Search Results (235)

The present study aims to analyze the development of achievement motivation and self-efficacy belief in the context of elite sports schools. A total of 658 athletes (349 female, 309 male) from Year 5 onwards participated in the central trials and performance assessments in track and field for elite sports schools between 2016 and 2025. In addition to the analysis of physical and athletic performance, the following aspects were also documented: achievement motivation, need for achievement motives and general self-efficacy beliefs. Firstly, differences between the genders were measured in terms of fear of failure and confidence, exhibiting a small effect size ranging from 0.175 to 0.25 and a significance of 0.001 and 0.026. A subsequent analysis of the Kruskal–Wallis test, pertaining to the various groups with differing performance levels, revealed significant disparities in self-discipline (p = 0.010), goal setting (p = 0.013) and confidence (p = 0.029). The effect sizes for these differences ranged from 0.08 to 0.14, indicating a modest magnitude of impact. The psychological profile of the top athletes, which is based on the psychological determinants of the study, differs significantly from that of the other groups of athletes at time t₁ (p = 0.001). It is recommended that appropriate training and guidance from coaches and sports psychologists be provided, given that confidence and self-efficacy expectations are key predictors of physical and athletic performance. Full article

The evolution of smart educational platforms has been significantly driven by the global development of ML (Machine Learning), particularly through the application of NLP (Natural Language Processing) to personalize student learning experiences. However, high schools in Gauteng Province face significant challenges in adopting smart educational portals. This is due to inadequate accessibility to resources, insufficient personalization mechanisms, and low student engagement frameworks caused by the failure to adapt to proven teaching methods. Despite the successful adoption of NLP and ML in global case studies and implementations, local gaps persist. Specifically, pretrained LLMs (Large Language Models) such as BERT (Bidirectional Encoder Representations from Transformers) require fine-tuning for African languages, yet little testing of these tools in Gauteng’s public high schools has been done. This review uses a structured literature review methodology, which examines peer-reviewed studies, case reports, and technical documents published between 2014–2026. Findings indicate that multilingual NLP resources for South African languages remain severely underdeveloped. Furthermore, it demonstrates that current smart-learning portals lack inclusive design adjustments for multilingual and low-resource contexts. Based on these findings, the paper recommends strategies for enhancing accessibility, personalization, and engagement. This includes the development of multilingual NLP resources, optimization of ML architectures for constrained infrastructure, and context-aware pedagogical adaptations. The review follows a two-layer design, consisting of (i) a global systematic synthesis of NLP and ML applications in education, and (ii) a contextual interpretation of these findings for Gauteng high schools using regional policy documents, infrastructure reports, and educational statistics. The conclusions pertain to implications and recommendations for Gauteng high schools, rather than evaluation of an existing local portal. This paper highlights the potential of NLP and ML to transform education in Gauteng but highlights the urgency of localized research and ML implementation. Full article

Adolescent depression and anxiety are prevalent, yet brief and scalable parent–child digital interventions remain understudied. This study evaluated the effects of a digital parent–child single-session growth mindset intervention targeting beliefs about intelligence, failure, and emotion on adolescent internalizing of symptoms. In a three-arm waitlist cluster randomized controlled trial, 390 parent–child dyads from seven secondary schools in Hong Kong were assigned to a parent–child intervention group, a child-only intervention group, or a waitlist control group. Students were assessed at baseline, 2 weeks, and 3 months, and parents at baseline and 3 months. Cluster-adjusted generalized estimating equations were used for intention-to-treat analyses. A significant time-by-group interaction was observed for child-reported depression, whereas the interaction effects for other outcomes were non-significant. However, cluster-adjusted baseline differences across groups limited attribution of changes in depression to intervention effects. Relative to controls, the parent–child intervention descriptively showed short-term improvement in hopelessness and sustained gains in child-reported parent–child relationships over 3 months. Moderation analyses suggested clearer short-term benefits among adolescents with higher baseline symptoms and among girls. Overall, the PC-SMILE intervention in this study did not show statistically significant effect on reducing internalizing symptoms. Improvement on intervention design and implementation would benefit further refinement of brief, scalable parent–child digital interventions. Trial registration: ClinicalTrials.gov NCT05493865. Full article

The aim of the study was to examine the relationship between friendship functions and social problem-solving among adolescents in same- and opposite-sex friendships at ages 12 and 16 (N = 304). Social problem-solving was assessed using the Social Problem-Solving Inventory–Revised, while friendship functions were measured using the McGill Friendship Questionnaire. Both instruments demonstrated satisfactory psychometric properties in all age subsamples. The analyses focused on age-, sex-, and friendship-type differences in friendship functions and social problem-solving characteristics. Based on the results, reliable alliance and self-validation were the most important friendship functions in both same- and opposite-sex friendships. Same-sex friendships were characterized more strongly by positive orientation and rational problem-solving, whereas opposite-sex friendships showed higher levels of negative orientation, impulsivity, and avoidance. In addition, several previously identified age- and sex-related characteristics of adolescent friendships were partially confirmed. The findings emphasize the important role of friendships in adolescents’ social functioning and suggest that friendship context is associated with the quality of social problem-solving. At the same time, the interpretation of opposite-sex friendship patterns and profile-specific differences requires caution because of the relatively small subgroup sizes. These findings indicate the need for further research on friendship-specific social problem-solving in adolescence. Full article

Most school science curricula teach concepts developed prior to the 20th century, despite the failure of classical physics to explain foundational physics concepts such as atomic structures and forces. This is largely because science curricula parallel historical discoveries in science: classical physics is introduced first, followed by modern physics, which is reserved for upper secondary students since it is considered too abstract for young students. This delayed approached to teaching modern science hinders students’ ability to develop foundational ideas at an appropriate age. However, the Einstein-First project challenges this notion by introducing atoms and molecules to 7–8 year-olds through hands-on activities. This research paper presents the results from two schools, where 169 students participated in eight lessons on atoms and molecules. Student and teacher data were collected using quantitative and qualitative surveys. The student results showed that hands-on activities were effective in helping primary school students understand these so-called abstract concepts. Teachers reported that, with proper upskilling and resources, they were able to deliver the program and introduce terminology and foundational concepts effectively. This study highlights the effectiveness of hands-on activities in teaching abstract scientific concepts to primary students, paving the way for enhanced science education at an early stage. Full article

Predictive analytics has become increasingly important in educational decision-making, supporting at-risk identification and adaptive tutoring. The accurate early prediction of school achievement can enable timely intervention. Using the Math Students dataset, which contains data on students from two Portuguese secondary schools, we model three categorical outcomes derived from the students’ final grade, namely the final grade level (low, medium, high), its qualitative evaluation (fail, satisfactory, good, excellent), and the final pass/fail outcome. After preprocessing, three filter methods—Correlation-Based Feature Subset Selection (CFS), Correlation Attribute Evaluation (CorrEval), and Information Gain (InfoGain)—are applied to reduce the dimensionality of the datasets. Nine classifiers (Naive Bayes, Logistic, MLP, SMO, IBk, Bagging, J48, Random Forest, Random Tree) are evaluated using ten-fold cross-validation in the Waikato Environment for Knowledge Analysis (Weka) platform. Random Forest with InfoGain achieves 90.7% accuracy on the three-band task, while Bagging with InfoGain achieves 92.5% on the binary pass/fail outcome, outperforming benchmarks in prior Educational Data Mining (EDM) studies. Results confirm that prior academic performance indicators (first- and second-period grades) and failure history dominate predictive power and contribute substantially to the success of ensemble models, particularly when paired with feature selection methods that reduce noise and highlight relevant attributes. Full article

Decreed on 12 January 1570, the seminary of the diocese of Cape Verde was established in 1866 in the format of a Seminary-High School. In this paper, I analyse the projects for the establishment of the seminary in Cape Verde, unpacking the dynamics behind the failures before 1866. First, I discuss the period from the 1570s to the 1640s, with the Jesuits at the epicentre. I then examine why the seminary project went adrift thereafter. Finally, I explain the decisive role of Bishop José Luís Alves Feijó (1865–71) in the establishment of the Seminary-High School. I contend that, in the first phase (1570s–1640s), the project failed because the leaders of the Jesuit mission, influenced by racial and civilisational prejudices, deemed the natives unfit for refined theological training. Moreover, the Jesuit mission lacked the stability to undertake the project. After their departure in 1642, no ecclesiastical player before Bishop José Luís Alves Feijó demonstrated any meaningful commitment to the seminary project. The underlining thesis of this paper is that episcopal negligence (episcopal absenteeism prevailed) and the inability or unwillingness of different field players to compromise were primarily responsible for the failures of the projects to establish the seminary before 1866. Full article

Background/Objectives: Oral health promotion in early childhood depends strongly on caregivers’ preventive care at home and educational centers. The aim of this study was to investigate socioeconomic, educational, cultural, and oral health factors associated with caregivers’ decisions to decline their children’s participation in school-based oral health promotion programs. Methods: Caregivers who did not authorize their children’s participation in the project were identified through school records and contacted using available information (name, telephone number, and email address). Participants were selected through simple random sampling. Results: Among the 58 caregivers included in the study, the main reasons reported were failure to return the consent form or missing the deadline (36.2%), considering the child too young (19.0%), already receiving private dental care (13.8%), not understanding the consent form (13.8%), not having received the document (10.3%), lack of trust in the professional (3.4%), and other reasons (3.4%). Higher income was significantly associated with higher educational level (p = 0.002), increased toothbrushing frequency (p = 0.007), shorter time since the last dental visit (p < 0.001), and lower levels of embarrassment related to oral health (p < 0.001). Additionally, lower-income caregivers were more likely to seek dental care only in the presence of problems (p = 0.046), while higher-income families were more likely to report private dental care as a reason for non-authorization (p < 0.001). Conclusions: These findings associate socioeconomic and educational inequalities with adverse effects on family oral health among parents, by reducing the frequency of preventive dental examinations and daily oral hygiene practices; and among children, by limiting authorization to participate in school-based oral health promotion programs. This evidence underscores that successful promotion of children’s oral health in educational settings requires addressing social disparities while strengthening caregivers’ knowledge and motivation to support participation. Full article

This article discusses the role of Kaupapa Māori in transforming Māori educational experiences within Aotearoa (New Zealand) over the past forty years. Since the initial articulation of Kaupapa Māori from the mid-1980s, there has been an exponential growth in its development and application across Aotearoa (New Zealand). There has been extensive documentation that it was within the education sector that Kaupapa Māori initiatives were developed and initiated by Māori in response to the failure of mainstream conventional education to provide for Māori children. That response was formalized through the establishment of Te Kōhanga Reo (Māori Language Nests) and Kura Kaupapa Māori (Māori Immersion Schools), which were led by Māori. Since then, there has been an increased utilization of Kaupapa Māori theory as a foundation for understanding, explaining and critiquing key issues facing Māori and Aotearoa more broadly. In the research project “Kaupapa Māori: Creating an Indigenous Model for Systems Change”, we undertook a series of interviews (n = 80) with Māori people involved in a range of sites who utilize Kaupapa Māori as the foundation in their lives, both personally, as whānau (extended family), and in their work. A key question posed was: What are the success factors within Kaupapa Māori that can inform innovative models for systems change that will transform inequities experienced by Māori? This was asked to gain insights into how Kaupapa Māori have created transformative and meaningful change across a range of sectors and sites. Where the wider project included participation from across a broad range of social contexts, this article looks at key themes that arose from how kaikōrero (participants) saw transformative change occurring through being a part of Kaupapa Māori educational developments. Kaikōrero shared multiple ways in which transformation occurred for individuals, within their whānau (extended families), through intergenerational changes and impacts at community and systems levels. Full article

As generative artificial intelligence (GenAI) tools undergo rapid iteration, the complexity and heterogeneity of teachers’ technology practices in authentic instructional contexts warrant closer empirical scrutiny. Focusing on a public middle school designated as an AI demonstration site in eastern China, this study drew on 17 months of fieldwork that combined critical incident interviews, participant observation, and artifact collection. Systematic thematic analysis yielded four distinct practice types: Implicit Empowerment, Ritualized Enhancement, Transformative Exploration, and Prudent Distancing. The differentiation among these types was traced to the interplay of four dimensions: professional agency, technological cognition, organizational governance, and field culture. Specifically, the professional agency dimension encompasses trade-offs in labor intensity, preservation of professional authority, and continuity of pedagogical habitus; the technological cognition dimension manifests as misalignment of technological empowerment, concerns over output hallucinations, and the narrowing of dialogic value; the organizational governance dimension includes evaluation system orientation, excessive resource consolidation, and a lack of tolerance for innovation failure; and the field culture dimension involves peer practice modeling, team cultural atmosphere, and stakeholder demands. Together, these factors help explain the diversity of teachers’ technology adoption behaviors and offer an empirically grounded framework for understanding the micro-level processes of AI integration into classroom teaching. Full article

To reveal the progressive collapse mechanism of reinforced concrete spatial beam–slab structures with unequal spans and improve their collapse-resistant design level, this study investigates the progressive collapse resistance of reinforced concrete spatial beam–slab structures with unequal span arrangements. A finite element model of the spatial frame structure was developed in ABAQUS under inner column failure conditions, and pushdown analysis was employed for numerical simulation of the test samples. The effects of the inner column failure position, beam–slab parameters, floor slab damage performance, and beam-end internal forces on the collapse capacity of reinforced concrete spatial beam–slab structures were analyzed. The results indicate that, under inner column failure, the floor slab contributes 40–50% of the structure’s bearing capacity; under side column failure, it contributes 20–30%; and under corner column failure, it contributes 15–25%. A larger beam span reduces the structure’s bearing capacity after column failure. Additionally, equal-span designs exhibit a “lag” in force compared with unequal-span designs, and lateral constraints of the floor slab have minimal influence on the bearing capacity of slabless structures. The beam and slab design parameters significantly affect the bearing capacity and ductility of a structure. The damage performance of the floor slab under small deformations reflects its yield mode, enabling inference of the crack distribution. These findings provide scientific insight into the progressive collapse mechanism of unequal-span reinforced concrete spatial beam–slab structures. On the practical side for engineering design, a bearing capacity formula incorporating the influence of the floor slab in unequal span arrangements is proposed. The innovation of this paper lies in systematically analyzing the differences in progressive collapse between equal-span and unequal-span structures, as well as the influence of the floor slab on the progressive collapse of unequal-span structures, thereby providing a theoretical basis for research on the progressive collapse of unequal-span structures such as the Xuankou Middle School in Wenchuan. Full article

This study evaluates the seismic performance and life-cycle economic implications of designing essential urban mid-rise reinforced concrete moment-resistant frame (MRF) buildings to maintain linear elastic behavior up to the Immediate Occupancy (IO) performance level. While most urban buildings are commonly designed to respond non-linearly in order to reduce initial construction costs, the current Mexico City Building Code (MCBC) permits that essential facilities, such as hospitals and schools, maintain linear behavior during moderate-to-strong earthquakes. This code establishes a maximum story drift ratio equal to 0.0075 for essential buildings constituted by MRF subjected to seismic events with a 250-year recurrence interval; in addition, it recommends ductile structural behavior to achieve Life Safety performance at a 450-year recurrence interval. Given the significant differences in occupancy, functionality, and contents of critical facilities, here it is analyzed whether the linear elastic design criterion is efficient for both secondary care hospitals and public schools. Two three-story and five-story MRF buildings, located on firm and transition soil, respectively, are analyzed. This study addresses the probability of brittle-type failure risk, the optimal allowable story drift at the IO performance level, the potential need for use-dependent drift limits, and the contribution of contents and nonstructural components to the total expected seismic losses. The seismic risk and economic performance are quantified through seismic hazard analysis, incremental dynamic analysis, fragility modeling, Monte Carlo simulation, and life-cycle cost evaluation. Full article

Diabetes complications may increase frailty rates among the elderly, leading to falls, immobility, dependency, hospitalizations, and death. The study aimed to assess any association between frailty status and glycaemic control among older adults with type 2 diabetes mellitus at Kenyatta National Hospital, Kenya. We conducted a cross-sectional study of 430 older individuals aged 60+ years with type 2 diabetes at a specialized diabetes clinic using a modified FRAIL scale. Mean age was 69.1 years; 65.7% were female and 76.2% completed primary school. Frailty prevalence was 3.8%, pre-frailty constituted 24.3%, and robust/non-frail comprised 71.9%. It was associated with age, social status, health knowledge, duration of DM, blood pressure, body mass index, high-density lipoprotein-C, and renal failure. Mean fasting plasma glucose (FPG) was 8.7 mmol/L, with 60% having FPG > 7 mmol/L; mean glycated haemoglobin (HbA1C) was 8.0%, with 41% having HbA1C > 8%. Glycaemic control was correlated with number of medications, blood pressure, and lipidaemia, but not age, sex, or social status. No correlation was found between frailty and glycaemic control: frailty versus FPG (r = 0.038, p = 0.459; χ² = 0.699, p = 0.705) and HbA1C (r = −0.009, p = 0.877; χ² = 0.046, p = 0.977). Low frailty prevalence was noted, with no association to glycaemic control. Our findings provide evidence for conducting frailty assessments in chronic disease care. Full article

Climate hazards increasingly disrupt schooling, revealing the limits of preparedness models that treat teachers only as implementers. This study reframes teacher empowerment as a climate-resilience capability and examines how governance arrangements enable (or constrain) hazard-ready education systems. Guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR), searches of Web of Science, Scopus, and Google Scholar (2000–2025) identified 53 eligible studies. Across diverse hazards and settings, the evidence converges on a governance-to-capability pathway: empowerment becomes resilient performance only when the delegated decision space is matched with financed capacity (time, training, contingency resources), timely risk information and functional communication/digital infrastructure, institutionalized cross-sector coordination (education–DRR–health–protection–local government), and learning-oriented accountability (after-action review and adaptive revision rather than punitive compliance). Reported outcomes include higher preparedness quality, earlier protective action, improved learning continuity and safeguarding, and more sustainable teacher well-being/retention. Predictable failure modes include mandate–resource mismatch, accountability overload, unstable centralization–autonomy dynamics, and inequitable empowerment distribution affecting rural schools, women, and contract teachers, and disability inclusion. The evidence gaps remain pronounced for chronic hazards (especially heat and wildfire smoke), high-vulnerability contexts (fragile/conflict settings and informal settlements), and standardized measures of equity, burden distribution, governance performance, and cost-effectiveness. Policies should prioritize integrated governance packages with explicit protection and equity safeguards. Full article

School classrooms represent complex, interconnected systems where indoor environmental quality critically influences student health, cognitive performance, and educational equity. Yet traditional approaches operate in disciplinary silos, creating systemic failures in design, operation, and maintenance. This narrative review adopts a systems engineering framework to demonstrate how integrated interventions—spanning policy, design, technology, and operations—create resilient, sustainable, and healthy classroom climates. Amid escalating climate change impacts (rising temperatures, heatwaves, wildfires) and emerging threats (airborne pathogens, urban pollution), reactive measures like school closures prove pedagogically counterproductive. This review synthesizes evidence on natural, mechanical, and mixed-mode ventilation systems optimized through advanced control strategies, smart technologies, and health-centred policies. Key findings reveal that synergistic integration of Policy, Management, Construction, Operation, and Smart Technologies, in a systems engineering framework, outperforms singular strategies. Critical interventions include hybrid ventilation coupled with layered defences (HEPA filtration, UVGI), AI-driven adaptive controls using IoT sensors and Model Predictive Control to optimize energy while managing pollutant concentrations, and mandatory IAQ standards rooted in stakeholder education. By framing classrooms as interconnected engineering systems, this work provides actionable insights for architects, engineers, policymakers, and administrators, positioning future school design toward resilience, sustainability, and human-centred health outcomes. Full article