Search Results (722)

Systems thinking (ST) is a foundational cognitive skillset to advance sustainability education but has not been well examined for learners prior to higher education. This case study research in rural middle schools in the Midwestern U.S. examines systems thinking outcomes of a place-based energy literacy unit focused on energy-efficient building design. The unit employs the science of energy-efficient, green buildings to illuminate the ways in which energy flows between natural and built environments. The unit emphasized electrical, light, and thermal energy systems and the ways these systems interact to create functional and energy-efficient buildings. This study focuses on three case study classrooms where students across schools (n = 89 students) created systems models as part of pre- and post-unit tests (n = 162 models). The unit tests consisted of student drawings, annotations, and writings, culminating into student-developed systems models. Growth from pre- to post-test was observed in both the identification of system elements and the linkages between elements. System elements included in the models were common classroom features, such as windows, lights, and temperature control, suggesting that rooting the unit in place-based teaching may support ST skills. Full article

Background: Thailand is rapidly transitioning into an aging society, creating an intergenerational caregiving gap that strains existing support systems. Objective: This study evaluated the effectiveness of “Young Care,” a community-based intervention designed to enhance youth knowledge, attitudes, and caregiving practices (KAP) toward older adults. Methods: A two-day structured training was conducted in Maha Sarakham Province in 2023 using a pre-post mixed-methods design. Middle and high school students participated in lectures, multimedia sessions, and experiential learning activities related to caregiving. Quantitative data were collected using validated KAP questionnaires, while qualitative insights were obtained from focus group discussions involving students, older persons, caregivers, and local leaders. Results: Post-intervention analysis revealed significant improvements in knowledge and attitudes (p < 0.001), accompanied by increased empathy, caregiving initiative, and a sense of moral responsibility among participants. Conclusions: The initiative fostered formal partnerships among schools, local governments, healthcare providers, and universities through memoranda of understanding. These collaborations enabled budgetary support and outreach to out-of-school youth, positioning “Young Care” as a scalable, youth-centered strategy to address Thailand’s long-term care challenges. Full article

Providing inclusive education and engaging all students in reading and writing activities presents an ongoing challenge for teachers, not necessarily resolved by implementing digital technology. This study addresses the need to better understand teacher competencies within the digitally infused classroom, specifically in relation to inclusive education and reading and writing practices. The study investigates the competencies and supportive strategies of middle school teachers who perceive themselves as successful in this area. The study employs the Delphi technique, using iterative surveys through which these teachers describe and rate aspects of their competencies and strategies. The results are analyzed through a modified version of the Technological, Pedagogical, and Content Knowledge (TPACK) framework, with particular attention to how teachers support students using their content knowledge and digital competency. Findings reveal a range of strategies and competency aspects related to both proactive accessibility and reactive individualization, using a variety of digital tools and text modalities. The teachers describe a dual orientation in their ability to curiously explore digital tools while simultaneously being able to critically appraise their usefulness. The findings contribute insights on what can support teachers when collaboratively developing knowledge of local practices and their agency in relation to available digital tools. Full article

In the educational context, understanding factors affecting secondary school students’ academic performance is crucial. This study aimed to explore impacts of cognitive ability, self-control, and study plans and their interactions. Using data from 1477 students aged 15–18, the moderated mediation model was applied. Results verified a positive link between cognitive ability and performance, found self-control as a mediator, and revealed study plans’ moderating effect. In conclusion, these elements play key roles, providing a theoretical basis for educators to optimize strategies and promote students’ overall development. Full article

In the U.S. public school system, White middle-class female teacher workforces have dominantly served an increasing number of students of color. While the racial interplay between teachers and students has offered insightful implications for continuing disparities in student discipline, little research has been done to link the racial match of the teaching force to their served communities. This study examines how the ethnoracial congruence between teachers and populations in their school district moderates racial gaps in in-school suspension rates between White and non-White students in Tennessee. The research demonstrates that when teachers serve communities of the same race, their schools are less likely to show a substantial gap in in-school suspensions between White students and students of color. Full article

As digital marketing becomes more targeted and interactive, it is more critical to understand how young audiences perceive and react to compelling content. This research examines the extent to which consumer responses are affected by neuromarketing knowledge, interest, and screen-based advert exposure for middle school kids. Based on responses from 244 Greek adolescents aged 12–15 years, Partial Least Squares Structural Equation Modeling (PLS-SEM) was employed to investigate direct and mediated influences on purchase intentions with advertisement skepticism and persuasion knowledge as mediating factors. Results indicate that exposure and recognition have a significant influence on intentions both by means of cognitive as well as attitudinal processes, while interest only increases skepticism but not interaction. Multi-group analysis yielded significant differences according to age and experience, referring to the development path of advertising literacy. The results provide strong cues to educators, policymakers, and marketers who want to develop media-critical competencies among adolescents in an ever-shaping digital age. Full article

Based on attachment theory and the McMaster family functioning model, this study explores the protective role and mechanisms of a caring parenting style in protecting adolescents from bullying, from the perspective of the family environment. Study 1, conducted in Southwest China with middle school students (n = 4582), investigates the relationship between a caring parenting style and adolescent bullying victimization through a large-scale cross-sectional survey. The results show that both parents’ caring parenting styles are significantly negatively correlated with adolescent bullying victimization. Study 2, a two-wave study (n = 302), explores the protective mechanisms of a caring parenting style in adolescent bullying victimization. We not only observed again that a caring parenting style significantly negatively predicts bullying victimization but also found that family functioning and constructive conflict resolution play a chain-mediating role in this relationship. This finding not only supports the core hypothesis of attachment theory regarding the role of a secure base but also expands the theoretical model of bullying protection from a family ecological perspective by revealing a three-level transmission mechanism of parenting style–family system–individual capability, providing a theoretical anchor for the construction of a “family–school” collaborative intervention framework. Full article

This study aimed to longitudinally analyze changes in body mass index (BMI) among Korean middle and high school students before and after the COVID-19 pandemic. Data were obtained from the national-level Physical Activity Promotion System (PAPS), collected between 2018 and 2024. A total of 171,705 adolescents aged 13 to 18 were included in the analysis (86,542 males and 85,163 females), with a mean age of 15.2 years (SD = 1.68). Time-series analysis and two-way analysis of variance (ANOVA) were conducted to examine differences in BMI by year, sex, region (capital vs. non-capital), and urban–rural classification. The results indicated a significant increase in BMI during the pandemic period (2020–2022), peaking in 2022, followed by a gradual decline thereafter. Notably, male students and those living in rural or non-capital areas consistently exhibited higher BMI levels, suggesting structural disparities in access to physical activity opportunities and health resources. This study employed the Socio-Ecological Model and the Health Equity Framework as theoretical lenses to interpret BMI changes not merely as individual behavioral outcomes but as consequences shaped by environmental and policy-level determinants. The findings underscore the need for equity-based interventions in physical education and health policy to mitigate adolescent health inequalities during future public health crises. Full article

High-impact tutoring is a promising way to address reading and mathematics achievement declines following years of pandemic-interrupted schooling. This pilot study seeks to determine the impact of small-group tutoring, provided by preservice teachers, on students in grades 2–5. Using beginning-, middle-, and end-of year benchmark assessments, descriptive statistics were calculated for tutored and non-tutored groups and compared against the norming sample. The results indicate that students receiving mathematics tutoring (fourth and fifth grades) and third-grade students receiving reading tutoring demonstrated growth at rates that exceeded their non-tutored peers. Second-grade students who received reading tutoring improved at a greater rate than the norming sample but less than their non-tutored peers. The results of this pilot study indicate the potential impact of tutoring by preservice teachers on reading and mathematics outcomes for intermediate students. Full article

Objectives/Background: With increasing awareness of the association between physical activity and mental health, promoting youth health has gained prominence. For this, education and support are needed. As psychological school-based factors could be key to affecting this behavior, this study investigates middle school students’ trust in their physical education teachers and their grit, analyzing their effects on health-promoting behaviors that could follow these adolescents through adulthood. Methods: Middle school students, aged 12–14, were recruited from three schools in Sejong City, Korea, in May 2025; 420 survey questionnaires were distributed and 390 were returned (response rate: 92.86%). After eliminating those with insincere responses, 369 valid questionnaires (boys = 186, girls = 183) were analyzed. The analysis covered the descriptive statistics, Pearson’s correlation, and structural equation modeling, with grit, trust in physical education teachers, and health-promoting behaviors as variables. Results: The correlation analysis verified multicollinearity between trust in physical education teachers (closeness, fairness, teaching method, and physical ability), grit (effort, perseverance, and interest consistency), and health-promoting behaviors (self-actualization, health management, and stress management). A positive significant correlation was found between all subfactors (p < 0.05). The research model’s fit was confirmed through several fit indices; specifically, normed χ² = 4.138, goodness-of-fit-index = 0.942, root mean square residual = 0.033, root mean square error of approximation = 0.092, incremental fit index = 0.965, Tucker–Lewis index = 0.947, and comparative fit index = 0.965, and all values were judged acceptable. The standardized coefficients of each latent variable explaining the measurement variables were 0.707 or higher. Therefore, the explanatory power of the measurement variables was also satisfactory; thus, the research model was appropriate and could be used for analysis. The model findings revealed that trust in physical education teachers had a positive effect on student grit (β = 0.505, p < 0.001) and that grit had a positive effect on health-promoting behaviors (β = 0.743, p < 0.001); however, trust in physical education teachers did not have a direct effect on health-promoting behaviors (statistically insignificant [β = 0.103, p > 0.05]). Thus, grit had a mediating effect between trust in physical education teachers and health-promoting behaviors (β = 0.375, p < 0.01). Conclusions: This study highlights the educational implications for physical education teachers of building trust and strengthening student grit as key factors in achieving sustainable health-promoting behaviors among adolescents. Full article

Multi-agent large language models promise flexible, modular architectures for delivering personalized educational content. Drawing on a pilot randomized controlled trial with middle school students (n = 23), we introduce a two-agent GPT-4 framework in which a Profiler agent infers learner-specific preferences and a Rewrite agent dynamically adapts science passages via an explicit message-passing protocol. We implement structured system and user prompts as inter-agent communication schemas to enable real-time content adaptation. The results of an ordinal logistic regression analysis hinted that students may be more likely to prefer texts aligned with their profile, demonstrating the feasibility of multi-agent system-driven personalization and highlighting the need for additional work to build upon this pilot study. Beyond empirical validation, we present a modular multi-agent architecture detailing agent roles, communication interfaces, and scalability considerations. We discuss design best practices, ethical safeguards, and pathways for extending this framework to collaborative agent networks—such as feedback-analysis agents—in K-12 settings. These results advance both our theoretical and applied understanding of multi-agent LLM systems for personalized learning. Full article

Middle school students face significant transitions and often do not receive education on important social-emotional learning (SEL) skills. To address this issue, we investigated how middle school students experience an outdoor adventure education program focused on SEL development. Nine students from an urban public charter school participated in the ROVER program, which taught the following SEL skills: resilience, risk management, self-efficacy, self-regulation, and emotion regulation. Students then applied these concepts through adventure sports and were instructed to translate the lessons to their home and school lives. Students completed weekly reflections to explore how students experienced this piloted program. A Structure Tabular-Thematic Analysis (ST-TA) approach was used to investigate thematic coding of reflections. Prominent themes uncovered across the reflections were emotion regulation, experience intensity, social influences, resilience, and self-preservation. We describe program implementation and discuss how using adventure sports after-school programs can impact urban middle school students’ SEL skills development. Implications suggest potential benefits of directly teaching and applying SEL competencies. Full article

Zoonotic diseases are a persistent public health concern, especially in low- and middle-income countries like Brazil. This cross-sectional study evaluated the knowledge and perceptions of 132 high school students (70 public and 62 private) in Goiânia, Brazil, regarding zoonoses, using a structured questionnaire. Statistical analyses (Chi-square and Fisher’s exact tests) revealed significant differences (p < 0.05) between public and private school students in knowledge levels, pet care practices, and the awareness of zoonotic risks. While pet ownership was common in both groups, only 53% of private and 21% of public school students correctly defined “zoonosis.” Rabies, taeniasis, leptospirosis, tuberculosis, cysticercosis, cutaneous larva migrans, and leishmaniasis were the most frequently cited diseases, with private school students demonstrating greater recognition across all categories. However, most participants lacked detailed knowledge about transmission routes and prevention. Misconceptions—such as zoonoses affecting only low-income populations—were also identified. Preventive actions like sanitation, public education, and vaccination were commonly suggested but not consistently linked to zoonoses. These findings highlight critical educational gaps and emphasize the need to incorporate One Health principles into school curricula to improve youth understanding and support public health strategies for zoonosis prevention. Full article

Based on the Job Demands–Resources (JD-R) model, previous research has shown that burnout results from excessive demands combined with insufficient resources. This study evaluated the relationship between academic burnout and parent–child discrepancies in educational expectations, with the mediating role of academic stress and the moderating role of grit. A cross-sectional survey was conducted with 531 middle school students (Mage = 14.77, SD = 0.63; 47.08% female) in Zhengzhou, China, using self-report measures. The results showed that the expectation discrepancies were positively related to burnout, and academic stress partially mediated this association. In addition, grit moderated the effect of academic stress on burnout, indicating that grit could serve as a protective factor against academic burnout. These findings provide a better understanding of how expectation misalignment contributes to student burnout and highlight the protective role of grit. Suggestions for reducing academic stress and burnout among adolescents are discussed. Full article

Retrieval practice can benefit students’ long-term learning. However, no prior investigations have explored the degree to which response mode—overt versus covert retrieval—moderates the impact of retrieval practice on adolescents’ learning in a classroom context. To explore this issue, 8th grade students learned science concepts that were required for their class. They learned terms in their middle school classrooms by recalling and writing them down (overt retrieval), mentally recalling (covert retrieval), or restudying definitions. They practiced each strategy in 5 sessions and took final tests 2 days later. The impact of covert retrieval on students’ learning was similar to that of restudy, and both covert retrieval and restudy were less beneficial relative to overt retrieval. Treatment package effectiveness differed somewhat between students and terms. These outcomes are generally consistent with the retrieval dynamics hypothesis and reveal that response mode can impact the effectiveness of retrieval practice in middle school classrooms. Full article