Search Results (1,442)

Cannabis use among adolescents and young adults has increased alongside legalization, commercialization, and higher product potency. However, evidence regarding the effectiveness of interventions to prevent or reduce cannabis use remains heterogeneous. To systematically synthesize evidence from randomized controlled trials (RCTs) evaluating behavioral, educational, psychosocial, family-based, and digital interventions targeting cannabis use among adolescents and young adults. Following PRISMA guidelines, MEDLINE, PsycINFO, CINAHL, Embase, and Web of Science were searched for randomized or cluster-randomized controlled trials involving participants aged 12–25 years. Study characteristics, intervention approaches, outcomes, and effectiveness were synthesized qualitatively. Of 973 records, 15 RCTs met the inclusion criteria. Studies varied in setting, intervention characteristics, delivery modality, and follow-up duration (2 months–7 years). School-based cognitive-behavioral interventions demonstrated the most consistent reductions in cannabis use and related harms by strengthening emotional regulation, problem-solving, coping skills, and social competence. Motivational interviewing, family-based, and digital interventions showed beneficial but variable effects. Behavioral interventions, particularly school-based cognitive-behavioral approaches, provide the strongest and most consistent evidence for reducing cannabis use and related harms among adolescents and young adults. However, methodological heterogeneity limits direct comparisons. Future well-powered RCTs with standardized outcome measures, longer follow-up, and implementation evaluations are needed to strengthen evidence-based prevention strategies. Full article

This study examines the effectiveness of an integrated teaching model that combines project-based learning (PBL), interactive simulations, and ChatGPT in the teaching of physics. This study was conducted in the context of teaching Rutherford’s atomic model and Bohr’s postulates, and it aimed to assess the impact of the proposed model on students’ academic achievement, the development of research skills, motivation to learn, engagement, and digital competence. A quasi-experimental pre-test–post-test design was employed involving 39 Year 11 students from a specialised secondary school with a focus on physics and mathematics in Kazakhstan. Participants were assigned to one control group (CG, n = 16) and two experimental groups (EG1, n = 12; EG2, n = 11). Academic achievement was assessed using a physics comprehension test, while students’ perceptions of the intervention were examined through a 16-item Likert-scale questionnaire administered to students in the experimental groups (n = 23). Analysis of covariance (ANCOVA) revealed a statistically significant effect of group membership on final test results after controlling for pre-test scores. Post hoc comparisons revealed significantly higher adjusted final test scores in EG2 than in the control group, whereas no significant differences were observed between CG and EG1 or between the two experimental groups. Normalised measures of knowledge gain were higher in both experimental groups than in the control group. Also, Hake’s gain showed improvement in learning outcomes. The results of questionnaires showed an overall positive perception among students. The findings are of significant importance for the training of future physics teachers. The model developed demonstrates the potential for the effective integration of project-based learning, digital simulations, and artificial intelligence tools into school science education. Full article

Life skills are essential to human functioning, particularly during the transition into adulthood. This study analyzed the validity of two related measures of life skills (Life Skills Acquisition Questionnaire—LSAQ; and Life Skills Questionnaire—LSQ), which may serve as useful tools for understanding which life skills are learned and how their acquisition progresses. A quantitative cross-sectional study was conducted with a final sample of 1148 high school students who completed LSAQ, LSQ, and a measure of academic achievement expectations (AAEs). Factorial structure, reliability, convergent, discriminant and predictive validity, as well as temporal stability was assessed for both measures. LSAQ results endorsed either a four-factor model or a second-order latent factor, both encompassing key stages of life skills development (i.e., motivation, learning, automatization, and transference). LSQ results supported validity for six life skills (motivation, time management, stress management, communication, teamwork, and leadership). Both instruments showed the predictive validity of AAEs and good temporal stability. Both measures can help practitioners and researchers evaluate whether opportunities such as intervention programs affect the acquisition and diversity of life skills that students gain. They are also useful for testing theoretical models of life skills and for providing insights into how these skills are developed. Full article

Background: Autonomy-supportive climate has consistently been associated with positive student outcomes. Although Self-Determination Theory and Motivational Climate Theory conceptualize it as a multilevel construct, research has mainly examined autonomy support from an individual student perspective. The present study investigated autonomy-supportive climate as both a classroom-level construct and an individual microclimate component, examining its associations with mathematics achievement. Methods: Data came from a representative sample of 26,564 Italian 10th-grade students. Doubly Latent Multilevel Structural Equation Modeling (DL-ML-SEM) was used to examine the multilevel measurement structure of autonomy-supportive climate and its associations with mathematics achievement at the student and classroom levels, controlling for students’ sex, immigrant background, and school type. Results: Multilevel CFA supported the factorial validity and cross-level invariance of the autonomy-supportive climate measure. ICC analyses indicated substantial between-class variability and high reliability of aggregated classroom perceptions. DL-ML-SEM showed that autonomy-supportive climate was positively associated with mathematics achievement at the classroom level, but not at the individual student level. Conclusions: These findings highlight the relevance of examining autonomy support as a classroom-level phenomenon and provide new evidence on the multilevel nature of autonomy-supportive climate in educational settings. Full article

Purpose: The purpose of this study is to conduct a qualitative study of perceptions of active commuting to school (ACS) amongst middle school girls. Methods: Twelve adolescent girls (M = 13.1 ± 0.7 years old) who participated in the Safe TRavel Environment Evaluation of Texas Schools (STREETS) natural experiment were recruited to participate in semi-structured interviews. The semi-structured interview guide was grounded in Social Cognitive Theory, the Theory of Planned Behavior, and the existing literature. All interviews were transcribed by WebEx and thematic analysis was conducted via NVivo 12. Results: Participants had generally neutral to positive views of ACS. Main themes included social support of peers and the convenience of active commuting. Commonly reported barriers were distance to school, safety, and concerns about lack of sleep because of an early commuting time. Areas for future intervention included reducing perceived barriers of distance, time management, and safety, increasing girls’ motivation to actively commute, and improving skills and self-efficacy related to ACS through education, social support, guided practice, and incentives. Conclusions: This study provides evidence for schools and communities to include support programs for those who want to actively commute and suggestions for school policy changes to encourage active commuting to school (ACS). When developing ACS infrastructure or programs for middle school girls, concomitant programs that address strategies to address student perceptions and psychosocial barriers should be included. Full article

This study examined the effects of the BALA+ intervention, using a non-randomized, quasi-experimental controlled design with repeated measures on physical, motivational, and psychological outcomes among 100 fifth-grade students assessed at three time points: pre-test, post-test, and retention. The intervention (January–April 2023) integrated movement into the curriculum through active breaks, physically active learning, and manipulative activities, and was structure to provide daily opportunities for movement integration aligned with a 60 min of moderate-to-vigorous physical activity target; however, student’s actual activity intensity and accumulated duration were not objectively monitored. Participants aged 9–11 years were recruited from two state-subsidized schools and voluntarily participated in the study. Group assignment was established at the school level, without individual randomization. The control group followed a traditional teacher-centered methodology. Repeated-measures ANOVA analyses revealed significant improvements in the experimental group for physical fitness (η²_p = 0.046) and motor competence (η²_p = 0.081), with effects maintained at retention. Furthermore, the intervention showed a protective effect, preventing an increase in classroom boredom (η²_p = 0.058) compared to the control group. However, no significant group differences emerged for physical literacy, self-reported physical activity, enjoyment, or motivation. Overall, the findings suggest that the BALA+ program improved physical fitness and motor competence and may have contributed to preventing an increase in classroom boredom, while no significant intervention effects were observed for physical literacy, self-reported physical activity, enjoyment, or motivation. Full article

Early childhood education (ECE) in Vietnam remains a heavily feminized profession, deeply influenced by traditional gender stereotypes. This study employs an explanatory sequential mixed-methods design, involving a survey of 256 male teachers and 12 in-depth interviews, to examine their career motivations and professional commitment. Regression analysis reveals that gender stereotypes (β = 0.585, p < 0.001) and professional experiences (β = 0.249, p < 0.001) are the primary predictors of commitment. Findings highlight a significant paradox: despite high intrinsic motivation and positive perceptions of institutional equity, long-term commitment remains low due to persistent societal prejudice and “hyper-visibility” pressure. The study concludes that while schools provide a supportive institutional environment, sustainable workforce diversification requires both institutional and societal efforts to address persistent gender stereotypes. The findings suggest that strengthening the recruitment and retention of male preschool teachers depends on promoting inclusive professional cultures, reducing gender-based stigma, and ensuring that professional recognition and career development opportunities are grounded in demonstrated competencies rather than gendered assumptions. These findings contribute to contemporary debates on gender, professional identity, and workforce diversity in early childhood education. Full article

The present study examined whether seventh-grade female students in Oman who were taught through the generative learning model showed higher posttest science achievement and motivation to learn science than students who received regular instruction. The study used a pretest-posttest quasi-experimental design with non-equivalent groups. There were 56 student participants, with 28 in the experimental group and 28 in the control group. The experimental group was taught using a teacher’s guide organized around the stages of the generative learning model, whereas the control group received regular instruction for the same Grade 7 science unit. Student outcomes were assessed using an academic achievement test covering knowledge, application, and reasoning, and a motivation toward learning science scale. Pretest evidence indicated baseline equivalence between the two groups on achievement, Wilks’ Lambda = 0.939, F(3, 52) = 1.13, p = 0.346, and motivation, Wilks’ Lambda = 0.943, F(6, 49) = 0.489, p = 0.807. Posttest comparisons showed higher achievement and motivation scores for the experimental group under the conditions of the study. The findings provide preliminary context-specific evidence that generative learning may be associated with stronger cognitive and motivational outcomes in middle-school science, although the intact-class design warrants cautious interpretation. Full article

Instrumental learning in pre-professional music education involves complex associations among motivational orientations, cognitive strategies, and practice habits; however, their individual-level interrelations have received limited empirical attention in domain-specific research. This study examines these associations among pre-professional music students enrolled in Fine Arts High Schools (FAHS) in Türkiye (N = 332). A cross-sectional correlational design was employed, incorporating descriptive statistics, independent-samples t-tests, one-way ANOVAs with Scheffé post hoc tests, Pearson correlation analyses, multiple linear regression, and confirmatory factor analysis (CFA). The Instrument Learning Approaches Scale (ILAS) was used to assess four subscales: deep motive (DM), deep strategy (DS), surface motive (SM), and surface strategy (SS). Students predominantly reported deep motivational orientations (M = 3.57, SD = 1.19) and deep learning strategies (M = 3.47, SD = 1.21), with surface-oriented patterns reported at substantially lower levels (SM: M = 1.84, SD = 1.17; SS: M = 2.09, SD = 1.20). Small but statistically significant group differences were observed by gender (d = 0.25–0.26 for DM and DS) and grade level (η_p² = 0.03 for DM). Daily practice time was positively associated with deep approach scores (r = 0.409 and r = 0.386, both p < .001) and negatively associated with surface strategy (r = −0.149, p = .007), disconfirming H4 for the surface strategy component. Regression modeling showed that DM and DS shared 70.2% of their variance (R² = 0.702), while SM and SS shared 63.1% (R² = 0.631). CFA revealed acceptable global fit (χ²/df = 1.886, RMSEA = 0.054, CFI = 0.930); however, the Fornell–Larcker discriminant validity criterion was violated for both within-approach factor pairs (DM–DS: r = 0.836 > √AVE; SM–SS: r = 0.789 > √AVE), and a competing two-factor model (deep vs. surface) fit the data equivalently [Δχ²(5) = 3.12, p = .681]. McDonald’s omega (ω = 0.793–0.895) and corrected item-total correlations (all r > 0.30) supported subscale-level reliability. These findings indicate that the ILAS functions as a two-dimensional rather than four-dimensional instrument in this pre-professional sample—a novel psychometric contribution. The most defensible empirical contributions are: the demonstration of two-dimensional ILAS collapse in this population; the independent association of practice duration with lower surface strategy endorsement; and small but replicable group differences by gender and grade level. Implications for ILAS validation, music pedagogy, and future longitudinal research are discussed. Full article

As agents of change and future decision-makers, students will be responsible for implementing the principles and goals of sustainable development. Therefore, it is crucial that they acquire the necessary competencies to engage in sustainable practices, and academic education plays a key role in this regard. In this article our aim is to identify the factors and educational activities that would most effectively encourage students to adopt sustainable behaviors. To this end, a survey was conducted on a sample of 1604 management students at Polish universities. The following statistical methods were used to analyze the raw data: descriptive statistics and box-and-whisker plots, the Mann–Whitney U test, the Kruskal–Wallis test, Dunn’s post hoc tests, and structural equation modelling. It was identified by students that financial benefits were the most effective declared factor to motivate pro-environmental actions. In turn, the actual factor of encouraging students to adopt behaviors consistent with the principles of sustainable development was found to be the promotion of pro-environmental practices and attitudes during lectures and seminars. This factor was the only one in the structural equation model to yield a statistically significant and positive path coefficient (0.684 *). The frequency of adopting sustainable development practices varies depending on gender, high school background, place of residence, and attitudes toward sustainable development. Our research represents one of the first nationwide studies in this field. Full article

Introduction: Understanding children’s physical self-concept is crucial, as it influences motivation, behavior, and physical activity (PA). The Spanish version of the Children’s Self-Perceptions of Adequacy in and Predilection for Physical Activity (CSAPPA) assesses the adequacy and predilection for PA, but it is not fully adapted for schoolchildren. Considering the developmental and contextual differences between children and adolescents, adapting and validating this instrument for younger populations is necessary. This study aimed to test the validity and reliability of the CSAPPA for schoolchildren aged 6–12 years (65 boys and 64 girls; mean age 9.63 ± 1.78 years). Method: Comprehension of the CSAPPA was examined through cognitive interviews, and reliability was assessed via a test–retest approach with 129 Spanish schoolchildren. Confirmatory factor analysis (CFA), Cronbach’s alpha, and the intraclass correlation coefficient (ICC) were used to evaluate validity and reliability. Results: CFA confirmed the three-factor structure (Adequacy, Predilection, Enjoyment) in children aged 6–12, with excellent fit indices: Chi-square divided by degrees of freedom (χ²/df) = 1.179; Root Mean Square Error of Approximation (RMSEA) = 0.037; Comparative Fit Index (CFI) = 0.961; Tucker–Lewis Index (TLI) = 0.953. Test–retest reliability ranged from questionable to good (Cronbach’s α = 0.622–0.871), except for items 8 and 14. The ICC values indicated moderate to near-perfect (ICC: 0.453–0.871) temporal stability; items 8 and 14 were excluded. Conclusions: The Spanish CSAPPA demonstrates validity and reliability for assessing self-perceptions related to PA motivation among schoolchildren aged 6–12. As part of the affective domain in the Spanish Physical Literacy Assessment for Children (SPLA-C) model, it shows promise for use in school and sport contexts, supporting the identification of needs and planning interventions to promote active participation and positive development. However, items 8 and 14 demonstrated poor psychometric performance and should be interpreted with caution, requiring further refinement before the instrument can be recommended without reservation. Full article

This cross-sectional study examined the association of maternal educational involvement with early adolescent academic adjustment and tested maternal authoritativeness as a moderator. Participants were 665 senior elementary school students (52% were boys; mean age = 10.54 years; age range = 9.08–14.83) from Hong Kong, China. Using paper-and-pencil questionnaires, students rated their mothers’ home-based involvement (i.e., support and encouragement, expectations and attitudes, and rules and monitoring) and school-based involvement (i.e., communication with teachers and participation in school events) as well as their mothers’ overall authoritativeness. Students also rated their own academic adjustment (i.e., motivation, skills, and competence). Hierarchical regressions indicated that maternal support and encouragement were uniquely linked to early adolescent academic skills, whereas maternal rules and monitoring were uniquely linked to early adolescent academic motivation and competence. Moreover, especially for students with authoritative mothers, maternal expectations and attitudes were uniquely linked to academic motivation, skills, and competence, and maternal communication with teachers was uniquely linked to early adolescent academic skills and competence. Findings highlighted the importance of conceptualizing parental educational involvement and adolescent academic adjustment as multidimensional constructs and differentiating between parenting practices versus parenting styles. Practically, interventionists and policy makers may consider targeting both maternal educational involvement and maternal authoritativeness as possible ways to promote early adolescent academic adjustment. Full article

School Attendance Problems (SAPs) are multidimensional phenomena with significant short- and long-term effects not only for students’ socio-emotional and cognitive development but also for the broader social welfare of the country. Grounded in Self-Determination Theory (SDT), this study examined the associations between self-perceived competence and distinct non-attendance motivations among adolescents at risk for SAPs. In Study 1, Exploratory and Confirmatory Factor Analyses (EFA: n = 391; CFA: n = 593) supported a refined 13-item four-factor structure of the Italian version of the Adolescent Reasons for School Non-Attendance Scale (ARSNA), with satisfactory fit indices (CFI = 0.90; TLI = 0.87; RMSEA = 0.07), demonstrating its suitability for use with Italian adolescents. In Study 2 (n = 183 at-risk adolescents), hierarchical regression analyses, controlling age, gender, academic achievement, and failed subjects, revealed that lower self-perceived academic competence was associated with Truancy-related reasons (β = −0.27, p < 0.01), whereas School Refusal-related reasons were associated with lower self-perceived general (β = −0.23, p < 0.01) and academic competence (β = −0.18, p < 0.05). These findings provide the first Italian validation of the ARSNA and highlight competence-related processes as central mechanisms underlying Truancy and School refusal in at-risk adolescents, with direct implications for early identification and targeted intervention. Full article

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

This study examines associations between participation in a culturally responsive inventive learning experience featuring women engineers as guides and middle school students’ reported equity beliefs about belonging in inventing, interest in inventing, and their identification of women inventors. the students’ inventive interests. Following a single-session STEM outreach experience across five sites, which included family sessions held at a local museum, after-school STEM night family activities, and in-class visits (N = 215 students), participants completed a retrospective pre-post survey. Results indicated statistically significant positive shifts in students’ reported equity beliefs and interest in inventing following the session. However, findings were context-dependent: interest gains were more strongly associated with instructor connection and prior inventing experience, while equity belief shifts were observed broadly across participants and did not appear to depend on individual instructor connection. Instructor connection was not significantly associated with students’ identification of women inventors, suggesting that cognitive recognition of diverse inventors may require more sustained exposure than a single session provides. These findings suggest that single-session culturally responsive inventive learning experiences may be associated with positive motivational shifts in equity beliefs and interest, while deeper cognitive change in students’ inventor associations may require repeated and sustained engagement. Implications for the design of culturally responsive invention education programs are discussed. Full article