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Search Results (834)

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Keywords = social and emotional learning

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18 pages, 2763 KiB  
Article
Enhancing Students’ Interest in Physics Concepts with a Low-Cost STEM Tool Focused on Motivation in Rural Areas of Developing Countries
by René Flores-Godínez, Antonio Alarcón-Paredes, Iris Paola Guzmán-Guzmán, Yanik Ixchel Maldonado-Astudillo and Gustavo Adolfo Alonso-Silverio
Educ. Sci. 2025, 15(8), 994; https://doi.org/10.3390/educsci15080994 (registering DOI) - 5 Aug 2025
Viewed by 23
Abstract
Physics concepts are considered an essential component of STEM (science, technology, engineering, and mathematics) education and fundamental for economic and technological development in the world. However, there can be student academic underperformance, such as the school environment, learning media and infrastructure, student interest [...] Read more.
Physics concepts are considered an essential component of STEM (science, technology, engineering, and mathematics) education and fundamental for economic and technological development in the world. However, there can be student academic underperformance, such as the school environment, learning media and infrastructure, student interest and emotions, as well as social and economic development factors in communities. These problems are even more acute in rural areas of developing countries, where poverty is high and teachers often lack the necessary technological skills. The aim of this study was to evaluate the impact of a low-cost STEM tool focused on motivation in learning, in terms of five variables of interest in physics in rural areas, as well as the durability of the tools used to learn 12 physics concepts. A quasi-experimental study was conducted with the participation of 78 high school students, with an average age of 15.82 years, in a rural area of Guerrero, Mexico. The results showed that using the STEM tool significantly increased students’ interest in learning methodology, active participation, and attitude towards physics, facilitating the teacher’s work. In addition, the 3D construction kit used in the experimentation, besides being low-cost, proved to be affordable and durable, making it ideal for use in rural areas. Full article
(This article belongs to the Special Issue Interdisciplinary Approaches to STEM Education)
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19 pages, 554 KiB  
Systematic Review
Education, Neuroscience, and Technology: A Review of Applied Models
by Elena Granado De la Cruz, Francisco Javier Gago-Valiente, Óscar Gavín-Chocano and Eufrasio Pérez-Navío
Information 2025, 16(8), 664; https://doi.org/10.3390/info16080664 - 4 Aug 2025
Viewed by 179
Abstract
Advances in neuroscience have improved the understanding of cognitive, emotional, and social processes involved in learning. Simultaneously, technologies such as artificial intelligence, augmented reality, and gamification are transforming educational practices. However, their integration into formal education remains limited and often misapplied. This study [...] Read more.
Advances in neuroscience have improved the understanding of cognitive, emotional, and social processes involved in learning. Simultaneously, technologies such as artificial intelligence, augmented reality, and gamification are transforming educational practices. However, their integration into formal education remains limited and often misapplied. This study aims to evaluate the impact of technology-supported neuroeducational models on student learning and well-being. A systematic review was conducted using PubMed, the Web of Science, ScienceDirect, and LILACS, including open-access studies published between 2020 and 2025. Selection and methodological assessment followed PRISMA 2020 guidelines. Out of 386 identified articles, 22 met the inclusion criteria. Most studies showed that neuroeducational interventions incorporating interactive and adaptive technologies enhanced academic performance, intrinsic motivation, emotional self-regulation, and psychological well-being in various educational contexts. Technology-supported neuroeducational models are effective in fostering both cognitive and emotional development. The findings support integrating neuroscience and educational technology into teaching practices and teacher training, promoting personalized, inclusive, and evidence-based education. Full article
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18 pages, 330 KiB  
Essay
Music and Arts in Early Childhood Education: Paths for Professional Development Towards Social and Human Development
by Helena Rodrigues, Ana Isabel Pereira, Paulo Maria Rodrigues, Paulo Ferreira Rodrigues and Angelita Broock
Educ. Sci. 2025, 15(8), 991; https://doi.org/10.3390/educsci15080991 (registering DOI) - 4 Aug 2025
Viewed by 209
Abstract
This article examines training itineraries for early childhood education professionals in Portugal, focusing on promoting social and human development through music and the arts for infants. The training models discussed are categorized as short-term and long-term, encompassing both theory and practice through a [...] Read more.
This article examines training itineraries for early childhood education professionals in Portugal, focusing on promoting social and human development through music and the arts for infants. The training models discussed are categorized as short-term and long-term, encompassing both theory and practice through a transdisciplinary approach. Based on initiatives promoted by the Companhia de Música Teatral (CMT) and the Education and Human Development Group of the Centre for the Study of Sociology and Musical Aesthetics (CESEM) at NOVA University Lisbon, the article highlights projects such as: (i) Opus Tutti and GermInArte, developed between 2011 and 2018; (ii) the Postgraduate Course Music in Childhood: Intervention and Research, offered at the University since 2020/21, which integrates art, health, and education, promoting collaborative work between professionals; and (iii) Mil Pássaros (Thousand Birds), developed since 2020, which exemplifies the integration of environmental education and artistic practices. The theoretical basis of these training programs combines neuroscientific and educational evidence, emphasizing the importance of the first years of life for integral development. Studies, such as those by Heckman, reinforce the impact of early investment in children’s development. Edwin Gordon’s Music Learning Theory and Malloch and Trevarthen’s concept of ‘communicative musicality’ structure the design of these courses, recognizing music as a catalyst for cognitive, emotional, and social skills. The transformative role of music and the arts in educational and social contexts is emphasized, in line with the Sustainable Development Goals of the 2030 Agenda, by proposing approaches that articulate creation, intervention, and research to promote human development from childhood onwards. Full article
23 pages, 978 KiB  
Article
Emotional Analysis in a Morphologically Rich Language: Enhancing Machine Learning with Psychological Feature Lexicons
by Ron Keinan, Efraim Margalit and Dan Bouhnik
Electronics 2025, 14(15), 3067; https://doi.org/10.3390/electronics14153067 - 31 Jul 2025
Viewed by 280
Abstract
This paper explores emotional analysis in Hebrew texts, focusing on improving machine learning techniques for depression detection by integrating psychological feature lexicons. Hebrew’s complex morphology makes emotional analysis challenging, and this study seeks to address that by combining traditional machine learning methods with [...] Read more.
This paper explores emotional analysis in Hebrew texts, focusing on improving machine learning techniques for depression detection by integrating psychological feature lexicons. Hebrew’s complex morphology makes emotional analysis challenging, and this study seeks to address that by combining traditional machine learning methods with sentiment lexicons. The dataset consists of over 350,000 posts from 25,000 users on the health-focused social network “Camoni” from 2010 to 2021. Various machine learning models—SVM, Random Forest, Logistic Regression, and Multi-Layer Perceptron—were used, alongside ensemble techniques like Bagging, Boosting, and Stacking. TF-IDF was applied for feature selection, with word and character n-grams, and pre-processing steps like punctuation removal, stop word elimination, and lemmatization were performed to handle Hebrew’s linguistic complexity. The models were enriched with sentiment lexicons curated by professional psychologists. The study demonstrates that integrating sentiment lexicons significantly improves classification accuracy. Specific lexicons—such as those for negative and positive emojis, hostile words, anxiety words, and no-trust words—were particularly effective in enhancing model performance. Our best model classified depression with an accuracy of 84.1%. These findings offer insights into depression detection, suggesting that practitioners in mental health and social work can improve their machine learning models for detecting depression in online discourse by incorporating emotion-based lexicons. The societal impact of this work lies in its potential to improve the detection of depression in online Hebrew discourse, offering more accurate and efficient methods for mental health interventions in online communities. Full article
(This article belongs to the Special Issue Techniques and Applications of Multimodal Data Fusion)
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19 pages, 4572 KiB  
Article
The Role of Craft in Special Education: Insights from the CRAEFT Program
by Danae Kaplanidi, Athina Sismanidou, Katerina Ziova, Christodoulos Riggas and Nikolaos Partarakis
Heritage 2025, 8(8), 303; https://doi.org/10.3390/heritage8080303 - 29 Jul 2025
Viewed by 583
Abstract
This study explores the potential of craft-based activities in the context of special education, focusing on a papier mâché sculpting workshop implemented at the Special Kindergarten of Komotini, Greece, as part of the Horizon Europe Craeft project. The initiative aimed to assess how [...] Read more.
This study explores the potential of craft-based activities in the context of special education, focusing on a papier mâché sculpting workshop implemented at the Special Kindergarten of Komotini, Greece, as part of the Horizon Europe Craeft project. The initiative aimed to assess how such creative activities could enhance the learning experience of children with intellectual and motor impairments, foster socialization, and develop fine motor skills. With reference to literature in art therapy, craft education, and inclusive pedagogy, the study applied a mixed-methods approach combining observation, visual analysis, and a survey. The findings indicate that, despite varied levels of participation based on individual needs, all students engaged meaningfully with the materials and activities. School professionals observed increased student engagement, emotional comfort, and communication, while also identifying the activity as well adapted and replicable in similar contexts. The results highlight the value of crafts in special education, not only as a sensory and cognitive stimulus but also as a means of fostering inclusion and self-expression. The study concludes with a call for further research into the role of tactile materials and hand gestures in relation to specific impairments. Full article
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15 pages, 239 KiB  
Article
Examining Puppetry’s Contribution to the Learning, Social and Therapeutic Support of Students with Complex Educational and Psychosocial Needs in Special School Settings: A Phenomenological Study
by Konstantinos Mastrothanasis, Angelos Gkontelos, Maria Kladaki and Eleni Papouli
Disabilities 2025, 5(3), 67; https://doi.org/10.3390/disabilities5030067 - 28 Jul 2025
Viewed by 1456
Abstract
The present study focuses on investigating the contribution of puppetry as a pedagogical and psychosocial tool in special education, addressing the literature gap in the systematic documentation of the experiences of special education teachers, concerning its use in daily teaching practice. The main [...] Read more.
The present study focuses on investigating the contribution of puppetry as a pedagogical and psychosocial tool in special education, addressing the literature gap in the systematic documentation of the experiences of special education teachers, concerning its use in daily teaching practice. The main objective is to capture the way in which puppetry enhances the learning, social and therapeutic support of students with complex educational and psychosocial needs. The study employs a qualitative phenomenological approach, conducting semi-structured interviews with eleven special education teachers who integrate puppetry into their teaching. Qualitative data were analyzed using thematic analysis. The findings highlight that puppetry significantly enhances cognitive function, concentration, memory and language development, while promoting the active participation, cooperation, social inclusion and self-expression of students. In addition, the use of the puppet acts as a means of psycho-emotional empowerment, supporting positive behavior and helping students cope with stress and behavioral difficulties. Participants identified peer support, material adequacy and training as key factors for effective implementation, while conversely, a lack of resources and time is cited as a key obstacle. The integration of puppetry in everyday school life seems to ameliorate a more personalized, supportive and experiential learning environment, responding to the diverse and complex profiles of students attending special schools. Continuous training for teachers, along with strengthening the collaboration between the arts and special education, is essential for the effective use of puppetry in the classroom. Full article
34 pages, 1738 KiB  
Article
Enhancing Propaganda Detection in Arabic News Context Through Multi-Task Learning
by Lubna Al-Henaki, Hend Al-Khalifa and Abdulmalik Al-Salman
Appl. Sci. 2025, 15(15), 8160; https://doi.org/10.3390/app15158160 - 22 Jul 2025
Viewed by 254
Abstract
Social media has become a platform for the rapid spread of persuasion techniques that can negatively affect individuals and society. Propaganda detection, a crucial task in natural language processing, aims to identify manipulative content in texts, particularly in news media, by assessing propagandistic [...] Read more.
Social media has become a platform for the rapid spread of persuasion techniques that can negatively affect individuals and society. Propaganda detection, a crucial task in natural language processing, aims to identify manipulative content in texts, particularly in news media, by assessing propagandistic intent. Although extensively studied in English, Arabic propaganda detection remains challenging because of the language’s morphological complexity and limited resources. Furthermore, most research has treated propaganda detection as an isolated task, neglecting the influence of sentiments and emotions. The current study addresses this gap by introducing the first multi-task learning (MTL) models for Arabic propaganda detection, integrating sentiment analysis and emotion detection as auxiliary tasks. Three MTL models are introduced: (1) MTL combining all tasks, (2) PSMTL (propaganda and sentiment), and (3) PEMTL (propaganda and emotion) based on transformer architectures. Additionally, seven task-weighting schemes are proposed and evaluated. Experiments demonstrated the superiority of our framework over state-of-the-art methods, achieving a Macro-F1 score of 0.778 and 79% accuracy. The results highlight the importance of integrating sentiment and emotion for enhanced propaganda detection; demonstrate that MTL improves model performance; and provide valuable insights into the interaction among sentiment, emotion, and propaganda. Full article
(This article belongs to the Special Issue New Trends in Natural Language Processing)
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17 pages, 560 KiB  
Review
Navigating a New Normal: A Mixed-Methods Study of the Pediatric Tracheostomy Parent-Caregiver Experience
by Laine DiNoto, Adrianne Frankel, Taylor Wheaton, Desirae Smith, Kimberly Buholtz, Rita Dadiz and Kathryn Palumbo
Children 2025, 12(7), 956; https://doi.org/10.3390/children12070956 - 21 Jul 2025
Viewed by 320
Abstract
Objective: To explore the experiences and self-efficacy of parent-caregivers providing care for a child with a tracheostomy tube. Study Design: Parent-caregivers completed surveys and participated in semi-structured interviews about their experiences learning to care for their child with a tracheostomy tube. Survey data [...] Read more.
Objective: To explore the experiences and self-efficacy of parent-caregivers providing care for a child with a tracheostomy tube. Study Design: Parent-caregivers completed surveys and participated in semi-structured interviews about their experiences learning to care for their child with a tracheostomy tube. Survey data were analyzed using descriptive statistics. Interviews were transcribed verbatim and analyzed thematically through coding. Results: Fifteen parent-caregivers participated in the survey, 13 of whom completed an interview. After receiving a tracheostomy, children were hospitalized a median of 6 months prior to discharge home. At the time of our study, children had been home for a median of 3.5 years. Parent-caregivers felt more prepared to perform routine daily care compared to triaging a change in medical status. Parent-caregiver self-efficacy in performing tracheostomy care skills improved with experience at home. Four themes were identified from interviews: new identity formation, enduring education, child and family biopsychosocial support, and establishing normalcy. Parent-caregivers shared that education was more than just acquiring skills; it also involved discovering diverse ways of learning and building confidence in one’s own abilities to fulfill the many types of roles they serve to successfully care for and keep their child safe while supporting their social and emotional needs as parent-caregivers. Conclusions: Parent-caregivers’ reflections on their experiences provide critical insight into their psychosocial needs and challenges in providing care to children with tracheostomies. Further investigation of lived experiences is vital to shaping a community that can support families of medically complex children. Full article
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22 pages, 6378 KiB  
Article
Cross-Modal Insights into Urban Green Spaces Preferences
by Jiayi Yan, Fan Zhang and Bing Qiu
Buildings 2025, 15(14), 2563; https://doi.org/10.3390/buildings15142563 - 20 Jul 2025
Viewed by 255
Abstract
Urban green spaces (UGSs) and forests play a vital role in shaping sustainable and livable cities, offering not only ecological benefits but also spaces that are essential for human well-being, social interactions, and everyday life. Understanding the landscape features that resonate most with [...] Read more.
Urban green spaces (UGSs) and forests play a vital role in shaping sustainable and livable cities, offering not only ecological benefits but also spaces that are essential for human well-being, social interactions, and everyday life. Understanding the landscape features that resonate most with public preferences is essential for enhancing the appeal, accessibility, and functionality of these environments. However, traditional approaches—such as surveys or single-data analyses—often lack the nuance needed to capture the complex and multisensory nature of human responses to green spaces. This study explores a cross-modal methodology that integrates natural language processing (NLP) and deep learning techniques to analyze text and image data collected from public reviews of 19 urban parks in Nanjing. By capturing both subjective emotional expressions and objective visual impressions, this study reveals a consistent public preference for natural landscapes, particularly those featuring evergreen trees, shrubs, and floral elements. Text-based data reflect users’ lived experiences and nuanced perceptions, while image data offers insights into visual appeal and spatial composition. By bridging human-centered insights with data-driven analysis, this research provides a robust framework for evaluating landscape preferences. It also underscores the importance of designing green spaces that are not only ecologically sound but also emotionally resonant and socially inclusive. The findings offer valuable guidance for the planning, design, and adaptive management of urban green infrastructure in ways that support healthier, more responsive, and smarter urban environments. Full article
(This article belongs to the Section Architectural Design, Urban Science, and Real Estate)
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34 pages, 2061 KiB  
Article
Analyzing Communication and Migration Perceptions Using Machine Learning: A Feature-Based Approach
by Andrés Tirado-Espín, Ana Marcillo-Vera, Karen Cáceres-Benítez, Diego Almeida-Galárraga, Nathaly Orozco Garzón, Jefferson Alexander Moreno Guaicha and Henry Carvajal Mora
Journal. Media 2025, 6(3), 112; https://doi.org/10.3390/journalmedia6030112 - 18 Jul 2025
Viewed by 479
Abstract
Public attitudes toward immigration in Spain are influenced by media narratives, individual traits, and emotional responses. This study examines how portrayals of Arab and African immigrants may be associated with emotional and attitudinal variation. We address three questions: (1) How are different types [...] Read more.
Public attitudes toward immigration in Spain are influenced by media narratives, individual traits, and emotional responses. This study examines how portrayals of Arab and African immigrants may be associated with emotional and attitudinal variation. We address three questions: (1) How are different types of media coverage and social environments linked to emotional reactions? (2) What emotions are most frequently associated with these portrayals? and (3) How do political orientation and media exposure relate to changes in perception? A pre/post media exposure survey was conducted with 130 Spanish university students. Machine learning models (decision tree, random forest, and support vector machine) were used to classify attitudes and identify predictive features. Emotional variables such as fear and happiness, as well as perceptions of media clarity and bias, emerged as key features in classification models. Political orientation and prior media experience were also linked to variation in responses. These findings suggest that emotional and contextual factors may be relevant in understanding public perceptions of immigration. The use of interpretable models contributes to a nuanced analysis of media influence and highlights the value of transparent computational approaches in migration research. Full article
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18 pages, 2161 KiB  
Article
The Relationship Between University Dormitory Environmental Factors and Students’ Informal Learning Experiences: A Case Study of Three Universities in Guangdong Province
by Weizhen He and Ni Zeng
Buildings 2025, 15(14), 2518; https://doi.org/10.3390/buildings15142518 - 17 Jul 2025
Viewed by 478
Abstract
In recent decades, university dormitories have gradually evolved from traditional residential spaces into educationally meaningful venues that support informal learning. However, limited research has explored how supportive environmental factors within dormitories influence students’ informal learning experiences. This study aims to evaluate key environmental [...] Read more.
In recent decades, university dormitories have gradually evolved from traditional residential spaces into educationally meaningful venues that support informal learning. However, limited research has explored how supportive environmental factors within dormitories influence students’ informal learning experiences. This study aims to evaluate key environmental factors that affect students’ satisfaction with informal learning in dormitory settings. Based on a comprehensive literature review, two types of informal learning behaviors—individual and collaborative—were defined, and a multi-dimensional evaluation framework comprising five categories and 26 environmental indicators was established. Field observations and structured questionnaires were employed to assess students’ satisfaction with each environmental factor and their overall informal learning experiences. Quantitative analyses were conducted to examine the relationships between environmental conditions and learning satisfaction. Results show that all five-factor categories—spatial designs, natural environments, physical settings, social aspects, and resources—positively influence informal learning, with resources being the most impactful. While environmental influences on individual and collaborative learning exhibit minor differences, the overall patterns are consistent. Compared to other informal learning spaces on campus, dormitory users place greater emphasis on spatial controllability. This study further demonstrates the cognitive and emotional value of dormitory environments and proposes targeted directions for optimizing them as informal learning spaces. Full article
(This article belongs to the Section Architectural Design, Urban Science, and Real Estate)
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21 pages, 1374 KiB  
Article
Adaptive Journeys: Accelerating Cross-Cultural Adaptation Through Study Tours
by Ziye Huang, Anmin Huang and Ziyan Yin
Behav. Sci. 2025, 15(7), 973; https://doi.org/10.3390/bs15070973 - 17 Jul 2025
Viewed by 342
Abstract
With the rise in short-term intercultural mobility programs, enhancing students’ adaptive capacity through structured experiential learning has become a key concern. Using constructivist grounded theory, this study draws on extending the situated learning and embodied cognition theories as analytical frameworks to explore international [...] Read more.
With the rise in short-term intercultural mobility programs, enhancing students’ adaptive capacity through structured experiential learning has become a key concern. Using constructivist grounded theory, this study draws on extending the situated learning and embodied cognition theories as analytical frameworks to explore international students’ cross-cultural adaptation within the context of study tours. It develops a three-phase framework (pre-departure, on-site immersion, and post-tour reflection) to trace their transition from cultural distance to adaptation. The findings reveal that the process through which international students shift from cross-cultural distance to multidimensional adaptation can be further accelerated by environmental settings, situational behaviors, and short-term emotional responses within study tour contexts. Moreover, culture-led and nature-led environments evoke distinct patterns of participation and emotional responses, facilitating varying degrees and dimensions of adaptation across psychological, social, and cultural domains. The study extends situated and embodied learning perspectives by conceptualizing study tours as dynamic, context-sensitive learning sites. By considering adaptation processes context-dependent, this study deepens the understanding of how learning, emotion, and environment interact to shape intercultural development and offers practical insights for designing responsive, stage-sensitive study tour programs. Full article
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40 pages, 3475 KiB  
Article
The Impact of Extracurricular Activities on Pre-Service Teacher Professional Development: A Structural Equation Modeling Study
by Funda Uysal
J. Intell. 2025, 13(7), 87; https://doi.org/10.3390/jintelligence13070087 - 17 Jul 2025
Viewed by 424
Abstract
This study investigates the development of cognitive, emotional, and social skills in pre-service teachers through extracurricular activities, addressing 21st century challenges in preparing educators for diverse learning environments. It was hypothesized that extracurricular activities would positively influence cognitive skills (self-efficacy, self-regulation), emotional dimensions [...] Read more.
This study investigates the development of cognitive, emotional, and social skills in pre-service teachers through extracurricular activities, addressing 21st century challenges in preparing educators for diverse learning environments. It was hypothesized that extracurricular activities would positively influence cognitive skills (self-efficacy, self-regulation), emotional dimensions (professional interest), social competencies (teacher–student relationships), and academic achievement. This study employed predictive correlational methodology based on an integrated theoretical framework combining Social Cognitive Theory, Self-Determination Theory, Self-Regulation Theory, and Interpersonal Relationships Theory within formal–informal learning contexts. A psychometrically robust instrument (“Scale on the Contribution of Extracurricular Activities to Professional Development”) was developed and validated through exploratory and confirmatory factor analyses, yielding a five-factor structure with strong reliability indicators (Cronbach’s α = 0.91–0.93; CR = 0.816–0.912; AVE = 0.521–0.612). Data from 775 pre-service teachers (71.1% female) across multiple disciplines at a Turkish university were analyzed using structural equation modeling (χ2/df = 2.855, RMSEA = 0.049, CFI = 0.93, TLI = 0.92). Results showed that extracurricular participation significantly influenced self-efficacy (β = 0.849), professional interest (β = 0.418), self-regulation (β = 0.191), teacher–student relationships (β = 0.137), and academic achievement (β = 0.167). Notably, an unexpected negative relationship emerged between self-efficacy and academic achievement (β = −0.152). The model demonstrated strong explanatory power for self-efficacy (R2 = 72.8%), professional interest (R2 = 78.7%), self-regulation (R2 = 77.2%), and teacher–student relationships (R2 = 63.1%) while explaining only 1.8% of academic achievement variance. This pattern reveals distinct developmental pathways for professional versus academic competencies, leading to a comprehensive practical implications framework supporting multidimensional assessment approaches in teacher education. These findings emphasize the strategic importance of extracurricular activities in teacher education programs and highlight the need for holistic approaches beyond traditional academic metrics, contributing to Sustainable Development Goal 4 by providing empirical evidence for integrating experiential learning opportunities that serve both academic researchers and educational practitioners seeking evidence-based approaches to teacher preparation. Full article
(This article belongs to the Special Issue Cognitive, Emotional, and Social Skills in Students)
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20 pages, 555 KiB  
Article
Perfectionism and Workaholism as Barriers to Lifelong Learning and Occupational Sustainability: A Cross-Professional Analysis
by Aniella Mihaela Vieriu and Simona Magdalena Hainagiu
Sustainability 2025, 17(14), 6512; https://doi.org/10.3390/su17146512 - 16 Jul 2025
Viewed by 318
Abstract
Workaholism and perfectionism have increasingly been identified as significant obstacles to effective lifelong learning and skills development, ultimately undermining long-term career adaptability and organizational resilience. This study explores the predictive role of perfectionism and professional workaholism, with a particular focus on their implications [...] Read more.
Workaholism and perfectionism have increasingly been identified as significant obstacles to effective lifelong learning and skills development, ultimately undermining long-term career adaptability and organizational resilience. This study explores the predictive role of perfectionism and professional workaholism, with a particular focus on their implications for continuous education and occupational sustainability—defined as employees’ ability to remain adaptable and resilient over time. Using a cross-sectional quantitative design, data were collected from 105 participants (54 IT professionals and 51 nurses) who completed standardized measures of perfectionism and workaholism and reported their cognitive–emotional readiness for further training. Four regression models were employed to assess the impact of the three perfectionism dimensions and profession on overall workaholism and its subcomponents (excessive work, compulsive work, supplementary work). Socially prescribed perfectionism emerged as a strong predictor, accounting for over one-third of the variance in workaholism (β = 0.37; R2_adj = 0.368; p < 0.001), while self-oriented perfectionism significantly predicted excessive work (β = 0.25; p = 0.015). Professional domain had no significant effect, indicating the trans-professional nature of these psychological barriers. Additionally, workaholism was associated with reduced cognitive–emotional availability for ongoing training, highlighting its detrimental effects on lifelong learning. Limitations include the cross-sectional design and reliance on convenience sampling. From a practical perspective, the findings support interventions targeting maladaptive perfectionism, aiming to enhance engagement in continuous professional education and foster sustainable work environments, in line with the United Nations Sustainable Development Goals (SDG 4 and SDG 8). Full article
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18 pages, 501 KiB  
Review
Cognitive Effects of Cannabis Use: A Comprehensive Review Across Domains
by Andréia Pucinelli de Souza Queiroz, Maria Olivia Pozzolo Pedro, Marcela Waisman Campos, Julio Torales, Antonio Ventriglio and João Mauricio Castaldelli-Maia
Neurol. Int. 2025, 17(7), 107; https://doi.org/10.3390/neurolint17070107 - 15 Jul 2025
Viewed by 1473
Abstract
Cannabis is the most widely consumed illicit substance worldwide, with rising use particularly among adolescents and young adults. Accumulating evidence indicates that chronic cannabis use may negatively impact several domains of cognition, yet findings across studies remain varied and fragmented. This comprehensive review [...] Read more.
Cannabis is the most widely consumed illicit substance worldwide, with rising use particularly among adolescents and young adults. Accumulating evidence indicates that chronic cannabis use may negatively impact several domains of cognition, yet findings across studies remain varied and fragmented. This comprehensive review synthesizes current knowledge on the long-term cognitive consequences of cannabis use, focusing on attention, executive functioning, learning, memory, language, motor coordination, and social cognition. Consistent impairments have been observed in domains such as attention, executive function, memory, and learning; however, most evidence derives from studies of acute or residual effects. Evidence of long-lasting deficits after extended abstinence remains more limited and methodologically heterogeneous. Acute motor coordination deficits are well established, but persistent impairments in this domain lack conclusive evidence. Effects on language remain inconclusive, and findings regarding social cognition, though limited, suggest potential deficits in emotion recognition and mental state inference. Early onset and high-frequency use are critical risk factors for more severe and enduring cognitive effects. Some deficits may partially reverse with abstinence, although many persist long after cessation. Overall, cannabis use is associated with widespread and lasting cognitive impairments. These findings underscore the need for targeted prevention strategies, especially among youth, and point to future longitudinal and mechanistic research to better understand the nature, persistence, and potential reversibility of these cognitive effects. Full article
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