Search Results (2,376)

Background: Physical inactivity among Saudi Arabian adolescents is a critical public health concern due to its contribution to the rising prevalence of overweight, obesity, and non-communicable diseases. Despite this, the motivational profiles and perceived barriers that differentiate athletic from non-athletic adolescents remain understudied in the Saudi literature, particularly within the school Physical Education (PE) context. Grounded in Self-Determination Theory (SDT), the present study examined the factors preventing and motivating Saudi adolescents to engage in physical activity (PA) and discusses findings in terms of their implications for PE teachers and school-based intervention. Method: A cross-sectional study was conducted with 124 male high school students in Riyadh (mean age: 16.79 ± 0.66 years). Participants were categorized as either athletes (n = 70) or non-athletes (n = 54) based on pre-defined engagement criteria: athletes were required to report vigorous-intensity sport participation on three or more days per week for a minimum of 60 min per session. Anthropometric measurements, lifestyle behaviors (diet, screen time, sleep), motivations, and barriers were assessed using the validated Arab Teens Lifestyle Study (ATLS) questionnaire. Independent samples t-tests and chi-square tests were used to compare between-group differences; effect sizes are reported. Result: Non-athletes had a significantly higher mean BMI (29.40 ± 6.77 kg/m²) and waist circumference (98.65 ± 21.63 cm) compared to athletes (BMI: 22.19 ± 4.44 kg/m²; waist: 78.84 ± 9.51 cm; both p < 0.001). No significant differences were observed in screen time, sleep duration, or dietary habits. The primary motivations for PA among athletes were health benefits (27.1%), recreation (25.7%), and competition (20.0%), reflecting an autonomous motivational profile consistent with SDT. Among non-athletes, the predominant barriers were the lack of suitable facilities (25.9%) and the absence of an exercise partner (22.2%); reflecting unmet SDT needs for competence and relatedness respectively, while only 9.3% cited having a lack of time. Conclusions: Non-athletic participants face a significant health disadvantage characterized by higher rates of overweight and central obesity. In contrast to global trends, where academic commitments dominate barriers to PA, the principal barriers in this population are environmental and social, reflecting unmet psychological needs that PE teachers are uniquely positioned to address. Rather than focusing solely on infrastructure, PE promoters should implement need-supportive teaching practices, including competence-building tasks and cooperative peer structures, to foster the intrinsic motivational profile observed in the athletes and promote long-term PA adherence among non-athletic students, in alignment with the health objectives of Saudi Vision 2030. Full article

Purpose: Access to assistive technology (AT) is a fundamental human right and a critical component of Universal Health Coverage (UHC). In the Middle East and North Africa (MENA) region, the scarcity of trained professionals remains a significant barrier to AT service provision. This study evaluates the effectiveness and perceived usefulness of the Assistive Technology Training Program (ATTP), a specialized continuing education initiative designed to build workforce capacity among rehabilitation and healthcare professionals. Methods: A convergent mixed methods design was used to analyze quantitative pre/post-test scores and qualitative focus group open-ended responses. Quantitative data were gathered from 386 participants across 11 MENA countries using a pre- and post-test assessment of AT knowledge. Qualitative utility and participant satisfaction were assessed through a 5-point Likert scale survey evaluating content relevance, trainer expertise, and facilities. Association tests (ANOVA and t-tests) were conducted to identify factors influencing knowledge gain. Results: Participants demonstrated a statistically significant improvement in AT knowledge, with the overall mean score increasing from 3.67 ± 1.13 to 7.50 ± 1.25 (p < 0.001). High levels of satisfaction were reported, with 92% of participants rating the training as “Very Good” or “Excellent” regarding its relevance to clinical needs. Association tests revealed that professional background (p < 0.001), employment status (p = 0.0017), level of education (p = 0.011), and prior training experience (p = 0.026) were significant factors in the magnitude of improvement, although all subgroups achieved significant learning gains. Qualitative thematic analysis per the focus group discussions using the WHO-GATE 5 P framework identified three major themes: (1) Structural Challenges: Issues with Products and Provision point toward a need for better infrastructure and localized supply chains. (2) Human Capital: Personnel barriers emphasize that training shouldn’t just be for professionals, but should extend to caregivers as well. (3) Systemic and Social Change: Policy and People focus on the “soft” side of AT moving toward user-involved guidelines and fighting social stigma to ensure rights are upheld. Conclusions: The ATTP is an impactful educational intervention that significantly enhances the foundational competencies of healthcare professionals in the MENA region. By addressing knowledge gaps and fostering practical skills, the program serves as a preliminary model that demonstrates potential for building regional capacity and supporting the United Nations’ Sustainable Development Goal (SDG) #3 related to health and wellbeing and SDG #4 related to quality education and lifelong learning opportunities for all. Further research is required to evaluate its long-term scalability and clinical impact. Full article

As enterprise social media (ESM) visibility increasingly exposes employees’ work-related behaviors and competencies to organizational audiences, its potential negative psychological consequences remain underexplored. Grounded in social comparison theory and adopting the three-stage “selection, appraisal, and response” research framework, this study investigates whether and how ESM visibility fosters workplace impostor thoughts and, in turn, influences employees’ knowledge-sharing behavior and workplace well-being. Moreover, this research further examines the boundary role of social comparison orientation in shaping these effects. A two-wave, multi-source survey design was employed to test the proposed hypotheses. Data were collected from employees and their immediate supervisors in four companies across the finance, IT, management consulting, and education industries in China. To reduce common method variance, data collection was separated by a two-week interval. The final sample consisted of 447 matched employee–supervisor dyads. Hypotheses were tested using correlation and multiple regression analyses conducted in SPSS 23.0 and Mplus 8.3. Mediation and moderated mediation effects were examined using the PROCESS macro (Version 3.5) with 5000 bootstrap resamples. ESM visibility exhibited a significant positive association with workplace impostor thoughts and exerted a negative indirect effect on employees’ knowledge sharing and workplace well-being through workplace impostor thoughts. Moreover, social comparison orientation strengthens the positive effect of ESM visibility on workplace impostor thoughts, as well as the indirect effects of ESM visibility on knowledge sharing and workplace well-being via workplace impostor thoughts. The findings elucidate the relationship between enterprise social media (ESM) visibility and workplace impostor thoughts, highlighting the mediating role of workplace impostor thoughts and the moderating role of social comparison orientation. These findings suggest that ESM visibility generates unintended negative outcomes and complements research on the contextual antecedents of workplace impostor thoughts. Moreover, this study extends social comparison theory to explain employee responses to digital workplace visibility. Full article

Background/objectives: With the rapid expansion of Internet-based health information, individuals increasingly rely on digital sources to obtain medical knowledge and manage their health. Health literacy plays a critical role in determining how effectively individuals access, understand, and utilize such information. This study aimed to examine the association between subjective health perception and health information literacy-related indicators among Korean adults. Methods: This cross-sectional study utilized secondary data from the 2019 “Health Information Literacy Improvement Study” conducted by the Korea Institute for Health and Social Affairs. A total of 1000 adults aged 19–69 years were included in the analysis. Participants were categorized into three groups according to subjective health perception (good, normal, and poor). Descriptive statistics and chi-square tests were conducted to examine differences. In addition, multinomial logistic regression analysis was performed to identify factors associated with subjective health perception. Results: Participants with better subjective health perception reported fewer chronic diseases (p < 0.001), healthier dietary behaviors (p < 0.001), and more frequent health information seeking (p = 0.023). They also reported greater ease in finding and understanding health information (p < 0.001). Multinomial logistic regression analysis revealed that health information literacy-related factors, including information-seeking behavior and the ability to evaluate information reliability, were significantly associated with subjective health perception. Individuals with fewer chronic diseases and healthier behaviors were less likely to report poor subjective health. Conclusions: Subjective health perception was significantly associated with multiple health information literacy-related indicators and health-seeking behaviors. These findings highlight the importance of improving health information literacy-related competencies to support informed health decision-making and promote positive health perceptions. Full article

Inclusive education is a cornerstone of the South African educational policy; however, effectively supporting learners with specific learning disorders remains a significant challenge, particularly within specialized school settings. This study explored the strategies and experiences of teacher-carers in promoting social support for learners with Developmental Coordination Disorder (DCD/Dyspraxia) in Johannesburg. Guided by an interpretivist paradigm, the researcher employed a qualitative study design, conducting semi-structured interviews with twelve teachers. Thematic analysis revealed that educators fostered inclusivity and social competence through individualized, learner-centred approaches, peer-mediated activities, and the creation of structured social learning opportunities. However, the findings also identified significant barriers, including a profound lack of teacher knowledge about Dyspraxia, insufficient training, and an absence of systemic support and awareness campaigns. These issues often led to misdiagnosis, feelings of teacher inadequacy, and ad hoc support strategies. The findings highlight that adequate support for learners with Dyspraxia depends not only on individual teacher dedication but also on structured professional development and institutional backing. The study recommends implementing continuous teacher training, adapting the curriculum, and launching nationwide awareness initiatives to better equip educators and foster inclusive learning environments. This study offers context-specific insights that can inform inclusive education practices in similar resource-constrained environments. Full article

Fathers are globally recognized as influential figures in children’s development, yet the specific mechanisms linking paternal beliefs to preschoolers’ social adjustment remain insufficiently explored. This study examined the sequential mediation effects of father involvement and the father–child relationship on the link between paternal progressive beliefs and children’s social adjustment (indexed by social competence and problem behaviors). A stratified random sample of 1862 Chinese mother–father dyads (3724 individual participants) was recruited. Structural equation modeling showed that the following: (1) Fathers’ progressive beliefs had a direct positive association with children’s social competence, and a small but significant direct positive link to children’s anger–aggression behaviors; (2) The associations between the fathers’ beliefs and children’s social adjustment were indirectly explained by a sequential mediation process: beliefs were associated with greater father involvement, which, in turn, connected to fostered closeness or increased father–child conflict, ultimately leading to more positive adjustments through closeness, or to more negative adjustments via conflict. This study also uncovered discrepancies between mothers’ and fathers’ perceptions of the fathering process. Notably, due to the lack of parallel measures of maternal constructs, these findings reflect paternal contributions within the family system rather than unique effects. These findings were discussed within the transitional context of culturally specific Chinese fathering. This study extends the traditional “parenting beliefs–practices–outcomes” framework to include the parent–child relationship, highlighting the importance of targeting fathers’ effective relationship-building practices in family programs. Full article

Teaching practices have been identified as important predictors of perceived social-emotional competence and subsequent academic, emotional, and social outcomes in K-12 learners. However, the contribution of teaching practices to adaptive social-emotional outcomes is not as well understood in higher education contexts. Thus, the primary aim of this study was to explore the relationships between teaching quality, perceived social-emotional competence, academic buoyancy, and well-being in a university sample. The final analytic sample consisted of undergraduate and graduate students (N = 612) who completed the Teacher Behavior Checklist, Perceived Social Emotional Competence Scale, an academic buoyancy measure, and the Well-Being Profile Short-Form. Mediation analysis results showed that perceived social-emotional competence and academic buoyancy serially mediated the relationship between perceived teaching quality and student well-being, such that higher teaching quality was associated with greater perceived social-emotional competence, which in turn predicted higher academic buoyancy and well-being. These findings highlight the role of effective teaching in helping students develop social-emotional self-beliefs that enhance their ability to manage academic challenges and experience adaptive social-emotional outcomes. Full article

In pre-professional music education, career orientation emerges at the intersection of intensive artistic training and general upper secondary schooling. Although motivation, social support, and well-being in music learning have been examined separately in prior research, fewer studies have integrated these dimensions within a single explanatory framework. The study draws on self-determination theory and positive psychology. It investigates how perceived parental and teacher support, together with psychological resources related to mental health, are associated with music career motivation among students enrolled in upper secondary pre-professional music programmes. Using survey data and multivariate analyses, we examine the relative contribution of contextual and psychological factors to career motivation. The findings indicate that psychological resources are more strongly associated with overall career motivation than external social support. This is particularly evident for self-regulation and perceived competence in goal-directed activity. Social support appears primarily associated with intrinsic motivational dimensions. These results suggest the relevance of the role of internal psychological resources in sustaining career commitment within specialised secondary education contexts. Full article

Environmental, social, and governance (ESG)-oriented green transformation is reshaping the competency requirements for management consultants, particularly in Taiwan, where firms face growing pressure to disclose sustainability information, manage carbon, and comply with regulations. Yet limited research has systematically identified and prioritized the competencies required of consultants supporting this transformation. This study develops an integrated competency-prioritization framework using expert content validation, the best–worst method (BWM), and the technique for order preference by similarity to ideal solution (TOPSIS). An initial pool of 150 competency items was generated from a structured literature review and refined by six experts using a strict one-strike rule, yielding 48 validated competencies. Survey data from 54 professionally relevant respondents were then analyzed to estimate competency weights and rankings. The results show that communication and advocacy capability was the leading dimension, with a weight of 37.1206%. At the item level, the highest-ranked competency was the ability to negotiate with stakeholders and build consensus on sustainability initiatives. The study contributes a BWM–TOPSIS-based competency prioritization framework and offers practical guidance for consultant selection, capability assessment, training design, and professional development in ESG-oriented green transformation contexts. Full article

Under wartime conditions, conceptual approaches to organizing the education system are changing, and the means of achieving goals are being modified. All of this affects the development of infrastructural provision for the educational network and simultaneously requires adequate management. The state, as the main subject of social management, employs management theory and practice of competent (professional) business leadership. This approach not only allows it to survive but also to develop in the objectively existing competitive environment. It has been determined that the main elements of educational management (EM) organization include the quality of intellectual resources, analysis of internal and external environments, analysis, selection and implementation of educational system (ES) development strategies and evaluation and control of their execution. Attention is focused on forming an ecologically oriented society through the lens of knowledge transfer, with a focus on the irrational use of natural resources across various spheres of human activity, energy resource deficits, and sustainable development tasks in Ukraine. A central place in this process is assigned to organizing project activities and to forming an ecologically oriented worldview among future specialists trained by educational institutions at various levels and forms of ownership. The analysis of educational management (EM) models shows that the project-investment model remains relevant. Trends in quantitative indicators of EM and ecological projects in Eastern European countries have been analyzed, based on which conclusions have been formulated that reflect the current state of ecological education development and demonstrate existing changes, challenges, and prospects. A visualized flowchart of optimizing the organization of higher education through the prism of an environmentally friendly society has been developed, with four blocks highlighted: methodological, organizational, analytical, and resultant. It has been determined that knowledge transfer from universities to communities should become a priority in the state’s post-war reconstruction, ensuring the socio-economic development of regions, including strengthening Ukraine’s energy independence. The practical significance of the obtained results lies in developing recommendations for implementing the integration of educational management (new functions) and project activities in educational institutions, which can be used when forming their development strategies, establishing international partnerships in the educational sphere, as well as for developing state programs to support the development of Ukraine’s economic, ecological, and social policy. Full article

Although Non-Wood Forest Products can offer interesting economic opportunities for rural communities, little is known about their commercial harvesters. Our work aims to shed light on the labour profiles, their accessibility to new entrants, and attractiveness for future green jobs. Through in-depth interviews, we explored the five-capitals profile of commercial resin, cork, mastic foliage, chestnut, pine nut, and wild mushroom harvesters in Spain. We found either freelance harvesters or entrepreneurs with a small gang. Our data show a typical male collector, who started the activity through his social networks (Social Capital), and whose origin depends on the product and Spanish region. Some commercial female harvesters were found in mushroom, chestnut and resin harvesting. Social constructs around the masculinization of these activities may explain their limited attractiveness for women. The ratio of non-Spanish commercial harvesters correlates with the weight of migrants in the analysed regions. Only a subgroup of resin harvesters devotes most of their year to this single activity. The rest complement NWFP income with a main forestry (cork and pinenut) or non-forestry occupation (mushroom, chestnut and mastic). For the latter products, access to Natural Capital was found to be crucial for job progress, as non-landowners require administrative and/or negotiation capacities to secure harvesting permits. Human Capital differs across NWFPs, from simpler skills such as recognising marketable produce and handling easy tools (mushroom, chestnuts, pine nut ground gathering and mastic), to complex abilities needed to balance efficiency with minimising tree damage (in resin tapping, pinenut shaking, and cork extraction). Such specialised tools and machinery (Built Capital) typically act as a barrier to entry and advancement. These profiles are expected to help decision-makers to design instruments promoting and regulating commercial harvesting, and tackle their risks: local landowners in allocating harvesting rights to external collectors; regional policymakers as competent authorities in forest legislation; and state-level administration concerning cultural, fiscal and labour-permit aspects. Full article

Digitalization and artificial intelligence (AI) are seen as promising pathways for small and medium-sized enterprises (SMEs) to enhance performance while preserving environmental and social resources. This paper identifies organizational determinants of AI maturity that can enable SMEs to use AI in a more sustainable, responsible, and capacity-enhancing manner. AI adoption becomes relevant to sustainability not only because a company adopts advanced technology but because this technology is embedded in leadership practices, employee competencies, interdisciplinary collaboration, and organizational learning. From this perspective, perceived benefits and management commitment are not outcomes of sustainability but mechanisms that help explain how SMEs transition from technological awareness to building organizational capacity. Such capacity building can be a necessary prerequisite for subsequent sustainability-oriented outcomes, such as efficient resource utilization, employee upskilling, responsible AI management, and long-term resilience. We conducted a cross-sectional survey among 402 managers from Polish SMEs (62 micro, 193 small, 147 medium) across manufacturing, services and trade industries. Respondents (mean age ≈ 42.5 years) assessed perceived benefits of AI, engagement of top leadership, AI maturity and competitive pressure. Partial least-squares structural equation modeling revealed that perceived benefits strongly predicted leadership engagement (β = 0.647), explaining 62.8% of its variance. Perceived benefits (β = 0.384) and leadership engagement (β = 0.362) in turn were the key drivers of AI maturity, with the model accounting for 65.5% of variance in AI maturity. Competitive pressure positively but weakly moderated the relationship between perceived benefits and leadership engagement (β = 0.011), while its moderating effect on the relationship between perceived benefits and AI maturity was not significant (β = −0.008). These findings suggest that articulating clear benefits of AI and securing active leadership engagement are more decisive for advancing AI maturity than external competitive pressure. The contribution of the study is to integrate the perceived benefits of AI, top management commitment and AI maturity into a model, empirically validated and interpreted from a socio-technical perspective of sustainable digital transformation in SMEs, while quantifying the moderating role of competitive pressure in the under-researched context of Central and Eastern Europe. For practitioners, investing in awareness of AI’s benefits and developing committed leadership may yield more sustainable digital transformation than reacting solely to external pressures. Full article

Social and emotional learning (SEL) has become increasingly central to educational policy and lifelong development, while advances in robotics have opened new possibilities for supporting socio-emotional competencies through human–robot interaction. Despite the rapid growth of robot-assisted SEL research, this field remains fragmented, with limited understanding of its intellectual structure, thematic foci, and evolution. To address this gap, this study conducted a scientometric analysis of 241 publications indexed in Web of Science using bibliometric methods. Results indicate a steady growth trajectory, with research concentrated in a small number of core countries driving international collaboration. Influential publications and co-citation patterns reveal a strong foundation in autism-related interventions and child-centered social skill development. Thematic mapping shows that motor themes are dominated by soft skills, autism, and interaction design, while emotion recognition and affective computing form technically mature but specialized streams. Foundational concepts such as human–robot interaction and artificial intelligence remain central yet theoretically evolving. Emerging links between robotics, STEM, and project-based learning suggest ongoing pedagogical expansion. This study maps the intellectual and thematic structure of robot-assisted SEL, showing how robots are emerging as mediational agents in hybrid learning systems while revealing uneven integration and misalignments between technological capabilities and pedagogical foundations. Full article

The development of social-emotional competencies in children is increasingly important for helping them respond to the demands of contemporary society, and recent research has also highlighted its association with academic performance. In this context, mindfulness has emerged as a valuable approach to fostering these competencies. Given its well-documented benefits, mindfulness has also attracted growing interest in educational settings. This article presents findings from a doctoral study conducted in Portugal, in which the Sentir@Ser program, designed to promote social-emotional competencies through mindfulness practices, was developed, implemented, and evaluated. The study addressed the following research question: What are the effects of a program designed to promote social-emotional competencies through mindfulness practices on primary school students’ levels of affect, self-compassion, and mindfulness-related competencies, and how do these effects vary according to gender, grade level, and family structure? A total of 72 students, from first to fourth grade, participated in the study. Pre- and post-intervention assessments examined affect, self-compassion, and mindfulness-related competencies. The results showed overall improvements across the assessed domains following the intervention, with no significant differences according to gender, grade level, or family structure. These findings suggest that the Sentir@Ser program may be a useful approach to promoting students’ social-emotional competencies. However, further research is needed to optimize its effectiveness and impact. Full article

The spread of fake news on online social networks is driven by imitation-based user behavior and network topology, often leading to persistent misinformation clusters and echo chambers. In this study, we develop a spatial evolutionary game-theoretic framework in which agents update their latent opinions through payoff-biased imitation, while external fact-checkers act as non-imitative intervention nodes. Building on this formulation, we propose an adaptive, boundary-aware intervention mechanism that dynamically regulates both the density and spatial allocation of fact-checkers according to real-time system conditions. Competing information clusters are identified through local neighborhood composition, enabling boundary nodes, i.e., interfaces between fake-news and non-fake-news regions, to be detected and targeted where strategic shifts are most likely to occur. Importantly, fact-checking is modeled as an external intervention that may induce a probabilistic lasting correction on agents’ latent opinions after removal, capturing more realistic post-intervention behavior. Unlike static strategies that assume fixed fact-checker distributions, the proposed approach continuously reallocates interventions toward structurally critical regions, while adaptively adjusting resource intensity based on misinformation prevalence. Extensive simulations on small-world, scale-free, and random networks show that the adaptive model consistently outperforms static baselines, reducing the final fake-news prevalence by over 90%, accelerating suppression, and improving overall system efficiency. Statistical tests confirm the significance of these improvements ($p<0.001$), while sensitivity analyses demonstrate robustness across parameter settings and intervention assumptions. Full article