Search Results (177)

The present work highlights the differences between two simultaneous groups taking the electric circuit theory course. Both groups were given the same non-mandatory homework prior to the evaluation; however, the instructions provided to the groups differed. Historically, this homework has been assigned without any guidelines, and instructors have not been aware of whether students completed the task. In this study, specific instructions were developed to simulate the same stressful conditions regarding time constraints for finding the correct answer that students face during an exam. The results indicate that the group of students who received categorized exercises along with a structured schedule performed better than the non-guided group (2.8/5 versus 2.3/5 on average). The study also reveals that a significant portion of students engaged with this optional activity during the initial weeks (45%), but this engagement decreased substantially over time (to 5%), showing a correlation between evaluation results and commitment to the exercises. Sharing these findings with students may help improve performance in a course that historically has had a pass rate below 50%. Full article

While it is widely accepted that parents play an important role in facilitating the academic achievement of their offspring through school involvement and homework assistance, less is known about how exactly parents, in general, contribute to adolescents’ academic achievement within and across non-Western cultures through their everyday parenting behaviors and parent–adolescent relationships. The purpose of this study was to examine the relationship between several Western constructs of maternal parenting behavior (e.g., support, involvement, reasoning, punitiveness, and parental knowledge), and aspects of the mother–adolescent relationship (e.g., autonomy, conformity, and familism) and adolescent academic achievement among families living in China, India, and South Korea. Self-reported data were collected from adolescents living in urban areas within Mainland China (n = 589), India (n = 463), and South Korea (274). Examination of the results from the reduced linear regression model indicated that maternal knowledge, familism, punitiveness, age of adolescent, and region were statistically significant predictors. Full article

Understanding how students’ online homework behaviors relate to their academic success is increasingly important, especially in elementary education where such research is still emerging. In this study, we examined three years of online homework data from fourth-grade students enrolled in an after-school math program. Our goal was to see whether certain behaviors—like how soon students started their homework, how many times they tried to solve problems, or whether they uploaded their written work—could help explain differences in homework completion and test performance. We used multiple regression analyses and found that some habits, such as beginning homework soon after class and regularly attending lessons, were consistently linked to better homework scores across all curriculum levels. Test performance, however, was harder to predict and showed fewer consistent patterns. These findings suggest that teaching and encouraging specific online study behaviors may help support younger students’ academic growth in digital learning environments. Full article

This study explores homework practices and perceptions among Slovenian fourth-grade students and their parents, using data from PIRLS 2021 and national additions. Homework remains a contentious topic, often debated in terms of necessity and impact. The study examines the degree of parental involvement in their children’s homework, focusing on its association with family socioeconomic status (SES) and students’ reading achievement, as well as the students’ attitudes towards homework. A mixed-methods approach was employed, combining quantitative analyses from reading tests and contextual questionnaires with qualitative insights from open-ended parental responses. The results show that most Slovenian parents actively assist their children with homework, yet frequent involvement correlates with lower reading scores, potentially reflecting increased support for struggling students. Parental motivations emphasize educational purposes, such as reinforcement of knowledge and monitoring progress, and developmental goals like fostering work habits and confidence. Among students, attitudes towards homework are generally positive, with many acknowledging its instructional benefits. However, a significant portion find homework boring or excessive, which negatively correlates with achievement. The study highlights disparities linked to SES, with students from higher SES families demonstrating greater independence and more favorable attitudes. These findings underscore the need for balanced homework practices that consider quality over quantity, individualization in design, and collaborative communication with parents. Implications for policy include fostering autonomy and reducing SES-based inequalities. Full article

Students’ perceptions of their likelihood to graduate are important determinants of their academic engagement, yet these perceptions remain understudied. This study, which is based on the 2021 Monitoring the Future survey of 8th- and 10th-grade students in the United States, uses machine learning algorithms to identify the most important factors that influence these perceptions. Among the tested models, random forest provided the best classification performance. Using permutation-based feature importance, we identified frequent participation in schoolwork, maternal education, paternal education, and homework completion as the most important predictors of students’ graduation perceptions. These results highlight the importance of targeted and well-coordinated intervention measures and policy reforms that can boost students’ engagement in learning and parental education support, especially for students from underrepresented populations or low-income families. As such, this study provides evidence-based insights to guide educational strategies aimed at improving academic outcomes and reducing disparities by identifying key contributors to students’ views on graduating. Full article

Informed by multiple theoretical frameworks, our study examined multilevel models of homework motivation management among middle-schoolers in China. At the individual level, homework motivation management was positively associated with managing time, managing emotion, cognitive reappraisal, time on extracurricular activities, homework effort, and deep approach. In addition, there was a positive correlation between homework motivation management and homework time at both individual and class levels. Our study expands previous research by revealing that homework motivation management was positively associated with homework effort and deep approach after accounting for other relevant constructs. The implications of these findings are discussed relating to homework practices and further investigations. Full article

Objective: To assess the associations between academic study- and non-study-related sedentary behaviors and the risk of overweight/obesity in children and adolescents, as well as their joint association with sugar-sweetened beverage (SSB) consumption. Methods: Sedentary behaviors and SSB consumption were assessed using self-reported questionnaires. Overweight/obesity were defined by age- and sex-specific body mass index cut-off values according to the criteria of “Screening for overweight and obesity among school-age children and adolescents” in China. Poisson regression with robust error variance was used to assess the associations of sedentary behaviors and/or SSB consumption with the risk of overweight/obesity, yielding relative risks (RRs) and 95% confidence intervals (CIs). The Shapley additive explanations (SHAP) method was used to rank the contribution of five specific sedentary behaviors to obesity risk. Results: Among 47,148 participants with a 3-year follow-up, longer durations of screen-related, academic study-related, and total sedentary time were each associated with a higher risk of overweight/obesity (adjusted RR (95% CI) per hour increment: 1.01 (1.00–1.02), 1.03 (1.01–1.06), and 1.02 (1.01–1.03)). After mutual adjustment, the associations of engaging in homework, attending tutorial classes, and using mobile electronic devices remained significantly associated with higher overweight/obesity risk. The SHAP summary plot shows that using mobile electronic devices, attending tutorial classes, and doing homework were the three most important sedentary obesogenic contributors. A significant interaction of age with sedentary time was found (p for interaction < 0.05). No significant interaction was found between SSB consumption and sedentary time. Conclusions: Excessive sedentary behaviors were associated with a higher risk of overweight/obesity, particularly due to mobile electronic device use, attending tutorial classes, and doing homework. Full article

Background: A structure survey conducted by the Department of Health on early childhood development in Thailand indicates that 27.20–32.50% of preschool children have developmental delays. These children require appropriate care and constant stimulation to help them develop normally. Methods: The ChildWeCare innovation system for monitoring children and providing appropriate care for those with developmental delays from birth to 5 years of age has been developed. This is accompanied by qualified personnel providing assistance to parents for their child’s development. Enrollment of participants and provision of services via the system were implemented. Appropriate intervention from the ChildWeCare system will be provided for each specific child, and each parent will be assigned homework for training their children. Results: The database of the ChildWeCare system was developed using MySQL, which can store information about the child, parent, homework, and log usage system, as well as data on each parent’s homework assignments. Our pilot testing shows that parents were satisfied with the ChildWeCare system. Conclusions: The ChildWeCare system could provide guidance on suitable stimulation techniques and strategies for each child’s specific needs. These preliminary results could indicate the advantages of further plans for the system’s implementation in other settings in Health Region 1 or nationwide. Full article

How adolescents’ after-school behaviors, self-management, and parental involvement are associated with their academic success and personal development has drawn growing attention. This study systematically examined how these three factors predict academic achievement. Data were collected from 353 seventh-grade students through a self-designed daily behavior log sheet and self-management app, and multiple linear regression analysis was conducted to identify key predictors. The results indicated that academic achievement was positively related to sleep quality, homework duration, self-assessment, and parental involvement, while it was negatively associated with sleep duration, exercise duration, and the number of daily planned tasks. Despite these insights, the study has limitations, including reliance on self-reported data, which may introduce bias, and the use of a cross-sectional design, which precludes determining the temporal sequence of variables and inferring causal relationships. These findings provide valuable insights for educators, parents, and students; they also emphasize the importance of organizing students’ after-school activities effectively, enhancing their self-management competencies, and encouraging active parental involvement in fostering students’ academic success and overall development. Full article

Most of today’s educators are in no shortage of digital and online learning technologies available at their fingertips, ranging from Learning Management Systems such as Canvas, Blackboard, or Moodle, online meeting tools, online homework, and tutoring systems, exam proctoring platforms, computer simulations, and even virtual reality/augmented reality technologies. Furthermore, with the rapid development and wide availability of generative artificial intelligence (GenAI) services such as ChatGPT, we are just at the beginning of harnessing their potential to transform higher education. Yet, facing the large number of available options provided by cutting-edge technology, an imminent question on the mind of most educators is the following: how should I choose the technologies and integrate them into my teaching process so that they would best support student learning? We contemplate over these types of important and timely questions and share our reflections on evidence-based approaches to harnessing digital learning tools using a Self-regulated Engaged Learning Framework we have employed in our research in physics education that can be valuable for educators in other disciplines. Full article

One of the most crucial aspects of urban planning is transport, which allows access to different land uses and mobility within the metropolitan area. However, because they are linked to sustainable development, transport networks have a detrimental impact on economic, social, and environmental factors. To date, there are many regulatory instruments in place that promote the green economy and aim to limit the excessive use of natural resources. Many municipalities are adopting “Sustainable Urban Mobility Plans” with the aim of redesigning areas and traffic flows in cities and encouraging public transport use to reduce urban pollution and make cities more livable. In Italy, moreover, the figure of the mobility manager has been introduced for companies and public bodies whose task is to optimize the systematic travel of their organization’s employees through the drafting and adoption of the Home–University Travel Plan (HUTP), which is a document whose main objective is to incentivize the use of sustainable forms of mobility by defining specific measures that positively impact the community. Mobility management, therefore, emerges as a fundamental approach to developing and implementing strategies to ensure people’s mobility in an efficient manner in relation to social, environmental, and energy-saving purposes. Following these considerations, this paper presents the development of an HUTP for the Aristotle University of Thessaloniki (AUTh), Greece, based on a work already carried out for the University of Calabria (Italy), and a comparative study between these two HUTPs follows. The choice to draft such plans does not respond to regulatory requirements but to a desire to contribute to the paradigm shift required by the new forms of mobility in the university campuses, which represent an attractive pole of considerable importance on the urban and regional territory. The initiatives to foster sustainable forms of mobility described in this document are also identified considering the Sustainable Development Goals, approved by the United Nations and outlined in Agenda 2030, with the aim also of promoting actions to improve the livability of the territory, ensure inclusion, increase collective well-being and increase the sensitivity of the entire academic community to the issue of sustainability. Full article

Chinese parents’ involvement in children’s homework has become a hot topic, which not only affects students’ learning but also leads to mental health problems. This study aimed to examine how parent involvement in homework affects students’ negative emotions, focusing on the mediating role of family responsibility and the moderating role of parent–child communication in it. The study uses data from the CFPS 2020 database by Peking University, with a sample size of 6906, resulting in 494 valid observations after data cleaning. Data were analyzed using SPSS 26.0 and SPSS Macro PROCESS, which examined the correlation coefficients, mediation effects, and moderated mediation among the variables. The results found that parent involvement in homework had a significant effect on students’ negative emotions. Family responsibility played a partial mediating role between parent involvement in homework and students’ negative emotions. Parent–child communication played a significant moderating role in the relationship between parent involvement in homework and family responsibility on students’ negative emotions. The results are consistent with the Family Systems Theory, and help to reduce the negative emotions of students and promote the physical and mental health of children. Full article

Working at home, rather than in the workplace, has been suggested to affect office-based workers’ health and wellbeing. This exploratory, cross-sectional study sought to identify discrete psychological responses to home-working practices and investigate their relationship with engagement in health-related behaviours and wellbeing. A sample of 491 home-workers completed a survey assessing ten psychological responses to home-working (e.g., the ability to ‘switch off’ from work), ten health behaviour indices (e.g., sleep trouble), and seven wellbeing indices. Network Analysis modelled relationships between these variables. Results showed four clusters of psychological responses to home-working practices (representing ‘home-working independence’, ‘home-work transition’, ‘daily work pressure’, and ‘work-day forecasting’). Variables within these clusters linked to health behaviour and wellbeing: perceptions of workload manageability, ability to switch off from work, homeworking autonomy, and planning and organising a home-working day had cascading influences on indicators of health, health behaviours, and wellbeing. The findings point to a complex system of potential health and wellbeing consequences of working from home. Further evidence is needed to establish truly causal relationships; nonetheless, our findings call for the development of public health initiatives and organisational policies to support the adoption of home-working practices to benefit the health and wellbeing of home-workers. Full article

Game-based learning assessments rely on educational data mining approaches such as stealth assessments and quasi mixed methods that help gather data on student learning proficiency. Rarely do we see approaches where student proficiency in learning is woven into the game’s design. Educational burst games (EBGs) represent a new approach to improving learning proficiency by designing fast-paced, short, repetitive, and skill-based games. They have the potential to be effective learning interventions both during instruction in the classroom and during after-school activities such as assignments and homework. Over five years, we have developed two EBGs aimed at improving linear algebra concepts among undergraduate students. In this study, we provide the results of an in-depth evaluation of the two EBGs developed with 45 participants that represent our target population. We discuss the role of EBGs and their design constructs, such as pace and repetition, the effect of the format (2D vs. 3D), the complexity of the levels, and the influence of prior knowledge on the learning outcomes. Full article

This study examined the relationship between the time students spend on practice problems and their performance on exams in various chemistry topics, considering their demographics. The researchers divided 91 general chemistry students into three groups based on the time allotted for solving intervention questions: Minimum, Average, and Maximum. The results showed that the Minimum and Average time groups benefited almost equally, but the performance of the Maximum time group declined. This suggests that, while additional practice is beneficial, there could be an optimal amount of time that students should spend on each question. Spending too much time on a single question can lead to mental and emotional fatigue, resulting in a decline in performance. Additionally, the researchers noted variations in performance across different chemistry topics and student groups, and they examined the relationship between student demographics and their problem-solving performances. The study provides recommendations for educators, testing services, and online homework systems to improve the effectiveness of chemistry instruction, highlighting the importance of finding the right balance between practice time and student engagement, and suggesting that a uniform approach to practice problems may not be ideal for every student. Full article