Search Results (2,756)

Background and Objectives: Depression is a leading cause of disability globally, with treatment challenges including limited access, stigma, and poor adherence. Gamification, which applies game elements such as points, levels, and storytelling into non-game contexts, offers a promising strategy to enhance engagement and augment traditional treatments. Our research is the first study designed to explore the implementation of gamification within the Malaysian context. The objective was to explore the feasibility of implementation of gamification as an adjunctive treatment for adults with depression. Materials and Methods: Focus group discussions were held with five mental health professionals and ten patients diagnosed with moderate depression. The qualitative component assessed perceptions of gamified interventions, while quantitative measures evaluated participants’ depressive and anxiety symptomatology. Results: Three key themes were identified: (1) understanding of gamification as a treatment option, (2) factors influencing its acceptance, and (3) characteristics of a practical and feasible intervention. Clinicians saw potential in gamification to boost motivation, support psychoeducation, and encourage self-paced learning, but they expressed concerns about possible addiction, stigma, and the complexity of gameplay for some patients. Patients spoke of gaming as a source of comfort, escapism, and social connection. Acceptance was shaped by engaging storylines, intuitive design, balanced difficulty, therapist guidance, and clear safety measures. Both groups agreed that gamification should be used in conjunction with standard treatments, be culturally sensitive, and be presented as a meaningful therapeutic approach rather than merely as entertainment. Conclusions: Gamification emerges as an acceptable and feasible supplementary approach for managing depression in Malaysia. Its success depends on culturally sensitive design, robust clinical oversight, and seamless integration with existing care pathways. Future studies should investigate long-term outcomes and establish guidelines for the safe and effective implementation of this approach. We recommend targeted investment into culturally adapted gamified tools, including training, policy development, and collaboration with key stakeholders to realistically implement gamification as a mental health intervention in Malaysia. Full article

Background/Objectives: Physical activity is a cornerstone of diabetes mellitus (DM) management and is strongly recommended in the American Diabetes Association (ADA)’s guidelines. This study aims to investigate the self-reported physical activity levels of individuals with DM in Germany, as well as the barriers and facilitators they encounter. Methods: Individuals with type 1 DM (T1DM) and type 2 DM (T2DM) were asked to fill out an online questionnaire that was partly based on the International Physical Activity Questionnaire (IPAQ). Results: The questionnaire was completed by 338 persons with either T1DM (57.1%) or T2DM (42.9%) (females: 56.2%, males: 42.0%, gender diverse persons: 1.8%) of all age groups (at least 18 years). In total, 80.5% of respondents were aware of the current physical activity recommendations. Among the respondents, 58% reported meeting the recommendations for endurance-type physical activity, while only 30.5% reported meeting those for strength training. The three most frequently cited barriers to physical activity were lack of time, lack of motivation and current state of health. Supporting factors included coverage of costs, availability of exercise programs in close proximity to the patient’s home and target group specific exercise programs. Conclusions: The results imply that many individuals with DM in Germany do not meet ADA’s physical activity recommendations, especially considering that self-reports often overestimate actual behavior. In particular, the actual number of individuals who regularly engage in strength training may be too low. There is a clear need to better communicate the benefits of different forms of physical training and to provide physical activity programs aligned with patients’ individual needs. Full article

In crisis-stricken economies, leadership effectiveness increasingly hinges not on technical expertise alone but on emotional competence. While emotional intelligence (EI) has been widely acknowledged as a catalyst for effective leadership and employee outcomes, its role in volatile and resource-scarce contexts remains underexplored. This study addresses this critical gap by investigating the impact of five core EI dimensions, namely self-awareness, self-regulation, motivation, empathy, and social skills, on employee performance amid Lebanon’s ongoing multidimensional crisis. Drawing on Goleman’s EI framework and the Job Demands–Resources theory, the research employs a quantitative, cross-sectional design with data collected from 398 employees across sectors in Lebanon. Structural Equation Modeling revealed that all EI dimensions significantly and positively influenced employee performance, with self-regulation (β = 0.485) and empathy (β = 0.361) emerging as the most potent predictors. These findings underscore the value of emotionally intelligent leadership in fostering productivity, resilience, and team cohesion during organizational instability. This study contributes to the literature by contextualizing EI in an under-researched, crisis-affected setting, offering nuanced insights into which emotional competencies are most impactful during prolonged uncertainty. Practically, it positions EI as a strategic leadership asset for crisis management and sustainable human resource development in fragile economies. The results inform leadership training, policy design, and organizational strategies that aim to enhance employee performance through emotionally intelligent practices. Full article

Participation in organized sport is widely encouraged for youth development, yet positive outcomes are not guaranteed. Parents play a pivotal role in shaping young athletes’ experiences, requiring emotional support, interpersonal skills, and self-regulation. This study examines the meanings parents attribute to their children’s sports participation and how young athletes construct their experiences under parental and coaching influences. An interpretive phenomenological methodology involved semi-structured interviews with coaches, focus groups with parents, and open-ended questionnaires to young athletes. Seventeen players (M = 11.2 years, SD = 0.59), nineteen parents (M = 47.6 years, SD = 3.61), and two coaches from the same football club volunteered to participate in the study. Participants were selected through purposive sampling to ensure a homogeneous experience. The findings reveal that parental involvement balances support and pressure, while trust-building between parents and coaches significantly impacts the athletes’ experiences. The evolving role of technology and the importance of social dynamics within teams also emerged as critical factors. Intrinsic motivation, fostering emotional bonding through the sport, and adopting a developmental rather than purely competitive framework were emphasized factors identified as supporting positive youth sport experiences. These findings offer insights into how interconnected relationships among parents, coaches, and athletes influence children’s sports engagement and development. Full article

Introduction: The main purpose of this study was to test a hierarchical model of motivation that integrates Achievement Goal Theory and Self-Determination Theory to explain and predict exercise adherence. Method: In total, 2180 exercisers (1020 female, 1160 male) aged between 18 and 60 years, from different gyms and health clubs, completed several scales validated in exercise settings, regarding perceived motivational climate, basic psychological need satisfaction, behavioral regulation, and exercise adherence. For the last measure, weekly computer access to a control system over a 6-month period before and after data collection was consulted. Results: Through structural equation models (SEM), it was verified that (1) task-involving climate positively predicted basic psychological needs. In turn, the satisfaction of these needs predicted autonomous motivation, which led to a positive prediction of adherence; (2) a small variation in exercise adherence was explained by the motivational model under analysis. Nevertheless, models significantly improved their analytical power when past adherence was inserted in the model increasing the explained variance in future behavior from 9.2% to 64%. Conclusions: In conclusion, autonomous motivation can predict people’s exercise adherence, and past behavior increases that predictive effect. The present study brings scientific evidence to the popular saying “tell me what you’ve done and, and I’ll predict what you’ll do”. Full article

Adolescence is marked by identity formation and moral development, often accompanied by increased transgressive behaviors. While existing research highlights the interplay between moral constructs and transgression in adolescence, the role of kindness remains underexamined. This study conceptualizes kindness as a multidimensional moral construct and investigates the relationship between different stages of kindness (i.e., egocentric, social/normative, extrinsically motivated, authentic) and transgressive behaviors among adolescents, also considering the moderating role of self-importance of moral identity. The participants were 215 Italian adolescents (aged 15–19) who completed a self-report questionnaire. The results showed that egocentric and authentic kindness were positively and negatively associated with transgression, respectively. Moreover, moral identity significantly enhanced the protective role of authentic kindness. These findings suggest that the relationship between kindness and transgression varies based on the stage of kindness and the importance adolescents attribute to their moral identity. They contribute to extending the understanding of kindness during adolescence, offering implications for reducing transgressive behaviors through targeted and innovative interventions. Full article

The motivation for increasing the efficiency of renewable energy sources is the basic problem of ongoing research. Currently, intensive research is underway in technology based on the use of dye-sensitized solar cells (DSSCs). The aim of this work is to investigate the effect of modifying the iodide electrolyte with liquid crystals (LCs) known for the self-organization of molecules into specific mesophases. The current–voltage (I-V) and power–voltage (P-V) characteristics were determined for the ruthenium-based dyes N3, Z907, and N719 to investigate the influence of their structure and concentration on the efficiency of DSSCs. The addition of a nematic LC of 4-n-pentyl-4-cyanobiphenyl (5CB) to the iodide electrolyte influences the I-V and P-V characteristics. A modification of the I-V characteristics was found, especially a change in the values of short circuit current (I_SC) and open circuit voltage (V_OC). The conversion efficiency for cells with modified electrolyte shows a complex dependence that first increases and then decreases with increasing LC concentration. It may be caused by the orientational interaction of LC molecules with the titanium dioxide (TiO₂) layer on the photoanode. A too high concentration of LC may lead to a reduction in total ionic conductivity due to the insulating effect of the elongated polar molecules. Full article

Self-regulated learning (SRL) has been widely recognized as a critical skill for academic success in online and blended learning contexts. However, many students experience difficulty in effectively applying SRL strategies in the absence of structured instructional guidance. To address this challenge, this study developed and implemented a learning management system integrated with SRL support (SRL-LMS), specifically designed for the online component of a blended learning course. The SRL-LMS consisted of two sections: a conventional course content section and a SRL training section designed to support students in applying SRL strategies. A quasi-experimental design was adopted with 69 college students assigned to either an experimental group, with access to both course and SRL sections, or a control group, which accessed only the course section. Results indicated that students in the experimental group reported higher levels of self-regulation and showed more frequent and diverse application of SRL strategies compared to the control group. In terms of academic performance, the experimental group performed significantly better than the control group on the first exam, though no significant difference was observed on the second exam. These results highlight the effectiveness of structured SRL interventions within digital learning platforms for improving students’ self-regulatory behaviors. Future implementations should address cognitive load and incorporate strategic approaches to sustain student motivation. This study advances current SRL intervention designs and offers valuable insights for educators and instructional designers aiming to integrate targeted SRL supports in online and blended learning environments. Full article

As sustainable cultural heritage tourism increasingly demonstrates its unique value and appeal, effectively stimulating tourists’ emotional experiences and value co-creation behaviors has become a focal issue. This study investigates how multiple tourist motivations (self-enhancement, escapism, and social interaction) shape value co-creation through emotional mediators—namely aesthetic, nostalgic, and flow experiences. Data were collected from 470 valid responses from visitors to the UNESCO-listed Suzhou Classical Gardens in China and analyzed using partial least squares structural equation modeling (PLS-SEM). The results show that these emotional experiences significantly drive value co-creation behavior: self-enhancement motivation enhances all three experiences, escapism mainly promotes nostalgic and flow experiences, and social interaction primarily affects aesthetic experience. These findings clarify the psychological mechanisms through which tourists’ motivations and emotional experiences influence value co-creation behavior in cultural heritage tourism. This research advances our understanding of the motivation–experience–behavior framework and emphasizes that enhancing emotional engagement is key to fostering sustainable cultural heritage tourism practices. The study provides practical implications for designing experiences and strategies that balance visitor satisfaction with the long-term vitality of cultural heritage sites and local communities, thereby contributing to broader sustainable development goals. Full article

Parental school involvement (PSI) is an important contributor to children’s academic and overall positive development. Such activities as discussing schoolwork and tracking progress can boost children’s motivation and achievements. Although the multifaceted nature of PSI is widely recognized, there are limited reliable measures that comprehensively capture all its dimensions, particularly for children and adolescents. This study aims to develop a measure for assessing children and adolescents’ perceptions of parental involvement based on parent- and teacher-validated self-report measures—the Parental School Involvement Questionnaire—Children’s version (PSIQ-CV). A total of 537 children and adolescents (M_Age = 9.64, SD_Age = 2.43), mainly female (52.8%), from the south of Portugal participated in this study. An exploratory factor analysis (EFA, n = 150) and a confirmatory factor analysis (CFA, n = 387) were carried out. The EFA indicated a three-factor solution (i.e., support in learning activities, parent–school communication, and supervision), supported by the CFA, with good quality-of-fit indices (χ² = 225; df = 101; χ²/df = 2.23; CFI = 0.91; TLI = 0.89; RMSEA = 0.060 [CI: 0.049–0.070]). Our data confirmed that the PSIQ-CV has robust psychometric properties, with acceptable reliability and validity. The PSIQ-CV can be considered a relevant and valid tool for measuring the perception of parental school involvement among children and adolescents, in line with Epstein’s theoretical model, and useful for both researchers and practitioners. Full article

Despite the increasing number of studies indicating that generative artificial intelligence is conducive to cultivating college students’ critical thinking skills, research on the impact of college students’ use of generative artificial intelligence on their critical thinking skills in an open learning environment is still scarce. This study aims to investigate whether the use of generative artificial intelligence by college students in an open learning environment can effectively enhance their critical thinking skills. The study is centered around the following questions: Does the use of generative artificial intelligence in an open learning environment enhance college students’ critical thinking skills (what)? What is the mechanism by which the use of generative artificial intelligence affects college students’ critical thinking (how)? From the perspective of self-regulated learning theory and learning motivation theory, what are the reasons for the impact of generative artificial intelligence on college students’ critical thinking skills (why)? To this end, the study employs questionnaires and interviews to collect data. The questionnaire data are subjected to descriptive statistical analysis, correlation analysis, multiple stepwise regression analysis, and mediation effect analysis. Based on the analysis of interview materials and survey questionnaire data, the study reveals the impacts and mechanisms of college students’ use of generative artificial intelligence tools on their critical thinking skills. The findings of the study are as follows. First, the frequency of artificial intelligence use is unrelated to critical thinking skills, but using it for reflective thinking helps to develop critical thinking skills. Second, students with strong self-regulated learning skills are more likely to use generative artificial intelligence for reflective thinking and achieve better development in critical thinking skills. Third, students with strong intrinsic learning motivation are more likely to use generative artificial intelligence for reflective thinking and achieve better development in critical thinking skills. Consequently, the article analyzes the reasons from the perspectives of self-regulated learning theory and learning motivation theory and offers insights into how to properly use generative artificial intelligence to promote the development of critical thinking skills from the perspectives of higher education institutions, college teachers, and college students. Full article

Background/Objectives: Despite the health benefit of regular physical activity, many adults often discontinue it within 3–6 months due to various obstacles. The purpose of this study was to investigate factors affecting physical activity adherence of male office workers based on self-determination theory by constructing a structural equation model. Methods: In total, 257 full-time male office workers who engage in regular physical activity participated. The participants from 15 companies completed a survey asking about perceived physical activity barriers, autonomy support, psychological need satisfaction in physical activity, autonomous motivation, and physical activity adherence. Data analysis was performed using the SPSS 28.0 and the AMOS 26.0 programs to verify the fit of the hypothetical model and identify the direct and indirect effects of variables on physical activity adherence for male office workers. Results: As a result, the path significance test results for the hypothetical model showed that five of the nine paths were significant. The results show that psychological need satisfaction in physical activity and autonomous motivation were significant variables that had a direct effect on physical activity adherence, while autonomy support from significant others and perceived physical activity barriers had a significant indirect effect through psychological need satisfaction and autonomous motivation, explaining 62.0%. Conclusions: Based on these findings, it is recommended to implement customized workplace-specific physical activity interventions to enhance autonomous motivation and the autonomy, competence, and relatedness aspects of psychological need satisfaction in physical activity. Full article

Blended and virtual learning have become an integral part in international higher education, especially in the wake of the COVID-19 pandemic and the European Union’s Digital Education Action Plan. These modalities have enabled more inclusive, flexible, and sustainable forms of international collaboration, such as Collaborative Online International Learning (COIL) and Blended Intensive Programs (BIPs), reshaping the landscape of global academic mobility. This paper introduces the INVITE Learning Design Framework (LDF), developed to support higher education instructors in designing high-quality, internationalized blended and virtual learning experiences. The framework addresses the growing need for structured, theory-informed approaches to course design that foster student engagement, intercultural competence, and motivation in non-face-to-face settings. The INVITE LDF was developed through a rigorous scoping review of existing models and frameworks, complemented by needs-identification analysis and desk research. It integrates Self-Determination Theory, Active Learning principles, and the ADDIE instructional design model to provide a comprehensive, adaptable structure for course development. The framework was successfully implemented in a large-scale online training module for over 1000 educators across Europe. Results indicate that the INVITE LDF enhances educators’ ability to create engaging, inclusive, and pedagogically sound international learning environments. Its application supports institutional goals of internationalization by making global learning experiences more accessible and scalable. The findings suggest that the INVITE LDF can serve as a valuable tool for higher education institutions worldwide, offering a replicable model for fostering intercultural collaboration and innovation in digital education. This contributes to the broader transformation of international higher education, promoting equity, sustainability, and global citizenship through digital pedagogies. Full article

Modern Western societies are “aging” at a very high rate, and more and more people require assistance and care. Old age has different faces, which is due to genetic conditions, as well as the different contexts and lifestyles of people. To ensure good adaptation of seniors, it is important to determine the conditions for “successful aging”. Therefore, the purpose of the conducted study was to determine the importance of selected predictors, including the level of religiosity, assessment of health, and the intensity of motivational needs of seniors—students of the University of the Third Age—for the level of their well-being. A total of 115 people were surveyed, including 93 women and 21 men who were students in the first year of the Third Age University at the Pontifical University of John Paul II in Krakow. The surveyed seniors represented an autonomous type of religiosity, a high level of realization of the needs of self-determination, namely autonomy and competence, declared an average assessment of the state of their health, and revealed an increased level of eudaimonic well-being. Predictors of the level of well-being of the surveyed seniors turned out to be the variables religious experience, need for autonomy and competence, and health status, as assessed by the seniors. Full article

Background: Human activity is recognised as a major contributor to changes in Earth’s climate, land surface, oceans, ecosystems, and biodiversity. These alterations are largely due to greenhouse gas emissions, deforestation, mass pollution, and land degradation. In light of these environmental challenges, examining the psychological determinants of pro-environmental behaviour has become increasingly important. Study’s Aim: To provide a comprehensive model evaluating the structural relationships among biospheric values, green self-identity, green self-efficacy, and eco-anxiety to investigate the underlying mechanisms relating to the adoption of various pro-environmental behaviours (PEBs). Methods: An online self-report questionnaire was completed by 510 Italian participants (aged 18–55, M = 35.18, SD = 12.58) between November and December 2023. Data analysis was performed using R statistical software, employing Structural Equation Modelling. Results: The results indicate that eco-anxiety, green self-efficacy, and green self-identity are significant positive predictors of PEBs. Furthermore, green self-identity significantly influences eco-anxiety and green self-efficacy, while biospheric values are a major trigger for both green self-efficacy and green self-identity, but not for eco-anxiety. Conclusions: These findings suggest that while eco-anxiety can be an adaptive motivator for PEBs, biospheric values foster a green self-identity and self-efficacy, which in turn drive pro-environmental actions. The study concludes that encouraging biospheric values and strong green self-identity is crucial for promoting sustainable behaviours. Full article