This quantitative comparative investigation evaluated and contrasted levels of state-trait anxiety and generalized anxiety symptoms between early and late adolescent cohorts (N = 100). A cross-sectional comparative survey design was employed using standardized psychometric instruments: the 40-item State-Trait Anxiety Inventory (STAI) and the Generalized Anxiety Disorder-7 scale (GAD-7). Non-parametric Mann-Whitney U tests and chi-square independence analyses revealed no statistically significant differences in overall anxiety scores between early and late adolescents across all dimensions (p > .26). However, over 47% of participants across both groups met clinical severity cut-offs ?10on GAD-7). State and trait anxiety demonstrated a robust positive association (? = 0.81, p < .001). The findings underscore an urgent imperative for universal, stage-independent psychological screening and preventive mental health frameworks within educational environments.
Teaching English as a foreign language faces several challenges related to student motivation, active participation, and the development of communicative skills, particularly speaking. In response to this situation, gamification has emerged as an innovative teaching strategy that incorporates game elements into educational contexts in order to promote meaningful learning experiences. The aim of this study is to analyze the potential of gamification for the development of English-speaking skills, considering its theoretical foundations, key components, and practical applications in the teaching and learning process of foreign languages. From a theoretical and descriptive perspective, the study examines contributions from various scholars who emphasize the value of elements such as points, badges, levels, challenges, and immediate feedback systems in fostering motivation, participation, and learners' self-confidence. Likewise, practical experiences involving role-playing games, gamified debates, digital platforms, and collaborative learning environments are discussed as effective means of encouraging the contextualized use of the language. The analysis reveals that gamification contributes to reducing communication anxiety, increasing student interaction, and strengthening linguistic and social skills that are essential for English language learning. It is concluded that this methodology represents an effective alternative for enriching foreign language instruction, provided that its implementation is guided by clearly defined pedagogical objectives and adapted to the characteristics of the educational context in which it is applied.
Abstract Governments and organizations increasingly endorse the importance of mental health in all forms of policy, though emphasis in measurement still remains on indicators such as GDP, depression, and other common disorders. In this study of 92 countries ( n = 53,799), we assess the mental health of individuals around the world alongside measures of financial and social well-being. Findings include a trend of languishing mental health across many groups, particularly among younger adults and within higher-income countries. While positive trends are observed for education and income, a number of concerning trends also emerge, particularly the poor results for young adults and generally moderate results for employed individuals. In sum, we find an alarming but perhaps unsurprisingly low level of positive mental health in a substantial number of countries, but also identify specific economic, social, and other indicators that policymakers could target in improving the well-being of the populations they serve.
This article examines difficulties in pronouncing French vowels among Moroccan primary school learners, analyzing how the articulatory and phonological features of Darija affect vowel production in French as a foreign language. The study adopts a comparative phonological approach to identify structural differences between the two vowel systems and explain the origins of the observed interference. Sixty fourth-grade learners in Moroccan public primary education participated in an action research study combining a diagnostic pretest of pronunciation errors with a posttest assessing the effectiveness of a phonetic correction intervention. The findings reveal that pronunciation errors reflect systemic difficulties attributable to differences between the vowel systems of Darija (a three-vowel system) and French (a sixteen-vowel system). The instructional intervention, combining articulatory, verbotonal, and comparative approaches, led to a significant reduction in errors, particularly for rounded and nasal vowels. The study offers practical pedagogical recommendations for integrating systematic corrective phonetics into French instruction at the primary school level.
Eating disorders are complex mental health conditions that typically develop during adolescence or early adulthood and may have a significant adverse impact on both physical and mental health. The main types of eating disorders include anorexia nervosa, bulimia nervosa, and binge-eating disorder, all of which are characterized by altered eating behaviours and associated health problems (Robatto et al., 2024). Eating disorders may be associated with a range of psychological and somatic complications, including depression, anxiety, cardiovascular and endocrine disorders, as well as an increased risk of mortality (Mushtaq et al., 2023). The effects of these disorders may also manifest in the oral cavity. Therefore, in dental hygiene practice, particular importance should be placed on the early recognition of potential oral health changes, individualized assessment of the patient’s oral health status, and the selection of appropriate preventive measures. Dental hygienists may play an important role not only in the prevention of oral diseases but also in the early recognition of oral manifestations potentially associated with eating disorders and in encouraging patients to seek timely multidisciplinary professional care.
Vocabulary support in early secondary education needs to reflect differences in learners’ reading readiness and opportunities to use words meaningfully. This study examined reported reading profiles and vocabulary ratings from six public secondary schools in Pio Duran, Albay, Philippines, to inform the development of supplementary vocabulary material. A descriptive analysis was conducted using school assessment summaries, teacher informed vocabulary ratings, and curricular appraisal frequencies documented in the thesis. Reading categories were treated as indicators of reading performance rather than direct measures of vocabulary mastery. School summaries generally showed fewer learners in the frustration category at posttest and more learners in instructional or independent categories. Vocabulary ratings increased across the six schools, from baseline values of 1.67–3.12 to posttest values of 2.06–3.90. However, identical scores across generalization, application, breadth, and precision prevented separate interpretation of these dimensions. Recomputed appraisal means were 4.93 for content quality, 4.94 for format, and 4.92 for presentation and organization on the reported five point scale. Accuracy ratings also identified minor errors requiring editorial attention. The supplementary material was organized around progressively demanding vocabulary tasks, contextual use, and differentiated support. Findings provide a local basis for refining instructional resources, but they do not establish intervention effectiveness. Inconsistent participant totals, incomplete documentation of assessment procedures, and discrepancies in validation records limit interpretation. Verification of the original records and a subsequent classroom evaluation are needed before stronger claims can be made. The study supports alignment between learner evidence, material design, and the scope of conclusions drawn from school assessments.
Background Over 15 million plastic surgeries and 19 million non-plastic aesthetic procedures were carried out globally between 2020 and 2023, representing a substantial growth of more than 40%, according to the International Society of Aesthetic Plastic Surgery (ISAPS). The purpose of this study was to ascertain the degree of propensity for cosmetic surgery among Khoy University of Medical Sciences students and investigate its associations with demographic features, the frequency of watching content related to beauty (per day), perceived body image, and self-esteem. Materials and methods This analytical cross-sectional study included 196 students from Khoy University of Medical Sciences, selected via convenience sampling for the 2024–2025 academic year. Valid and reliable questionnaires were used to gather data: 69 items on perceived body image, 10 items on self-esteem, and 24 items on tendency toward cosmetic surgery. Multiple linear regression, ANOVA, and independent t-tests were used to analyze the data in SPSS version 26. Results The mean age of participants was 23 years. The majority were female (86%), single (94%), enrolled in health and basic sciences (43%), at the bachelor level (75%), and reported a monthly income of more than 300 million Iranian Rials (52%). No statistically significant differences were observed between demographic features and mean tendency toward cosmetic surgery (P > 0.05). However, a high frequency of watching beauty‑related content per day (β = 10.06, P < 0.001) and low self‑esteem (β = −1.25, P < 0.001) were significantly associated with a greater tendency toward cosmetic surgery. Conclusion Students’ tendency toward cosmetic surgery is influenced by their self-esteem, and even the frequency of exposure to beauty-related content.
This research explores the critical intersection of consistency, standards and complexity in academic assessment integrity using focus groups consisting of academic staff and undergraduate nursing students. While academic quality standards are mandated by accreditation bodies to ensure accountability and skill acquisition, the marking process remains a complex, intuitive task heavily reliant on a marker's experience and practicality. Significant challenges arise when marking becomes overly criteria-driven at the expense of core assessment goals, leading to variability in judging relevant student ideas or specific technical skills such as referencing. Such variability undermines the reliability and objectivity essential for assessment fairness. To mitigate these risks, pre-marking meetings are identified as essential for establishing shared requirements and expectations among staff. Strategic timing of these supports, ideally pre-semester, provides the necessary framework for quality assurance and enables markers to make meaningful and accurate judgements regarding a student’s true knowledge and performance. Keywords: student/ marking/ assessment/ quality/consistency/ tertiary education
This study aims to analyze the epistemology of aqidah education constructed by KH. Muhammad Faqih Maskumambang in An-Nushus al-Islamiyyah fi Radd ‘ala Madhhab al-Wahhabiyyah, particularly in establishing the relationship between textual authority, rational reasoning, and the scholarly tradition of Islamic boarding schools (pesantren). This qualitative study employs a library research method and content analysis of An-Nushus al-Islamiyyah as the primary source, complemented by relevant academic literature as secondary sources. The analysis applies the Islamic epistemological framework of bayani, burhani, and irfani, conceptually distinguishing scholarly authority based on sanad and ijma’ from irfani as the internalization of ethical and spiritual values. The findings demonstrate that KH. Muhammad Faqih’s epistemology of aqidah education is integrative, with bayani authority serving as its primary foundation, reinforced by burhani reasoning and the continuity of the salaf scholarly tradition. The dialogical and argumentative methods employed in the treatise also reveal pedagogical potential for fostering a moderate understanding of aqidah. The novelty of this study lies in reinterpreting An-Nushus al-Islamiyyah not merely as a theological polemical work, but as an epistemological construction of aqidah education integrating textual, rational, and traditional spiritual dimensions
This study is motivated by the importance of transparency and accountability in Islamic financial management to ensure justice, honesty, trustworthiness, and the protection of the rights of parties involved in financial transactions. Although Islamic accounting studies have developed in areas such as financial reporting and institutional governance, the integration of Qur’anic values through the perspective of Nusantara Qur’anic exegesis remains an area that requires further development. This study aims to analyze Buya Hamka’s interpretation of Qur’an Surah Al-Baqarah [2]: 282–283 in Tafsir Al-Azhar concerning financial transparency and accountability and to identify its relevance to contemporary financial governance. This study employs a qualitative approach using library research. Data were collected through documentation of primary sources, namely the Qur’an and Tafsir Al-Azhar, as well as secondary sources consisting of relevant books and scholarly articles. The data were analyzed using the taḥlīlī (analytical) method of Qur’anic exegesis and content analysis, involving the identification, categorization, interpretation, and contextualization of the findings. The results indicate that Hamka’s interpretation incorporates the principles of transparency through transaction recording, clarity of rights and obligations, disclosure of information, and the appointment of an impartial record keeper. Meanwhile, accountability is reflected in witnessing, transaction verification, fulfillment of obligations, safeguarding trust, and the prohibition against concealing testimony. These findings affirm that transparency and accountability are not merely administrative requirements but also have moral and spiritual dimensions. Accordingly, these values can serve as an ethical foundation for strengthening Islamic financial governance that upholds justice, honesty, and responsibility.
Early childhood education is a crucial stage in preparing children to face further levels of schooling. One important aspect to be developed is naturalistic intelligence, which refers to the ability to recognize, differentiate, and appreciate the natural environment. This study aims to explore how teachers can enhance the naturalistic intelligence of children aged 5–6 years at Al Falah Islamic Kindergarten, Limbur Tembesi, Bathin VIII District, Sarolangun Regency through the use of natural materials. Employing a qualitative case study approach, data were collected through observation, interviews, and documentation. The findings reveal that teachers play a central role in designing lesson plans semester programs, weekly lesson plans, and daily lesson plans that incorporate natural materials as learning media. Teachers also prepare items such as seeds, soil, stones, and vegetables, while instilling habits of caring for plants and maintaining cleanliness in the school environment. In conclusion, the structured and consistent use of natural materials fosters children’s naturalistic intelligence and nurtures environmental awareness from an early age.
Families raising children with special educational needs (SEN) may experience adversities. However, previous research has focused on individual children, and limited research has examined family polyvictimization (FPV) and SEN correlates from a family-centered perspective. This study analyzed data from a family-based survey conducted in Hong Kong between August 2022 and March 2023, comparing families with and without children with SEN. A total of 1,400 respondents participated (mean age = 39.75 years, SD = 6.99; 75.4% female), each representing one participating family. Of these respondents, 130 reporting children with SEN and 1,270 without. Respondents provided information on sociodemographic characteristics, family violence and FPV experiences, and health outcomes. Multivariable logistic regression identified factors associated with having children with SEN. Lifetime FPV prevalence was higher among families reporting children with SEN than among other families (23.1% vs. 8.2%). After adjustment for sociodemographic, family-context, psychosocial-attitude, and social-support variables, FPV was associated with higher odds of SEN-reporting family status (aOR = 2.630, 95% CI 1.529–4.524). Other adjusted correlates included lower family income, male dominance, violence socialization, lower perceived social support, violence against adult parents, children, and older family members, poorer respondent physical health, and lower child quality of life. These findings underscore the importance of viewing families raising children with SEN as a window for identifying family violence and call for early detection, systematic screening, and family-centered interventions. Future research should examine these associations over time and strengthen family-based support.
Abstract Suicidal thoughts and behaviours (STB) span ideation (SI), attempt (SA), and death (SD), yet the factors distinguishing ideation from attempt remain poorly understood. Genome-wide studies suggest shared yet partially distinct genetic liabilities. However, few analyses have tested the differential contributions of SI-, SA-, and SD-related genetic liability across STB phenotypes, particularly in high-risk mood-disorder populations. We analysed up to 17,622 participants from the Australian Genetics of Depression Study and the Australian Genetics of Bipolar Disorder study, jointly modelling polygenic scores (PGS) for SI, SA, and SD across mutually exclusive STB phenotypes using multinomial regression, alongside dimensional outcomes, age of onset, and the ideation-to-attempt transition. SI-PGS and SA-PGS showed independent and distinct associations: SI-PGS showed reduced odds of SI-only but increased odds of SI + SA, and SA-PGS robustly predicted attempt-related outcomes. Transition models captured the clearest clinical signal: SA-PGS predicted a 23% higher odds of attempt among ideators, with absolute risk differences of 9–12% between the top and bottom deciles—larger than those of the onset models (5–7%). Predictive discrimination improved incrementally (ΔAUC ≈ 0.02–0.03; ΔC ≈ 0.01). SD-PGS showed no robust effects. Sex-stratified analyses yielded broadly consistent findings across sexes. These findings support ideation-to-action models at the genetic level, demonstrating partially distinct polygenic liabilities for ideation and attempt. Although absolute predictive utility remains modest, these results indicate that PGS sharpen the stratification of ideators at risk of attempt, providing incremental value for future integrative risk models that combine genetics with mood disorders and environmental predictors.
Students in vocational practical courses start with uneven skills, so an instructional model has to cope with that gap without losing sight of individual accountability. This quasi-experimental pretest–posttest study compared Team Assisted Individualization (TAI) with conventional instruction in a Fabric Embellishment Techniques course of a Diploma III Fashion Design program. Two intact parallel classes of 13 students each (N = 26) took part in the second semester of academic year 2024–2025, and a lottery decided which class received TAI. Practical performance was scored on a 0–100 scale before and after instruction. The TAI class rose from 72.38 to 88.85 and the conventional class from 70.77 to 81.31, mean gains of 16.46 and 10.54 points. The classes did not differ significantly at pretest (p = .231), although the TAI class started 1.62 points higher. At posttest the difference was 7.54 points, t(24) = 4.42, p < .001, and the difference in gains was 5.92 points, t(24) = 6.48, p < .001. Because each condition was delivered to a single intact class, these student-level tests cannot separate the teaching model from class-specific influences, and the results are best treated as preliminary evidence.
This community service activity reports the implementation of a token economy technique to support attention during English-language learning at LKP Endemic, Warungjayeng, Nganjuk. The activity used a classroom-action-oriented plan–act–observe–reflect framework involving 12 learners. Attention was operationalized through 20 observable indicators grouped into seven dimensions: attention orientation, sustained attention, task engagement, response to instruction, active participation, distraction control, and self-regulation. The intervention combined immediate token delivery, behavior-specific verbal praise, token recording, exchange opportunities, and gradual fading. Descriptive results showed a group mean of 43.92/80 at pre-intervention, 56.08/80 in Cycle I, and 67.75/80 in Cycle II. The absolute increase from baseline to Cycle II was 23.83 points, corresponding to a relative increase of approximately 54.26% from baseline. The largest descriptive improvements were observed in response to instruction, active participation, distraction control, and self-regulation. Cycle I reflection identified the need for more consistent timing of token delivery, more explicit behavior-specific praise, and reduced dependence on external rewards; these changes informed Cycle II through selective token delivery and gradual fading. Because the activity involved a small group without a comparison condition, the findings should be interpreted as descriptive evidence of local implementation rather than as a causal estimate of effectiveness. The findings provide a practical framework for integrating behavioral reinforcement with English-learning activities in a non-formal learning setting.
Background. Emotional adversities and social context may influence romantic relationships and psychological well-being, especially within the LGBTQ+ community. However, the present study does not directly measure stigmatization. Aim. The study aimed to evaluate the interplay between attachment styles, relationship satisfaction, and psychological well-being, while considering the distinctions between LGBTQ+ individuals and their heterosexual counterparts. Methods. A quantitative correlational methodology was employed for the study, utilizing a stratified sample of 100 participants: 40 LGBTQ+ individuals and 60 heterosexuals. Standardized instruments were utilized to assess attachment styles, relationship satisfaction, and psychological well-being (ECR-S, RSI, PWB). Statistical processing included MANOVA, correlation and regression analysis. Results. The findings revealed significant disparities in the distribution of attachment styles between groups. The LGBTQ+ group showed higher rates of anxious attachment (35% vs. 23%; p=0.046) compared to the heterosexual group. Secure attachment was positively correlated with both relationship satisfaction (r=0.72) and well-being (r=0.65), whereas avoidant and anxious-avoidant styles exerted a detrimental effect on these indicators. Discussion. The obtained results underscore the critical importance of secure attachment in fostering emotional stability and harmony within relationships. This is kept but moved slightly later and presented as a cautious interpretation, not a finding. Conclusion. The study emphasizes the significance of cultivating a secure attachment style by ensuring emotional safety and adaptive strategies in relationships. The findings contribute to the enhancement of psychological support programs aimed at enhancing relationship quality and well-being across diverse social groups.
Caregivers of children with neurodevelopmental disorders experience significant multifaceted burdens. However, little qualitative research has been done to explore caregivers’ lived experiences in relation to the effect of burden and coping strategies in the study area. The study sought to investigate caregivers’ awareness problems, coping mechanisms, and support systems in caring for children with neurodevelopmental disorders in Addis Ababa, Ethiopia. The study was conducted in three public, non-teaching hospitals in Addis Ababa, Ethiopia. Using a descriptive phenomenological technique. In-depth interviews were conducted with 15 purposively selected caregivers. The data was analyzed using Braun and Clarke’s six-phase framework technique. The analysis found six interrelated themes: Awareness and Perception of Neurodevelopmental Disorders (NDDs), Emotional Responses to Diagnosis and Adaptation, Caregiving Roles and Responsibilities, Multidimensional Burden and Challenges, Coping Strategies and Adaptation Mechanisms, and Support Systems and Structural Barriers. Bronfenbrenner’s ecological systems theory was used to explain how personal, institutional, and systemic factors explain participants’ experiences and interpret caregiving realities. These findings underscore the call for integrated and collaborative efforts to address individual and system-level challenges among caregivers. Enhancing support systems, mitigating stigma, and correcting systemic inadequacies can improve caregiver well-being and optimize care for children with NDDs.
Background: Examinations can trigger stress related to performance expectations, uncertainty, and the consequences of receiving a particular grade. Stress may be especially salient for students seeking the highest grade and for students who need a minimum passing grade to complete a course. Objective: To outline a comparative investigation of pre-examination stress among students at Gori State University and European University, with particular attention to students aiming for an A (91–100 points) and students for whom an E-range result (51–60 points) may be sufficient to complete the subject. Methods: The proposed cross-sectional study includes 50 students, 25 from each university. A brief questionnaire should record perceived stress before the examination, grade-related expectations, perceived consequences of the result, and basic demographic/academic variables. Results: The numerical example in this draft is illustrative only and does not represent verified participant data. It demonstrates a reporting structure in which stress scores are compared by university and by grade-related concern. Conclusion: Grade-related expectations and fear of failing may represent different pathways to examination stress. Actual conclusions require analysis of the completed dataset.
Background: Examination periods can coincide with psychological stress, sleep difficulties, and uncertainty about academic performance. Students may continue to feel tense while waiting for results or further assessment, particularly when they are unsure how well they answered the examination questions. Objective: To describe students’ reported stress and sleep difficulties before and after examinations at Gori State University and European University, and to explore themes appearing in anonymous open-ended questionnaire responses. Methods: The study is described as a comparative questionnaire study involving 50 students, with 25 participants from each university. Anonymous questionnaires were administered before and after an examination. The questionnaire asked about stress, sleep, feeling tired or sleepless, waiting for further assessment or results, and students’ perceptions of how they had answered the test. Results: The preliminary account supplied for this draft indicates that sleep difficulty associated with stress and concern while waiting for further assessment were recurring concerns in open-ended responses. The initial estimate was approximately 5% of students reporting satisfaction with their answers. With 50 participants, the closest possible whole-person counts are 2 students (4%) or 3 students (6%); the original questionnaires must be checked to establish which count is correct. No further frequency estimates or statistical tests are reported because participant-level data were not provided for analysis. Conclusion: Anonymous pre- and post-examination questionnaires may help educators identify students’ concerns about sleep, stress, and uncertainty. Findings should be interpreted as preliminary until response counts, scoring procedures, ethics information, and the exact number of students reporting satisfaction are verified.
Teacher performance is a key determinant of educational quality and the successful implementation of learning processes. Among the factors that may influence teacher performance are the adequacy of educational facilities and infrastructure, as well as the quality of the working environment. This study aims to examine the influence of facilities and infrastructure, together with the work environment, on teacher performance at SMA Negeri 1 Batukliang Utara, Central Lombok Regency. A quantitative approach with a descriptive research design was employed. The study involved all 33 active teachers using a total sampling technique. Data were collected through a structured questionnaire based on a five-point Likert scale and analyzed using multiple linear regression with IBM SPSS Statistics version 26. The findings reveal that facilities and infrastructure do not have a significant partial effect on teacher performance (β = 0.017; p = 0.933), whereas the work environment has a positive and statistically significant effect (β = 0.770; p = 0.003). Simultaneously, both independent variables significantly influence teacher performance (F = 10.840; p < 0.001), explaining 41.9% of the variance in teacher performance, while the remaining 58.1% is attributable to other factors not included in the research model. These findings indicate that a supportive and conducive work environment plays a more substantial role than educational facilities in improving teacher performance. Therefore, school management should prioritize the creation of a positive work environment while continuing to improve educational facilities to support teachers' professional responsibilities.
