Search Results (6,850)

Despite the increased research on violence toward teachers and public policies aimed at protecting teachers from violence, knowledge of the factors contributing to teachers’ sense of safety at school remains limited. Drawing from socioecological theory, we examined the contributions of both teachers’, parents’, students’, and schools’ characteristics to teachers’ sense of feeling unsafe in school. Specifically, we examined teachers’ individual and work characteristics (sex, age, years of experience, and working in the regular classroom or not), their perceptions of school violence, and their relationships with students and their peers. At the school level, we examined the school size, poverty level, and school-level reports of parents’, students’, and teachers’ perception of the school climate and school violence. The sample consisted of 9625 teachers (73% female), 126,301 students, and 56,196 parents from 2116 schools with a low socioeconomic status in Chile. Descriptive statistics showed that most teachers do not feel afraid (72.9%) nor thought that their job was dangerous (74.6%). A hierarchical multivariate regression analysis and multilevel analyses showed that teachers with higher perceptions of feeling unsafe were females or reported being “other sex”, had fewer years of experience, worked mainly in the classroom, perceived a higher level of school violence, and had worse perceptions of peer relationships and teacher–student relationships. These teachers were mostly in schools with higher poverty levels, larger enrollment, and higher student-reported and parent-reported school violence compared to the rest of the sample of low-SES Chilean schools. We discuss the implications of these findings for preventive school interventions and programs regarding school violence and teacher turnover. Full article

In this study, we consider a fractional-order extension of the Jeffreys equation (also known as the dual-phase-lag equation) by introducing the Reimann–Liouville fractional integral, of order $0<\nu <1$, to the Jeffreys constitutive law, where for $\nu =1$ it corresponds to the conventional Jeffreys equation. The kinetical behaviors of the fractional equation such as non-negativity of the propagator, mean-squared displacement, and the temporal amplitude are investigated. The fractional Langevin equation, or the fractional damped oscillator, is a special case of the considered integrodifferential equation governing the temporal amplitude. When $\nu =0$ and $\nu =1$, the fractional differential equation governing the temporal amplitude has the mathematical structure of the classical linear damped oscillator with different coefficients. The existence of a real solution for the new temporal amplitude is proven by deriving this solution using the complex integration method. Two forms of conditional closed-form solutions for the temporal amplitude are derived in terms of the Mittag–Leffler function. It is found that the proposed generalized fractional damped oscillator equation results in underdamped oscillations in the case of $0<\nu <1$, under certain constraints derived from the non-fractional case. Although the nonfractional case has the form of classical linear damped oscillator, it is not necessary for its solution to have the three common types of oscillations (overdamped, underdamped, and critical damped), unless a certain condition is met on the coefficients. The obtained results could be helpful for analyzing thermal wave behavior in fractals, heterogeneous materials, or porous media since the fractional-order derivatives are related to the porosity of media. Full article

Padel is a doubles racket sport played on an enclosed court, characterised by intermittent high-intensity efforts, frequent directional changes, and short recovery periods. This study aimed to analyse the evolution of physiological responses and neuromuscular fatigue in amateur padel players according to playing position (Right Side [RS] vs. Left Side [LS]) and match outcome (Win or Lose). A total of 52 padel players (35.6 ± 11.6 years) participated, competing in 13 matches. The mean match duration was 57.2 ± 15.7 min, with an average of 152.0 ± 40.4 points per match. Physiological variables were recorded during each set, and neuromuscular variables (countermovement jump [CMJ] and handgrip strength) were assessed before the match and after each set. No significant differences in physiological load were found between winners and losers or between RS and LS positions. However, differences in handgrip strength were observed at T1 (p < 0.05, d = −0.72) and T2 (p < 0.05, d = −0.59) (post-set testing), with LS players showing higher grip strength. Regarding the progression of physiological responses across the different sets, a progressive increase in cardiovascular load was observed within each subgroup, with significant differences across sets (set 1, set 2, and set 3) in several variables, including HR_peak, HR_avg, zone 1, zone 2, zone 3, and TRIMP_Edwards. No performance decline was observed in CMJ or handgrip strength in any of the groups analysed. These findings suggest that physiological responses increase throughout a match, particularly in the final sets, but no signs of neuromuscular fatigue (CMJ and handgrip) were observed, regardless of match outcome or playing position. These results highlight the need to include high-intensity scenarios and role-specific strategies in training to address the progressive physiological demands and positional differences in match play. Full article

This study conducts a cross-sectional analysis to examine the complex relationship between perceived neighborhood disorder and adolescent social behaviors, aiming to enhance our understanding of the psychological mechanisms underlying this relationship. Based on a robust sample of 4399 Chinese adolescent participants (M_age = 14.16, SD = 2.11), including 2112 females (48% of the sample), this study examines the combined impact of perceived neighborhood disorder and the presence of positive peer relationships on adolescent prosocial behavior. It examines the potential mediating role of self-esteem within this dynamic. The methodological approach combines parental assessments of neighborhood disorder with adolescents’ reports of positive peer interactions, self-esteem, and prosocial behavior. Findings show a significant negative correlation between perceived neighborhood disorder and adolescent prosocial behavior. Unexpectedly, positive peer presence fails to mitigate this adverse effect, amplifying it instead. Moreover, self-esteem serves as a mediator in the relationship between perceived neighborhood disorder and the impact of positive peers on prosocial behavior. The findings align with the Bioecological Framework and the Reverse Stress-Buffering Model, underscoring the importance of environmental interactions in shaping adolescent behavior. Full article

Black Canadians are one of the fastest-growing groups in Canada, with 59% of this population comprising immigrants. Ongoing systemic racism and discrimination have serious consequences for the mental health of Black Canadians. While research and policy efforts to address the mental health needs of this population are ongoing, a greater understanding of the healing practices relevant to this diverse population is needed. This scoping review synthesized and discussed key features of culturally inclusive, affirming, and contextually relevant approaches and practices for mental health care and healing with Black Canadians, as well as identified limitations and gaps in the current research. This study followed the PRISMA guidelines for scoping reviews and conducted a search in PsycINFO, MEDLINE, Embase, SocINDEX, CINAHL, Sociological Abstracts, and Global Health in October 2023. A total of 34 articles met the inclusion criteria. The review identified that most studies were conducted in one Canadian province (i.e., Ontario) and involved diverse perspectives, including service users and providers. The thematic review of articles revealed limited research regarding specific interventions, but identified many commonly reported features of culturally and contextually relevant approaches to mental health care and healing for Black Canadians that broaden the scope of mental health care beyond Euro-Western clinical models, including taking a holistic and empowerment-based approach, engaging in culturally affirming care, a social justice approach, community-centred and collaborative healing, and the necessity of practitioner education. Recommendations for practice, policy, education, and research are provided to support more inclusive and responsive mental health care systems for Black Canadians. Full article

In light of the increasing interest in integrating mindfulness techniques into educational contexts, it is essential to examine their potential cognitive and emotional benefits for the child population. Pilot investigation, analyzed in this paper, aimed to study and assess the impact of a structured mindfulness-based intervention on executive functioning and dispositional mindfulness in young learners. The intervention sample consisted of 14 fourth-grade pupils (mean age = 10 years), enrolled in a public primary school. Pre-test–intervention–post-test quasi-experimental design with two conditions was adopted. Executive functioning was assessed using the Delis-Kaplan Executive Function System subtests (D-KEFS), while trait mindfulness was assessed via the Five Facet Mindfulness Questionnaire (FFMQ). Preliminary findings revealed statistically significant improvements in cognitive flexibility and inhibitory control, as well as qualitative changes in mindfulness trait levels post-intervention. The results suggest that mindfulness-based programs may represent a promising approach for fostering executive and emotional competencies in younger school-aged children, thereby contributing to their overall academic performance and psychological development. Further research employing larger and more heterogeneous samples, including active control conditions, is warranted to replicate these effects and explore the long-term efficacy of mindfulness interventions in school settings. Full article

With the rise of green building and biophilic design, how sports venues enhance users’ place attachment through natural design features has become a critical interdisciplinary research topic in architecture and environmental psychology. This study adopts an integrated perspective of environmental psychology and architectural psychology to investigate the impact mechanism of natural design features (natural visibility, integration, and interactivity) on place attachment. Using a maximum likelihood-based structural equation model with a sample of 1022 users of waterside sports venues, this research pioneers the construction and validation of a parallel mediation model involving nature connectedness and biophilia. The findings reveal that (1) natural visibility, integration, and interactivity all significantly and positively influence place attachment; (2) nature connectedness mediates the relationship between natural design features and place attachment; and (3) biophilia also mediates the effect of natural design features on place attachment. This study makes a groundbreaking contribution by uncovering the dual-path “perception-emotion” mechanism through which natural design elements influence users’ psychological responses. The results provide empirical support for the refined application of nature-embedded strategies in architectural design and offer direct guidance for enhancing the social sustainability of high-density urban waterfront public spaces. Full article

In this paper, we examine the influence of biblical narratives on the transcontinental migration from Ghana to Europe and the rest of the West. This paper adopts a case study approach and examines how two neo-prophetic churches in Ghana, relying on biblical narratives, incorporate migration into their theology and ministry. This paper shows that biblical narratives, such as the call of Abraham and the exodus experience of the Jews, influence the teaching and ministerial practices of the churches. This paper further sheds light on how coloniality, failed state, and economic injustice, among others, underpin and interrelate with the situation of the migrants, their motivation, and their actions within the migration and religion ecosystem. Under the influence of prosperity theology, these churches reinforce the belief that migration from Ghana to Europe, North America, and the rest of the developed world is a journey to the Promised Land. Full article

Teaching with technology enhances instructional effectiveness and student engagement, particularly in mathematics, accounting, and ICT education. Digital learning creates an interactive environment that fosters deeper understanding and keeps learners updated with current trends. For teachers, it offers tools to assess student strengths and weaknesses better, guiding them to develop targeted interventions. However, successful technology integration depends on educators’ digital skills, an area where many still face challenges. This paper aims to assess teachers’ technological and pedagogical proficiency and identify barriers to integration. The study employed a mixed-method approach with 60 teacher respondents selected through stratified random sampling from both urban and rural schools. Data was collected through online interviews, classroom observations, and pre- and post-survey questionnaires focusing on confidence, competence, and willingness to use technology. Thematic analysis and paired sample t-tests using SPSS v.20 revealed a significant improvement in teachers’ technological skills following an intervention program. It also identified both internal and external factors hindering technological integration in the classroom. Findings emphasize that sustained support and training are essential for effective technology use in the classroom and recommend that school administrators embed technology in curriculum planning to enhance both instruction and extension activities. Full article

This work presents the Integrated Multi-Strategy Teaching (IMST) model, developed for science education to enhance autonomy, engagement, and professional competencies. Applied in a pharmacy course, IMST combines flipped classrooms, peer assessment, and scenario-based learning. A SWOT analysis based on student and faculty feedback highlights strengths in skill development and practical relevance, while noting challenges such as workload and classroom constraints. The results support the effectiveness of IMST and suggest improvements to promote broader acceptance and sustainability. Full article

The objective of this paper is to analyze the European Union’s response to school bullying and cyberbullying through its educational policies. For this purpose, a search of European policies was carried out in EUR-Lex, including all dates, to get a complete picture of this phenomenon. After applying the inclusion and exclusion criteria, 16 policies were selected. These were analyzed, according to Content and Documentary Analysis, using MAXQDA Analytics Pro 2024 through a codebook composed of two dimensions: one legal and one specific to bullying and cyberbullying. The results showed that most of these policies are soft policies, especially recommendations, issued by the Council of the European Union. At the same time, there is an interest on the part of the European Union to prevent bullying by addressing the contextual and cultural risk factors and improving teacher training and emotional education. In conclusion, European policies have a largely technological, preventive, and contextual and cultural approach. Finally, this paper also offers some policy recommendations to prevent school bullying and cyberbullying in political terms. Full article

The Unit Inverse Maxwell–Boltzmann (UIMB) distribution is introduced as a novel single-parameter model for data constrained within the unit interval ($0,1$), derived through an exponential transformation of the Inverse Maxwell–Boltzmann distribution. Designed to address the limitations of traditional unit-interval distributions, the UIMB model exhibits flexible density shapes and hazard rate behaviors, including right-skewed, left-skewed, unimodal, and bathtub-shaped patterns, making it suitable for applications in reliability engineering, environmental science, and health studies. This study derives the statistical properties of the UIMB distribution, including moments, quantiles, survival, and hazard functions, as well as stochastic ordering, entropy measures, and the moment-generating function, and evaluates its performance through simulation studies and real-data applications. Various estimation methods, including maximum likelihood, Anderson–Darling, maximum product spacing, least-squares, and Cramér–von Mises, are assessed, with maximum likelihood demonstrating superior accuracy. Simulation studies confirm the model’s robustness under normal and outlier-contaminated scenarios, with MLE showing resilience across varying skewness levels. Applications to manufacturing and environmental datasets reveal the UIMB distribution’s exceptional fit compared to competing models, as evidenced by lower information criteria and goodness-of-fit statistics. The UIMB distribution’s computational efficiency and adaptability position it as a robust tool for modeling complex unit-interval data, with potential for further extensions in diverse domains. Full article

Exploring learning trajectories based on student thinking is needed to develop the teaching curricula, practices and educational support materials in mathematics for students with visual impairments. Hence, this study aims to reveal student thinking through various instructional tasks and tactile materials to explore the sequence of goals in the learning trajectory. A teaching experiment involving introductory information on algebraic and visual representations regarding advanced mathematical concepts was designed for correspondence and relations. The research was carried out with a braille-literate 10th-grade high school student with a congenital visual impairment where colour and light are not perceived in Türkiye. As a result of the teaching experiment, the participant was able to determine the correspondence and relations between two sets using different representations. He even designed graphic representations using the needle page. The learning trajectory goals and instructional tasks can serve as guides for research on curriculum development, practice design and material development. Full article

Beliefs about one’s abilities are powerful predictors of success. Self-efficacy is a basic belief every human should have, as it reflects the confidence that one can achieve one’s goals. As this belief can change over time and depends on one’s self-reflection competence, it is defined as a skill. Academic self-efficacy extends beyond the classroom, shaping how students approach problems, set goals, and respond to challenges. There have been many attempts to create an instrument for measuring different types of self-efficacy, from general self-efficacy about life to self-efficacy to solve specific mathematical tasks. The purpose of this study was to translate, test, and adapt the Academic Self-Efficacy Scale to a sample of Latvian adolescents. The sample comprises 360 adolescents, ranging from 13-year-old sixth-grade pupils to first-year university students. The Academic Self-Efficacy Scale was validated by confirmatory factor analysis, which demonstrated excellent model fit and good item loadings. The Academic Self-Efficacy Scale demonstrated weak to moderate correlations with self-reported achievements in literature, language, and diligence. The strongest correlations were between academic self-efficacy and mathematics. Academic self-efficacy explained 23% of achievement distribution in mathematics. Achievement in mathematics together with diligence explained 32% of self-efficacy distribution. The validated scale demonstrated good reliability, convergence, and incremental validity, and the scale’s reliability and unidimensionality were approved. Full article

Against a backdrop of severe and long-standing teacher shortages, in this paper we present analyses of over 60,000 survey responses collected via a cross-sectional cohort study that sampled young people in England over a period of 11 years; at ages 10/11, 12/13, 13/14, 15/16, 17/18, and 21/22. These methods allow us to explore how common teaching aspirations are amongst young people at different ages, and who aspires to become a teacher as a future career. Analysing both free-text and Likert-scale data, we find that many more young people express an interest in becoming a teacher than is reflected in teacher recruitment data, and that teaching aspirations are patterned by gender and ethnicity. Girls and young women, as well as young people who identified as White, were significantly more likely to be open to teaching than their peers. Our findings suggest that teaching is a common back-up, or second-choice career aspiration, and that many individuals who report an earlier interest in teaching do not go on to become teachers. We end the paper with reflections on how these findings might be used to increase and diversify teacher recruitment, as well as recommendations for future research. Full article