مرور مقاله‌ها

Background: Individuals with complex trauma may continue to experience emotional distress, rumination, and maladaptive response patterns despite pharmacological treatment. Integrative interventions addressing affective responses, maladaptive patterns, and adaptive functioning warrant further clinical investigation. Case presentation: This report describes a 23-year-old woman diagnosed with complex trauma who her psychiatrist referred because she was not responding adequately to prescribed antidepressant and anti-anxiety medication. She received an eight-session intervention delivered in three phases: one session of Wiring Affect with ReAttach (W.A.R.A.®) on Day 1; one session of Brain-Switch 2.0® on Day 2 to address maladaptive brain patterns; and six subsequent ReAttach® sessions, emphasizing Cognitive Bias Modification (CBM) 3, followed by CBM 1 and CBM 2. Clinical observations: Following the Day 1 W.A.R.A.® session, the client reported a quieter mind, reduced rumination, greater calmness, and sleeping that night without sleeping medication. Brain-Switch 2.0® was administered on Day 2, which further enhanced her self-agency. Subsequent ReAttach® sessions integrated her sense of identity and improved boundary setting with her parents. At one-month post-therapy follow-up, the client reported improved management of rumination, greater emotional regulation, anxiety within normal ranges, preserved cognitive functioning despite ongoing family difficulties, and greater satisfaction with herself. Pre–post quantitative electroencephalography (qEEG) data showed changes in several recorded measures. The qEEG data indicated the absence of previous mental sluggishness, a clinically significant improvement in the trauma-related marker and emotional regulation within the normative range, and the absence of a depression-related marker.

Introduction Vehicular driving pattern analysis is important for improving road safety, driving efficiency, and intelligent transportation systems. The aim of this study is to analyze recent research on the major driver-behavior analysis tasks, which are driving pattern recognition, distraction detection, abnormal driving-behavior detection, driver profiling and identification, fuel-efficiency analysis, and driving-risk assessment. Methods The literature selection process was structured and included identification, screening, and eligibility. One hundred seventeen studies were used in this study, and 12 studies were selected for a detailed examination for comparative analysis. Results The studies analyzed have shown that driver-behavior analysis is becoming more popular with the use of machine learning, deep learning, sensor fusion, edge computing, and other new technologies. Existing approaches, however, are still scattered across behavioral tasks and encounter issues such as real-time processing, privacy preservation, scalability, model generalization, and integration of heterogeneous data. Discussion This study highlights the need for integrated and task-oriented approaches to address these challenges and support multiple behavioral assessments. The findings provide research directions on the development of scalable privacy-aware real-time driver-behavior analysis systems for connected and intelligent transportation environments.

Emotional intelligence (EI) has emerged as a relevant professional competency in nursing, yet its relationship with career growth remains underexplored in Saudi Arabia. This study examined the association between total emotional intelligence and perceived career growth among nurses in the Jazan Health Cluster. A cross-sectional correlational design was employed with 295 registered nurses in the Jazan Health Cluster recruited via convenience sampling. EI was measured using the Schutte Self-Report Emotional Intelligence Test, and career growth was measured using the Career Growth Scale. Pearson correlation and multiple linear regression served as the primary analytical strategies. The sample was predominantly female (78.0%), Saudi (67.1%), and BSN-qualified (74.9%), with a mean age of 36.28 years (SD = 7.94). Mean total EI was 127.98 (SD = 9.96), and mean total career growth was 53.73 (SD = 6.66). EI was positively correlated with career growth ( r = .351, 95% CI [0.246, 0.447], p < .001). Exploratory analysis showed that total EI was most strongly correlated with Career Capacity ( r = .438). Social Skills and Emotion Utilization showed broad positive patterns across the non-salary career-growth domains, whereas total EI was not associated with Salary Increase ( r = − .008, 95% CI [-0.122, 0.106]). The association between the total scores remained after covariate adjustment (B = 0.213, standardized β = 0.319, HC3 p < .001; adjusted R² = 0.220). Total emotional intelligence was positively associated with perceived career growth among nurses in Saudi Arabia after covariate adjustment but was not associated with perceived salary growth. Exploratory findings suggest that emotional competencies may be more relevant to developmental and relational aspects of career growth than to financial advancement. The findings may inform broader professional-development strategies aligned with Saudi Arabia’s Vision 2030 healthcare workforce priorities.

The article discusses the theoretical and practical foundations for improving an inclusive digital learning environment aimed at developing the information competence of deaf and hard-ofhearing high school students. Drawing on data from the World Health Organization (WHO), the International Telecommunication Union (ITU), and official and scholarly sources from Uzbekistan, it shows that 22,381 deaf and hard-of-hearing people were registered in the country in 2021, 13,501 of them (about 60.3%) living in rural areas, while 4,965 children study in specialized boarding schools.

Objective This cross-sectional study (1) compared social support, psychological-capital dimensions, and both C-MLQ dimensions between students with and without visual impairments; and (2) among students with visual impairments, examined the association between social support and presence of meaning (C-MLQ-P) and tested the a priori hypothesized cross-sectional indirect association through hope. Self-efficacy, resilience, and optimism were examined exploratorily in descriptive/correlational and hierarchical-regression analyses. Methods Participants were 170 students with visual impairments and 294 students without visual impairments from a vocational college in China. They completed measures of social support, psychological capital, and meaning in life. Group differences were examined using MANCOVA with follow-up ANCOVAs. Among students with visual impairments, Pearson correlations and an exploratory hierarchical regression were conducted, and H3 was tested using a single cross-sectional indirect-effect model with social support (ASSS-Total) as the predictor, hope (PPQ-Hop) as the indirect variable, presence of meaning (C-MLQ-P) as the outcome, and age and sex as covariates. Results After adjustment for age and sex, students with visual impairments scored significantly lower on objective support, support utilization, self-efficacy, optimism, presence of meaning, and search for meaning than students without visual impairments, whereas no significant group differences were observed for subjective support, resilience, or hope. Among students with visual impairments, social support was positively associated with the presence of meaning (r = 0.56, p < 0.01). In the H3 model, the total association between social support and presence of meaning was 0.8912 (95% CI [0.6988, 1.0835]), the direct association was 0.3560 (95% CI [0.1655, 0.5465]), and the indirect association through hope was 0.5352 (BootSE = 0.0923, 95% bootstrap CI [0.3680, 0.7239]). Conclusions In this sample from a single Chinese vocational college, social support was positively associated with the presence of meaning, and a significant cross-sectional statistical indirect association was observed through hope. Because the data were cross-sectional, the observed indirect association does not establish temporal ordering or a causal mechanism. Longitudinal and experimental studies are needed to determine whether changes in social support precede changes in hope and presence of meaning.

Traditional diagnostic systems, such as the DSM-5 and ICD-11, suffer from well-documented limitations, including high comorbidity rates, arbitrary diagnostic thresholds, and within-disorder heterogeneity. Consequently, the field is evolving towards hierarchical, transdiagnostic, dimensional models of psychopathology. This study reports on the development and initial validation of the Multidimensional Transdiagnostic Inventory of Psychopathology (MTIP). This new broadband inventory aligns traditional DSM disorders with contemporary dimensional models of psychopathology. We conducted initial development and basic psychometric analyses in a mixed sample of 301 adults. We then validated the MTIP in a second independent sample (N = 826), of which 640 who self-reported no history of past mental health treatment were used as our normative/reference sample. The final MTIP contained 13 clinical scales and seven supplemental scales. All the MTIP scales met core psychometric assumptions at the item, scale, and transdiagnostic levels. A series of exploratory and second-order factor analyses supported the MTIP hierarchical dimensional structure. Concurrent validity correlations with the DSM-5 level 1 cross-cutting symptom measure were strong, ranging from 0.89 (depression) to 0.51 (drug misuse). Regression analyses supported the construct validity of the higher-order transdiagnostic scales. Twelve of the 13 clinical scales differentiated individuals with a history of mental health care from those without past care, with effect sizes ranging from 0.20 (Alcohol Misuse) to 1.06 (Anxiety). Effect sizes for the transdiagnostic scales ranged from 0.33 (Thought Dysregulation) to 1.07 (Emotion Dysregulation). The clinical implications and potential applications of the MTIP are discussed.

This study assessed the reading comprehension skills and academic performance in English of Grade 3 learners in selected public elementary schools in the Albuera District, Department of Education (DepEd), Schools Division of Leyte, Region VIII, during School Year 2025–2026, as a basis for developing interactive reading activities. A descriptive-quantitative research design was employed, involving six teachers and 90 learners from six public elementary schools. The learners were selected through simple random sampling. Data were gathered using a structured paper-and-pencil questionnaire covering respondents’ profiles, learners’ performance in five reading comprehension strategies, academic performance in reading comprehension, vocabulary, and storytelling, and the issues and concerns encountered in implementing reading comprehension activities. Frequency counts, percentages, and weighted means were used to analyze the data, together with a test of association to examine the relationships between instructional strategies and learners’ academic performance. The findings revealed that the strategies used in reading comprehension obtained an overall average weighted mean of 3.26, interpreted as Highly Effective. Story mapping and the use of photographs received the highest ratings, with weighted means of 3.30 each, followed by activating prior knowledge at 3.23 and monitoring and clarifying at 3.20. In terms of academic performance, learners demonstrated a lack of mastery in noting details (M = 2.20), decoding (M = 2.23), phonics (M = 2.40), vocabulary (M = 2.30), and storytelling (M = 2.40). The findings further revealed that monitoring and clarifying and the use of photographs had statistically significant associations with selected academic competencies, whereas activating prior knowledge and story mapping did not demonstrate significant associations with the measured competencies. The specific association coefficients and p-values were not available in the supplied results. These findings highlight the need to strengthen learners’ foundational reading skills, particularly identifying details, decoding words, applying phonics, developing vocabulary, and organizing narratives. Based on the findings, interactive reading activities are proposed for consideration and implementation by the concerned school officials, in collaboration with teachers, parents, and the DepEd Schools Division of Leyte, to address learners’ literacy needs and improve their reading comprehension and academic performance.

This study addresses the process of symbolic grief experienced by mothers of children with Autism Spectrum Disorder (ASD), considering psychological vulnerability and resilience in the face of the deconstruction of the image of the idealized child. It is based on the understanding that an ASD diagnosis may disrupt expectations developed throughout pregnancy regarding the child’s development and future, thereby affecting the maternal experience. The general objective is to analyze the process of symbolic grief experienced by mothers of children with ASD, integrating psychological vulnerability, resilience, and support networks. Specifically, the study seeks to identify factors of psychological vulnerability resulting from maternal overload; discuss the impact of symbolic grief on atypical motherhood; and evaluate the role of support networks and public policies in promoting these women’s mental health. This is a narrative literature review of a qualitative, descriptive, and exploratory nature, conducted using the BVS-Psi and SciELO databases. The results indicate that a diagnosis may trigger psychological distress, frustration, guilt, fear, and emotional overload, contributing to social isolation and mental health problems. However, psychological support, family and community assistance as part of a support network, and effective public policies contribute to strengthening resilience and reframing the experience of atypical motherhood. It is concluded that understanding the impact of symbolic grief on these mothers is essential to broadening the perspective of psychology and public policies regarding their socio-emotional needs, promoting comprehensive care and strengthening mental health.

Parental relationships remain an important aspect of psychological functioning throughout our lives. However, little research has been carried out examining their relationship with emotional regulation in non-clinical populations. This study aimed to investigate the relationship between perceived parental attachment and emotional regulation in young adults using a quantitative non-experimental correlational design. An online questionnaire consisting of sociodemographics and 30 Likert scale statements, 15 statements relating to parental attachment (1-15) and 15 statements relating to emotional regulation (16-30) was completed. From the sample of 102 responses exported, 1 case did not give consent and so were removed from analysis, giving a total of 101 complete cases. Reverse scoring was applied to negatively worded statements. Mean scores for parental attachment were 51.83 (SD = 12.15). Mean scores for emotional regulation were 49.42 (SD = 8.41). Internal reliability for parental attachment was high with a Cronbach?s alpha score of .877. Internal reliability for emotional regulation was acceptable with a score of .767. There was a significant positive association between parental attachment and emotional regulation (r(99)=.511, 95% CI [.35, .64], p<.001). Approximately, 26% of variance appeared to be shared between the two variables. Young adults with higher levels of perceived parental attachment (closeness, trust and open communication) reported higher levels of emotional regulation. As this study used a correlational design, this represents an association rather than a causal relationship. Overall, the findings provide evidence to take a relational approach and consider individuals within their context in counselling psychology.

Parenting practices may shape young children's opportunities to develop English-speaking skills in bilingual family environments. This study aimed to explore parenting styles and parental communication practices in relation to children's English-speaking ability in four bilingual families in Indonesia. Using a descriptive qualitative approach, data were collected through online semi-structured interviews with parents, naturalistic observations of parent-child interactions, and children's English-speaking activities, including storytelling and picture description. The findings indicated that three families demonstrated characteristics of authoritative parenting, including emotional warmth, regular language activities, and active parental involvement. These practices were accompanied by children's reported willingness and confidence to speak English. In contrast, one family demonstrated a more permissive approach, with less structured language exposure and less active parental involvement. The findings also highlighted the role of responsive communication, shared educational media activities, and consistent opportunities to use English in everyday interactions. Given the small sample and qualitative design, the findings provide contextual insights rather than evidence of causal effects. This study highlights the potential importance of supportive parenting practices in creating opportunities for young children to use English in bilingual family settings.

Behavior is a particular type of organic reaction. It is a cognitively guided reaction: it is an organic reaction guided by cognitions; and cognitions are registers of the internal states of an organism, or of the states of its environment, which allow that organism to functionally adjust the patterns that govern those particular organic reactions that are its behaviors. In turn, the mental states of a living being, its mind, are the set of its cognitive states; that is, the set of states resulting from cognitions that dispose it and allow it to behave in certain ways.

This study aims to address an important gap in the literature by examining the effects of technostress and safety climate on employees' technological productivity and by evaluating the moderating role of perceived organizational support in these relationships.Analyses conducted on survey data collected from 425 employees working in the defense industry reveal that technostress has a significant negative effect on technological productivity, whereas safety climate has a positive effect on technological productivity.The findings further indicate that perceived organizational support moderates the relationship between safety climate and technological productivity, strengthening the positive impact of safety climate on technological productivity.However, perceived organizational support does not exhibit a significant moderating effect on the relationship between technostress and technological productivity.By examining technostress, safety climate, and perceived organizational support-constructs that are rarely addressed together in the literature-within an integrated framework, this study contributes to a more comprehensive understanding of technological productivity.Furthermore, its focus on the defense industry, characterized by high-technology intensity and high reliability requirements, fills an important gap in the literature and provides actionable insights for improving employee well-being, safety, and technological productivity.

Background Digital systems are integral to nursing practice, but sustained digital engagement may be accompanied by fatigue. The roles of general fear of missing out (FoMO) and perceived stress in the association between digital fatigue and nurses’ job burnout remain unclear. Guided by conservation of resources theory, this study examined the separate and serial indirect associations through FoMO and perceived stress. Method A cross-sectional survey included 554 clinical nurses recruited by convenience sampling from five tertiary Grade A hospitals in Hunan, China, between January and May 2026. Self-report measures assessed the four constructs. Structural equation modeling with bootstrap confidence intervals examined the proposed associations. Results Digital fatigue remained positively associated with job burnout when FoMO and perceived stress were included in the model. Positive indirect associations were identified through each variable separately and through FoMO followed by perceived stress (effect = 0.041, 95% CI [0.021, 0.066]). Conclusion Digital fatigue was positively associated with nurses’ job burnout, both directly and indirectly through general FoMO and perceived stress. Hospital managers could assess digital fatigue, stress, and burnout when reviewing digital workflows. Clearer expectations for responding to work messages and protected recovery time warrant prospective evaluation, including effects on staff wellbeing, workflow, and patient safety.

Generative artificial intelligence is fundamentally reshaping the cognitive conditions of knowledge innovation. While human–AI collaboration improves the efficiency of knowledge production, it may also induce creators to outsourcing cognitive work to AI systems. This study conceptualized this tendency as task-level metacognitive disengagement, defined as the immediate reduction of planning, monitoring, and reflection within a specific AI-assisted task, and, drawing on metacognition theory, cognitive offloading theory and self-regulated learning theory, examined its impact on knowledge innovation quality, its psychological mechanism, and boundary conditions through four complementary experiments. Experiment 1 showed that higher AI assistance significantly increased metacognitive disengagement. Experiment 2 revealed that cognitive offloading partially mediated the relationship between AI assistance and metacognitive disengagement. Experiment 3 confirmed the negative effect of cognitive offloading on knowledge innovation quality, specifically on novelty, usefulness, and developability, with metacognitive disengagement partially mediating this effect. Experiment 4 tested the proposed moderated mediation model and found that task complexity strengthened, whereas individual AI literacy weakened, the negative indirect effect of cognitive offloading on knowledge innovation quality through metacognitive disengagement. These findings reveal a hidden cognitive cost behind the efficiency gains of human–AI collaboration and provide empirical evidence and theoretical implications for cultivating innovative talent and designing human–AI collaborative mechanisms in the era of artificial intelligence.

BACKGROUND: Israel's 2015 mental health reform transferred responsibility for mental health services from the government to community health maintenance organisations (HMOs), aiming to improve accessibility and equity and reduce stigma. However, its implications for different populations remain significantly underresearched. AIMS: To examine trends in mental health service utilisation and psychiatric medication issue rates among Arab and Ultra-Orthodox Jewish populations before and after the 2015 mental health reform. METHOD: = 2 847 184). Participants were classified as either general (non-Ultra-Orthodox Jewish), Ultra-Orthodox Jewish or Arab. The study analysed annual community visits to mental health professionals and dispensed psychiatric prescriptions. RESULTS: Between 2012 and 2019 the number of mental health service users increased across all populations, most prominently among Ultra-Orthodox Jewish and Arab populations (1.94- and 1.91-fold, respectively), compared with 1.55-fold in the general population. Annual community visits increased 2.4-fold in the general population, 2.2-fold in the Ultra-Orthodox Jewish population and 3.7-fold among Arabs, who had the lowest baseline utilisation. Psychiatric medication issue rates increased most in the Ultra-Orthodox Jewish population (2.5-fold), compared with 1.7-fold in the Arab and 1.5-fold in the general population. Women consistently used more services than men, with the greatest relative increase among Arab women. CONCLUSIONS: The findings suggest improved access to mental health services over the study period spanning the 2015 mental health reform, particularly in previously underserved populations. Continued progress requires culturally sensitive, community-tailored interventions for Arab and Ultra-Orthodox Jewish populations.

Background: Strategic vocabulary acquisition is a significant factor in the development of reading comprehension during secondary education, as it facilitates meaning construction, access to academic vocabulary, and the effective interpretation of increasingly complex texts. Objective: To determine the relationship between vocabulary acquisition strategies and reading comprehension among first-year secondary school students at an educational institution in Lima, Peru. Methodology: A quantitative approach was employed using a non-experimental, correlational, and cross-sectional design to analyze the relationship between vocabulary acquisition strategies and reading comprehension in secondary school students. The sample consisted of 50 students. Results: Vocabulary acquisition strategies were the dimension most closely associated with reading comprehension (ρ = .693; p < .001), surpassing the relationship observed for overall vocabulary development (ρ = .630; p < .001). Furthermore, vocabulary mastery and functional vocabulary use showed moderate positive correlations (ρ = .401; p = .004), demonstrating the contribution of various lexical dimensions to reading comprehension performance. Conclusion: Vocabulary acquisition strategies play a significant role in reading comprehension; therefore, strengthening these strategies in secondary education represents a relevant pedagogical approach to fostering meaning construction and the development of reading competencies.

Introduction Collaborative problem solving has become a key educational competence, yet existing observational instruments often assess only selected aspects of collaboration, rely on labor-intensive micro-analytic coding, or are tied to specific task contexts. To address these limitations, this study developed and validated the Collaborative Problem Solving Observation Grid (CPS-OG), an evidence-based observational instrument designed to provide a comprehensive, task-independent, macro-level assessment of collaboration quality. The instrument is grounded in four empirically derived dimensions of CPS: socio-cognitive exchange, socio-emotional exchange, task regulation, and group regulation. Method Validation was conducted with 84 groups of secondary school students working in triads ( N = 73) or dyads ( N = 11) on scientific and civic literacy tasks. The psychometric evaluation included analyses of interrater reliability, internal consistency, construct validity, and criterion-related validity. Results Across both task domains, the CPS-OG demonstrated excellent interrater reliability, good internal consistency, and preliminary support for the internal coherence of the four-conceptual dimensions, consistent with findings from a recent systematic review of CPS quality. The four dimensions included in the instrument showed meaningful associations with Mercer's dialogue types and group product quality, providing further evidence of criterion validity. The consistency of findings across scientific and civic literacy tasks indicates the instrument's robustness in different task contexts. Discussion Overall, the findings suggest that the CPS-OG is a reliable and promising observational instrument. It offers a comprehensive approach to monitoring and assessing collaborative problem solving, providing researchers and practitioners with a practical tool for evaluating collaboration across diverse educational tasks.

This study examined the reading skills of Grade 3 learners and their relationship with academic performance in English in selected public elementary schools in the Bantayan District, Schools Division of Cebu Province, during School Year 2026–2027. Specifically, it assessed learners’ proficiency in phonemic awareness, phonics, text recognition, vocabulary, and comprehension; described the profiles of the teacher and learner respondents; and determined whether a significant relationship existed between reading skills and academic performance in English. The study employed a descriptive-correlational research design involving 100 respondents, comprising 96 Grade 3 learners, with 24 learners from each of four schools, and four teachers from Pooc, Sta. Fe Central, Vito, and Baigad Elementary Schools. Data were gathered through a modified survey questionnaire and informal interviews. Frequency counts, percentages, weighted means, standard deviations, and Pearson’s product-moment correlation coefficient were used to analyze the collected data. The findings revealed that 70 of the 96 Grade 3 learners (72.92%) demonstrated effective foundational reading skills, while the remaining 26 learners (27.08%) were identified as potentially requiring additional reading support, depending on the established assessment criteria. These results underscore the importance of sustaining effective reading instruction while addressing the needs of learners experiencing difficulties in foundational literacy. The study proposes augmented reading skills learning activities designed to strengthen learners’ reading proficiency, improve comprehension, and support the development of essential literacy competencies. The proposed activities may serve as a basis for differentiated instruction, targeted reading interventions, and continuous monitoring of learner progress. Furthermore, the study emphasizes collaboration among teachers, school administrators, and parents in creating supportive learning environments that promote reading development and improved academic performance in English.

In modern scholarly perspectives on grieving, being saddened has been associated with bodily experience. Numbness, shaking, a heavy heart, and other physical symptoms are caused by the intense pain of loss. Most Western philosophies have increasingly focused on psychological models based on the idea of how the self adjusts to the devastating experience of losing a loved one, and this has received a lot of attention. To connect death, embodiment, self-identification, and psychological well-being, this conceptual article develops a mourning process from an Indigenous psychological perspective. This article proposes a psychological paradigm grounded in Indigenous contemplative knowledge through an interpretive analysis of the teachings of the Ashtavakra Gita. Rather than treating the Ashtavakra Gita solely as a philosophical or spiritual text, this article interprets it as an Indigenous psychological knowledge system offering culturally grounded insights into selfhood, attachment, suffering, and psychological well-being. The proposed Ashtavakra Witnessing Consciousness Model conceptualises grief as a five-stage, non-linear process involving embodied grief, existential crisis, meaning reframing, mortality acceptance, and witnessing consciousness, culminating in psychological well-being. This model shows how a traumatic incident can be transformed into a meaningful experience and a path to psychological well-being. Advaita Vedanta’s foundational text, the Ashtavakra Gita, presents a nondual viewpoint in which suffering arises from attachment to the body, ego, and interpersonal attachments. It distinguishes between witnessing consciousness and the short-lived embodied self. This psychological Model of Witnessing Consciousness offers an alternative understanding of control, attachment, suffering, and embodied grief, grounded in the Ashtavakra Gita. It highlights the psychological implications of developing the art of witnessing consciousness. This indigenous model of traditional knowledge has implications for existential, contemplative, and meaning-centred mourning therapies and adds a cross-cultural, psychological and philosophically informed perspective to bereavement research. The article explains how the five stages were derived from the text, illustrates the model with a composite case vignette, outlines clinical cautions against encouraging detachment prematurely, and sets out the model’s limitations and directions for empirical validation.

This study examined the relationships among study habits, learning-style preferences, and academic performance in Music, Arts, Physical Education, and Health (MAPEH) among Grade 10 learners of Solano High School, Nueva Vizcaya, Philippines, during School Year 2025–2026. Anchored in Kolb's Experiential Learning Theory and Biggs' Presage–Process–Product Model, the study employed a quantitative descriptive-correlational research design involving 300 learners selected through stratified random sampling. Data were collected using an expert-validated, researcher-made questionnaire and official first-quarter MAPEH grades, with descriptive statistics and Pearson's product-moment correlation used for analysis. Findings revealed high levels of study habits (M = 3.01) and learning-style preferences (M = 3.06), with concentration and interest emerging as the strongest study-habit dimension and tactile learning as the most preferred modality. Academic performance yielded a mean grade of 86.58, with most respondents attaining outstanding or very satisfactory ratings. A significant moderate positive relationship was established between study habits and learning styles (r = 0.635, p < 0.001). However, study habits (r = 0.277, p < 0.001) and learning styles (r = 0.135, p = 0.019) demonstrated statistically significant but negligible positive relationships with academic performance. Visual and auditory preferences showed significant positive correlations with academic achievement, whereas tactile and kinesthetic preferences showed no significant relationships. The study concludes that study habits and learning preferences have limited associations with MAPEH performance, highlighting the need for improved study routines, diverse instructional strategies, and further investigation of other contributing factors. The research supports Sustainable Development Goal 4 (Quality Education) and indirectly contributes to SDG 3 (Good Health and Well-Being). Its potential sustainability impact lies in strengthening educational practices, supporting evidence-based instructional improvement, and promoting long-term educational and institutional development.