Objectives: This study aimed at investigating the prevalence of musculoskeletal disorders and associated factors among medical students at a university centre in northwestern São Paulo State. Materials and Methods: This cross-sectional, descriptive, and analytical study involved administering a structured questionnaire and conducting clinical tests (Phalen and Finkelstein) to assess musculoskeletal disorders in 164 students. Data were analyzed using the chi-square test with a significance level of 5% (p-value < 0.05). Results: The results indicate a high incidence of musculoskeletal disorders primarily affecting the upper back, neck and shoulders. In addition, prolonged use of mobile phones and tablets and predominantly typing with the thumbs were found to be associated with an increased risk of De Quervain’s tenosynovitis. A high rate of self-medication was also observed among students, with few participants seeking medical care. These findings highlight the importance of implementing preventive strategies early in the undergraduate curriculum, emphasizing ergonomics and musculoskeletal health awareness. Conclusions: This proactive approach can significantly minimize the negative impact on students’ well-being throughout their training and subsequent professional careers. Further studies might explore ergonomic interventions and educational programmes to reduce the incidence of these disorders. Full article

Childhood, adolescent, and young adult cancer (CAYAC) survivors often face challenges entering the workforce due to long-term physical, cognitive, and psychological late effects, defined as chronic health conditions resulting from cancer and its treatments. This study evaluated a vocational integration programme that addresses these barriers and promotes psychosocial well-being. The multidisciplinary intervention combined career guidance, soft-skills training, and a paid internship. Using a mixed-method design with questionnaires and semi-structured interviews, we assessed feasibility, satisfaction, and psychosocial outcomes. Thirteen participants (mean-age-at-diagnosis: 12.9 years, SD 5.2; mean-age-at-interview: 27.2 years, SD 5.3) reported over 40 late effects, mostly of moderate severity. Health-Related Quality of Life (HRQoL), measured by the SF-12, showed a Physical Component Score mean of 45.2 (SD 9.1) and a Mental Component Score mean of 43.5 (SD 11.2), indicating greater psychological impact. The programme received high satisfaction ratings (mean 8.3/10) and was described as motivating and valuable, enhancing self-confidence and career prospects. Social support emerged as a key facilitator, while participants noted the need for flexibility and individualised pacing. Despite a limited sample size and potential recruitment bias, this study provides preliminary insights into the feasibility and perceived value of tailored vocational programmes, emphasising the importance of adaptable, socially supportive interventions for CAYAC survivors. Full article

Background: Pain is a disabling issue in athletes, with significant impact on performance and career longevity. Many randomized clinical trials (RCTs) have explored interventions to reduce pain, leading to multiple systematic reviews with meta-analysis, but their methodological rigor and clinical applicability remain unclear. Objective: To provide an overview of systematic reviews with meta-analysis on interventions aimed at alleviating pain intensity in athletes, identifying knowledge gaps and appraising methodological quality. Methods: CINAHL, Embase, Epistemonikos, PubMed, Scopus, SPORTDiscus, and Cochrane Library were searched from inception to February 2025. Systematic reviews with meta-analysis of RCTs evaluating interventions to manage pain in athletes were considered. Athletes without restrictions in terms of sports, clinical, and sociodemographic characteristics were included. Overlap between reviews was calculated using the corrected covered area. Results: Twelve systematic reviews met inclusion criteria. Physical exercise modalities (e.g., gait retraining, hip strengthening), acupuncture, photo biomodulation, and topical medication showed potential benefits in reducing pain intensity. Other interventions, such as certain manual therapy techniques, platelet-rich plasma, or motor imagery, did not show consistent effects. All reviews focused solely on pain intensity, with minimal stratification by sport or clinical condition which may affect the extrapolation of meta-analyzed findings to the clinical practice. Methodological quality was often low, with flaws in reporting funding sources, lists of excluded studies, and certainty of evidence (was mostly rated as low/very low). Overlap was variable across the interventions. Conclusions: Given low/sparse certainty and minimal sport-specific analyses, no strong clinical recommendations can be made; preliminary signals favor proximal hip strengthening, gait retraining, photo biomodulation (acute soreness), and topical NSAIDs pending higher-quality syntheses. Future reviews should consider mandatory GRADE; pre-registered protocols; sport- and condition-specific analyses; and core outcome sets including multi-dimensional pain. Full article

In higher education, institutional quality is traditionally assessed through metrics such as academic programs, research output, educational resources, and community services. However, it is important that their activities align with student expectations, particularly in relation to interactive learning environments, learning management system interaction, curricular and co-curricular activities, accessibility, support services and other learning resources that ensure academic success and, jointly, career readiness. The growing popularity of student engagement metrics as one of the key measures to evaluate institutional efficacy is now a feature across higher education. By monitoring student engagement, institutions assess the impact of existing resources and make necessary improvements or interventions to ensure student success. This study presents a comprehensive analysis of student feedback from the StudentSurvey.ie dataset (2016–2022), which consists of approximately 275,000 student responses, focusing on student self-perception of engagement in the learning process. By using classical topic modelling techniques such as Latent Dirichlet Allocation (LDA) and Bi-term Topic Modelling (BTM), along with the advanced transformer-based BERTopic model, we identify key themes in student responses that can impact institutional strength performance metrics. BTM proved more effective than LDA for short text analysis, whereas BERTopic offered greater semantic coherence and uncovered hidden themes using deep learning embeddings. Moreover, a custom Named Entity Recognition (NER) model successfully extracted entities such as university personnel, digital tools, and educational resources, with improved performance as the training data size increased. To enable students to offer actionable feedback, suggesting areas of improvement, an n-gram and bigram network analysis was used to focus on common modifiers such as “more” and “better” and trends across student groups. This study introduces a fully automated, scalable pipeline that integrates topic modelling, NER, and n-gram analysis to interpret student feedback, offering reportable insights and supporting structured enhancements to the student learning experience. Full article

Peer review fails when it is delivered without fairness, accountability, or respect. When unprofessional reviews are communicated without editorial intervention, they undermine trust, distort scientific dialogue, and disproportionately harm early-career and underrepresented researchers. This article combines a detailed case study with evidence from the literature to illustrate how reviewer misconduct can escalate into editorial failure, and why such outcomes are avoidable. Mechanisms already exist to prevent them, including pre-screening, structured review forms, training, appeals processes, and reviewer tracking, but require consistent application. The central problem is not the absence of guidance, but the lack of enforcement. Restoring credibility in peer review depends on editors treating oversight as a duty of stewardship, ensuring that critique remains rigorous, constructive, and respectful. Full article