Search Results (375)

This study aims to examine the improvement of algebra problem-solving ability and metacognitive awareness among junior high school students through the use of visualization based on a deep learning approach. The research employed a quantitative method with a quasi-experimental design, specifically a pretest–posttest control group design. The population consisted of all students from public schools in Tangerang City, Indonesia. The sample comprised seventh-grade students studying algebra. A purposive sampling technique was used to determine the experimental and control groups, with a total sample size of 51 students. The instruments included an algebra problem-solving ability test consisting of nine essay questions and a metacognitive awareness questionnaire with 52 items. Data were collected using these two instruments, with a pretest administered before the intervention and a posttest administered afterward. Data analysis was conducted using a prerequisite test, continued with independent sample t-tests, nonparametric tests, ANCOVA, and multiple linear regression. The results based on statistics indicated a significant improvement in students’ algebra problem-solving ability with a large effect. Nevertheless, the absolute increase in problem-solving scores in the experimental group is very small (N-gain mean = 0.02). Additionally, metacognitive awareness was not found to be a significant predictor of problem-solving ability; instead, initial ability (pretest) emerged as the strongest predictor. Only understanding the problem has a moderate effect; planning strategies has a small effect, and otherwise there is no effect. In conclusion, the use of visualization-based worked examples with a deep learning approach has a statistically significant effect, but its impact on improving students’ abilities should be interpreted with caution. So the practical effects of the intervention are limited; however, metacognitive awareness is not the main predictor in algebra problem-solving ability. Full article

Out-of-school tutoring, as a form of privatized compensatory education beyond formal schooling, has become increasingly prevalent, yet its role in fostering students’ holistic competencies remains insufficiently examined. Drawing on a student engagement perspective, this study investigates how different types of out-of-school tutoring, including academic, arts, and sports tutoring, are associated with the development of students’ holistic competencies. Data were drawn from a survey of 704 Grade 10 students in central China. Tutoring engagement during junior secondary school was measured using a self-developed Likert-scale instrument, while holistic competencies were obtained from official Comprehensive Quality Assessment records. The findings reveal differentiated effects across tutoring types. Academic tutoring shows no significant association with academic performance or other dimensions of holistic competence. In contrast, sports tutoring is positively associated with physical and mental health, and arts tutoring demonstrates a significant positive relationship with artistic literacy. Regarding engagement characteristics, simply increasing the number of programs or financial investment yields limited benefits. Instead, time investment and cognitive involvement in sports tutoring, as well as affective involvement in arts tutoring, are positively related to specific dimensions of holistic competence. These results suggest that the effectiveness of out-of-school tutoring depends less on participation amount and more on the nature of students’ engagement. The study highlights the uneven developmental returns of compensatory education and calls for a more balanced and development-oriented approach to tutoring participation. Full article

With the rapid development in data mining and learning analytics, integrating predictive analytics into educational data has become increasingly critical for supporting students’ learning trajectories. In many schooling systems, the academic tracks (such as Liberal Arts or Science) and the performance of junior high school students can substantially shape their subsequent university pathways and career planning. Despite the long-term impact of these decisions, academic track selections and the evaluation of students’ potential are often made without systematic and evidence-based guidance. Predictive computer applications can assist, but the training of accurate models and the selection of adequate features remain key challenges. This paper details our process of engineering such an application comprising two tasks based on 1357 real-world junior high school academic performance records. The first task applies a classification approach to predict students’ academic track orientation, while the second task employs a multi-output regression model to forecast students’ future academic performance in senior high school. Our approach shows that the stacking ensemble model achieved a classification accuracy of 85.76%, whereas the Bi-LSTM model with multi-head attention attained an overall R² exceeding 82% in performance forecasting; both models demonstrated strong and reliable predictive capability. Moreover, the proposed approach provides inherent interpretability by decomposing predictions at the subject level. Feature importance analysis reveals how different academic subjects contribute variably to both academic track decisions and future academic performance, offering actionable insights for academic counselling and future study planning. By bridging predictive modelling with students’ educational and career planning needs, this study advances the practical application of educational data mining and provides support for evidence-based academic guidance and future career choices in real-world contexts. Full article

Background: To examine the relationships among perceived teacher support, academic emotions, and academic self-efficacy among junior high school students. Methods: A survey was distributed to 376 junior high students, utilizing scales for perceived teacher support, adolescent academic emotions, and self-efficacy. Data analysis included descriptive, correlation, and linear regression methods in SPSS 27.0, with mediation effects assessed using the PROCESS macro. Results: (1) Students’ perceived teacher support significantly and positively predicted academic self-efficacy (β = 0.22, t = 6.07, p < 0.001). (2) positive academic emotions (β = 0.44, t = 10.68, p < 0.001) and negative academic emotions (β = −0.32, t = −8.23, p < 0.001) independently mediated the relationship between perceived teacher support and students’ academic self-efficacy. (3) The mediating effect of positive academic emotions (effect size = 0.21) between perceived teacher support and academic competence self-efficacy was significantly greater than that of negative academic emotions (effect size = 0.05). However, the mediating effects of positive academic emotions (effect size = 0.11) and negative academic emotions (effect size = 0.06) on the relationship between perceived teacher support and academic behavior self-efficacy did not significantly differ. Conclusions: Perceived teacher support directly enhanced academic self-efficacy both directly and indirectly through academic emotions, with positive academic emotions offering a more effective pathway than negative emotions. Full article

Parental educational involvement is a pivotal factor associated with an individual’s academic development; however, its specific association with academic delay of gratification and the underlying mechanisms remain not fully understood. Drawing upon ecosystem theory, this study examined a serial mediation model to explore the links between parental educational involvement and academic delay of gratification, focusing on the mediating roles of self-control and consideration of future consequences. A cross-sectional design was employed, involving 726 junior high school students. Data were collected using the Parental Educational Involvement Scale, Academic Delay of Gratification Scale, Self-Control Scale, and Consideration of Future Consequences Scale, with statistical analyses performed via SPSS 26.0 and the PROCESS macro. The results indicated that: (1) parental educational involvement, academic delay of gratification, self-control, and consideration of future consequences were positively correlated with each other in a pairwise manner; (2) academic delay of gratification was significantly predicted by parental educational involvement (β = 0.117, p < 0.001); (3) self-control and consideration of future consequences play a mediating role in the relationship between parental education involvement and academic delay of gratification. There are three mediating pathways involved in this process: the individual mediating role of self-control (β = 0.092, 95% CI [0.054, 0.133]), the individual mediating role of consideration of future consequences (β = 0.030, 95% CI [0.015, 0.050]) and the chain mediating role of self-control and consideration of future consequences (β = 0.015, 95% CI [0.008, 0.024]). This study examined the internal mechanism between parental educational involvement and academic delay of gratification, which is helpful in improving junior middle school students’ ability to engage in academic delay of gratification. Full article

Self-management plays an important role for students transitioning from elementary to secondary school, and yet many enter junior high lacking this ability. Although the problem is well known, there are limited theoretical models to inform adequate intervention. We tested the Socially Empowered Learning Framework (SELF) as a model for instructional design, asking if contexts associated with increased social empowerment create conditions for acquiring ability in self-management. We proposed that when social empowerment is established across a group there will be a positive association with individual levels of self-management within the group. To test this, we used a two-wave correlational pretest–posttest design with international data from 691 students. Findings from linear regression analyses support our hypothesis. Specifically, we found that social empowerment and self-management were significantly positively associated, with the greatest effect seen in students with low levels of self-management early in the year. Implications for theory and practice are discussed with recommendations for teacher effectiveness and student success. Full article

Public health emergencies can trigger posttraumatic stress disorder (PTSD) and posttraumatic growth (PTG) in adolescents. However, few studies have explored the distinct and common processes of these outcomes in adolescents from the perspective of social support during public health emergencies, and whether the mechanisms underlying these phenomena are unique or shared remains unclear. This study examined how social support relates to PTSD and PTG, with empathy, positive coping, and negative coping as mediators. A cross-sectional study using self-report questionnaires collected data from 921 Chinese junior middle school students. The results showed that social support was directly negatively associated with PTSD and positively associated with PTG. Social support was negatively associated with PTSD via positive coping styles (PCSs), negative coping styles (NCSs), and through a two-step path from empathy to PCSs. Social support was negatively associated with PTG via NCSs, and positively associated with PTG via empathy, PCSs, and through a two-step path from empathy to PCSs. Findings suggest partly distinct pathways linking social support to PTSD and PTG: empathy was related to PTG but not PTSD, PCSs functioned as a shared pathway, and NCSs showed a double-edged pattern. Parents and teachers should foster adolescents’ empathy and PCSs to promote healthy psychological development after public health emergencies. Full article

Objectives: With the rapid development of digital technology, the risk of internet addiction among adolescents has increased. However, the influence mechanism of emotional eating behavior on internet addiction remains unclear. This study aimed to explore the association pathway of emotional eating on internet addiction in junior high school students and test the chain-mediating effects of sleep quality (sleep quality was measured using the PSQI, with higher scores indicating poorer sleep quality) and depression. Methods: Based on data from 3245 junior high school students in Shenzhen, China, internet addiction was measured using Young’s questionnaire, and emotional eating was assessed via the Dutch Eating Behavior Questionnaire’s subscale. The PROCESS macro (Model 6) was used to test the chain-mediating effects. Results: Emotional eating was positively but modestly associated with internet addiction (β = 0.024, p < 0.01). Three significant mediating pathways were identified: (1) emotional eating → sleep quality → internet addiction (β = 0.0062, 14.52% of total effect); (2) emotional eating → depression → internet addiction (β = 0.0084, 19.67%); and (3) emotional eating → sleep quality → depression → internet addiction (β = 0.0041, 9.60%). Conclusions: Based on cross-sectional data, this study found that emotional eating is associated with internet addiction through the independent and chain-mediating effects of sleep quality and depression, revealing a statistical mediation pathway of “maladaptive emotion regulation → circadian disruption → psychopathology → addictive behavior.” These findings provide a basis for interventions targeting sleep management and emotional regulation. Full article

This paper presents the findings of a study on computer science teachers’ views regarding the reform of the computer science curriculum and its implementation in Greek model and experimental lower secondary schools (called Gymnasiums). Research data were collected through interviews with 19 computer science teachers who implemented the new curriculum in 12 model or experimental junior high schools. The results showed that the teachers acknowledged the important role of the computer science curriculum, which is perceived as a tool guiding their instruction. They have also understood and adopted, to a large extent, many elements of the instructional framework proposed by the new curriculum: (a) student-centred teaching approaches; (b) learning activities that promote students’ active participation, inquiry, and collaborative learning; (c) focus on the expected students’ learning outcomes related to developing a range of computational competences such as digital skills, computational thinking, problem-solving skills, creativity, and collaboration; and (d) students’ assessment is constructively aligned with the anticipated learning outcomes, including the learning activities implemented as well as their digital-computational creations. Full article

Food insecurity (FI) may lead to lower academic achievement, yet college students with inadequate food underutilize campus food pantries. This research aimed to identify predictors of academic success among pantry shoppers (PSs) to inform outreach. Data from AY 2021–2022 (N = 847) and 2022–2023 (N = 951) were derived from swipes of student identification cards, merged with university student-provided data, and de-identified. Multiple regression, logistic regression, and Least Absolute Shrinkage and Selection Operator (LASSO) were employed to create and validate models using Machine Learning. Grade Point Averages (GPAs) were compared by two-sample t tests. The PSs demonstrated higher GPAs in the fall term than non-pantry shoppers (p = 0.04). Validation of the models indicated strong performance. Multiple regression yielded a low prediction error (0.05), and logistic regression achieved 71% accuracy (AUC = 0.776). LASSO identified positive predictors of academic success, including graduate and honors status, junior and senior classification, females, international residency, and frequency of pantry shopping. Negative predictors included part-time status, first-year status, Black or Hispanic ethnicity, and Pell Grant eligibility. Findings underscore the complex interplay between sociodemographic and academic factors that should be considered when planning pantry outreach programs and highlight the need for standardized measures of student pantry utilization, which may aid resource allocation and sustainability. Full article

Digital technologies for storing, processing, and extracting knowledge from data have significantly influenced educational institutions, leading to the adoption, evaluation, and adaptation of new learning models. This data descriptor presents a dataset collected from junior high school students during Computer Science lessons focused on creating geometric constructions using the Scratch visual programming environment. The dataset includes 56 recorded student files consisting mainly of student feedback collected after using gamification through digital quizzes for evaluation and self-assessment, addressing psychological aspects, motivation, participation, and collaboration. The dataset presents a balanced distribution in terms of respondent characteristics and will be of interest to researchers involved in the application of gamification elements in the learning process, researchers studying comprehensive education programs, and teachers interested in innovative teaching practices in their subjects. Full article

Stress is a major risk factor for creativity development in adolescents. This study explored the protective effect of openness on creative tendency under stress and revealed the underlying mechanisms from the perspectives of stress perception and cognitive flexibility. A total of 1489 junior high school students (Mage = 13.65 years, SD = 0.74) participated in the study. The results showed that stress perception and cognitive flexibility sequentially mediated the negative effect of stressors on creative tendency, and openness moderated this process. Individuals with high openness had lower stress perception and higher cognitive flexibility at the same level of stressors, thus showing a higher creative tendency. However, the protective effect of openness diminished as the stress level increased. We concluded that openness could buffer the negative effects of stress on creative tendency to some extent. These findings highlight the importance of positive personality traits and provide a theoretical guide for cultivating creative qualities. Full article

Background: The pursuit of a successful dental career extends beyond clinical skills to encompass various personal and professional attributes. Understanding the qualities that define a successful dentist from the perspective of dental students is essential. Objective: This study aims to explore the perspectives of dental students at a university in mainland China regarding the attributes that define a good or successful dentist. Methods: A cross-sectional survey was administered to dental students at Fujian Medical University (FJMU) from March to August 2025 using an anonymous questionnaire. The questionnaire included four self-administered questions: (1) qualities associated with “a successful dentist”, (2) qualities of “a good dentist”, (3) qualities students expect from their own dentists, and (4) qualities dental education should emphasize. For each question, participants selected the three most important attributes from a list of 23 predefined options or provided their own responses. Results: All 651 dental students at FJMU were invited to participate, with 645 (99%) completing the survey. Their ages ranged from 18 to 24 years, and 281 (44%) were male. Clinical competence, experience, knowledge, good communication skills, and a sense of responsibility or accountability were consistently ranked as the top five attributes by dental students across all four survey questions. Attributes such as punctuality and altruism received the lowest ratings. Bivariate analysis revealed that senior students (Years 4–5) considered good communication skills a more important quality than junior students (Years 1–3) across all four questions. Conclusions: Dental students in mainland China perceive clinical competence, experience, and knowledge as essential attributes for dental practice, alongside communication skills and responsibility. Full article

Schools across the United States are being pressed to engage in increased practices of inclusion. Co-teaching is one model that many schools employ to meet this goal. This paper examines one school’s journey toward a co-teaching model to understand the roles administrators and teachers play in the success of implementation and how students are affected by the change. This paper is an instrumental case study of one junior high school’s decision to change from a direct instruction model to co-teaching. Interviews were conducted with the principal and five teachers involved in this change. Through these interviews we learned that participants considered the process to be well supported and successful. Yet, even with this general outlook, there were still challenges to address including less than optimal teaching teams and questions about meeting all student needs. Overall, this paper shows that through thoughtful and deliberate practice schools can shift to a more inclusive environment that is both socially and academically positive for all students. Full article

Although previous studies have established a link between perceived discrimination and negative adolescent outcomes, potential mediating and moderating factors—specifically, the mediating role of self-esteem and the distinct moderating roles of positive and negative coping styles—remain underexplored. This longitudinal study aimed to examine whether adolescents’ perceptions of discrimination directed toward themselves or their classmates predict their prosocial behaviors through the mediating role of self-esteem and whether positive and negative coping styles moderate this pathway. A total of 531 junior high school students (M_age = 15.73, SD_age = 0.67, 47.83% males) from Changchun, Jilin Province, China, completed measures of perceived discrimination, self-esteem, prosocial behaviors, and coping styles across three time points. Higher levels of perceived discrimination at T1 were associated with fewer prosocial behaviors at T3, and this relationship was mediated by reduced self-esteem at T2. Moreover, both positive and negative coping styles at T1 served as moderators. Positive coping moderated the negative effects of perceived discrimination on both self-esteem and prosocial behaviors, while negative coping moderated the positive association between self-esteem and prosocial behaviors. These findings underscore the distinct role of perceived discrimination, self-esteem, and coping styles in shaping adolescent prosocial development and offer valuable implications for educational interventions aimed at fostering prosociality. Full article