Search Results (88)

Background/Objectives: Children with above-average cognitive functioning often present complex developmental profiles, combining high cognitive potential with heterogeneous socio-emotional and learning trajectories. Although the cognitive and behavioral characteristics of giftedness have been widely studied in Anglophone countries, evidence remains limited in Southern Europe. This study aimed to investigate the cognitive, academic, and emotional–behavioral profiles of Italian children and adolescents with above-average cognitive functioning, using an inclusive, dimensional approach (IQ > 114). Methods: We analyzed a cross-sectional sample of 331 children and adolescents (ages 2.11–16.5 years), referred for clinical cognitive or behavioral evaluations. Participants were assessed using the WPPSI-III or WISC-IV for cognitive functioning, the MT battery for academic achievement, and the Child Behavior Checklist (CBCL) for emotional and behavioral symptoms. Comparative and correlational analyses were performed across age, gender, and functional domains. A correction for multiple testing was applied using the Benjamini–Hochberg procedure. Results: Gifted participants showed strong verbal comprehension (mean VCI: preschoolers = 118; school-aged = 121) and relative weaknesses in working memory (WM = 106) and processing speed (PS = 109). Males outperformed females in perceptual reasoning (PR = 121 vs. 118; p = 0.032), while females scored higher in processing speed (112 vs. 106; p = 0.021). Difficulties in writing and arithmetic were observed in 47.3% and 41.8% of school-aged participants, respectively. Subclinical internalizing problems were common in preschool and school-aged groups (mean CBCL T = 56.2–56.7). Working memory negatively correlated with total behavioral problems (r = −0.13, p = 0.046). Conclusions: These findings confirm the heterogeneity of gifted profiles and underscore the need for personalized educational and psychological interventions to support both strengths and vulnerabilities in gifted children. Caution is warranted when interpreting these associations, given their modest effect sizes and the exploratory nature of the study. Full article

This article explores the importance of integrating socio-emotional competencies into the formal education of adolescents to promote sustainable development. It argues that social and emotional learning (SEL) not only enhances personal and academic well-being, but also facilitates the building of more resilient and sustainable communities. A scoping review was conducted using a qualitative methodology based on document analysis through matrix-based reviews. The 49 selected studies were analyzed in relation to the personality facets of the Big Five (OCEAN) model. The results of the interventions show improvements in self-efficacy, empathy, motivation, school climate, bullying reduction, and the prevention of mental health issues. It is concluded that a more holistic approach is needed, combining SEL with character education to achieve lasting impacts. Furthermore, interventions must be sensitive to cultural contexts and the specific realities of each school community. Full article

The transition from school to university and subsequently into the workforce is increasingly non-linear, shaped by diverse socio-economic realities and interrupted learning pathways. This study examines the effectiveness of Readiness Programs in preparing students for higher education and explores the potential of integrating the African Ubuntu philosophy to enhance these programs. Using a quantitative research design, a structured survey was administered to 1132 participants enrolled in the University of Namibia’s 2024 Readiness Program. Descriptive statistics and ordered logistic regression were employed to analyse key predictors of readiness, including program structure, delivery, academic skills, and resilience to challenges. The findings indicate that program delivery, improved academic skills, and academic performance significantly influence students’ readiness to pursue university studies, while resilience to personal challenges shows a weaker correlation. The results suggest that structured interventions play a more pivotal role than individual perseverance in ensuring academic preparedness. The study concludes that integrating Ubuntu principles, such as communal support, ethical leadership, and collaborative learning into readiness programs can strengthen student engagement and institutional inclusivity. This integration aligns with decolonial imperatives in African higher education and contributes to more contextually relevant, supportive, and transformative readiness initiatives. Full article

Background: Self-medication is the use of medicinal products to treat self-diagnosed disorders or symptoms without the prescription or supervision of a healthcare professional. There is a lack of data about self-medication knowledge, attitudes, and practices among pharmacy undergraduates in Malaysia. This study assessed the knowledge, attitudes, and practices among undergraduate pharmacy students in Penang regarding self-medication. Method: A descriptive cross-sectional study was conducted using a self-administered, web-based survey (Google Forms), which was completed and responded to by 203 undergraduate pharmacy students from Penang, Malaysia, between October and December 2023. Descriptive statistics were used to summarize the socio-demographic characteristics of the participants. Associations between the socio-demographic characteristics of the participants and the knowledge, attitudes, and practices regarding self-medication were assessed using a chi-square test. Regression analyses were carried out to determine whether the socio-demographic characteristics of the participants were associated with practices of self-medication. Results: A total of 203 of the undergraduate pharmacy students completed the questionnaire. More than half of the participants’ age ranged between 19 and 21 years old, the majority were females (77.3%), and 31.5% of the participants had family members employed in the healthcare sector. Most respondents showed good knowledge in a variety of domains: 97.5% acknowledged the potential for drug interaction with other medications, indicating a high awareness of proper self-medication practices. A positive attitude was found regarding participants’ attitudes toward self-medication, and 65.5% practiced self-medication, primarily for treating minor illnesses (75.9%). Common conditions included fever (83.3%), cough/cold/flu (76.8%), and headache (71.4%). Reasons for not self-medicating included the absence of illness (20.2%), lack of knowledge/prior experience (19.2%), and fear of using the wrong medication (18.7%). Only academic year level was the predictor of practicing self-medication within the last six months among the participants. Conclusions: Generally, the participants possessed good knowledge and positive attitudes toward self-medication. The study revealed no significant associations between demographic characteristics and knowledge or attitudes. Insights from this research contribute to understanding self-medication practices among pharmacy students in Penang, informing potential interventions to promote responsible self-medication practices. Full article

This study examines how bonding social capital (BSC) is related to depression symptoms (Dsym) in university students, focusing on the mediating roles of socio-emotional support, instrumental support, self-efficacy, self-esteem, and academic stress. A cross-sectional design was employed, with data collected from 217 undergraduate students (from an initial sample of 250) using validated questionnaires. Data were analyzed using partial least squares structural equation modeling (PLS-SEM) to evaluate direct and indirect relationships. The key findings indicate that BSC has an indirect, relevant, and significant negative effect on Dsym (H5) (β = −0.201, 95% CI [−0.266, −0.216]) through six routes, involving enhanced self-esteem and reduced academic stress. The model highlights self-esteem as a critical mediator between social capital and mental health outcomes. With strong predictive validity (R² ≥ 0.1, Q² > 0, PLS-SEM RMSE < LM), the study provides a framework for potential interventions. The theoretical contributions include distinguishing social capital from support and prioritizing self-esteem over self-efficacy in depressive pathways. Although the cross-sectional design limits causal inferences, the model advances systemic approaches to student mental health, highlighting the need for longitudinal validation in diverse contexts. Full article

STap2Go is the first purely digital strategy-based method for the training of executive functions, making its evaluation relevant. This study assesses the effectiveness of this intervention in children with (at risk) and without (no-risk) psychosocial risk, which refers to socio-educational vulnerability, and examines whether its impact differs between groups. A total of 124 children (9–12 years old) were randomly assigned to either an experimental or an active control group. Individual assessments and family questionnaires were administered (FDT, WISC-V, RIST, BRIEF-2). Both groups received a 12-week intervention. The experimental group showed significant improvements in executive functions, processing speed, IQ, academic performance, and emotional and behavioral regulation compared to the controls. Notably, IQ, metacognition, and working memory continued improving at follow-up, suggesting lasting effects. While both groups benefited, the effects were more pronounced in at-risk children, particularly in BRIEF-2 (Inhibition, Metacognition, Behavioral Regulation) and academic performance in mathematics and language. Moreover, the psychosocial risk control group showed a trend toward deterioration over time. The far transfer achieved thanks to digital strategy-based training seems to have a greater effect on at-risk children, and can be used to compensate for their difficulties. Full article

Brexit, the exiting of the United Kingdom (UK) from the European Union (EU), has impacted socio-political relationships, both internally, and externally with other countries and economic groups. This has been especially true regarding international trade, and legal and market standards for food and food security. This paper examines how the enacting of Brexit has framed and underlined contemporary perceptions of the UK neoliberal food system, the relative importance of food standards, and the impact of policy transition on food security. Using a positional approach, perspectives and narratives within the literature are critiqued and synthesized, including academic sources, parliamentary debates, economic reports, and media analysis. The politico-economic effects of Brexit have altered food-related relationships, recalibrating trade interactions and changing the public funding that UK farmers receive. Through realigning extractive economic models, the pre-Brexit UK food system has been reset, and new perspectives about neoliberalism have emerged. Government intervention has steered away from traditional neoliberal framings towards neo-developmentalism. A dichotomy thus exists between recognizing the intrinsic right to adequate and nutritious food and maintaining existing cultural dynamics of food supply, and the use of agri-food policy as a politico-economic tool to drive higher economic growth. The implications of this policy change are stark for UK agri-food actors within food system transition post-Brexit. Full article

Climate change is one of the most pressing global threats, endangering the sustainability of the planet and quality of life, whilst urban mobility significantly contributes to exacerbating its effects. Recently, policies aimed at mitigating these effects have been implemented, emphasizing the promotion of sustainable travel culture. Prior research has indicated that both environmental awareness and regulatory efforts could encourage the shift towards greener mobility; however, factors that affect young people’s travel behavior remain understudied. This study examined whether and how climate change impacts travel behavior, particularly among Generation Z in Greece. A comprehensive online survey was conducted, from 31 March to 8 April 2024, within a Greek academic community, yielding 904 responses from Generation Z individuals. The design of the survey was informed by an adaptation of Triandis’ Theory of Interpersonal Behavior. The study also incorporated a comparative analysis using data from the UK’s National Travel Attitudes Survey (NTAS), offering insights from a different cultural and socio-economic context. Blending an Exploratory Factor Analysis and latent variable ordered probit and logit models, the key determinants of the willingness to reduce car use and self-reported reduction in car use in response to climate change were identified. The results indicate that emotional factors, social roles, and norms, along with socio-demographic characteristics, current behaviors, and local environmental concerns, significantly influence car-related travel choices among Generation Z. For instance, concerns about local air quality are consistently correlated with a higher likelihood of having already reduced car use due to climate change and a higher willingness to reduce car travel in the future. The NTAS data reveal that flexibility in travel habits and social norms are critical determinants of the willingness to reduce car usage. The findings of the study highlight the key role of policy interventions, such as the implementation of Low-Emission Zones, leveraging social media for environmental campaigns, and enhancing infrastructure for active travel and public transport to foster broader cultural shifts towards sustainable travel behavior among Generation Z. Full article

Background/Objectives: Globally, there has been an increase in the prevalence of anxiety and depression among university students, and medical students are no exception. Medical students are especially susceptible to these mental health challenges, primarily due to multifaceted stressors, which can significantly impact their academic achievements and future career. There is a pressing need for comprehensive research that not only investigates the prevalence of anxiety and depression among medical students but also explores strategies for developing effective mental health interventions and support systems that can enhance the well-being of medical students. Therefore, this study aimed to identify the prevalence and severity of anxiety and depression among medical students at a university in South Africa, evaluating the association of socio-demographic, student, and clinical variables with total general anxiety disorder (GAD-7) and patient health questionnaire (PHQ-9) scores. Methods: A survey-based quantitative cross-sectional study was conducted with 208 medical undergraduate students at a South African university. Participants who provided written consent completed GAD-7 and PHQ-9 questionnaires together with socio-demographic, student, and clinical variable information. The relationship between socio-demographic, student, and clinical variables and total GAD-7 and PHQ-9 scores was determined using the Mann–Whitney U test and Kruskal–Wallis H test. Correlation analysis was used to establish the relationship between total anxiety and depression scores. The threshold for statistical significance was set at p ≤ 0.05. Results: More than half of the participants were female (n = 130; 62.5%), single (n = 123; 59.1%), and belonged to the Pedi ethnic group. A majority of the students were Christian (n = 183; 88.0%), received a bursary (n = 183; 88.0%), and had a rural background (n = 155; 74.5%). However, a small percentage of students reported a history of psychiatric and chronic illnesses (n = 26; 12.5%) and previously received professional psychological support (n = 38; 18.3%). In this study, 38% (n = 79) of the participants reported GAD and 67.8% (n = 141) reported symptoms of depression. Significant associations (p <0.05) were observed between variables such as year of study, repeating a module, and history of psychiatric illness with total GAD-7 and PHQ-9 scores. Correlation analysis revealed a moderate positive correlation (r_s = 0.400, df = 206, p < 0.001) between total GAD-7 and PHQ-9 scores. Conclusions: This study identified a high level of depression and anxiety among medical students and found a positive correlation between anxiety and depression scores. Addressing these mental health challenges is crucial not only for the well-being of the students but also for the future of healthcare, as the mental health of medical professionals directly impacts patient care. Full article

This paper evaluates the higher education (HE) admissions policy by examining the educational attainment gaps in state schools of young people from different socio-economic backgrounds in England. We analysed data for a cohort of 5192 state-educated young people from the large-scale nationally representative longitudinal Next Steps dataset from 2004 to 2015, linked to the robust administrative National Pupil Database (NPD) for England. The analytical methods used include effect sizes and correlations. The results show a clear pattern of the socio-economic stratification of young people’s educational attainment. Pupil deprivation is a key indicator which is consistently associated with lower educational attainment. While this is not surprising, our study also suggests that there are other factors besides the family backgrounds which are associated with young people’s educational outcomes. Pupils’ enjoyment of school, their educational aspirations, and their parent’s aspirations for their children are found to have a positive correlation with attainment at school, suggesting that educational aspirations and positive school experiences might contribute to a narrowing of deprivation-related gaps. As the analyses also suggest that young people who went to university and those in professional occupations consistently achieved higher academic performance than their peers, the findings have policy implications for improving social mobility. While it is not possible to alter parents’ socioeconomic backgrounds, raising children’s aspirations and making school enjoyable are amenable to policies and interventions. The common practice of using academic attainment as a selection criterion for admission to HE is likely to disadvantage children from low socioeconomic families, with implications for social mobility. The contextualised admission (CA) policy should lead to fairer approaches, which could be used for admissions to HE. Full article

This study explores the multifaceted factors influencing academic performance among undergraduate students enrolled in Science, Technology, Engineering, and Mathematics (STEM) programs at a South African university. Employing a Bayesian hierarchical modelling approach, this research analyses data from 630 students collected over four academic years (2019–2023). The findings indicate that high school mathematics marks and progression rates serve as significant predictors of academic success, confirming the critical role of foundational mathematical skills in enhancing university performance. Interestingly, gender and age were found to have no statistically significant impact on academic outcomes, suggesting that these factors may be less influential in this context. Additionally, socio-economic status, represented by school quintiles, emerged as a substantial determinant of performance, highlighting disparities faced by students from disadvantaged backgrounds. The results underscore the necessity for targeted educational interventions aimed at bolstering the academic capabilities of students entering university, particularly those with weaker mathematics backgrounds. Furthermore, the study advocates for a holistic admissions approach that considers various attributes beyond standardized scores. These insights contribute to the existing literature on STEM education and provide practical recommendations for educators and policymakers aiming to foster equitable academic success among all students. Full article

The integration of artificial intelligence (AI) into educational systems has the potential to transform academic practices and promote sustainability in education. This study explores the development and evaluation of machine learning (ML) models to predict student performance, integrating socio-demographic, academic, and behavioral data to enhance accuracy and interpretability. By leveraging advanced techniques such as convolutional neural networks (CNNs) and explainable AI (XAI), this research provides actionable insights into key factors influencing student success, such as attendance and socio-economic status. The results demonstrate that CNNs achieve exceptional predictive accuracy (99.97%) compared to traditional models, while XAI methods ensure model transparency for informed decision-making. These findings enable the design of personalized learning strategies, timely interventions, and equitable educational practices that contribute to student retention and overall institutional efficiency. This study aligns with the goals of sustainable education by emphasizing data-driven approaches to enhance learning outcomes, equity, and resource utilization. Full article

Executive functions (EFs) are essential cognitive processes involved in concentration, planning, decision-making, and impulse control during adolescence. Executive Dysfunction (ED) can lead to significant academic and socio-emotional difficulties, particularly with impairments in emotion regulation (ER). This study aims to assess a virtual reality (VR) cognitive training intervention on EFs, ER, and internalizing symptoms in adolescents at risk for ED. Thirty-eight adolescents aged 12–14 years, identified as being at moderate to high risk for ED, were randomly assigned to two groups. The experimental group (n = 22) received gamified VR cognitive training, while the control group (n = 16) received VR nature-based relaxation training. Both interventions lasted five weeks, twice a week for 30 min each. Pre- and post-assessments included ER skills, internalizing symptoms, and cognitive performance measures. Two-way mixed ANOVAs showed significant group × time interactions (p < 0.05) in measures of depression and internalizing symptoms. The experimental group showed significant reductions in these symptoms compared with the control group. Significant main effects of time (p < 0.05) were also found on some measures. Both groups experienced reduced anxiety, improved emotional control and cognitive functioning, and VR cognitive training was particularly effective in reducing internalizing symptoms, while both interventions showed promising results in improving some ER skills and cognitive performance. The findings demonstrate the preliminary effects of VR-based cognitive training in improving the psychological and cognitive well-being of adolescents at risk for ED and suggest that integrating VR technologies into educational settings can effectively address the cognitive and emotional challenges faced by these students. Full article

Indoor air quality (IAQ) in schools significantly impacts occupant health and academic performance, especially in naturally ventilated (NV) classrooms, where CO₂ levels are often elevated. This systematic review synthesises findings from 125 studies, examining CO₂ as an indicator of ventilation rates (VRs) and its impact on IAQ, health, and academic performance in NV primary school classrooms. This analysis highlights seasonal and temporal variations in CO₂ concentrations, revealing a median CO₂ concentration of 1487 ppm across 2444 classrooms, with 81% exceeding the recommended 1000 ppm threshold. Influencing factors include VR, occupant density, generation rates, and occupant behaviours. Increased VRs consistently lowered CO₂ levels and enhanced IAQ. CO₂ concentrations correlated with particulate matter, volatile organic compounds, bioeffluents, microbial concentrations, and bacteria and fungi levels, but not with traffic-related pollutants like NO₂, which is associated with asthma prevalence. Elevated CO₂ levels consistently correlated with fatigue, headaches, respiratory symptoms, reduced academic performance and absenteeism, suggesting potential socio-economic benefits of increased VRs. However, effective IAQ management requires balancing ventilation with considerations of thermal comfort, noise, and outdoor pollutants. The findings highlight the need for standardised IAQ indices and CO₂ monitoring protocols, offering insights for future research, intervention design, and investment aimed at enhancing classroom environments. Full article

Backgrounds/Objectives: Modern technology and educational activities, such as antenatal classes (ACs), increase patient informedness in medicine and improve collaboration between physicians and patients. The present study aimed to evaluate and compare the impact of maternal health literacy (HL) on delivery outcomes between nulliparous and multiparous women who attended antenatal classes. Methods: This prospective study recruited 281 pregnant women who regularly attended ACs, but only 188 who gave birth at our academic tertiary hospital were included in the final analysis. Socio-demographic characteristics, peripartum data (cervical dilatation at the time of admission to the hospital, duration of labor, and mode of delivery), and obstetric interventions (cesarean section (C/S) rate and rate of instrumental vaginal birth and episiotomy) were recorded, and the level of HL was assessed using the European Health Literacy Survey Questionnaire (HLS-EU-Q16). HL levels did not significantly affect peripartum and postpartum outcomes. Results: The study results showed that HL levels did not impact labor duration and newborn Apgar scores (p > 0.05). Patient education levels and employment status affected the peripartum duration of labor (p = 0.048 and p = 0.001, respectively). There were no differences in the HL total score and subscale scores (p > 0.05) between nulliparous and multiparous patients, and the rate of primary C/S was similar in both groups. Conclusions: HL levels did not impact delivery (peripartum) outcomes in pregnant women who attended antenatal classes. However, the primary C/S rate was similar between the nulliparous and multiparous groups, which may indicate that antenatal education services can correct the negative impact of low HL levels on the primary C/S rate. Full article