Search Results (205)

This article utilises Max-Neef’s Human Scale Development (HSD) framework (1991) to answer two research questions: what impact does government and community-based social protection (SP) have on UK asylum-seeker wellbeing; how are interactions with all forms of SP, both as giver and receiver, supporting or harming the satisfaction of asylum-seekers’ fundamental human needs at this time? The research study utilised a mixed-methods, collaborative, case study design situated within a refugee and asylum-seeker (RAS) support charity in Southwest England. Methods included peer-led Qualitative Impact Protocol interviews, Photovoice, surveys, and staff interviews. Data were subjected to an inductive, bottom-up process on Causal Map software (version 2, Causal Map Ltd., 39 Apsley Rd., Bath BA1 3LP, UK) and the analysis used the HSD framework. We found eight over-arching themes. The four main needs-violators/destroyers of asylum-seeker wellbeing were dehumanisation, unfreedoms, enforced ignorance, and (re)traumatisation, and the four main needs-satisfiers were common humanity, autonomy and resistance, exerting agency through knowledge exchange, and healing. Five policy and practice-focused bridging satisfiers are recommended to help move individual and collective experience from a negative to a positive state in the research population. Policy and practice should be transparent and evidence-based, efficient and equitable, supportive of participation and productivity, trauma-informed, and multi-agency. Full article

The large-scale integration of stochastic renewable energy sources necessitates enhanced dynamic balancing capabilities in power systems, positioning hydropower as a critical balancing asset. Conventional excitation systems utilizing hot-standby dual-redundancy configurations remain susceptible to unit shutdown events caused by regulator failures. To mitigate this vulnerability, this study proposes a peer-to-peer distributed excitation architecture integrating asynchronous traffic shaping (ATS) and Data Distribution Service (DDS) technologies. This architecture utilizes control channels of equal priority and achieves high redundancy through cross-communication between discrete acquisition and computation modules. This research advances three key contributions: (1) design of a peer-to-peer distributed architectural framework; (2) development of a real-time data interaction methodology combining ATS and DDS, incorporating cross-layer parameter mapping, multi-priority queue scheduling, and congestion control mechanisms; (3) experimental validation of system reliability and redundancy through dynamic simulation. The results confirm the architecture’s operational efficacy, delivering both theoretical foundations and practical frameworks for highly reliable excitation systems. Full article

This research is focused on exploring the importance of STEM (Science, Technology, Engineering, and Mathematics) education in the development of critical competencies among secondary school students in the 21st century. This was aimed to assess the impact of STEM-based activities on students’ creative and computational thinking skills. A quasi-experimental design that included 77 secondary school students from public and private schools in Bandar Lampung, Indonesia, who participated in STEM interventions for over 5 weeks, was adopted. Data were collected through creative thinking tests and questionnaires on CT and STEM attitudes. The results showed that students who participated in STEM activities exhibited significantly higher creative thinking scores compared to peers taught with the traditional curriculum. Specifically, the experimental group showed a progressive increase in weekly test scores, suggesting that STEM methods improved students’ performance over time. Structural equation modeling (SEM) disclosed strong positive associations between attitudes towards STEM, CT, and creativity. The implications of these results outlined the need to integrate STEM education into curricula to foster essential skills for future challenges. This research contributes to the understanding of effective educational strategies and also advocates for a shift towards more interactive and integrative methods in secondary education to meet the demands of the contemporary workforce. Full article

This paper examines how various dimensions of democratic school and classroom culture—openness in classroom discussions, peer interactions, civic learning, influence on decision-making, and civic participation—relate to perceptions of student–teacher relationships of two distinct groups of students (native and immigrant-background students) in Slovenia. Using representative data from the International Civic and Citizenship Education Study (ICCS 2022 cycle), analyses revealed that student-perceived positive peer interactions and decision-making influence were consistent, strong predictors of positive student–teacher relationships for both groups of students. However, open classroom discussions and civic learning at school were only significant for native students, suggesting that these aspects of classroom life may not resonate uniformly with all students. Moreover, participation in civic activities, although often seen as an integral part of democratic school culture, emerged as a significant negative predictor of student–teacher relationships only among students with an immigrant background, indicating that these activities may inadvertently highlight barriers or differences rather than promote inclusive engagement. Results are discussed through the lens of fostering positive student–teacher relationships for all students. Full article

This study aims to explore the interrelationships among key factors influencing learning burnout, such as motivation and negative emotions (depression, anxiety, and stress) along with other factors influencing including problematic mobile phone use, nomophobia, and interactive learning, as well as whether their pathways of influence on learning burnout differ between online and offline learning contexts. Using the convenience sampling method, data from 293 college students were collected. Measurements were carried out using the Nomophobia Scale, the Problematic Mobile Phone Use Scale, the Depression Anxiety Stress Scale (DASS), the Interactive Learning Scale, the Learning Burnout Scale, and the Scale of Motivation for Activity Participation. By applying network analysis and network comparison methods, and based on the Social Comparison Theory and the Affective Socialization Heuristics Model, it was found that under the online learning condition the motivation to pursue value directly affects learning burnout. In contrast, under the offline learning condition learning motivation indirectly affects learning burnout through negative emotions. This study posits that this difference is caused by peer comparison. In a collective learning atmosphere, students’ comparison with their peers triggers negative emotions such as anxiety and stress. These negative emotions weaken the learning motivation to pursue value, ultimately resulting in an elevated level of learning burnout. Full article

Preschool as a place of learning consists of various communities and belongings created in the intersection between children, teachers, and policy. The very essence of a good life in preschool is characterised by the sort of communities and the opportunities for belonging available to children. Being able to participate in various communities and to experience belonging is central to the wellbeing of every child in preschool. The aim of this study is to gain knowledge about processes of belonging in preschool peer communities. The following research questions guide the study: What categorisations, positionings, and identifications appear in the interactions between the children? What ethical and political value preferences are at stake? The study applies Nira Yuval-Davis’s theory about the politics of belonging and her analytical framework is used to interpret and understand data, including analytical concepts such as categorisation and social positioning, identifications, and ethical and political value systems. A case study has been used to explore processes of belonging in rich detail. Data consist of video observations of interactions between children in a Swedish Early Childhood Education (ECE) institution. Findings reveal how the children’s categorisations lead to various positions, identifications, and opportunities for belonging. We show how a grounded position is established, and how categorisations are used to justify exclusion. The study also illustrates various approaches used by the children to gain a sense of belonging in peer communities, here conceptualised as confrontation, adaptation, and defence. A conclusion is that children’s categorisations are deeply embedded in the social structures of preschool and that the work with belonging needs to be on every teacher’s agenda. Full article

In an era of increasing digital transformation in education, fostering students’ intrinsic motivation and self-directed learning (SDL) is essential, particularly in dynamic fields such as Computer Science Education (CSE). This study explores whether the co-creation of Open Educational Resources (OERs) as renewable assessments can enhance intrinsic motivation and support SDL among postgraduate students. Grounded in Self-Determination Theory, social constructivism, and established SDL models, this research adopted a qualitative, phenomenological design. Data were collected through semi-structured interviews with BEd Honours students who completed an OER co-creation project as part of their final assessment. Interpretative Phenomenological Analysis revealed five core themes: ownership and confidence, personal growth and SDL development, collaboration and connection, motivation and engagement, and challenges and problem solving. The findings suggest that, when students are given autonomy, purpose, and the opportunity to contribute meaningfully, they experience deeper engagement, stronger SDL skills, and a greater sense of academic agency. Informal peer interaction and scaffolded support further enhanced their learning. This study contributes to the growing evidence that open pedagogical practices, particularly renewable assessments, can transform academic culture by positioning students as active participants in knowledge creation and by promoting sustainable, student-centred learning. Full article

Globally, unhealthy dietary behaviours are consistently seen to significantly contribute to the burden caused by diet-related diseases (DRDs). This is particularly evident among adolescents, a demographic that are at a critical stage of development for lifelong eating habits. This study aims to map the efficacy of post-primary school-based nutritional education (NE) interventions in the modification of adolescent dietary behaviours. A scoping review methodology was implemented, following the Joanna Briggs Institute framework, and adhering to PRISMA-ScR guidelines. Peer-reviewed research from 2015 to 2024 was thoroughly searched using the PubMed and Scopus databases, with inclusion criteria centred on school-based NE interventions aimed at changing post-primary students’ eating habits. In total, 50 studies were selected for analysis, which were then further categorised into five key intervention approaches: knowledge and behaviour-focused programmes, DRD-specific interventions, gamified or interactive learning methods, peer-led or externally facilitated programmes, and school food environment modifications. The findings indicate that structured NE interventions, particularly those incorporating behavioural theories, show positive outcomes in enhancing adolescent dietary knowledge and self-efficacy. The gamified interventions and interactive approaches demonstrated high engagement among participants, but the success of long-term changes was varied. The interventions addressing DRDs, especially obesity, showed significant impacts when combining educational components with structural modifications to school food environments. Peer-led models improved relatability and participation rates but faced challenges in terms of standardisation and repeatability. While school-based NE interventions effectively improve adolescent nutritional knowledge and behaviours, future research should focus on long-term follow-up assessments to determine the sustainability of these changes. These findings offer valuable insights for educators designing curricula, policymakers developing school health strategies, and practitioners seeking to implement feasible, evidence-based nutrition programmes in diverse educational settings. Full article

We examined the effects of cooperative learning on learning satisfaction and learning effectiveness of elementary school students on the Quizlet online platform using an experimental design approach. Third and fourth-grade students from an elementary school in Taichung City were recruited in this study. A total of 55 students participated in this study and were grouped into the experimental group (28) and the control group (27). The experimental group engaged in game-based cooperative learning activities, while the control group participated in individual learning sessions. After eight weeks of the intervention in which one 30 min session was conducted every week, data on learning satisfaction and learning effectiveness were collected using a questionnaire. The collected data were analyzed to obtain descriptive statistics, independent sample t-tests, Pearson correlation analysis, and regression analysis. The participants in the experimental group reported improved learning satisfaction, learning environments, learning outcomes, and peer interactions compared with the control group. The experimental group also scored higher in learning effectiveness including skills. Significant differences were observed in learning satisfaction and effectiveness across genders and grade levels. A strong positive correlation indicated that higher learning satisfaction improved learning effectiveness among elementary students. Learning satisfaction was a significant predictor of learning effectiveness, highlighting the importance of cooperative learning for better learning outcomes. The results of this study provide a reference for elementary English teachers to incorporate online platforms in their teaching practices. Full article

Children with intellectual disabilities experience unique developmental, social, and environmental challenges that intersect with adverse childhood experiences (ACEs) and positive childhood experiences (PCEs), shaping their psychosocial outcomes. While prior research has mainly examined single adversities or protective elements, the frameworks of ACEs and PCEs provide a broader understanding of their cumulative and interactive effects. However, these constructs remain underexplored in children with intellectual disabilities. This scoping review maps the range, conceptualization, and impact of ACEs, PCEs, and related concepts on psychosocial outcomes. Following the Joanna Briggs Institute (JBI) methodology, a search of PsycInfo, MEDLINE, CINAHL, Web of Science, and Google Scholar identified studies until October 2024. Two reviewers screened and extracted data using standardized criteria. Findings reveal variability in how ACEs and PCEs are defined and measured. ACE exposure, particularly the cumulative impact of multiple ACEs (polyvictimization), links to adverse psychosocial outcomes, including emotional (e.g., anxiety, depression, Post-Traumatic Stress Disorder), behavioral (e.g., aggression, conduct problems), and developmental (e.g., social and adaptive skill deficits) difficulties. PCEs—such as positive parent–child relationships, teacher–student support, and peer acceptance—mitigate risks, though impact varies by context. Intellectual disabilities severity and socioeconomic adversity shape associations. Further research is needed to inform the adaptation of ACE–PCE frameworks for children with intellectual disabilities. Full article

Background and Objectives: Halitosis is a persistent oral health issue that can undermine self-esteem and social interactions, particularly in younger populations who may be more vulnerable to peer judgment. Orthodontic retainers—both removable and fixed—can alter oral microbiota and salivary parameters, potentially influencing malodor development. This study aimed to compare halitosis severity and oral-health-related quality of life (OHRQoL) in adolescents and young adults (aged 12–25) wearing removable retainers, fixed retainers, or no orthodontic appliances, with an additional focus on salivary pH as a possible modifying factor. Methods: A total of 88 participants were allocated into three groups: removable retainer (n = 28), fixed retainer (n = 30), and no orthodontic treatment (n = 30). Halitosis severity was measured via organoleptic evaluation (0–5 scale) and the Halitosis Associated Life-Quality Test (HALT, 0–100). Salivary pH was determined using a digital pH meter. OHRQoL was assessed through the Oral Health Impact Profile–14 (OHIP-14, 0–56). One-way ANOVA with Tukey’s post hoc test and chi-square analyses were employed to compare outcomes among groups. Spearman’s correlation explored relationships among HALT, organoleptic scores, OHIP-14, and salivary pH. Results: Fixed retainer wearers exhibited higher mean organoleptic scores (2.2 ± 0.6) compared to removable retainer users (1.7 ± 0.5, p = 0.003). HALT results similarly showed that the fixed retainer group (35.6 ± 6.4) reported more halitosis-related burdens than the removable group (31.4 ± 5.9, p = 0.015). Low salivary pH (<6.8) was linked to greater malodor indices in all cohorts (p < 0.05). Correlations revealed moderate positive associations between HALT and OHIP-14 (r = +0.52, p < 0.001). Conclusions: Adolescents and young adults wearing fixed orthodontic retainers reported more severe halitosis and a correspondingly lower oral-health-related quality of life than those with removable retainers or no orthodontic appliances. Salivary pH emerged as an influential factor, indicating that maintaining a neutral oral environment could mitigate malodor. Targeted interventions emphasizing hygiene and saliva management may improve overall well-being in this vulnerable age group. Full article

Background/Objectives: Sleep-disordered breathing (SDB), historically referred to as “sleep apnea syndrome”, particularly obstructive sleep apnea (OSA), is an independent risk factor for hypertension (HTN), stroke, heart failure, arrhythmias, and other cardiovascular disorders. Despite the well-established link between OSA and HTN and its high occurrence in cardiovascular disorders, the focus on the complex OSA–HTN axis is often overlooked or inadequately managed, which might explain the lack of notable improvements in cardiovascular outcomes for this patient population. Understanding the complex relationship between OSA and HTN is crucial due to its significant implications for clinical practice and public health. Methods: Using an expanded list of relevant MeSH terms, including “sleep-disordered breathing” and “sleep apnea syndrome”, and following the PRISMA model, peer-reviewed articles were systematically selected. Studies published from January 2000 through December 2024 were identified and screened based on predefined inclusion and exclusion criteria. Results: This review emphasizes both OSA’s independent and interaction effects on cardiovascular health and outcomes across different populations. It identifies key factors mediating the association between OSA and HTN. Conclusions: Multimodal management, including continuous positive airway pressure and lifestyle modification, is essential for treating hypertension related to OSA. Effective management of the OSA–HTN relationship is vital to improving cardiovascular outcomes. Full article

Women with schizophrenia have distinct health and social needs compared to men. The Mutua Terrassa Functional Unit for Women with Schizophrenia has designed a new intervention called the Community Therapeutic Space (CTS), which is based on individual and group interventions focused on physical and mental health, and social factors. We carried out a narrative review focusing on green and blue spaces, climate change, light, digitalization and health, and gynecological screening in women with schizophrenia, to propose content for seven topics of the CTS. The personalized space offers individual appointments with mental health professionals with particular attention to pharmacological and social issues. The health space focuses mainly on groups of healthy habits, and links women to community activities. The interaction space focuses mainly on social connections, and the connection with nature. The content of these three spaces has been divided into seven colors: green and blue corners (related to green and blue spaces), red corner (climate change), yellow corner (light and health), white corner (mainly focused on mindfulness), black corner (digitalization in healthcare), and purple corner (related to gynecological screening). In the future, peer-to-peer and volunteer programs may help our healthcare unit to ensure and maintain the positive effects of these interventions. Full article

Background: Attention-Deficit/Hyperactivity Disorder (ADHD) is a neurodevelopmental condition characterized by inattention, hyperactivity, and impulsivity. Adolescents with ADHD have an elevated risk of developing Internet Gaming Disorder (IGD), a condition involving excessive gaming that disrupts daily life. IGD is linked to traits such as low frustration tolerance and sensation-seeking, with comorbid conditions like anxiety and depression further increasing vulnerability. Gaming frequently serves as a coping strategy due to emotional regulation difficulties. The dynamics within family units and peer relationships play a pivotal role, with dysfunctional environments heightening the risks and positive interactions serving as protective factors. Methods: This scoping review analyzed empirical studies published in the last decade exploring the association between ADHD, Problematic Internet Use (PIU), or IGD, focusing on neurobiological, psychological, and environmental factors. Results: The findings highlight that impulsivity and emotional dysregulation in ADHD contribute to IGD. Gaming is frequently used as a maladaptive coping strategy, with social and family influences modulating risk. Diagnostic complexities arise in distinguishing ADHD-related behaviors from IGD symptoms. Conclusions: Addressing these comorbid conditions requires interdisciplinary collaboration and evidence-based interventions. Future research should focus on understanding ADHD, PIU, or IGD interactions and developing targeted interventions. Longitudinal studies are necessary to establish causal links and assess effective treatment strategies. Full article

Evidence suggests that autistic children spend less time engaging in social interactions than their neurotypical peers which can negatively impact their wellbeing. Researchers, educators, and parents must consider how we address this. A possible facilitator of autistic children’s social skills and a protective factor for their psychological health is the role of pets and the human–pet bond. The study examined parental reports of autistic children’s attachment to their pet (dog or cat), positive and negative behaviours with that pet, and how this relates to prosocial behaviour, peer problems, and psychological health (emotional difficulties, conduct problems, hyperactivity/inattention). Sixty-five parents with an autistic child completed quantitative measures to assess these variables. Participants also completed qualitative questions aimed at understanding their perceptions of the impact of pets on their child. A regression analysis showed that children’s positive behaviour towards the pet predicted their prosocial behaviour (β = 0.40 p = 0.006). No other regression models were statistically significant. A thematic analysis of the qualitative responses highlighted four themes in relation to parents’ perceptions of the positive impacts of pets on their child. These were (1) Anxiety, Emotion Regulation, and Sleep; (2) Understanding of Self and Other; (3) Communication, Friendships, and Social Interactions; and (4) Comfort and Psychological Health. One theme was identified in relation to the negative impact of pets: (5) Pet-Related Anxiety and Concerns. The findings have implications which can inform guidelines to help parents make decisions about pet ownership and how to foster meaningful relationships between autistic children and their pets. Full article