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This article examines the differences between human judgment and algorithmic decision-making in critical logistics systems, focusing on the implications for the concepts of trust and control. The aim of the study is to determine whether AI-based systems can perform functions equivalent to human judgment and what implications this has for operational safety and accountability in complex logistics systems. The study is based on an interdisciplinary analysis, including a review of the literature on artificial intelligence, system safety, and human factors research, as well as a philosophical analysis. This is supplemented by a case study of selected incidents related to the operation of automated systems in high-risk environments, which allows the identification of practical limitations in integrating humans and algorithmic systems. The results indicate that decisions generated by algorithmic systems are statistical and optimization-based, which distinguishes them from human judgment, which takes into account context, uncertainty, and emotions. Consequently, trust in AI systems takes the form of an indirect, user-dependent relationship rather than an autonomous property of the technology. At the same time, increasing levels of automation lead to a diffusion of responsibility and a reduction in direct control over decision-making processes. The findings indicate that full automation of decisions in critical safety systems. Consequently, trust in AI systems takes the form of an indirect, user-dependent relationship rather than an autonomous property of the technology.

این مقاله به بررسی تفاوت‌های میان قضاوت انسانی و تصمیم‌گیری الگوریتمی در سامانه‌های لجستیکی حساس به ایمنی می‌پردازد و پیامدهای آن را برای مفاهیم اعتماد و کنترل مورد تحلیل قرار می‌دهد. هدف این مطالعه تعیین این است که آیا سامانه‌های مبتنی بر هوش مصنوعی می‌توانند عملکردهایی معادل با قضاوت انسانی داشته باشند و این امر چه پیامدهایی برای ایمنی عملیاتی و پاسخگویی در سامانه‌های لجستیکی پیچیده دارد. این پژوهش مبتنی بر تحلیلی میان‌رشته‌ای است که شامل مرور ادبیات مرتبط با هوش مصنوعی، ایمنی سامانه و پژوهش‌های عوامل انسانی، همچنین تحلیل فلسفی می‌شود. این تحلیل با مطالعه موردی درباره برخی رخدادهای مرتبط با عملکرد سامانه‌های خودکار در محیط‌های پرخطر تکمیل شده است که امکان شناسایی محدودیت‌های عملی در یکپارچه‌سازی انسان و سامانه‌های الگوریتمی را فراهم می‌کند. نتایج نشان می‌دهد که تصمیمات تولیدشده توسط سامانه‌های الگوریتمی مبتنی بر آمار و بهینه‌سازی هستند که آن‌ها را از قضاوت انسانی که زمینه، عدم قطعیت و هیجانات را در نظر می‌گیرد، متمایز می‌کند. در نتیجه، اعتماد به سامانه‌های هوش مصنوعی به صورت یک رابطه غیرمستقیم و وابسته به کاربر شکل می‌گیرد و نه به عنوان یک ویژگی مستقل از فناوری. همزمان، افزایش سطوح خودکارسازی منجر به پخش مسئولیت و کاهش کنترل مستقیم بر فرایندهای تصمیم‌گیری می‌شود. یافته‌ها نشان می‌دهد که خودکارسازی کامل تصمیمات در سامانه‌های حساس به ایمنی... در نتیجه، اعتماد به سامانه‌های هوش مصنوعی به صورت یک رابطه غیرمستقیم و وابسته به کاربر شکل می‌گیرد و نه به عنوان یک ویژگی مستقل از فناوری.

This article examines the differences between human judgment and algorithmic decision-making in critical logistics systems, focusing on the implications for the concepts of trust and control. The aim of the study is to determine whether AI-based systems can perform functions equivalent to human judgment and what implications this has for operational safety and accountability in complex logistics systems. The study is based on an interdisciplinary analysis, including a review of the literature on artificial intelligence, system safety, and human factors research, as well as a philosophical analysis. This is supplemented by a case study of selected incidents related to the operation of automated systems in high-risk environments, which allows the identification of practical limitations in integrating humans and algorithmic systems. The results indicate that decisions generated by algorithmic systems are statistical and optimization-based, which distinguishes them from human judgment, which takes into account context, uncertainty, and emotions. Consequently, trust in AI systems takes the form of an indirect, user-dependent relationship rather than an autonomous property of the technology. At the same time, increasing levels of automation lead to a diffusion of responsibility and a reduction in direct control over decision-making processes. The findings indicate that full automation of decisions in critical safety systems. Consequently, trust in AI systems takes the form of an indirect, user-dependent relationship rather than an autonomous property of the technology.

این مقاله به بررسی تفاوت‌های میان قضاوت انسانی و تصمیم‌گیری الگوریتمی در سامانه‌های لجستیکی حساس به ایمنی می‌پردازد و پیامدهای آن را برای مفاهیم اعتماد و کنترل مورد تحلیل قرار می‌دهد. هدف این مطالعه تعیین این است که آیا سامانه‌های مبتنی بر هوش مصنوعی می‌توانند عملکردهایی معادل با قضاوت انسانی داشته باشند و این امر چه پیامدهایی برای ایمنی عملیاتی و پاسخگویی در سامانه‌های لجستیکی پیچیده دارد. این پژوهش مبتنی بر تحلیلی میان‌رشته‌ای است که شامل مرور ادبیات مرتبط با هوش مصنوعی، ایمنی سامانه و پژوهش‌های عوامل انسانی، همچنین تحلیل فلسفی می‌شود. این تحلیل با مطالعه موردی درباره برخی رخدادهای مرتبط با عملکرد سامانه‌های خودکار در محیط‌های پرخطر تکمیل شده است که امکان شناسایی محدودیت‌های عملی در یکپارچه‌سازی انسان و سامانه‌های الگوریتمی را فراهم می‌کند. نتایج نشان می‌دهد که تصمیمات تولیدشده توسط سامانه‌های الگوریتمی مبتنی بر آمار و بهینه‌سازی هستند که آن‌ها را از قضاوت انسانی که زمینه، عدم قطعیت و هیجانات را در نظر می‌گیرد، متمایز می‌کند. در نتیجه، اعتماد به سامانه‌های هوش مصنوعی به صورت یک رابطه غیرمستقیم و وابسته به کاربر شکل می‌گیرد و نه به عنوان یک ویژگی مستقل از فناوری. همزمان، افزایش سطوح خودکارسازی منجر به پخش مسئولیت و کاهش کنترل مستقیم بر فرایندهای تصمیم‌گیری می‌شود. یافته‌ها نشان می‌دهد که خودکارسازی کامل تصمیمات در سامانه‌های حساس به ایمنی... در نتیجه، اعتماد به سامانه‌های هوش مصنوعی به صورت یک رابطه غیرمستقیم و وابسته به کاربر شکل می‌گیرد و نه به عنوان یک ویژگی مستقل از فناوری.

Enhancing conceptual understanding and critical thinking in elementary science requires meaningful learning experiences supported by appropriate instructional media. Examining the effects of integrating Deep Learning approaches and audiovisual media on students’ conceptual understanding and critical thinking was the primary aim of this study. A quantitative approach with a quasi-experimental matching-only design involved 30 fifth-grade students, comprising 15 students in the experimental group and 15 in the control group. Data were collected using conceptual understanding and critical thinking tests, with reliability coefficients of 0.84 and 0.86, respectively. Data analysis employed ANCOVA and MANCOVA. Results showed that the experimental group obtained higher posttest means in conceptual understanding (91.47) and critical thinking (89.72) than the control group (72.47 and 68.47). ANCOVA indicated significant effects on conceptual understanding, F(1,56) = 86.57, p < 0.01, η²p = 0.59, and critical thinking, F(1,56) = 72.43, p < 0.01, η²p = 0.56. MANCOVA also revealed a significant simultaneous effect, Pillai’s Trace = 0.68, F(2,56) = 58.72, p < 0.01, η²p = 0.68. Overall, integrating Deep Learning approaches with audiovisual media substantially improved both outcomes within the studied context.

Purpose: This study aimed to compare the effectiveness of Compassion-Focused Acceptance and Commitment Therapy and Schema-Integrated Acceptance and Commitment Therapy on body image and sexual relationship quality in women with breast cancer in Hamadan. Methods and Materials: This applied quasi-experimental study employed a pretest–posttest design with a two-month follow-up, two experimental groups, and one active control group. The statistical population consisted of women with breast cancer attending the Health Donors Association of Hamadan Province during 2025–2026. Sixty eligible women were selected through convenience sampling and randomly assigned to three groups of 20 participants. Following attrition, the final sample comprised 50 women, including 17 in the Compassion-Focused Acceptance and Commitment Therapy group, 16 in the Schema-Integrated Acceptance and Commitment Therapy group, and 17 in the control group. The experimental groups received 10 weekly 90-minute group sessions of their respective interventions, while the control group received five weekly 60-minute health and life-skills education sessions. Data were collected using the Objectified Body Consciousness Scale and the Sexual Quality of Life–Female Questionnaire. Data were analyzed in SPSS version 26 using multivariate and univariate analyses of covariance and Bonferroni-adjusted pairwise comparisons. Findings: Multivariate analysis showed a significant overall effect of treatment condition on the combined dependent variables, Pillai’s Trace = 0.592, F(4, 90) = 9.468, p < 0.001, partial η² = 0.296. Significant group effects were found for body image, F(2, 45) = 20.691, p < 0.001, partial η² = 0.482, and sexual relationship quality, F(2, 45) = 16.250, p < 0.001, partial η² = 0.419. Bonferroni comparisons indicated that both interventions were significantly more effective than the control condition on both outcomes. Compassion-Focused Acceptance and Commitment Therapy was also significantly more effective than Schema-Integrated Acceptance and Commitment Therapy for body image, p = 0.006, and sexual relationship quality, p = 0.031. Conclusion: Both interventions were effective in improving body image and sexual relationship quality among women with breast cancer, although Compassion-Focused Acceptance and Commitment Therapy demonstrated greater effectiveness and may therefore be particularly useful in psycho-oncological rehabilitation following breast cancer treatment.

هدف: این پژوهش با هدف مقایسه اثربخشی درمان مبتنی بر پذیرش و تعهد با محوریت شفقت و درمان مبتنی بر پذیرش و تعهد یکپارچه با طرحواره بر تصویر بدنی و کیفیت رابطه جنسی زنان مبتلا به سرطان پستان در همدان انجام شد. روش‌ها و مواد: این مطالعه کاربردی از نوع شبه‌آزمایشی با طرح پیش‌آزمون–پس‌آزمون با پیگیری دو ماهه، دو گروه آزمایشی و یک گروه کنترل فعال بود. جامعه آماری شامل زنان مبتلا به سرطان پستان مراجعه‌کننده به انجمن اهداکنندگان سلامت استان همدان در سال‌های 2025 تا 2026 بود. شصت زن واجد شرایط به روش نمونه‌گیری در دسترس انتخاب و به‌صورت تصادفی در سه گروه 20 نفره گمارده شدند. پس از ریزش، نمونه نهایی شامل 50 زن بود که 17 نفر در گروه درمان مبتنی بر پذیرش و تعهد با محوریت شفقت، 16 نفر در گروه درمان مبتنی بر پذیرش و تعهد یکپارچه با طرحواره و 17 نفر در گروه کنترل قرار گرفتند. گروه‌های آزمایشی هر یک 10 جلسه گروهی 90 دقیقه‌ای درمان مربوطه را دریافت کردند و گروه کنترل 5 جلسه 60 دقیقه‌ای آموزش سلامت و مهارت‌های زندگی را گذراند. داده‌ها با استفاده از مقیاس آگاهی بدنی عینی‌شده و پرسشنامه کیفیت زندگی جنسی زنان گردآوری شد. تحلیل داده‌ها با نرم‌افزار SPSS نسخه 26 و با استفاده از تحلیل کوواریانس چندمتغیره و تک‌متغیره و مقایسه‌های زوجی با اصلاح بونفرونی انجام گرفت. یافته‌ها: تحلیل چندمتغیره اثر کلی معناداری برای شرایط درمان بر متغیرهای وابسته ترکیبی نشان داد (Pillai’s Trace = 0.592, F(4, 90) = 9.468, p < 0.001, η² جزئی = 0.296). اثر گروه برای تصویر بدنی (F(2, 45) = 20.691, p < 0.001, η² جزئی = 0.482) و کیفیت رابطه جنسی (F(2, 45) = 16.250, p < 0.001, η² جزئی = 0.419) معنادار بود. مقایسه‌های بونفرونی نشان داد هر دو مداخله نسبت به گروه کنترل در هر دو پیامد اثربخشی بیشتری داشتند. درمان مبتنی بر پذیرش و تعهد با محوریت شفقت نسبت به درمان مبتنی بر پذیرش و تعهد یکپارچه با طرحواره در بهبود تصویر بدنی (p = 0.006) و کیفیت رابطه جنسی (p = 0.031) اثربخشی بیشتری داشت. نتیجه‌گیری: هر دو مداخله در بهبود تصویر بدنی و کیفیت رابطه جنسی زنان مبتلا به سرطان پستان مؤثر بودند، هرچند درمان مبتنی بر پذیرش و تعهد با محوریت شفقت اثربخشی بیشتری نشان داد و می‌تواند به‌ویژه در بازتوانی روان‌آنکولوژیک پس از درمان سرطان پستان مفید باشد.

Purpose: This study aimed to determine the effectiveness of Acceptance and Commitment Therapy (ACT) in improving the psychological well-being of patients diagnosed with cancer. Materials and Methods: This quasi-experimental study employed a pretest–posttest design with a control group and a follow-up assessment. The statistical sample consisted of 60 patients with cancer who were selected through purposive sampling and assigned to three groups of 20 participants. Participants in the intervention groups received an ACT-based intervention consisting of eight 45-minute sessions delivered over one month, whereas the control group received no psychological intervention during the study period. Psychological well-being was assessed using Ryff’s 84-item Psychological Well-Being Scale (1989) at the pretest, posttest, and follow-up stages. The collected data were analyzed using inferential statistical procedures in SPSS version 25. Findings: The inferential analysis demonstrated a statistically significant difference between the intervention and control groups in posttest psychological well-being scores. Participants who received Acceptance and Commitment Therapy showed significantly higher levels of psychological well-being than those in the control group. The intervention produced a very large effect size (η² = 0.935), indicating that a substantial proportion of the variance in post-intervention psychological well-being was attributable to the therapeutic intervention. The follow-up analysis further showed that the improvement in psychological well-being was maintained after the completion of treatment, suggesting the stability and durability of the intervention effects over time. Conclusion: Acceptance and Commitment Therapy is an effective psychological intervention for enhancing psychological well-being among patients with cancer. By promoting psychological flexibility, acceptance of difficult internal experiences, present-moment awareness, and engagement in value-oriented behaviors, ACT may help patients cope more adaptively with the psychological consequences of cancer. Therefore, this intervention may be incorporated into psychosocial rehabilitation and supportive care programs for patients with cancer.

هدف: این پژوهش با هدف تعیین اثربخشی درمان مبتنی بر پذیرش و تعهد (ACT) در ارتقای بهزیستی روان‌شناختی بیماران مبتلا به سرطان انجام شد. مواد و روش‌ها: این مطالعه‌ی شبه‌آزمایشی با طرح پیش‌آزمون-پس‌آزمون با گروه کنترل و ارزیابی پیگیری انجام گرفت. نمونه‌ی آماری شامل ۶۰ بیمار مبتلا به سرطان بود که به روش نمونه‌گیری هدفمند انتخاب و به سه گروه ۲۰ نفره تقسیم شدند. شرکت‌کنندگان در گروه‌های مداخله، مداخله‌ای مبتنی بر ACT را در قالب هشت جلسه‌ی ۴۵ دقیقه‌ای طی یک ماه دریافت کردند، در حالی که گروه کنترل در طول دوره‌ی مطالعه هیچ مداخله‌ی روان‌شناختی دریافت نکرد. بهزیستی روان‌شناختی با استفاده از مقیاس ۸۴ ماده‌ای بهزیستی روان‌شناختی Ryff (۱۹۸۹) در مراحل پیش‌آزمون، پس‌آزمون و پیگیری ارزیابی شد. داده‌های گردآوری‌شده با استفاده از روش‌های آماری استنباطی در نرم‌افزار SPSS نسخه‌ی ۲۵ تحلیل گردید. یافته‌ها: تحلیل استنباطی تفاوت معناداری را بین گروه‌های مداخله و کنترل در نمرات پس‌آزمون بهزیستی روان‌شناختی نشان داد. شرکت‌کنندگانی که درمان مبتنی بر پذیرش و تعهد دریافت کردند، سطوح بهزیستی روان‌شناختی به‌مراتب بالاتری نسبت به گروه کنترل داشتند. مداخله دارای اندازه‌ی اثر بسیار بزرگ (η² = ۰.۹۳۵) بود که نشان‌دهنده‌ی سهم قابل توجهی از واریانس بهزیستی روان‌شناختی پس از مداخله به دلیل مداخله‌ی درمانی است. تحلیل پیگیری نیز نشان داد که بهبود بهزیستی روان‌شناختی پس از اتمام درمان حفظ شده است و این امر پایداری و دوام اثرات مداخله در طول زمان را نشان می‌دهد. نتیجه‌گیری: درمان مبتنی بر پذیرش و تعهد یک مداخله‌ی روان‌شناختی مؤثر برای ارتقای بهزیستی روان‌شناختی در بیماران مبتلا به سرطان است. با ارتقای انعطاف‌پذیری روان‌شناختی، پذیرش تجارب درونی دشوار، آگاهی از لحظه‌ی حال و درگیر شدن در رفتارهای ارزش‌محور، ACT می‌تواند به بیماران در مقابله‌ی سازگارانه‌تر با پیامدهای روان‌شناختی سرطان کمک کند. بنابراین، این مداخله می‌تواند در برنامه‌های بازتوانی روان‌اجتماعی و مراقبت حمایتی بیماران مبتلا به سرطان گنجانده شود.

Purpose: The present study aimed to compare the effectiveness of positive parenting training and Choice Theory–based parenting training on the parent–child relationship. Methods and Materials: This study employed a quasi-experimental design with a pretest–posttest control group and a follow-up assessment. The statistical population consisted of all mothers of boys aged 6 to 9 years enrolled in schools within Educational District 6 of the Mashhad Department of Education during the 2025–2026 academic year. Participants were selected using purposive non-probability sampling based on the inclusion and exclusion criteria (Group 1: positive parenting training, n = 15; Group 2: Choice Theory–based parenting training, n = 15; Group 3: control, n = 15). Following selection, participants were randomly assigned by lottery to the positive parenting training and Choice Theory–based parenting training intervention groups. Data were collected using the short form of the Mother–Child Relationship Scale developed by Pianta (1994). Data were analyzed using descriptive statistics (mean and standard deviation) and inferential statistics (repeated-measures analysis of variance). Findings: The findings indicated that both interventions had a positive and statistically significant effect on improving the parent–child relationship. However, Choice Theory–based parenting training was more effective in strengthening the parent–child relationship. These effects remained stable at the follow-up assessment. Conclusion: Both educational approaches demonstrated practical effectiveness in improving the parent–child relationship. However, the Choice Theory approach, with its emphasis on empathic communication and understanding children's psychological needs, was more effective in fostering a deeper emotional bond between mothers and their children. It is recommended that future parent education programs integrate both approaches to maximize intervention effectiveness.

هدف: پژوهش حاضر با هدف مقایسه اثربخشی آموزش فرزندپروری مثبت و آموزش فرزندپروری مبتنی بر نظریه انتخاب بر رابطه والد–کودک انجام شد. روش‌ها و مواد: این پژوهش از نوع شبه‌آزمایشی با طرح پیش‌آزمون–پس‌آزمون با گروه کنترل و ارزیابی پیگیری بود. جامعه آماری شامل کلیه مادران پسران ۶ تا ۹ ساله مشغول به تحصیل در مدارس ناحیه ۶ آموزش و پرورش مشهد در سال تحصیلی ۲۰۲۵–۲۰۲۶ بود. نمونه‌ها با استفاده از روش نمونه‌گیری هدفمند غیرتصادفی و بر اساس معیارهای ورود و خروج انتخاب شدند (گروه ۱: آموزش فرزندپروری مثبت، n = ۱۵؛ گروه ۲: آموزش فرزندپروری مبتنی بر نظریه انتخاب، n = ۱۵؛ گروه ۳: کنترل، n = ۱۵). پس از انتخاب، شرکت‌کنندگان به صورت تصادفی با قرعه‌کشی به گروه‌های مداخله آموزش فرزندپروری مثبت و آموزش فرزندپروری مبتنی بر نظریه انتخاب تخصیص یافتند. داده‌ها با استفاده از فرم کوتاه مقیاس رابطه مادر–کودک Pianta (۱۹۹۴) جمع‌آوری شد. داده‌ها با استفاده از آمار توصیفی (میانگین و انحراف معیار) و آمار استنباطی (تحلیل واریانس با اندازه‌گیری مکرر) تحلیل گردید. یافته‌ها: نتایج نشان داد هر دو مداخله تأثیر مثبت و معناداری بر بهبود رابطه والد–کودک داشتند. با این حال، آموزش فرزندپروری مبتنی بر نظریه انتخاب در تقویت رابطه والد–کودک اثربخش‌تر بود. این اثرات در ارزیابی پیگیری نیز پایدار ماند. نتیجه‌گیری: هر دو رویکرد آموزشی اثربخشی عملی در بهبود رابطه والد–کودک نشان دادند. با این حال، رویکرد نظریه انتخاب با تأکید بر ارتباط همدلانه و درک نیازهای روان‌شناختی کودکان، در ایجاد پیوند عاطفی عمیق‌تر میان مادران و فرزندانشان مؤثرتر بود. پیشنهاد می‌شود برنامه‌های آتی آموزش والدین، هر دو رویکرد را برای حداکثرسازی اثربخشی مداخلات ادغام نمایند.

Purpose: This study aimed to compare the effectiveness of Compassion-Focused Therapy and Existential Therapy in reducing death anxiety and increasing illness acceptance among patients with cancer in remission. Methods and Materials: This applied study used a quasi-experimental pretest-posttest-follow-up design with a control group. The statistical population consisted of patients with common cancers in remission who referred to hospitals in Tehran during 2025–2026. Using purposive sampling, 45 eligible participants were selected and randomly assigned to Compassion-Focused Therapy, Existential Therapy, and control groups, with 15 participants in each group. Both intervention groups received eight 90-minute weekly sessions, while the control group received no psychological intervention. Data were collected using the Templer Death Anxiety Scale and the Acceptance of Illness Scale. The data were analyzed in SPSS version 26 using repeated-measures analysis of variance and Bonferroni-adjusted post hoc comparisons at a significance level of 0.05. Findings: Repeated-measures analysis of variance showed significant effects of time, group, and time-by-group interaction for death anxiety and illness acceptance (p < 0.001). Bonferroni comparisons indicated that both Compassion-Focused Therapy and Existential Therapy significantly reduced death anxiety and increased illness acceptance compared with the control group (p < 0.001). Compassion-Focused Therapy produced a significantly greater reduction in death anxiety than Existential Therapy (MD = 1.79, SE = 0.41, p < 0.001), whereas Existential Therapy produced a significantly greater increase in illness acceptance than Compassion-Focused Therapy (MD = 2.30, SE = 0.46, p < 0.001). The improvements were maintained at follow-up. Conclusion: Both Compassion-Focused Therapy and Existential Therapy were effective in improving psychological adjustment among patients with cancer in remission; however, Compassion-Focused Therapy was more effective in reducing death anxiety, whereas Existential Therapy was more effective in increasing illness acceptance.

هدف: این پژوهش با هدف مقایسه اثربخشی درمان مبتنی بر شفقت و درمان وجودی در کاهش اضطراب مرگ و افزایش پذیرش بیماری در بیماران مبتلا به سرطان در مرحله بهبودی انجام شد. روش‌ها و مواد: این مطالعه کاربردی با طرح نیمه‌آزمایشی پیش‌آزمون-پس‌آزمون-پیگیری با گروه کنترل انجام گرفت. جامعه آماری شامل بیماران مبتلا به سرطان‌های شایع در مرحله بهبودی بود که در سال‌های ۲۰۲۵ تا ۲۰۲۶ به بیمارستان‌های تهران مراجعه کردند. با استفاده از نمونه‌گیری هدفمند، ۴۵ شرکت‌کننده واجد شرایط انتخاب و به طور تصادفی در سه گروه درمان مبتنی بر شفقت، درمان وجودی و کنترل (هر گروه ۱۵ نفر) گمارده شدند. هر دو گروه مداخله، هشت جلسه هفتگی ۹۰ دقیقه‌ای دریافت کردند و گروه کنترل هیچ مداخله روان‌شناختی دریافت نکرد. داده‌ها با استفاده از مقیاس اضطراب مرگ تمپلر و مقیاس پذیرش بیماری جمع‌آوری شد. تحلیل داده‌ها با نرم‌افزار SPSS نسخه ۲۶ و با استفاده از تحلیل واریانس اندازه‌گیری مکرر و مقایسه‌های پس‌آزمون با اصلاح بونفرونی در سطح معناداری ۰٫۰۵ انجام گرفت. یافته‌ها: تحلیل واریانس اندازه‌گیری مکرر اثرات معنادار زمان، گروه و تعامل زمان و گروه را برای اضطراب مرگ و پذیرش بیماری نشان داد (p < 0.001). مقایسه‌های بونفرونی نشان داد که هر دو درمان مبتنی بر شفقت و درمان وجودی به طور معناداری اضطراب مرگ را کاهش و پذیرش بیماری را نسبت به گروه کنترل افزایش دادند (p < 0.001). درمان مبتنی بر شفقت کاهش معنادار بیشتری در اضطراب مرگ نسبت به درمان وجودی ایجاد کرد (MD = 1.79, SE = 0.41, p < 0.001)، در حالی که درمان وجودی افزایش معنادار بیشتری در پذیرش بیماری نسبت به درمان مبتنی بر شفقت داشت (MD = 2.30, SE = 0.46, p < 0.001). این بهبودها در مرحله پیگیری نیز حفظ شد. نتیجه‌گیری: هر دو درمان مبتنی بر شفقت و درمان وجودی در بهبود سازگاری روان‌شناختی بیماران مبتلا به سرطان در مرحله بهبودی مؤثر بودند؛ با این حال، درمان مبتنی بر شفقت در کاهش اضطراب مرگ و درمان وجودی در افزایش پذیرش بیماری اثربخشی بیشتری داشتند.

Purpose: This study aimed to assess the efficacy of multicultural therapy in reducing anxiety and psychological distress and improving social well-being and social performance among international students in West Asia. Methods and Materials: This quantitative study was conducted in two descriptive and quasi-experimental phases. The statistical population consisted of 250 international students studying at Mohaghegh Ardabili University during the 2023–2024 academic year. In the screening phase, 124 students were selected through multistage cluster sampling and completed the Beck Anxiety Inventory, Keyes Social Well-Being Scale, Hadian-Nasab Social Performance Questionnaire, and Goldberg General Health Questionnaire. Following screening, 30 students who met the inclusion criteria, including a Beck Anxiety Inventory score greater than 17, were selected and randomly assigned to a multicultural therapy group and a wait-list control group, with 15 participants in each group. Both groups completed pretest and posttest assessments. The experimental group received multicultural therapy, whereas the control group received no active intervention during the study period. Data were analyzed using analysis of covariance after examining the relevant statistical assumptions. Findings: After controlling for pretest scores, multicultural therapy produced a significant reduction in anxiety compared with the wait-list control condition, F(1, 27) = 44.83, p < .001, partial η² = .624. Significant group differences were also observed in social well-being, F(1, 27) = 35.63, p < .001, partial η² = .569, and social performance, F(1, 27) = 29.73, p < .001, partial η² = .524, with higher adjusted posttest scores in the experimental group. General psychological distress was also significantly lower in the multicultural therapy group, F(1, 27) = 40.25, p < .001, partial η² = .598. Conclusion: Multicultural therapy appears to be an effective culturally responsive intervention for reducing anxiety and psychological distress and enhancing the social well-being and social performance of international students.

هدف: این پژوهش با هدف ارزیابی اثربخشی درمان چندفرهنگی در کاهش اضطراب و پریشانی روان‌شناختی و بهبود بهزیستی اجتماعی و عملکرد اجتماعی در میان دانشجویان بین‌المللی در غرب آسیا انجام شد. روش‌ها و مواد: این مطالعه کمی در دو مرحله توصیفی و نیمه‌آزمایشی اجرا گردید. جامعه آماری شامل ۲۵۰ دانشجوی بین‌المللی مشغول به تحصیل در دانشگاه محقق اردبیلی در سال تحصیلی ۲۰۲۳–۲۰۲۴ بود. در مرحله غربالگری، ۱۲۴ دانشجو با روش نمونه‌گیری خوشه‌ای چندمرحله‌ای انتخاب شدند و پرسشنامه اضطراب بک، مقیاس بهزیستی اجتماعی Keyes، پرسشنامه عملکرد اجتماعی Hadian-Nasab و پرسشنامه سلامت عمومی Goldberg را تکمیل کردند. پس از غربالگری، ۳۰ دانشجویی که معیارهای ورود از جمله نمره بالاتر از ۱۷ در پرسشنامه اضطراب بک را داشتند، انتخاب و به طور تصادفی در دو گروه درمان چندفرهنگی و کنترل فهرست انتظار (هر گروه ۱۵ نفر) گمارده شدند. هر دو گروه ارزیابی‌های پیش‌آزمون و پس‌آزمون را تکمیل کردند. گروه آزمایشی درمان چندفرهنگی را دریافت کرد، در حالی که گروه کنترل طی دوره مطالعه هیچ مداخله فعالی دریافت نکرد. داده‌ها پس از بررسی مفروضه‌های آماری مربوطه با استفاده از تحلیل کوواریانس تحلیل شدند. یافته‌ها: پس از کنترل نمرات پیش‌آزمون، درمان چندفرهنگی منجر به کاهش معنادار اضطراب نسبت به گروه کنترل فهرست انتظار شد، F(1, 27) = 44.83, p < .001, partial η² = .624. تفاوت معنادار بین گروه‌ها در بهزیستی اجتماعی، F(1, 27) = 35.63, p < .001, partial η² = .569، و عملکرد اجتماعی، F(1, 27) = 29.73, p < .001, partial η² = .524، نیز مشاهده شد و نمرات تعدیل‌شده پس‌آزمون در گروه آزمایشی بالاتر بود. همچنین پریشانی روان‌شناختی عمومی در گروه درمان چندفرهنگی به طور معناداری کمتر بود، F(1, 27) = 40.25, p < .001, partial η² = .598. نتیجه‌گیری: به نظر می‌رسد درمان چندفرهنگی یک مداخله مؤثر و پاسخگو به لحاظ فرهنگی برای کاهش اضطراب و پریشانی روان‌شناختی و ارتقای بهزیستی اجتماعی و عملکرد اجتماعی دانشجویان بین‌المللی باشد.

Higher military educational institutions operating under dispersed learning conditions require effective digital approaches that support both professional training and foreign language development. Accordingly, this study examines the effectiveness of integrating interactive technologies and the Content and Language Integrated Learning (CLIL) approach into physics instruction through the use of Moodle, Google Meet, Google Forms, multimedia presentations, bilingual instructional materials, and video-based laboratory demonstrations. Modern military specialists require not only strong engineering knowledge but also the ability to use English-language technical resources throughout their professional careers. Consequently, physics instruction should integrate subject-specific content with foreign language development from the earliest stages of military education. English language proficiency plays a significant role in physics instruction, since much technical documentation, device manuals, scientific articles, and materials on military technology are provided in English. Considering this, applying the CLIL approach, which enables simultaneous acquisition of physics content and professional English terminology, is well justified. The research employed a quasi-experimental design supported by classroom observation, and comparative analysis. The study involved 69 first-year cadets, divided into an experimental and a control group. The experimental group was taught using a combination of interactive technologies, digital tools, and CLIL elements integrated into lectures, practical sessions, and laboratory work. The experimental group achieved a higher mean score (M = 73.79) than the control group (M = 57.85), indicating the positive impact of integrating interactive technologies and CLIL elements into physics instruction. The study confirms that integrating interactive technologies and CLIL enhances the effectiveness of physics instruction in dispersed learning environments and contributes to the development of both professional and language competencies required for modern military specialists.

ABSTRACT This study examined differences in sixth-grade students’ conceptual understanding and critical thinking between Problem-Based Learning (PBL) supported by an Augmented Reality (AR)-Based Book and conventional instruction in Solar System learning. A quantitative quasi-experimental study employing a nonequivalent pretest–posttest control group design involved 35 students from two elementary schools in Blora, Indonesia, comprising 17 experimental and 18 control participants. The intervention was implemented across three instructional sessions. Data were collected using validated essay-based assessments and analyzed through analysis of covariance (ANCOVA) and multivariate analysis of covariance (MANCOVA), controlling for pretest performance. The experimental group achieved higher posttest means in conceptual understanding (86.71 vs. 72.67) and critical thinking (85.82 vs. 70.17). ANCOVA revealed significant adjusted between-group differences in conceptual understanding (mean difference = 13.87, 95% CI [11.45, 16.29], p < .001) and critical thinking (mean difference = 15.38, 95% CI [12.19, 18.57], p < .001). MANCOVA confirmed a significant multivariate difference (Pillai’s Trace = .862, F(2, 30) = 95.34, p < .001). These findings suggest that integrating AR-supported visualization within structured problem-based inquiry may support conceptual learning and evidence-based reasoning. Nevertheless, the small sample, nonrandom allocation, and school- and teacher-level confounding preclude definitive causal conclusions. Larger multisite and factorial studies are recommended.

Low learning interest in Natural and Social Sciences (IPAS) remains a concern in elementary schools, including SD Negeri 1 Jatimulyo, South Lampung, where a preliminary survey classified 47 of 77 fifth-grade students (61.0%) as having low interest. This study examined differences in IPAS learning interest between students taught with a joyful learning strategy supported by the game-based learning platform Wordwall and students taught with direct instruction using textbooks and worksheets. This quantitative quasi-experiment used a nonequivalent control group design with all fifth-grade students (saturated sampling; class VA as the experimental group, n = 39, and class VB as the control group, n = 38) across six meetings on ecosystems. Learning interest was measured with a questionnaire of 10 valid items (Cronbach's α = 0.814) and analysed with an independent samples t-test. The mean post-questionnaire score was higher in the experimental class (34.84) than in the control class (26.41), and the difference was statistically significant (t = −13.308, df = 75, p < .001). However, the experimental class also began with a higher mean pretest score (30.42 versus 23.15), so the result should be interpreted with caution. The strategy may serve as an alternative for IPAS instruction, and further studies that control for initial interest are needed. ABSTRAK Minat belajar IPAS peserta didik sekolah dasar masih menjadi persoalan, termasuk di SD Negeri 1 Jatimulyo, Lampung Selatan. tempat survei awal menunjukkan 47 dari 77 peserta didik kelas V (61,0%) berminat belajar rendah. Penelitian ini bertujuan menguji perbedaan minat belajar IPAS antara peserta didik yang belajar dengan strategi joyful learning berbantuan media game-based learning Wordwall dan peserta didik yang belajar dengan direct instruction berbantuan buku dan LKPD. Penelitian kuantitatif ini menggunakan kuasi-eksperimen nonequivalent control group design pada seluruh peserta didik kelas V (sampling jenuh; kelas VA sebagai kelas eksperimen, n = 39, dan kelas VB sebagai kelas kontrol, n = 38) dengan materi ekosistem selama enam pertemuan. Minat belajar diukur dengan angket 10 butir valid (α = 0,814) dan dianalisis dengan uji-t sampel independen. Rerata skor akhir kelas eksperimen (34,84) lebih tinggi daripada kelas kontrol (26,41), dan perbedaan itu signifikan secara statistik (t = −13,308; db = 75; p < 0,001). Namun, kelas eksperimen juga memulai dengan rerata skor awal yang lebih tinggi (30,42 berbanding 23,15), sehingga hasil perlu ditafsirkan secara hati-hati. Strategi ini dapat dipertimbangkan sebagai alternatif pembelajaran IPAS, dan penelitian lanjutan dengan pengendalian skor awal diperlukan.

This study investigated the challenges facing head teachers in providing leadership support for the implementation of the Competence-Based Curriculum (CBC) in public primary schools in Muleba District, Tanzania. The study was guided by one specific objective: to identify the challenges faced by head teachers in providing leadership support for CBC implementation. Grounded in Hallinger and Murphy's (1985) Instructional Leadership Theory, the study adopted a pragmatic paradigm with a convergent parallel mixed-methods design. The target population comprised 2,166 individuals from 237 public primary schools. Data were collected using structured questionnaires from 112 respondents (100 classroom teachers and 12 heads of schools), semi-structured interviews with head teachers and one School Quality Assurance Officer, and document review. Quantitative data were analysed using descriptive statistics through SPSS Version 22, while qualitative data were analysed thematically following Braun and Clarke's (2006) framework. The findings revealed seven interconnected challenges: inadequate CBC training for head teachers themselves (84.8%), inadequate funding preventing leadership support (81.3%), heavy administrative workloads (76.8%), unclear government support (76.8%), financial constraints generally (67.9%), overcrowded classrooms (64.3%), and teacher resistance to CBC changes (52.7%). The study concluded that head teachers' effectiveness in leading CBC implementation is systematically undermined by systemic factors beyond their control. The study recommends mandatory CBC training for head teachers, reduction of administrative workloads, increased capitation grants with CBC-specific allocations, clear national implementation guidelines, and investment in school infrastructure.

Critical thinking is an important skill to be developed from elementary education. This study examined the effect of the Survey, Question, Read, Recite, Review (SQ3R) method assisted by audiovisual media on the critical-thinking ability of fifth-grade students at MIN 1 Bandar Lampung in the topic of Cultural Diversity in Indonesia. A quantitative quasi-experimental approach using a Nonequivalent Control Group Design was employed. The sample consisted of 64 students: 32 students in class VA as the experimental group and 32 students in class VB as the control group. Data were collected through critical-thinking tests administered before and after instruction. Analyses included descriptive statistics, the Shapiro–Wilk normality test, Levene’s test for homogeneity, a paired-samples t-test, and Welch’s t-test. The experimental group’s mean score increased from 38.52 at pretest to 72.42 at posttest, while the control group’s mean increased from 39.61 to 42.11. Welch’s t-test indicated a statistically significant posttest difference, t(60.13) = 14.942, p < .001, with a mean difference of 30.31 points. The findings indicate that students receiving SQ3R instruction supported by audiovisual media achieved higher critical-thinking scores than the control group. The results support the study hypothesis, while the quasi-experimental design and study context should be considered when interpreting the findings. ABSTRAK Berpikir kritis merupakan kemamuan yang penting untuk dikembangkan sejak pendidikan dasar. Penelitian ini bertujuan untuk mengetahui pengaruh metode Survey, Question, Read, Recite, Review (SQ3R) berbantuan media audio visual terhadap kemampuan berpikir kritis peserta didik kelas V MIN 1 Bandar Lampung pada materi Keberagaman Budaya di Indonesia. Penelitian menggunakan pendekatan kuantitatif dengan metode quasi experiment dan desain Nonequivalent Control Group Design. Sampel terdiri atas 64 peserta didik, yaitu 32 peserta didik kelas VA sebagai kelompok eksperimen dan 32 peserta didik kelas VB sebagai kelompok kontrol. Data dikumpulkan melalui tes kemampuan berpikir kritis sebelum dan sesudah pembelajaran. Analisis meliputi statistik deskriptif, uji normalitas Shapiro–Wilk, uji homogenitas Levene, uji t berpasangan, dan uji t Welch. Rata-rata pretest kelas eksperimen adalah 38,52 dan meningkat menjadi 72,42 pada posttest, sedangkan kelas kontrol meningkat dari 39,61 menjadi 42,11. Uji t Welch pada nilai posttest menunjukkan perbedaan yang signifikan antara kedua kelompok, t(60,13) = 14,942; p < 0,001, dengan selisih rata-rata 30,31 poin. Hasil ini menunjukkan bahwa kelompok yang memperoleh pembelajaran SQ3R berbantuan media audio visual memiliki nilai kemampuan berpikir kritis lebih tinggi daripada kelompok kontrol. Temuan mendukung hipotesis penelitian, dengan tetap mempertimbangkan keterbatasan desain quasi experiment dan konteks sampel penelitian.

This paper presents a practice‑driven software engineering course model that centers the curriculum on multi‑term, client‑partnered projects to cultivate real‑world design, teamwork, and delivery skills at undergraduate scale. The approach combines a shared web application stack, agile project management with iterative demos and retrospectives, and remote mentorship from industry alumni to provide authentic exposure to legacy code, stakeholder communication, and production‑like workflows. Operational experiences (“war stories”) surface recurring risks credential leakage, privacy missteps, shifting stakeholder expectations, and deployment hurdles and translate them into actionable process controls such as time‑boxing, version‑control discipline, and early environment planning. Reported outcomes highlight growth in technical execution and soft skills, increased student ownership through community impact, and a repeatable structure that decouples principles from practicum to support continuity across semesters. The paper concludes with adoption guidance on partner selection, mentor recruitment, and technology standardization to help programs embed authentic, sustainable project work as a centerpiece of software engineering education.

The use of the cooperative learning model of Teams Games Tournament (TGT) supported by Baamboozle media has the potential to increase student engagement through discussion, collaboration, and game-based activities. This study examines the effectiveness of the TGT model supported by Baamboozle media in improving students' learning outcomes in the topic of Work and Energy at SMA Negeri 2 Tondano. The study used a quasi-experimental method with a non-equivalent pretest-posttest control group design. The sample consisted of 30 students divided into an experimental class and a control class, with 15 students in each class. The descriptive analysis showed that the average score in the experimental class increased from 30.6 to 78.93, while the average score in the control class increased from 26.46 to 69.46. The average N-Gain score was 0.6991 in the experimental class and 0.5949 in the control class. Both classes were in the moderate category, but the improvement in learning outcomes was greater in the experimental class than in the control class. These findings indicate that the TGT model supported by Baamboozle media can be an alternative teaching strategy for improving student learning outcomes. The implication of this study is that the TGT model supported by Baamboozle media can be considered for use in physics learning to create an interactive and collaborative learning environment that encourages active student participation

Achieving Sustainable Development Goal 4 (SDG 4) requires elementary science instruction that develops not only conceptual understanding but also students’ learning independence. However, previous studies have predominantly examined Outdoor Study and Problem-Based Learning as separate instructional approaches, leaving limited empirical evidence on their integrated application in elementary science education. This study aimed to examine the effectiveness of integrating Outdoor Study with Problem-Based Learning in supporting conceptual understanding and learning independence. A quasi-experimental pretest–posttest control group design was conducted at SD Negeri 3 Nglengkir (n = 19) and SD Negeri 2 Nglengkir (n = 17), Blora Regency, Indonesia. Data were collected using a conceptual understanding test and a learning independence questionnaire, analyzed using paired-samples t-tests, independent-samples t-tests, and MANOVA. The experimental group demonstrated significantly higher conceptual understanding and learning independence scores than the control group (p < .001). MANOVA also revealed a significant simultaneous difference between groups, Wilks' Λ = .241, F(2; 33) = 52.061, p < .001, partial η² = .759. These findings indicate that the integration of Outdoor Study and Problem-Based Learning offers a promising approach for strengthening science learning outcomes and learner autonomy. The study contributes empirical evidence for competency-oriented elementary science instruction aligned with SDG 4.

Integrating traditional Bugis-Makassar games into physical education has the potential to support the development of elementary school students’ fundamental movement skills and physical fitness. However, its effectiveness requires empirical testing. This article presents a simulated analysis to illustrate the evaluation of physical education instruction based on traditional Bugis-Makassar games. The research scenario follows a quasi-experimental design involving two groups of fifth-grade students, with 30 students each in the experimental and control groups. The simulated data represent fundamental movement skills and physical fitness test scores before and after the intervention. The analysis includes descriptive statistics, normality tests, homogeneity of variance tests, independent-samples t tests, and normalized gain (N-gain) calculations. The simulated results show that the experimental group’s mean fundamental movement skills score increased from 58.40 to 82.30, while the control group’s mean score increased from 59.10 to 69.20. The between-group difference in the simulated data was significant (t = 5.842; p < .001). For physical fitness, the experimental group’s mean score increased from 61.20 to 79.40, while the control group’s mean score increased from 60.80 to 68.50, with a significant between-group difference (t = 4.763; p < .001). The experimental group’s N-gain values were 0.57 for fundamental movement skills and 0.47 for physical fitness, both classified as moderate. These simulated patterns may inform hypothesis formulation and the design of evaluations for Physical Education, Sports, and Health (PJOK) instruction based on local wisdom. Conceptually, this approach connects the development of students’ motor skills with the use of traditional games in instruction. Its effectiveness requires verification through field research using appropriate instruments and documented data collection procedures.

This study examined the use of digitized game-based learning activities to support Grade 7 students’ interest and mathematics achievement at Demetrio L. Alviola National High School, Bindoy, Negros Oriental, during school year 2025–2026. A quantitative quasi-experimental pretest–posttest design with a survey component involved 120 learners, consisting of 60 in the control group and 60 in the experimental group. The control group received conventional mathematics instruction, while the experimental group participated in a four-week digitized game-based approach. A 48-item competency test, an adapted 20-item mathematics-interest questionnaire, and a learning-style inventory informed data collection. Frequency, percentage, mean percentage scores, descriptive statistics, Wilcoxon tests, and Mann–Whitney U tests were used for analysis. The experimental group’s overall mathematics mean percentage score increased from 70.11% to 79.13%, compared with 68.20% to 74.55% in the control group. The experimental group’s composite interest rating rose from 3.33 (moderate) to 3.86 (high), with significant pre–post differences reported across all four interest dimensions. However, the between-group difference in learning gains was significant only for the bar-models-and-equations competency (p = .021); the other three competencies showed no significant between-group differences. The reported interest–competence association was nonsignificant (p = .875). The findings support digitized game-based activities as a supplementary strategy for improving students’ mathematics interest, while indicating more limited evidence of advantages in achievement across all targeted competencies.

This study aimed to examine the role of self-efficacy and pressure of coach expectations in predicting the performance of adolescent athletes. This study used a cross-sectional survey design involving 142 athletes aged 16–19 years from regional and national sports clubs. Data analysis included Pearson correlation test, independent-samples t-test, and multiple linear regression. The results showed that self-efficacy was positively and significantly associated with athlete performance, while coach expectation pressure was negatively and significantly related to athlete performance. In addition, there were differences in performance by gender, with male athletes reporting higher performance scores than female athletes. When gender was included as a control variable in the regression model, self-efficacy and coach expectations pressure remained significant predictors of athlete performance. Overall, these findings suggest that internal psychological factors and pressures from the sports environment play a role in explaining variations in adolescent athlete performance. This study emphasizes the importance of strengthening self-efficacy and the application of realistic and supportive expectations of coaches in the process of coaching athletes. Further longitudinal research is needed to examine this relationship in more depth.

Music has been investigated as a potential influence on exercise performance, perceived exertion, recovery, and sleep. However, studies vary in their interventions, populations, exercise contexts, and measured outcomes. This scoping review aimed to map experimental evidence on music interventions in resistance, isometric and handgrip, aerobic exercise, acute recovery, and sleep, and to identify evidence gaps. PubMed/MEDLINE, SPORTDiscus, Scopus, and Web of Science were searched for studies published between 1980 and October 2026. Eligible studies involved human participants, compared a music intervention with a control or alternative condition, and reported exercise performance, perceived exertion, psychological responses, physiological recovery, or sleep outcomes. Screening was conducted using Rayyan. Findings were synthesised descriptively across four domains. Thirty studies involving 1,183 participants were included. Studies were published between 1981 and 2021 and examined resistance exercise (n=11), isometric and handgrip exercise (n=8), aerobic exercise and acute recovery (n=7) and sleep (n=4). The evidence maps a broad range of music interventions and outcomes, with variable findings across exercise and sleep contexts. Research gaps include limited participant diversity and insufficient investigation of sleep and recovery in athletic populations. Further studies are needed to clarify how music characteristics, individual preferences, and task demands relate to outcomes.

Experiences of bullying can have significant psychological consequences, including an increased risk of social anxiety. This study aimed to examine changes in social anxiety following Virtual Reality Social Exposure (VRSE) among bullying victims. A one-group pretest–posttest design without a control group was employed with 12 participants. The intervention consisted of three gradual exposure sessions in virtual environments representing social situations. Social anxiety was measured before and after the intervention, and the data were analyzed using the Wilcoxon Signed-Rank Test. The results indicated a statistically significant decrease in social anxiety scores following the intervention (p = 0.002), with a reported effect size of 0.974. These findings suggest that VRSE may be a promising approach for reducing social anxiety among bullying victims. However, the absence of a control group and the small sample size limit conclusions regarding its effectiveness and safety. Further studies with larger samples, control groups, and systematic safety assessments are needed.

Background: Psychological stress is a common issue among faculty members due to increasing academic, administrative, and professional responsibilities. Prolonged stress negatively affect mental well-being, job satisfaction, and work performance. Therefore, assessing the level of psychological stress among faculty members is essential for identifying the need for stress-management strategies. This study aimed to evaluate the level of psychological stress among faculty members of colleges and universities. Methods: A cross-sectional survey was conducted among 101 faculty members from colleges and universities. Participants were recruited using a convenience sampling technique. Data were collected through structured online questionnaire consisting of demographic information and the Perceived Stress Scale (PSS). Descriptive statistics, including frequencies and percentages, were used for data analysis. Results: A total of 101 faculty members participated in the study. The majority of participants were above 30 years of age (46%), female (64%), worked 40-50 hours per week (41%), and possessed a master's degree (68%). Assessment of stress levels using the perceived stress scale revealed 91% of participants experienced moderate stress, 6% experienced low stress, and 3% experienced high stress. Most respondents reported experiencing stress-related feelings such as being upset unexpectedly, inability to control important things in life, nervousness, and difficulty coping "sometimes," indicating a moderate level of perceived psychological stress. Conclusions: The findings indicate that psychological stress is prevalent among faculty members of colleges and universities, with moderate stress being the most commonly reported level. These results highlight need for effective stress-management interventions and workplace wellness programs to promote psychological well-being among faculty members.

This study aimed to develop and evaluate a Problem-Based Wordwall Edugame instructional package for sixth-grade Science and Social Studies (IPAS) and examine its association with students’ critical-thinking performance. Using a research-and-development approach guided by the ADDIE model, the study incorporated a quasi-experimental pretest–posttest comparison involving all 30 sixth-grade students at SDN 3 Sendangrejo, Indonesia, assigned by pretest scores to experimental (n = 15) and control (n = 15) groups. Data were collected through expert-validation sheets, classroom observations, teacher and student response questionnaires, and critical-thinking tests, and analyzed using descriptive statistics, assumption tests, paired- and independent-samples t-tests, and normalized gains. Expert validation yielded 87% for content, 89% for media, and 88% for learning devices; implementation reached 92.76%, and teacher and student responses each reached 93%. Mean critical-thinking scores increased from 56.80 to 89.87 in the experimental group and from 53.73 to 68.87 in the control group; normalized gains were 0.77 and 0.33, respectively. The posttest group difference was significant, t(28) = 12.73, p < .001. These findings are consistent with constructivist and problem-based learning research and suggest that pedagogically integrated gamification can support critical-thinking development. However, the single-school sample, nonrandom group allocation, and combined intervention limit causal inference and generalizability; larger controlled studies should test individual components and longer-term effects.

The article substantiates the feasibility of adaptive foreign language phonetics teaching, enhanced by artificial intelligence technologies, as an alternative to traditional standardized methods that fail to account for higher education students' individual articulatory features and lead to persistent phonetic errors. The study is interdisciplinary, combining the methodology of specialties A4 Secondary Education (A4.021 English Language and Literature), A5 Vocational Education (A5.39 Digital Technologies), and F7 Computer Engineering. The purpose of the study is to develop and justify a model of an adaptive learning platform for improving higher education students' phonetic skills through the integration of speech formant synthesis with machine learning algorithms. A formant synthesizer model based on parallel digital filters has been developed, generating reference vowel sounds by simulating the resonant frequencies of the vocal tract. An approach to personalizing learning is proposed based on a Long Short-Term Memory (LSTM) neural network, which analyzes a student's error history and dynamically adjusts formant parameters in real time. Technical validation of the model demonstrated high accuracy of formant frequency correction, with a root-mean-square error of 45 Hz for the first formant and 78 Hz for the second, enabling objective assessment of pronunciation quality and adaptation of exercise difficulty to the individual student's level. A pilot quasi-experimental verification of the platform involving experimental and control groups of higher education students confirmed its pedagogical potential for implementing differentiated learning principles based on objective acoustic data. The conclusions confirm the platform's prospects for modernizing linguistic education. Further research directions include expanding empirical validation on a larger sample and conducting perceptual evaluation of synthesized speech quality by native speakers to confirm its naturalness and suitability for learning purposes.

Social media use among young people has been associated with body dissatisfaction due to exposure to hegemonic beauty standards. This study examined the effect of hegemonic beauty content on body dissatisfaction among Indonesian adults. A true experiment with a pretest-posttest control group design involved 40 participants (20 females and 20 males) aged 18–25 years. Repeated-measures ANOVA showed no significant difference in body dissatisfaction between the experimental and control groups (p = .335). The control group had a higher mean score (44.770) than the experimental group (31.681), although the difference was not statistically significant. These findings indicate that brief exposure to body diversity content did not significantly affect body dissatisfaction. This result may reflect limited exposure duration and participants’ prior experiences with beauty standards. Future research should examine longer exposure periods using naturalistic longitudinal designs that account for individual differences and cultural context in social media use and body image.

Background: Bullying remains a significant adolescent health and school safety concern. Self control may influence students' behavioral regulation and involvement in bullying. Objectives: This study examined the association between self control and bullying behavior among students at SMPN 1 Cikembar, Sukabumi Regency, Indonesia. Methods: A correlational cross sectional study included 293 students selected from a population of 1,059 using proportional stratified random sampling. Self control and bullying behavior were assessed using questionnaires based on the Brief Self Control Scale and Revised Olweus Bully/Victim Questionnaire. Associations were analyzed using the Chi square test and prevalence ratios (PR) with 95% confidence intervals (CI). Results: High self control was reported by 185 students (63.1%), while 184 (62.8%) demonstrated low bullying behavior. High bullying behavior occurred in 56.5% of students with low self control compared with 25.9% of those with high self control. Low self control was significantly associated with higher bullying prevalence (PR = 2.18; 95% CI: 1.62–2.92; X² = 27.22; p < 0.001). Conclusions: Lower self control was significantly associated with bullying behavior, without establishing causality. School prevention programs should integrate behavioral assessment, counseling, and coordinated teacher and parent support.

زمینه: زورگویی همچنان یکی از نگرانی‌های مهم سلامت نوجوانان و ایمنی مدارس است. خودکنترلی ممکن است بر تنظیم رفتاری دانش‌آموزان و مشارکت آن‌ها در رفتارهای زورگویی تأثیرگذار باشد. هدف: این پژوهش به بررسی ارتباط بین خودکنترلی و رفتار زورگویی در میان دانش‌آموزان مدرسه متوسطه اول دولتی شماره ۱ چیکمبار، شهرستان سوکابومی، اندونزی پرداخت. روش‌ها: این مطالعه مقطعی همبستگی شامل ۲۹۳ دانش‌آموز بود که از جمعیت ۱۰۵۹ نفره با استفاده از نمونه‌گیری تصادفی طبقه‌بندی‌شده متناسب انتخاب شدند. خودکنترلی و رفتار زورگویی با استفاده از پرسشنامه‌هایی بر اساس Brief Self Control Scale و Revised Olweus Bully/Victim Questionnaire ارزیابی شد. ارتباطات با استفاده از آزمون کای‌اسکوئر و نسبت شیوع (PR) با فاصله اطمینان ۹۵٪ (CI) تحلیل گردید. یافته‌ها: ۱۸۵ دانش‌آموز (۶۳/۱٪) خودکنترلی بالا و ۱۸۴ نفر (۶۲/۸٪) رفتار زورگویی پایین را گزارش کردند. رفتار زورگویی بالا در ۵۶/۵٪ از دانش‌آموزان با خودکنترلی پایین در مقایسه با ۲۵/۹٪ از افراد با خودکنترلی بالا مشاهده شد. خودکنترلی پایین به طور معناداری با شیوع بالاتر رفتار زورگویی مرتبط بود (PR = 2.18؛ ۹۵٪ CI: 1.62–2.92؛ X² = 27.22؛ p < 0.001). نتیجه‌گیری: خودکنترلی پایین به طور معناداری با رفتار زورگویی مرتبط بود، بدون آنکه رابطه علیت اثبات شود. برنامه‌های پیشگیری مدرسه‌ای باید ارزیابی رفتاری، مشاوره و حمایت هماهنگ معلمان و والدین را دربرگیرد.

Students’ learning outcomes in Informatics remain a challenge when conventional instructional media offer limited interaction, contributing to passive engagement and difficulties understanding learning materials. This study examined changes in Grade X students’ learning outcomes after the implementation of Wordwall-assisted interactive learning media for the Computer Systems topic at SMAN 1 Sawahlunto, Indonesia. A quantitative approach was employed using a pre-experimental one-group pretest–posttest design involving 30 students from class X E4. Students completed a multiple-choice achievement test before instruction, participated in Computer Systems learning activities supported by Wordwall, and completed a posttest afterward. The intervention incorporated game-based activities to support practice and engagement; however, the research records did not specify its duration. Data were analyzed using descriptive statistics and a paired-samples t-test, with normalized gain (N-Gain) used to assess the level of improvement. The mean score increased from 53.67 on the pretest to 77.67 on the posttest, a difference of 24.00 points. The paired-samples t-test identified a statistically significant difference between scores (t = 8.664, df = 29, p < 0.001). The mean N-Gain was 0.538, indicating moderate improvement. These results show that students’ scores were higher after the Wordwall-assisted learning intervention. Nevertheless, the study did not include a control group, the observed change cannot be attributed to Wordwall alone; instructional or testing-related factors may also have contributed. Wordwall therefore be considered a useful supplementary medium for Informatics instruction, while further studies using control groups, larger samples, and documented intervention durations are needed to strengthen conclusions about its effectiveness.

Abstract Core body temperature (Tb) is defended within narrow limits through thermoregulatory behaviors like huddling, nesting, and physical activity as well as autonomic responses like brown fat thermogenesis. While Tb displays regulated fluctuations across different behavioral states and rest/arousal cycles, the neural control of these transitions is poorly understood. Here, we investigate the relationship between oxytocin neurons of the paraventricular hypothalamus (PVN OT ) and behavioral and autonomic thermoeffector pathways across physiological states in mice. First, we show that PVN OT neurons are activated during social thermoregulation. We then demonstrate that in vivo PVN OT calcium dynamics align with transitions from rest to thermogenesis and behavioral arousal. Counter to our initial hypothesis, these dynamics were observed in both social and non-social contexts. Using a computer vision model to track thermoeffector pathways, we demonstrate that precisely timed stimulation of PVN OT neurons during low-Tb resting states increases thermogenesis followed by behavioral arousal. We therefore suggest a model in which PVN OT neurons facilitate homeostatic state-dependent transitions in thermo-behavioral states.

This study was motivated by the need to develop learning approaches that encourage active student engagement in understanding pre-production materials in the Fundamentals of Film Studies subject at vocational high schools. Conventional instruction needs to be examined in comparison with learning models that provide students with opportunities to study materials independently before participating in classroom activities. This study aimed to determine the difference in learning outcomes between students taught using the Flipped Classroom model and those taught through conventional instruction in Grade X of the Film Production program at SMK Negeri 1 Ngasem. A quantitative approach with a quasi-experimental method and a nonequivalent control group design was employed. The participants consisted of 68 students, comprising 35 students from class X PF 2 as the experimental group and 33 students from class X PF 3 as the control group. Data were collected through pretests and posttests. The data were analyzed using the Shapiro–Wilk normality test and the Mann–Whitney U test. The Mann–Whitney U test yielded a significance value of p < 0.001, with a mean rank of 50.29 for the experimental group and 17.76 for the control group. These findings indicate a statistically significant difference in learning outcomes between the two groups, with the experimental group demonstrating a higher mean rank than the control group. Therefore, the Flipped Classroom model has the potential to serve as an alternative instructional approach to support students’ learning outcomes in film pre-production. Nevertheless, these findings should be interpreted in consideration of the quasi-experimental design and the possibility of differences in students’ initial abilities between the groups. ABSTRAK Penelitian ini dilatarbelakangi oleh kebutuhan untuk mengembangkan pembelajaran yang mendorong keterlibatan aktif peserta didik dalam memahami materi pra-produksi pada mata pelajaran Dasar-Dasar Perfilman di Sekolah Menengah Kejuruan (SMK). Pembelajaran konvensional dinilai perlu dibandingkan dengan model pembelajaran yang memberikan kesempatan kepada peserta didik untuk mempelajari materi secara mandiri sebelum kegiatan pembelajaran di kelas. Penelitian ini bertujuan untuk mengetahui perbedaan hasil belajar peserta didik yang menggunakan model Flipped Classroom dan pembelajaran konvensional pada kelas X Program Keahlian Perfilman di SMK Negeri 1 Ngasem. Penelitian menggunakan pendekatan kuantitatif dengan metode kuasi-eksperimen dan desain nonequivalent control group design. Subjek penelitian terdiri atas 68 peserta didik, yaitu 35 peserta didik kelas X PF 2 sebagai kelompok eksperimen dan 33 peserta didik kelas X PF 3 sebagai kelompok kontrol. Pengumpulan data dilakukan melalui tes awal (pretest) dan tes akhir (posttest). Data dianalisis menggunakan uji normalitas Shapiro–Wilk dan uji Mann–Whitney U. Hasil uji Mann–Whitney U menunjukkan nilai signifikansi p < 0,001, dengan peringkat rata-rata kelompok eksperimen sebesar 50,29 dan kelompok kontrol sebesar 17,76. Hasil tersebut menunjukkan adanya perbedaan hasil belajar yang signifikan antara kedua kelompok, dengan peringkat hasil belajar kelompok eksperimen lebih tinggi daripada kelompok kontrol. Dengan demikian, model Flipped Classroom berpotensi menjadi alternatif pembelajaran untuk mendukung hasil belajar peserta didik dalam memahami materi pra-produksi film. Namun, hasil penelitian perlu ditafsirkan dengan mempertimbangkan desain kuasi-eksperimen dan kemungkinan perbedaan kemampuan awal antarkelompok.

Abstract. The article presents an analysis of the issue of low free-throw conversion rates in basketball, particularly among young players competing in Super League teams during their debut season. Purpose. The aim of the study is to analyze the efficiency of free-throw execution during competitive play among young Super League basketball players throughout the season. Material and Methods. Methods and materials: analysis of specialized scientific and methodological literature, analysis of competitive performance, and mathematical statistical methods. Results. An analysis of scientific and methodological literature confirmed that, despite modern approaches and training methods for basketball players, the issue of free-throw execution persists and requires ongoing attention from basketball specialists as well as researchers in biomechanics and sports psychology. Differences were identified in free-throw efficiency during competitive play between the experimental and control groups, both in terms of group averages and specific playing positions (guards, forwards, and centers). Unlike previous studies, our research focused on identifying the dynamics of free-throw efficiency throughout the season and the need to develop a methodology for improving the execution of this shot by young Super League basketball players; unlike their more experienced counterparts, these players are characterized by inconsistency and are more susceptible to psychological pressure from opposing fans. Conclusions. The research revealed differences in free-throw efficiency during competitive play between basketball players in the experimental group and those in the control group, both in terms of group averages and by playing position (guards, forwards, and centers).

The purpose of this paper is to identify the strategies for developing and unlocking the professional capability and capacity of senior hospital managers in Nepal. This research is the first published study outlining the self-perspectives of Nepalese senior hospital managers on their capability and capacity development. The study utilised a qualitative descriptive design as the second phase of a larger sequential mixed methods research project. Data were collected from 11 senior hospital managers through semi-structured interviews conducted online via the Zoom online videoconferencing platform between August to October 2024. Four key themes identified were: Stability, continuity and coherence; Practical and logistical constraints; Interference, conflict and control; and managing the mismatch between ability and expectations. Findings highlight breakages in work roles and pervasiveness of political and opportunistic individual actions alongside complex and lengthy bureaucratic processes that stifled senior public hospital managers working roles. Along with well-organised administrative procedures, appropriate compliance training for senior hospital managers is sought essential. Findings from this study may be broadly applicable to other under resourced countries in the Asia Pacific region.

Recent research has demonstrated that self-report measures of experienced autonomy and external control relate to attitudes, behavior, and well-being consistent with self-determination theory (SDT) predictions. These motivational states have traditionally been inferred from reason-based measures of the SDT motivation types; inferences that may not be accurate, particularly when there are multiple reasons for engaging in an activity. In this research, we investigated whether self-report measures of the psychological states associated with the specific SDT motivation types might similarly eliminate the need for inference from reason-based measures and contribute meaningfully to the prediction of important outcomes. We developed a context-free measure of the type-specific motivation states - Motivational State Scales – Specific (MSS-S) – including separate approach and avoidance versions of external and introjected regulation. We administered the MSS-S along with measures of the global motivation states (autonomy, control, strength) and relevant outcomes (e.g., need satisfaction, well-being, attitudes, performance) to employees ( n = 500) and students ( n = 476). The findings supported a 9-factor structure, and the type-specific motivational states related to global states and outcomes largely in accord with SDT predictions, with meaningful differences for the approach and avoidance scales. The type-specific and global state measures contributed uniquely to outcome prediction, suggesting that both constitute meaningful ways to conceptualize the motivation quality distinction in SDT. We discuss implications for future research and practical applications of the MSS-S.

The rapid growth of social media has transformed communication and information sharing; however, excessive use can promote procrastination and avoidance of academic tasks, contributing to increased test anxiety among students. This study explores how social media use and procrastination contribute to test anxiety among the said population. A cross-sectional design was employed with sample of 284 university students (M = 110, F = 160) with a mean X age=20.8 years selected through convenience. Social media was measured through Social Media Use Questionnaire (Xanidis and Brignell, 2016), procrastination was assessed using the Lay Procrastination Scale (Lay, 1986) and test anxiety was evaluated by Westside Test Anxiety Scale (Driscoll, 2004). Data was analyzed using correlation and regression analysis. The results revealed significant positive correlation between social media use, procrastination, and test anxiety. Regression analysis showed that both the use of social media and procrastination significantly forecasted test anxiety, indicating that an increased occurrence of problematic digital engagement and reduced self-control leads to academic stress. These findings highlight the fact that university-level interventions encourage healthier digital habits and stronger individual control of students. Also, it emphasizes the need for parents and educators to promote effective study habits and self-regulation, as excessive social media use limits students’ available study time.

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.

Purpose: This study aims to develop and evaluate an adaptive ergonomic framework for reducing Musculoskeletal Disorder (MSD) risks among pre-elderly workers in Micro, Small, and Medium Enterprises (MSMEs). Methodology: This study adopted a sequential quantitative design consisting of two consecutive phases. The first phase involved a cross-sectional ergonomic assessment of 50 pre-elderly MSMEs workers using the Nordic Body Map (NBM), Rapid Entire Body Assessment (REBA), Rapid Upper Limb Assessment (RULA), and Quick Exposure Checklist (QEC). Based on the integrated assessment results, an adaptive ergonomic framework incorporating administrative controls, engineering controls, ergonomic personal protective equipment (PPE), and anthropometry-based workstation redesign was developed. The second phase evaluated the framework through a 14-day before–after intervention study in five selected MSMEs. Results: Most workers were exposed to moderate-to-very high ergonomic risks, with musculoskeletal complaints predominantly affecting the lower back, back, wrists, neck, and lower extremities. Following implementation, QEC exposure scores decreased across the five MSMEs from 68.7–84.5% before intervention to 46.3–63.2% after intervention, accompanied by reductions in REBA/RULA risk classifications and lower NBM complaint levels. Conclusion: The proposed framework effectively reduced ergonomic risks and musculoskeletal complaints among pre-elderly MSMEs workers through practical and low-cost interventions. Originality: This study contributes a comprehensive and context-specific adaptive ergonomic framework that integrates risk assessment, workstation redesign, administrative controls, and ergonomic PPE recommendations tailored to the characteristics of pre-elderly workers in resource-constrained MSMEs.

Purpose Academic procrastination (AP) is a pervasive self-regulatory problem that undermines students’ academic functioning and psychological well-being. This study examined the direct and indirect relationships between growth and fixed mindsets, internal and external locus of control, and AP in sports science students. Method Internal and external locus of control were tested as parallel mediators in separate growth and fixed mindset models. A cross-sectional predictive design was employed with 544 undergraduate sports science students in Eastern Anatolia, Türkiye. Participants completed measures of mindset, locus of control, and AP. Parallel mediation analyses were conducted using PROCESS Macro (Model 4) with 5,000 bootstrap samples, controlling for age and gender. Results The direct effects indicated that a growth mindset was negatively associated with AP, whereas a fixed mindset was positively associated with AP. A growth mindset was positively associated with an internal locus of control and negatively associated with an external locus of control, whereas a fixed mindset was negatively associated with an internal locus of control and positively associated with an external locus of control. An external locus of control was positively associated with AP and significantly mediated the relationships between both mindset dimensions and AP. In contrast, the internal locus of control did not significantly mediate either relationship. Male students reported higher AP levels than female students, and age was negatively associated with AP. Conclusion These findings suggest that an external locus of control is a key behavioral mechanism linking mindset beliefs to AP. Interventions targeting maladaptive external control beliefs may help reduce AP among sports science students.

Background Achieving early glycemic control in adolescents with diabetes is associated with improved short- and long-term health outcomes. The aim of this study was to examine the relationship between eating attitudes and glycemic control, as well as the factors associated with eating attitudes and glycemic control, in adolescents with diabetes. Methods This descriptive cross-sectional study included 143 adolescents with diabetes, aged 10–19 years, who attended a research hospital between February and April 2024. The data were collected using a Descriptive Information Form, Eating Attitudes Test (EAT) and an information form questioning the values of some metabolic variables. Results The mean age of the participants was 14 ± 2.3 years and 49.7% had diabetes between 1–5 years. The mean total score of the EAT scale was 16.62 ± 8.30. The mean score of the “Dieting” subscale of the EAT scale was 10.39 ± 5.58, the mean score of the “Bulimia food preoccupation” subscale was 2.33 ± 3.03 and the mean score of the “Oral Control” subscale was 3.79 ± 3.08. There was no significant difference between the mean EAT total score and glycemic control. Conclusions The mean EAT-26 total score was below the commonly used cutoff score, and no significant association was found between EAT-26 scores and HbA1c. Differences in EAT-26 total and subscale scores were observed according to selected demographic and clinical characteristics, including BMI, treatment modality, and treatment adherence. These findings describe self-reported eating attitudes in the study sample and support the inclusion of eating-related assessment within the holistic care of adolescents with Type 1 DM.

Executive function (EF) is foundational for school readiness, mental health, and social adaptation. Although cross-national studies document cultural variation in EF, less is known about whether EF differs across ethnic groups within the same national and educational context. In China, Yi, Bai, and Naxi children may differ in home language, childrearing practices, and educational beliefs, making them informative for examining universal and context-specific patterns of EF development. This study examined Executive Function (EF) development in a sample of 190 Chinese ethnic children (Yi, Bai, Naxi; 115 boys, 75 girls) aged 4–6 years. These findings revealed that, (1) Overall EF scores were highest for Bai children, followed by Naxi children, and than Yi children. (2) For inhibition control (IC), at ages 4 and 5, Bai and Naxi children performed significantly better than Yi children, whereas no significant differences were observed among the three ethnic groups at age 6. (3) For cognitive flexibility (CF), Bai and Naxi children are significantly better than Yi children. On the size, color, and shape sub-dimensions, pass rates were highest for Bai children, followed by Naxi and then Yi children; on the quantity sub-dimension, pass rates were highest for Naxi children, followed by Bai and then Yi children. (4) For working memory (WM), at ages 4 and 6, the ranking of scores across the three ethnic groups showed that Bai children obtained the highest scores, followed by Naxi children and than Yi children; at age 5, Bai children scored significantly higher than Naxi and Yi children. These findings contribute to theories of EF development by revealing both age-related convergence and cross-ethnic variation, and they inform culturally responsive early childhood education and intervention.

Synchronous video conferencing (VC) has become an established mode of higher education, but sustaining student engagement remains challenging, particularly in practice-oriented disciplines such as graphic design. This study examined the effects of three gamification mechanisms, including animated badges, experience points, and level upgrades, on behavioural, emotional, and cognitive engagement in synchronous VC learning. Guided by Self-Determination Theory (SDT), a quasi-experimental non-equivalent control group design was implemented with 124 first-year graphic design students from three public universities in China. Participants were distributed equally across a non-gamified control condition and three gamified conditions (n = 31 per group). Engagement was assessed before and after a four-week instructional intervention. Significant improvements were observed within the engagement components across all three gamified conditions, with no statistically significant change observed within the control condition. Participant-level total scores for each dimension of engagement were then used to estimate baseline-adjusted regression models. The models accounted for 97.4% of the variance in post-intervention behavioural engagement, 96.6% in emotional engagement, and 98.8% in cognitive engagement. Relative to the control condition and after controlling for baseline engagement, animated badges, experience points, and level upgrades were associated with increases of 40.35, 46.90, and 49.36 points in behavioural engagement; 48.82, 51.76, and 52.48 points in emotional engagement; and 95.86, 105.46, and 107.36 points in cognitive engagement, respectively. The results suggest that gamification mechanisms vary in the strength and direction of their relationship with engagement, with the strongest adjusted relationships being found between progression-based gamification and the cognitive dimension of engagement. The study extends the analysis beyond significance testing by introducing a quantitative, baseline-adjusted model to estimate post-intervention engagement given gamification condition and baseline engagement and offers a more precise basis for the design of gamified VC interfaces.

This study examines the implementation of Problem-Based Learning (PBL) assisted by flashcard media to improve third-grade elementary students’ critical thinking skills in Landscape (Bentang Alam) material. Methods: This study used a quantitative approach with a quasi-experimental, nonequivalent control-group design. The sample consisted of 44 third-grade students from SD Negeri in Semarang, divided into an experimental class (22 students) taught using PBL assisted by flashcards and a control class (22 students) taught using conventional learning. Data were collected using pretest and posttest instruments with 120 multiple-choice items (30 per skill) and analyzed using normality and homogeneity tests, paired-sample t-tests, independent-sample t-tests, Normalized Gain (N-Gain) analysis, and analysis of Covariance (ANCOVA) with the pretest as the covariate. Because of third-grade students' cognitive capacity, the test was administered in four separate sessions on four different days, with each session lasting approximately 45 minutes. Effect size was reported using Partial Eta Squared to measure the magnitude of the intervention’s impact. Both groups showed increased critical thinking ability after treatment, but the experimental group's increase was significantly higher than the control group's. After controlling for pretest scores, the ANCOVA results showed a significant difference between groups (F = 16989.679; p < .001; η²p = .998), indicating a large effect size. The experimental group's average N-Gain score was 0.7336, categorized as high and fairly effective, while the control group's average was 0.3784, categorized as medium and less effective. The greatest improvement occurred in the analysis and evaluation indicators. Implementing PBL assisted by flashcards effectively improves students’ critical thinking skills on Landscape material, as flashcards function not merely as visual media but as contextual problem triggers integrated into each stage of the PBL syntax. Keywords: problem-based learning, flashcard, critical thinking, landscape, elementary school.

This study aims to examine the effect of the CTL assisted by audiovisual with a deep learning approach on the critical thinking skills of tenth-grade students at SMA Negeri 2 Tasikmalaya. Although the effectiveness of CTL has been widely investigated, studies integrating CTL, audiovisual media, and a deep learning approach simultaneously in economics learning remain limited, creating a research gap that underpins this study. The novelty of this research lies in examining the synergistic effect of these three components as a unified instructional intervention. The study employed a quasi-experimental method using a non-equivalent control group design. The research instrument was an essay test measuring critical thinking skills based on Ennis's indicators. The results revealed a significant improvement in the experimental group, with the mean score increasing from 36.22 on the pretest to 85.84 on the posttest, while the control group improved from 35.55 to 73.13. The independent samples t-test showed a significance value of 0.000 (p < 0.05), with a Cohen's effect size of 1.29, indicating a very large effect. It can be concluded that the CTL model assisted by audiovisual media with a deep learning approach is effective in improving students' critical thinking skills in economics learning.

Introduction This study evaluates interactive digital practice modules for grammar acquisition in German as a foreign language, focusing on verb-complement patterns involving verb meaning, complement selection, case marking, and prepositional choice. Drawing on construction-based pedagogy, it examines digitally supported retrieval practice, self-paced learning, response checking, and structured comparison. Methods The study analyzed an archived dataset of 61 Arabic-speaking university learners who participated in a six-week quasi-experimental pretest-posttest design. The experimental group used interactive digital modules, while the control group received conventional instruction. Because the recovered test forms differed in length, scores were converted into percentages, although this adjustment could not ensure measurement equivalence. Results Both groups demonstrated statistically significant improvements in percentage scores from pretest to posttest. However, the difference in learning gains between the experimental and control groups was not statistically significant. Discussion The findings suggest that grammar learning improved under both instructional conditions without establishing a significant advantage for the digital modules. Because digital delivery and pedagogical organization varied simultaneously, their independent contributions could not be determined. Furthermore, percentage-based score conversion did not address potential differences in test difficulty, content coverage, or measurement precision. The study highlights the importance of comparable assessment instruments, transparent outcome measures, and designs capable of distinguishing technological effects from pedagogical effects in digitally mediated second language grammar instruction.

Low learning outcomes in Islamic Religious Education (PAI) and the prevalent use of conventional instructional models pose challenges in eighth-grade instruction at MTsN 2 Kota Pariaman. However, research specifically examining the effect of the probing–prompting model on PAI learning outcomes in this context remains limited. This study aimed to analyze the effect of the probing–prompting instructional model on eighth-grade students’ PAI learning outcomes at MTsN 2 Kota Pariaman. The study employed a quantitative approach with a quasi-experimental nonequivalent control group design. The sample comprised 64 students selected through purposive sampling, including 32 students from class VIII.2 as the experimental group and 32 students from class VIII.3 as the control group. Data were collected through achievement tests administered as a pretest and a posttest and analyzed using normality tests, homogeneity of variance tests, and an independent-samples t test with IBM SPSS Statistics 26. The results showed that the experimental group achieved a mean posttest score of 78.59, compared with 69.84 for the control group. The t test revealed a significant difference between the two groups (p < .001). These findings provide empirical evidence of higher PAI learning outcomes among students taught using the probing–prompting model. In practical terms, the findings support the use of this model as an alternative approach to PAI instruction that promotes student engagement through targeted questioning. Future research should involve larger samples, cover a broader range of instructional content, and examine students’ active participation, motivation, and critical thinking skills.

Oral communication skills are an important aspect of Akidah Akhlak instruction. However, teacher-centered instruction may limit students’ opportunities to ask questions, answer, and express opinions. This study aimed to analyze the effect of the Learning Cell cooperative learning model on students’ oral communication skills in Akidah Akhlak at MTI Tarusan Kamang. The study employed a quantitative approach with a quasi-experimental nonequivalent control group design. The sample comprised 40 ninth-grade students divided into experimental and control groups, with 20 students in each group. Data were collected through an oral communication skills questionnaire and documentation and analyzed using the Shapiro–Wilk normality test, Levene’s test for homogeneity of variance, and an independent-samples t test with SPSS version 26. The results showed that the experimental group’s mean questionnaire score increased from 36.85 on the pretest to 41.85 on the posttest, while the control group’s mean score increased from 37.50 to 38.45. Hypothesis testing revealed a significant difference between the two groups (t = 2.948; p = .005). These findings support the potential of the Learning Cell model to improve students’ oral communication skills as measured by the questionnaire. In practical terms, the findings may inform teachers’ development of interactive Akidah Akhlak instruction that encourages student participation. Future research should involve broader samples and supplement questionnaire-based measurement with direct observation to provide a more comprehensive understanding of students’ oral communication skills.

An educational process organized based on an integrative approach significantly enhances the level of meta-competence among prospective primary school teachers. This article analyzes a four-component model for developing meta-competence (comprising goal-oriented, content-related, technological, and outcome-based dimensions) and evaluates its effectiveness through a pedagogical experiment. The study involved 519 students from the pedagogical institutes of Andijan and Namangan, as well as Navoi State University (divided into experimental and control groups). The results showed a substantial improvement in meta-competencies within the experimental group, whereas no significant changes were observed in the control group. These findings are particularly relevant, as they can be utilized to refine educational modules and assessment tools within higher pedagogical education institutions.

Transphobia can be understood as a set of practices that produce discrimination, exclusion, and violence against transgender people and transvestites, selecting their behavioral repertoires under aversive control. In the field of Behavior Analysis, Brazilian production on the subject remains limited and poorly systematized. This study aimed to integrate behavioral analysis research on the contingencies to which transgender people are subjected in Brazil. A systematic review of the literature was conducted according to PRISMA 2020, with searches in journals in the field and on Google Scholar. After applying the eligibility criteria, six studies were included. The findings indicate convergence in the understanding of transphobia as a process sustained by coercive contingencies that produce functional effects such as escape, avoidance, and psychological distress. It is concluded that Behavior Analysis offers relevant contributions to the functional understanding of transphobia and points to the need to expand socially committed research and interventions.Keywords: transphobia; behavioral-analysis; gender; LGBTQIA+; review

Introduction Digital romantic media may shape young adults' beliefs about intimacy, yet existing measures rarely assess relationship beliefs that jointly address autonomy, non-coercion, equality, and mutual growth. This study developed and validated the Sustainable Intimate Relationship Beliefs Scale (SIRBS) among Chinese college students. Methods An online survey yielded a final analytic sample of 2,008 participants, which was randomly divided for exploratory and confirmatory factor analyses. Reliability, factor-level convergent and discriminant evidence, measurement invariance, criterion-related associations, mediation, and moderation were also examined. Results The final 12-item scale comprised three correlated but conceptually distinct dimensions: Non-materialistic Relationship Beliefs, Low Control Tolerance, and Egalitarian Growth Beliefs. Confirmatory factor analysis supported the correlated three-factor model (CFI = 0.995, TLI = 0.993, RMSEA = 0.036, SRMR = 0.026). Internal consistency was satisfactory (Cronbach's alpha = 0.845; McDonald's omega total = 0.91), and composite reliability ranged from 0.878 to 0.967. Omega hierarchical (0.59) and explained common variance (0.39) indicated limited saturation by a single general factor. Approximate measurement invariance was supported across male-female gender groups and romantic relationship experience groups. SIRBS scores were positively associated with media literacy and negatively associated with unsustainable romantic-script internalization. Discussion The findings support the three subscale scores as the primary basis for construct-specific interpretation. The total score may be used as a secondary broad composite but should not be interpreted as a strictly unidimensional trait.

Background School-aged children that experience social anxiety and have difficulty with interactions among peers can create significant challenges to their development in terms of both psychology and behavior. A team sport such as volleyball provides a common setting that naturally includes all aspects of social interaction (communication, cooperation, role coordination, etc.) and shared goals which is essential to improve the child’s confidence in interacting socially and abilities to interact socially with peers. Objective This research is an examination of the effect that a 12-week collective volleyball cooperative tactical training program will have on social anxiety and peer interaction in children (8–12). Methods A sample of 80 healthy school-age children was obtained via two methods of campus based, voluntary and/or open recruitment. These children were then randomly assigned to either an experimental intervention group ( n = 40) or an active control group receiving standard physical education ( n = 40). For 12 consecutive weeks, participants in the experimental group engaged in a type of volleyball cooperative tactical team training that occurred on 3 days each week at 1 h per day. During this time the participants in the control group engaged in standard physical education classes of matched frequency and duration. Social anxiety was measured by use of the Social Anxiety Scale for Children (SASC); SASC measures include total social anxiety, fear of negative evaluation and social avoidance/distress. Participant peer interaction was evaluated using a study-specific 25-item peer-interaction questionnaire covering interaction initiative, peer acceptance, interaction coordination, interaction openness, and conflict resolution ability. Data collection occurred prior to, as well as subsequent to, the intervention. Statistical analyses were conducted utilizing SPSS version 26.0 software. A 2 × 2 mixed-design ANOVA was conducted to examine Group × Time interaction effects, with group (intervention vs. control) as the between-subjects factor and time (pre-intervention vs. post-intervention) as the within-subject factor. Effect sizes were reported using partial eta squared ( η 2 p ), and post hoc comparisons were performed when significant interactions were identified. Results Group × Time Interaction Effects from a mixed-design ANOVA were found to be statistically significant for both of the outcomes (social anxiety and peer interaction) of this study. Children participating in an intervention that included an instructional program using the Collective Volleyball Cooperative Tactical Training Model showed significantly greater improvement than did those in the Control Condition in reducing their level of social anxiety as well as improving their peer interaction abilities over the course of the 12-weeks. Although we found a statistically-significant improvement in both children’s social anxiety, and their peer interaction skills through a 12-week program, there is no data available for us to understand if those positive results will continue into the future because we did not assess children at later points in time. Thus, future researchers are encouraged to consider extended assessment periods as part of their study designs to determine how long such interventions have an impact. Secondly, as a feasibility study in a controlled environment showed promise for implementation of cooperative tactical volleyball programs, there may be barriers to successful implementation in regular school settings such as lack of facilities, class size and teacher workload. Future research is needed to examine how cooperative tactical volleyball programs can be adapted to encompass large groups of students and incorporated into routine physical education curriculum. Furthermore, although the intervention showed feasibility under controlled conditions, implementation in regular school settings may face practical challenges, including limited facilities, larger class sizes, and teacher workload. Future studies should examine how cooperative volleyball tactical training can be adapted for broader school-based implementation. Conclusion Collective Volleyball Cooperative Tactical Training is an effective method for reducing social anxiety and improving the ability of school aged children to interact with peers. The program offers a viable, school-based model for integrating sport skills acquisition (training) and psychosocial growth through physical activity.

This study examined whether an 8-week progressive temporal-occlusion training program improves early anticipation of forehand drop-shot direction in badminton. Seventy-eight university students with systematic badminton training experience were randomly assigned to a progressive temporal-occlusion group, a full-information active-control group, or a regular-activity control group ( n = 26 per group); 72 completed both pretest and posttest. The two video-training groups trained twice weekly for 8 weeks. Anticipation was assessed at four occlusion points: 80 ms before racket–shuttle contact, 40 ms before contact, at contact, and 40 ms after contact. Shot-direction anticipation accuracy was the primary performance measure, and correct-response reaction time (RT) was the secondary measure. Data were analyzed using mixed repeated-measures ANOVA, planned comparisons, and trial-level sensitivity analyses. Accuracy showed a significant group × test-session interaction ( p < 0.001), whereas the group × test-session × occlusion-point interaction was not significant ( p = 0.185). Relative to the active-control group, the progressive group showed larger accuracy gains at 40 ms before contact and at contact (Holm-adjusted p = 0.048 and 0.009, respectively). For correct-response RT, the three-way interaction was significant ( p < 0.001), with larger reductions in the progressive group at 80 ms before contact, 40 ms before contact, and at contact (all Holm-adjusted p = 0.013). Thus, the progressive temporal-occlusion training program produced additional improvements in selected anticipation measures beyond those obtained with dose-matched full-information video practice. The additional accuracy gains were observed at 40 ms before contact and at contact, whereas additional RT reductions extended from 80 ms before contact to contact. Because the three-way interaction for accuracy was not significant, the apparent temporal specificity of the accuracy gains should be interpreted cautiously.

Background Eating-related behavioural factors may contribute to the complexity of glycaemic management in type 2 diabetes mellitus (T2DM), but their relationships with treatment context remain insufficiently understood. This study examined hedonic hunger and eating-disorder symptom dimensions in relation to glycaemic control across different treatment regimens in adults with T2DM. Methods This cross-sectional study included 203 adults with T2DM attending an outpatient diet clinic in southeastern Turkey between March and September 2025. Participants were receiving oral antidiabetic medication only ( n = 108), insulin only ( n = 32), or combined oral medication plus insulin therapy ( n = 63). Hedonic hunger was assessed using the Power of Food Scale (PFS), and eating-disorder symptom dimensions using the 13-item Eating Disorder Examination Questionnaire–Short Form (EDE-Q-13). Anthropometric measurements, 24-h dietary recall data, fasting plasma glucose (FPG), and glycated haemoglobin (HbA1c) were obtained. Hierarchical linear regression was used to examine factors associated with HbA1c. Results HbA1c differed substantially across treatment groups and was highest in the insulin-only group ( p < 0.001). Several PFS subscales and EDE-Q-13 symptom dimensions also differed between groups, although their effect sizes were small. Selected PFS dimensions were weakly positively correlated with glycaemic indicators, whereas the EDE-Q-13 eating-restraint subscale and total score showed weak inverse correlations with HbA1c. In the fully adjusted model, insulin-only and combination therapy were associated with higher HbA1c compared with oral medication only, while body mass index (BMI) was inversely associated with HbA1c. Neither the PFS food available subscale nor the EDE-Q-13 total score remained independently associated with HbA1c. The final model explained 27.2% of the variance in HbA1c (adjusted r 2 = 0.230). Conclusion Treatment context was more strongly related to glycaemic status than the behavioural measures assessed, although modest differences in hedonic hunger and eating-disorder symptom dimensions were evident across treatment regimens. These findings suggest that eating-related behavioural characteristics may provide complementary information in nutritional assessment and should be interpreted alongside the broader clinical context of T2DM management.

Introduction Information and communication technologies, including wearable sensors, offer accessible and ecological ways to support psychological processes underpinning technical practice in sport, such as the regulation of attention, arousal and mental load. The aim of this exploratory study is to examine whether heart rate (HR) and physical activity (PA), recorded with a chest-worn wearable, can serve as a potential, indirect correlate of the mental load experienced during golf putting training. Two research questions were of interest: (i) Do pre-shot HR and PA differ between made and missed putts? (ii) Do pre-shot HR and PA differ following a made compared with a missed putt? Methods Seven youth golfing athletes (13–16 years old; handicap (hcp) index < 12) performed a putting training exercise in which the goal was to score five consecutive putts from 3-metre distance to the hole. HR and PA were recorded continuously and matched with putting performance using video footage. Pre-shot HR and PA were taken as the mean over the 5 s before ball contact. Because the putts are nested within sessions and athletes, the analyses combine within-athlete non-parametric tests, corrected for multiple comparisons and reported with effect sizes, with linear mixed-effects models treating athlete and session as random effects. Results Pre-shot HR and PA do not differ significantly between made and missed putts (mixed-model estimate for HR: +0.09 bpm, 95% CI [−0.46, 0.64]; p = 0.76). However, pre-shot HR is higher following a made putt and lower following a missed one (+5.08 bpm, 95% CI [4.54, 5.62]; p < 0.001), an association that persists after adjusting for the pre-shot HR of the preceding putt. PA shows the opposite trend. Discussion Because no subjective ratings of mental load, arousal or affect were collected, mental load remains one plausible interpretation of this pattern rather than an established one. Pending validation against such measures, the approach could offer coaches and athletes an exploratory starting point for conversations about how training situations are experienced, and illustrates how continuous monitoring of HR may provide a potential indirect correlate of mental load in youth golfers.

Gross motor development is an important aspect of early childhood development that requires stimulation through various play activities. The availability of outdoor play facilities can provide children with opportunities to engage in a variety of movements appropriate to their developmental stages. This study aims to examine the potential role of outdoor play facilities in stimulating the gross motor development of young children, using the facilities available at TK Wijaya Kusumah as a contextual reference. This study employs a library research method with content analysis. The sources reviewed include relevant national and international journal articles and reference books. Unstructured observations and documentation of the outdoor play facilities at TK Wijaya Kusumah were used to provide contextual information about the facilities discussed. The findings indicate that various types of equipment, including tire stepping paths, swings, slides, spinning bowls, wobbly bridges, monkey bars, seesaws, and balance beams, offer different types of movement activities and have the potential to stimulate muscle strength, balance, movement coordination, agility, and postural control. The use of these facilities should consider children's developmental stages, equipment safety, and teacher supervision. This review provides an overview of the potential of various outdoor play facilities to stimulate gross motor development and may serve as a reference for teachers and early childhood education providers in designing play environments. Since this study is based on a literature review and does not directly assess children's motor abilities, the findings cannot establish a causal relationship between the completeness of outdoor play facilities and children's gross motor development.

Parental overprotection, which combines high control with low encouragement of autonomy, has been linked to anxiety in young people, but findings are mixed. This correlational, cross-sectional online survey examined whether adolescents? reports of parental overprotection were related to their anxiety. Participants were 86 school-going adolescents aged 13 to 18 years (M = 15.58, SD = 1.60; 43 girls, 40 boys, 3 who preferred not to say), recruited by convenience (snowball) sampling. They completed the brief current form of the Parental Bonding Instrument (overprotection = control minus autonomy items, averaged across mother and father) and the child version of the Screen for Child Anxiety Related Emotional Disorders (SCARED). Overprotection was not significantly related to anxiety, Spearman ρ(82) = .09, 95% CI [-.13, .30], p = .415, and results were similar for mothers, fathers, and in sensitivity analyses. The study could detect only correlations of about .30 or larger, and the overprotection scores had low reliability, so the result is inconclusive. Anxiety scores were high: 79.1% scored at or above the SCARED cut-off of 25. Larger samples and more reliable measures are needed.

This study evaluated the effectiveness of the ARAL-Reading Tool in improving reading fluency and comprehension among Grade Six learners in the Third District of Bohol during School Year 2025–2026. Anchored on Automaticity Theory, Schema Theory, and Sociocultural Theory, the study employed a quasi-experimental pretest-posttest control-group design involving 15 purposively selected learners. Seven learners received the eight-week ARAL-Reading Plus intervention, while eight received regular reading instruction. Data were gathered using the Philippine Informal Reading Inventory (Phil-IRI) and the Division of Bohol District Reading Assessment Template. Descriptive statistics and paired-samples and independent-samples t-tests were employed. Before the intervention, both groups demonstrated Frustration-level performance in reading fluency and comprehension. Following the intervention, the experimental group achieved 98.48% in fluency and 85.71% in comprehension, while the control group obtained 96.21% and 57.14%, respectively. Both groups demonstrated significant pretest-posttest improvements. However, between-group comparisons revealed a significant difference in comprehension (p = .019), but not in fluency (p = .185). The findings indicate that the ARAL-Reading Tool supported reading development, particularly comprehension. Strengthening structured reading interventions, instructional resources, teacher support, parental involvement, and continuous assessment was recommended. The study aligns with Sustainable Development Goal 4 (Quality Education) by addressing foundational literacy gaps and promoting equitable learning opportunities. Its contribution to educational and institutional sustainability emphasizes evidence-based reading interventions, stakeholder collaboration, and continued support for improving elementary learners' literacy outcomes and strengthening school-based educational recovery initiatives. The findings also provide a basis for school heads and education officials to refine implementation, allocate resources, and monitor reading progress.

The widespread availability of smartphones and internet access has made TikTok part of children’s everyday entertainment. This situation requires parents to guide children not only by limiting screen time but also through communication that helps children understand appropriate content and use. This study aims to describe and analyse parents’ interpersonal communication patterns in controlling TikTok use among children aged 7–12 years in Villa Gading Harapan 5 Housing Estate, Tambun Utara, Bekasi. The study used a descriptive qualitative design. Data were collected from April to June 2026 through semi-structured interviews, non-participant observation, and documentation. Five parents were selected as key informants using purposive sampling, while two children participated as supporting informants. The data were analysed through data reduction, presentation, conclusion drawing, and technique triangulation. The findings show that parents apply the five elements of effective interpersonal communication proposed by Joseph A. DeVito: openness, empathy, supportiveness, positiveness, and equality. Supportiveness is the most visible element, expressed through advice about age-appropriate content, direct supervision, time limits, and diversion to other activities. Openness remains the most vulnerable element because one child tended to restrict parental access to digital activities. The study indicates that controlling TikTok use is more effective when rules are accompanied by warm dialogue, emotional understanding, and opportunities for children to express their views. Parents should therefore maintain consistent, non-judgmental conversations and make digital supervision part of daily family interaction.

This study examines how the socio-psychological climate in higher education influences the formation of students’ civic positions across motivational, cognitive, and behavioural components. To address predominantly low-to-medium baseline civic engagement, the study developed and implemented the “Harmony and Citizenship” programme aimed at fostering a supportive educational environment. Effectiveness was evaluated using documentation analysis, pedagogical observation, expert evaluations, and self-assessments. Post-implementation results confirmed the programme’s efficacy, particularly in the experimental group. Behaviourally, the experimental group achieved a higher proportion of high civic engagement (42.7% vs. 41.2% in the control group) and a significant reduction in low-level engagement (13.8% vs. 21.5%). The experimental group also showed gains in high-level motivational (34.1%) and cognitive (33.9%) dimensions. By substantiating key concepts such as civic education, patriotism, and citizenship, this research provides a practical, adaptable methodology for enhancing students’ civic development through institutional climate optimization.

Executive functions (EF) predict school readiness and later adjustment. The cultural-historical tradition gives play a central place in preschool education, yet it remains unclear which types of play, under what conditions, and through which pathways support EF between the ages of 3 and 6. This article aims to critically analyze the evidence on play and EF in this age range, distinguishing between efficacy, association, and mechanism. The method was a systematic review with narrative synthesis, reported according to PRISMA 2020. Of 88 records (2000–2026), 21 primary studies provided direct evidence and 26 works provided complementary evidence. Rule-based games and pretend play showed favorable effects in studies with active control conditions, particularly on inhibitory control. However, the largest-scale curricular study found no effects, and block play showed no main effects. Benefits tend to be concentrated among children with initial disadvantages, and evidence on working memory, cognitive flexibility, and transfer to the classroom is scarce. In conclusion, play appears to be a promising context rather than an effective intervention in itself; its effects depend on executive demand, adult mediation, progression, and implementation fidelity.

Professional speech culture is an essential component of teacher preparation, yet university courses in this area often emphasize normative linguistic knowledge without sufficiently integrating its application to authentic pedagogical communication. This study aimed to preliminarily adapt and evaluate the Teacher's Speech Culture course for pre-service Kazakh language teachers by strengthening the integration of normative-linguistic, communicative-pragmatic, discursive, and interactive components of professional speech competence. A single-group pre-test–post-test design was used. Initially, 180 students were recruited from two higher education institutions in southern Kazakhstan; 156 completed all stages and were included in the final analysis. The adapted course combined theoretical instruction with professionally oriented communicative situations, independent construction of professional utterances, interactive tasks, and reflective analysis of speech behaviour. Professional speech competence was assessed before and after the course using diagnostic and performance-based measures. The assessment demonstrated satisfactory internal consistency (Cronbach's α = 0.86). Data were examined using pre-test -post-test comparisons and path analysis. Overall professional speech competence increased from M = 7.84 (SD = 1.62) to M = 9.72 (SD = 1.48), t (155) = 11.46, p < 0.001, Cohen's d = 0.92. Significant improvements were also observed across the normative-linguistic, communicative-pragmatic, discursive, and interactive components. Path analysis indicated that the ability to analyse professional communicative situations had the strongest direct association with professional speech competence. Professional speech competence was also positively associated with speech self-control and flexibility of professional speech behaviour. The findings provide preliminary empirical support for a practice-oriented adaptation of the Teacher's Speech Culture course that connects knowledge of language norms with contextual analysis, independent speech production, and regulation of professional communication. Given the absence of a separate control group, the observed changes should be interpreted as pre-test–post-test differences associated with course participation rather than evidence of a causal intervention effect. Further controlled studies involving broader samples are required to evaluate the effectiveness and generalizability of the adapted course.

Vocational education has a strategic role in preparing competent graduates according to the needs of the world of work. As the green economy develops and the Society 5.0 era, graduates are not only required to have technical competencies, but also green skills as a provision to face the transformation of the world of work. Green skills are one of the 21st century skills needed to adjust products, services, and processes to be environmentally friendly. There is a need for an improvement in education and a change in mindset or a more advanced mindset in terms of environmental awareness. Teaching modules play an important role in learning independence, the latest in this research is in modules that are environmentally oriented explicitly in non-science materials. These findings indicate that the application of e-modules in other fields such as learning in office management is still relatively limited, so it is a research opportunity that needs to be developed. This research uses a Research and Development (R&D) approach to produce environmentally friendly e-modules in correspondence materials. Product development follows the ADDIE (Analyze, Design, Development, Implementation, Evaluation) model. The product trial uses a quasi-experimental design with a nonequivalent control group design, which involves an experimental group and a control group that are given a pretest and posttest, respectively. The results of the study show that the feasibility level based on material experts is 85% and media experts 93% with an overall average in the category of suitable for use. The response from students obtained an average percentage of 87% with the category of very good. It can be concluded that the environmentally friendly e-module in the correspondence material was declared effective in improving green skills at SMKN 1 Wonomerto. ABSTRAK Pendidikan vokasi memiliki peran strategis dalam menyiapkan lulusan yang kompeten sesuai kebutuhan dunia kerja. Seiring berkembangnya green economy dan era Society 5.0, lulusan tidak hanya dituntut memiliki kompetensi teknis, tetapi juga green skills sebagai bekal menghadapi transformasi dunia kerja. Green skills merupakan salah satu keterampilan abad ke 21 yang dibutuhkan untuk menyesuaikan produk, layanan, dan proses agar ramah lingkungan. Diperlukan adanya peningkatan pendidikan dan perubahan mindset atau pola pikir yang lebih maju dalam hal kesadaran akan lingkungan. Modul ajar berperan penting dalam kemandirian belajar, Temuan ini mengindikasikan bahwa penerapan e-modul pada bidang lain seperti pembelajaran di manajemen perkantoran masih relatif terbatas sehingga menjadi peluang penelitian yang perlu dikembangkan. Penelitian ini menggunakan pendekatan Research and Development (R&D) untuk menghasilkan e-modul berwawasan lingkungan pada materi korespondensi. Pengembangan produk mengikuti model ADDIE (Analyze, Design, Development, Implementation, Evaluation). Uji coba produk menggunakan quasi-experimental design dengan bentuk nonequivalent control group design, yang melibatkan kelompok eksperimen dan kelompok kontrol yang masing-masing diberi pretest dan posttest. Hasil penelitian menunjukkan bahwa tingkat kelayakan berdasarkan ahli materi 85% dan ahli media 93% dengan rata-rata keseluruhan berada dikategori layak digunakan. Respons dari peserta didik memperoleh rata-rata presentase 87% dengan kategori sangat baik. Produk yang dihasilkan tidak sekadar menyisipkan wacana lingkungan sebagai pelengkap, melainkan mengubah kebiasaan korespondensi berbasis kertas menjadi serba digital melalui email. Peningkatan green skills dapat disimpulkan bahwa e-modul berwawasan lingkungan pada materi korespondensi dinyatakan efektif digunakan dalam meningkatkan green skills di SMKN 1 Wonomerto.

Empathy toward animals plays an important role in developing children’s positive attitudes toward animals. However, validated educational modules and culturally appropriate assessment tools for Indonesian elementary school students are still limited. This research comprised two sequential studies. Study 1 focused on developing and validating the Empathy for Animals Module and adapting the Animal Attitude Scale-10 (AAS-10) for Indonesian upper elementary students. Study 2 examined the module’s preliminary effectiveness in improving students’ attitudes toward animals. Study 1 included expert content validation, readability testing, cross-cultural adaptation of the AAS-10, confirmatory factor analysis, and reliability testing. Study 2 used a quasi-experimental pre-test–post-test control group design with 46 fourth-grade students assigned to experimental and control groups. In Study 1, the module showed strong content validity, with Aiken’s V values ranging from 0.82 to 0.92, and excellent readability, with an FVI of 0.90. The adapted AAS-10 maintained a one-factor structure and demonstrated good internal consistency, with Cronbach’s α = 0.870. In Study 2, the experimental group’s mean attitude score increased from 33.42 to 37.42, while the control group showed no significant improvement. Gain score analysis indicated a significant difference between the groups (p = 0.032), suggesting that the module was effective in enhancing students’ attitudes toward animals. The Empathy for Animals Module and the adapted Animal Attitude Scale-10 (AAS-10) showed satisfactory psychometric properties and are appropriate for Indonesian upper elementary school students. The module also demonstrated preliminary effectiveness in improving students’ attitudes toward animals.

Objective Operating room nurses work long-term in high-intensity, high-risk environments and suffer from a high prevalence of occupational fatigue, which seriously affects their physical and mental health as well as patient safety. Based on the Job Demand-Control-Support (JDCS) model, this study aimed to examine the mediating role of perceived stress between the dimensions of the JDCS model and occupational fatigue—including acute fatigue, chronic fatigue, and inter-shift recovery—among operating room nurses. Methods This multi-center cross-sectional study was conducted from August to September 2026, enrolling 1,122 operating room nurses from 9 tertiary Grade-A hospitals in eastern, central, and western China. A general information questionnaire, the Occupational Fatigue Exhaustion Recovery Scale, the Perceived Stress Scale (PSS-10), and the Job Content Questionnaire (JCQ) were administered. SPSS 25.0 was used for descriptive statistics, difference analysis, correlation analysis, and hierarchical multiple regression; AMOS 21.0 was used to construct a structural equation model, and the bias-corrected Bootstrap method was employed to test mediating effects. Results The scores of acute fatigue, chronic fatigue, and inter-shift recovery among operating room nurses were 45.55 ± 18.77, 44.13 ± 17.89, and 56.27 ± 17.83, respectively, indicating an overall moderate level of occupational fatigue. The perceived stress score was 21.01 ± 5.24; job demand was 36.44 ± 4.80; job control was 71.54 ± 18.07; and social support was 24.02 ± 6.61. Hierarchical regression showed that, after controlling for demographic and work characteristics, job demand, job control, and social support remained independent correlates of all three outcomes (acute fatigue model R 2 = 0.460, chronic fatigue R 2 = 0.305, inter-shift recovery R 2 = 0.353). The structural equation model showed that job demand positively predicted perceived stress ( β = 0.182, p < 0.001), while job control ( β = −0.251, p = 0.033) and social support ( β = −0.168, p = 0.040) negatively predicted perceived stress. Perceived stress positively predicted acute fatigue ( β = 0.336, p < 0.001) and chronic fatigue ( β = 0.209, p < 0.001), and negatively predicted inter-shift recovery ( β = −0.134, p = 0.029). Bootstrap tests indicated that perceived stress played a significant partial mediating role between job demand, job control, and social support and the outcomes of acute fatigue, chronic fatigue, and inter-shift recovery, although the indirect effects were small in magnitude (proportion mediated 3.41–17.35%). Conclusion Occupational fatigue among operating room nurses in 9 tertiary Grade-A hospitals is at a moderate level, and inter-shift recovery needs improvement. Perceived stress acted as a mediating variable linking JDCS dimensions to occupational fatigue, although the mediating effects were modest in magnitude. Nursing managers can improve occupational fatigue and recovery among operating room nurses by reducing unreasonable job demands, enhancing job control, strengthening social support, and alleviating perceived stress.

Background This pilot study with class-level random assignment examined preliminary evidence on the associations between a structured physical game intervention and memory and attention in children aged 5–6 years. Methods A 12-week physical game program based on cognitive load theory was designed and implemented, consisting of three 60-minute training sessions per week. The program included various game activities designed to promote memory and attention development supplemented by smart interactive motion data collection devices. A pilot study with class-level random assignment was conducted among 59 children aged 5–6 years. Two intact kindergarten classes were included, with one class assigned to the experimental group ( n = 30) and the other to the control group ( n = 29). The experimental group received the structured physical play intervention, whereas the control group participated in routine kindergarten physical activities. The class, rather than the individual child, was the unit of randomization. Before and after the intervention, children's memory and attention levels were assessed using the Wechsler Memory Scale (measuring picture memory, visual reproduction, visual recognition, digit span forward, and digit span backward) and the Schulte Grid test. Results A 2 × 2 repeated-measures ANOVA showed significant Group×Time interactions for total short-term memory ( F (1,57) = 14.33, p < .001, η p 2 = .20), total immediate memory ( F (1,57) = 7.84, p = .007, η p 2 = .12), picture memory ( F (1,57) = 6.10, p = .017, η p 2 = .10), visual reproduction ( F (1,57) = 18.40, p < .001, η p 2 = .24), and digit span forward ( F (1,57) = 5.26, p = .026, η p 2 = .08). A significant Group×Time interaction was also observed for attention performance ( F (1,57) = 8.17, p = .006, η p 2 = .13). These findings indicated greater pre–post changes in the experimental condition than in the control condition for the outcomes examined. Conclusion These findings provide preliminary evidence that a structured physical game intervention was associated with improvements in memory-related task performance and task-related attentional processing in children aged 5–6 years.

Wellness resorts increasingly rely on therapeutic architecture to support users’ physical and psychological restoration, yet the pathways through which these design principles shape spatial circulation remain underexplored, particularly in the Nigerian hospitality context. This study investigated the influence of seven therapeutic architecture principles (connection to nature, natural lighting, natural ventilation, multi-sensory design, privacy and control, aesthetics and emotional harmony, and integration of artwork and colour) on the spatial circulation experience of users across three purposively selected resorts in Nigeria: Ilaji Resorts, Oxygen Orbit Resort, and Lakowe Lakes Golf and Country Estate. Using a quantitative, cross-sectional survey design, 297 copies of the questionnaire were administered to resort visitors, wellness practitioners, and resort staff through purposive and convenience sampling, of which 230 were validly retrieved and analysed, representing a 77.4% response rate of questionnaires administered. We conducted multiple regression analyses of eight spatial circulation indicators against the seven predictors. Findings show that all eight regression models were statistically significant (p < 0.01), with aesthetics and emotional harmony and connection to nature emerging as the strongest positive predictors specifically of ease of movement between spaces, the circulation outcome most strongly explained overall, while privacy and control was most strongly associated with privacy through spatial layout, and natural lighting was most strongly associated with the effectiveness of wayfinding and signage. Integration of artwork and colour, however, showed the strongest negative coefficient for the reduction of disorientation, suggesting that artwork and colour interventions may compete with intuitive wayfinding if not carefully placed. Accessibility, the indicator most closely tied to vertical circulation, was the most weakly explained by the therapeutic principles, indicating that stairs, ramps, and lifts in these resorts are still designed chiefly to functional and accessibility standards rather than therapeutic ones. The study concludes that therapeutic architecture principles are meaningfully associated with horizontal circulation experience in wellness resorts in Nigeria. The findings are best read as case evidence transferable to comparable resorts, not as statistically generalisable to the wider sector. The study recommends that designers prioritise daylighting, biophilic connection, and restrained, purposefully placed artwork in circulation design, while extending therapeutic considerations to vertical transitions.

The article presents the content of a psychological program aimed at developing emotional intelligence, interpersonal relationships, and value orientations in older adults, as well as an analysis of its results. The program was developed based on the findings of a preliminary study of the psychological characteristics of older adults. The developmental activities included group discussions, situational tasks, role-playing exercises, narrative materials, and the analysis of personal experiences. The development of emotional intelligence focused primarily on enhancing emotional awareness, emotion regulation, self-motivation, and empathy. To improve interpersonal relationships, S. Karpman's Drama Triangle model was applied to help participants recognize the roles of the “Victim,” “Persecutor,” and “Rescuer” and develop constructive communication skills. The activities aimed at developing value orientations focused on raising awareness of the importance of health, honesty, mutual assistance, independence, responsibility, and tolerance. A comparative analysis of the data from the experimental and control groups made it possible to assess the effectiveness of the program. Research Object: The process of developing emotional intelligence, interpersonal relationships, and value orientations among older adults residing in care and support institutions. Research Aim: To develop and experimentally evaluate a psychological program aimed at developing emotional intelligence, interpersonal relationships, and value orientations in older adults.

This study examined the effect of Philosophy for Children (P4C) activities on the caring thinking skills of sixth-grade middle school students. The study was conducted using a pretest-posttest control group quasi-experimental design. The study group consisted of 65 sixth-grade students enrolled in two classes at a public middle school in Burdur during the 2024-2025 academic year, with one class assigned as the experimental group (n = 32) and the other as the control group (n = 33). Over eight weeks, the experimental group received a P4C curriculum designed by the researchers to develop the five dimensions of caring thinking (appreciative, affective, active, normative, and empathic), while the control group continued with the existing national curriculum. Data were collected using the Caring Thinking Skills Inventory and analyzed through one-way ANCOVA; for the sub-dimensions in which the homogeneity of regression slopes assumption was violated, models including the Group × Pretest interaction were estimated, and the Mann-Whitney U test on gain scores was reported as a supplementary sensitivity analysis. The findings revealed a statistically significant difference favoring the experimental group in the total caring thinking score, with a large group effect, and in the normative and empathic sub-dimensions. In the appreciative, affective, and active sub-dimensions, the experimental group scored higher at average pretest levels, but the group difference diminished as pretest scores increased. The results indicate that P4C activities can meaningfully develop the affective dimension of thinking, and recommendations were offered regarding the applicability of the caring thinking dimension of the 4C model at the middle school level.

این پژوهش به بررسی تأثیر فعالیت‌های فلسفه برای کودکان (P4C) بر مهارت‌های تفکر مراقبتی دانش‌آموزان پایه ششم متوسطه پرداخته است. این مطالعه با استفاده از طرح شبه‌آزمایشی پیش‌آزمون-پس‌آزمون با گروه کنترل انجام شد. گروه نمونه شامل ۶۵ دانش‌آموز پایه ششم ثبت‌نام‌شده در دو کلاس یک مدرسه متوسطه دولتی در Burdur در سال تحصیلی ۲۰۲۴-۲۰۲۵ بود که یکی از کلاس‌ها به عنوان گروه آزمایش (n = ۳۲) و دیگری به عنوان گروه کنترل (n = ۳۳) تعیین شد. طی هشت هفته، گروه آزمایش برنامه درسی P4C طراحی‌شده توسط پژوهشگران را با هدف توسعه پنج بُعد تفکر مراقبتی (قدردانانه، عاطفی، فعال، هنجاری و همدلانه) دریافت کرد، در حالی که گروه کنترل به برنامه درسی ملی موجود ادامه داد. داده‌ها با استفاده از پرسشنامه مهارت‌های تفکر مراقبتی گردآوری و از طریق تحلیل کوواریانس یک‌طرفه (ANCOVA) تحلیل شدند؛ برای زیرمقیاس‌هایی که فرض همگنی شیب‌های رگرسیون نقض شده بود، مدل‌هایی شامل تعامل گروه × پیش‌آزمون برآورد شد و آزمون Mann-Whitney U بر نمرات کسب‌شده به عنوان تحلیل حساسیت تکمیلی گزارش گردید. یافته‌ها تفاوت معنادار آماری به نفع گروه آزمایش را در نمره کل تفکر مراقبتی با اثر گروهی بزرگ و در زیرمقیاس‌های هنجاری و همدلانه نشان داد. در زیرمقیاس‌های قدردانانه، عاطفی و فعال، گروه آزمایش در سطوح متوسط پیش‌آزمون نمرات بالاتری کسب کرد، اما با افزایش نمرات پیش‌آزمون، تفاوت گروهی کاهش یافت. نتایج نشان می‌دهد که فعالیت‌های P4C می‌تواند به طور معناداری بُعد عاطفی تفکر را توسعه دهد و توصیه‌هایی در خصوص قابلیت اجرای بُعد تفکر مراقبتی مدل 4C در سطح متوسطه ارائه شده است.

This study examines the factors associated with Professional Maritime Character among vocational maritime students by investigating the effects of Islamic Work Ethic, Religious Commitment, and Spiritual Intelligence, while considering Self-Discipline as a mediating mechanism and Moral Awareness as a moderating factor. A quantitative cross-sectional design was employed involving 525 students from Batch VIII, X, and XI at Politeknik Pelayaran Sumatera Barat, Indonesia, using a total sampling technique. Data were collected through structured questionnaires and analyzed using Partial Least Squares Structural Equation Modeling with the PLS Algorithm and Bootstrapping Calculation. The measurement model demonstrated adequate indicator reliability, internal consistency, and convergent validity across all constructs. The structural results show that Islamic Work Ethic, Religious Commitment, and Spiritual Intelligence have significant positive effects on Professional Maritime Character, while Religious Commitment significantly predicts Self-Discipline; however, Islamic Work Ethic and Spiritual Intelligence do not significantly predict Self-Discipline. Moral Awareness has a significant negative direct association with Professional Maritime Character, but its interactions with Islamic Work Ethic, Religious Commitment, and Spiritual Intelligence are not significant. These findings indicate that professional maritime character is more strongly associated with the direct internalization of religious and spiritual values than with conditional effects of moral awareness, providing practical implications for integrated character development in maritime vocational education.

Background: Complementary approach provides an opportunity for students to connect pre-class, in-class, and post-class activities. Objectives: This study examined the correlations and predictive effects of metacognition and attitude on learners' conceptual understanding in physics using a complementary approach. Method: A quasi-experimental, pretest-posttest, non-equivalent control group design was used. A sample of 173 natural science students from two Ethiopian secondary schools was randomly assigned to experimental (CAIM instruction) and control (traditional teaching) groups. Data were collected using FCCUT, MCQ, and LAS instruments and analyzed via Pearson correlations and hierarchical multiple regression at p = 0.05. Results: The two variables showed positive and statistically significant correlations with students' conceptual understanding of physics: metacognition (r = 0.30) and attitude (r = 0.31), p < 0.01. Further, both metacognition (R² = 0.15, f² = 0.08) and attitude (R² = 0.16, f² = 0.10), ΔR² = 0.08, p < 0.001, predicted 8% of the varience in conceptual understanding when CAIM was employed. Conclusion: We recommend that physics teachers could apply the CAIM when teaching physics, as it allows students to develop a positive correlation between the predictor variables and conceptual understanding, though their correlations are moderate.

Purpose: to examine the effectiveness of numeracy-based think-pair-share (TPS) in improving grade V students’ learning motivation in IPAS compared with conventional instruction. Method: this study used a quasi-experimental design with 20 grade V students in experimental and control groups. Data were collected through pretest and posttest motivation questionnaires and analyzed using N-Gain. Findings: showed that numeracy-based TPS improved students’ learning motivation, with a mean increase of 21.39 points and an N-Gain of 0.68, compared with 10.12 points and an N-Gain of 0.32 in the control group. These findings suggest that numeracy-based TPS is a promising approach to enhancing motivation in elementary IPAS learning. Implications: this study highlights the potential of numeracy-based TPS as an innovative instructional strategy to enhance student motivation through active participation, peer collaboration, and meaningful numeracy activities in elementary IPAS learning. Originality: lies in integrating numeracy literacy with the think-pair-share (TPS) model to enhance students’ learning motivation in elementary IPAS, an approach that remains limited in previous research.

dynamic matrix and control matrix of participant • U i : control sent by the Central Nervous System to muscles of participant i Noise and delayTo model motor variability, we added multiplicative noise on the control, following (Todorov & Jordan, 2002).To model process uncertainty we added additive Gaussian

This article provides a scientific rationale for the methodology of designing, creating, and implementing digital visual tools aimed at developing self-education competence in prospective teachers. In the modern system of teacher training, the mechanisms of self-awareness, self-control, and self-development of the professional individual are not sufficiently supported by visual tools. The aim is to develop a set of methodological tools for self-education consisting of visual aids and self-education, professional competence, digital visual tools, infographics, self-control, prospective teacher, pedagogical technology, visual pedagogy, digital educational environment, metacognitive strategy, professional developmentto determine their effect on the self-education competence of prospective teachers.

این مقاله مبنای علمی برای روش‌شناسی طراحی، ایجاد و اجرای ابزارهای بصری دیجیتال با هدف توسعه شایستگی خودآموزی در معلمان آینده ارائه می‌دهد. در نظام مدرن تربیت معلم، سازوکارهای خودآگاهی، خودکنترلی و خودتوسعه‌ی فرد حرفه‌ای به اندازه کافی توسط ابزارهای بصری پشتیبانی نمی‌شوند. هدف این پژوهش، توسعه مجموعه‌ای از ابزارهای روش‌شناختی برای خودآموزی است که شامل وسایل بصری و خودآموزی، شایستگی حرفه‌ای، ابزارهای بصری دیجیتال، اینفوگرافیک، خودکنترلی، معلم آینده، فناوری آموزشی، پداگوژی بصری، محیط آموزشی دیجیتال، راهبرد فراشناختی و توسعه حرفه‌ای می‌باشد تا تأثیر آن‌ها بر شایستگی خودآموزی معلمان آینده تعیین شود.

The main purpose of this study was to determine the differences in executive function performance levels of esports players who play First-Person Shooter (FPS) and Multiplayer Online Battle Arena (MOBA) game types compared to non-video game players (NVGPs). Other purposes of the study are to examine the relationships of executive function components and their relationships with in-game rank and total game play time variables. The study groups consisted of ninety volunteer participants, all of whom were male young adults between the ages of 18 and 34, 30 of whom actively played FPS video games, 30 of whom actively played MOBA video games, and 30 of whom NVGPs. Corsi Block-Tapping Test (CBT), Wisconsin (Berg) Card Sorting Test (WCST), and Stroop Test Çapa Form (ST) were used as data collection tools. According to the findings of the study; FPS players had significantly higher scores than NVGPs (p < 0.001, F = 8.55) in CBT and less error percentage than the NVGPs (p < 0.01, F = 5.58) and MOBA players had significantly less interference time than NVGPs in the ST (p < 0.001, F = 7.66). In addition, there was a significant negative correlation between CBT and ST interference times for all players (p < 0.05; r = −0.28) and a significant negative correlation between in-game skill and ST interference times for FPS players (p < 0.05; r = −0.41). These findings suggest that digital video game experience shapes cognitive profiles based on genre-specific demands; while FPS gameplay primarily enhances visuospatial working memory capacity, MOBA gameplay fosters stronger inhibition control, with higher in-game skill level reflecting superior inhibitory control in FPS gameplay, and relationship of visuospatial working memory and inhibition components demonstrating an underlying interrelated structure.

هدف اصلی این مطالعه تعیین تفاوت‌های سطوح عملکرد کارکرد اجرایی بازیکنان ورزش‌های الکترونیکی (esports) که انواع بازی‌های تیراندازی اول‌شخص (First-Person Shooter یا FPS) و میدان نبرد آنلاین چندنفره (Multiplayer Online Battle Arena یا MOBA) را بازی می‌کنند، در مقایسه با افرادی که بازی‌های ویدیویی انجام نمی‌دهند (NVGPs)، بود. اهداف دیگر پژوهش عبارت بودند از بررسی روابط میان مؤلفه‌های کارکرد اجرایی و ارتباط آن‌ها با متغیرهای رتبه درون‌بازی و مجموع زمان بازی. گروه‌های مطالعه شامل نود شرکت‌کننده داوطلب مرد جوان در بازه سنی ۱۸ تا ۳۴ سال بودند که ۳۰ نفر از آن‌ها به طور فعال بازی‌های ویدیویی FPS، ۳۰ نفر به طور فعال بازی‌های ویدیویی MOBA و ۳۰ نفر NVGPs بودند. برای جمع‌آوری داده‌ها از آزمون ضربه‌زدن به بلوک کورسی (Corsi Block-Tapping Test یا CBT)، آزمون دسته‌بندی کارت ویسکانسین (Berg) (Wisconsin (Berg) Card Sorting Test یا WCST) و آزمون استروپ فرم چَپا (Stroop Test Çapa Form یا ST) استفاده شد. بر اساس یافته‌های پژوهش؛ بازیکنان FPS در آزمون CBT به طور معناداری امتیاز بالاتری نسبت به NVGPs داشتند (p < 0.001, F = 8.55) و درصد خطای کمتری نسبت به NVGPs داشتند (p < 0.01, F = 5.58) و بازیکنان MOBA در آزمون ST زمان تداخل به طور معناداری کمتری نسبت به NVGPs داشتند (p < 0.001, F = 7.66). علاوه بر این، برای همه بازیکنان بین زمان‌های تداخل CBT و ST همبستگی منفی معناداری وجود داشت (p < 0.05; r = −0.28) و برای بازیکنان FPS بین مهارت درون‌بازی و زمان تداخل ST همبستگی منفی معناداری مشاهده شد (p < 0.05; r = −0.41). این یافته‌ها نشان می‌دهد که تجربه بازی‌های ویدیویی دیجیتال، پروفایل‌های شناختی را بر اساس نیازهای خاص هر ژانر شکل می‌دهد؛ به‌طوری‌که بازی FPS عمدتاً ظرفیت حافظه کاری فضایی-بصری را افزایش می‌دهد، در حالی که بازی MOBA کنترل مهاری قوی‌تری را پرورش می‌دهد و سطح بالاتر مهارت درون‌بازی، کنترل مهاری برتر را در بازی FPS منعکس می‌کند و رابطه بین مؤلفه‌های حافظه کاری فضایی-بصری و مهار، ساختار درهم‌تنیده زیربنایی را نشان می‌دهد.

Objective Executive function may protect against internalizing and externalizing problems, but it may also be compromised by these problems. This longitudinal study examined the developmental transactions between executive function and internalizing and externalizing problems across late childhood to adolescence using a Chinese sample.Method A total of 285 fifth-graders (younger cohort, 10.81 years, 58.6% boys) and 269 ninth-graders (older cohort, 14.74 years, 47.2% boys) were assessed for five waves across 3 years. At each wave (starting November 2020), youth reported internalizing and externalizing problems and completed inhibitory control, shifting, and updating tasks, and caregivers reported their child’s executive functioning by questionnaire.Results Random-intercept cross-lagged panel models revealed that poorer task-based executive functions predicted later externalizing problems in the younger cohort. In the older cohort, bidirectional associations emerged between rating-based executive function and internalizing problems, with component-specific analyses revealing that rating-based updating showed the most consistent associations. Gender differences emerged: parent-rated poorer executive functions predicted increases in externalizing and internalizing problems among girls in the older cohort.Conclusions These findings suggest the variations across age cohorts and measurement approaches in the associations between executive function and internalizing and externalizing problems from late childhood through adolescence. Further, these findings, derived from a Chinese cultural context, highlight the need for cross-cultural replication to determine generalizability.

هدف: کارکرد اجرایی ممکن است در برابر مشکلات درونی‌سازی و برونی‌سازی نقش محافظتی داشته باشد، اما همچنین ممکن است توسط این مشکلات تضعیف شود. این مطالعه طولی به بررسی تعاملات رشدی بین کارکرد اجرایی و مشکلات درونی‌سازی و برونی‌سازی از اواخر کودکی تا نوجوانی با استفاده از یک نمونه چینی پرداخت. روش: در مجموع ۲۸۵ دانش‌آموز پایه پنجم (گروه سنی پایین‌تر، ۱۰٫۸۱ سال، ۵۸٫۶٪ پسر) و ۲۶۹ دانش‌آموز پایه نهم (گروه سنی بالاتر، ۱۴٫۷۴ سال، ۴۷٫۲٪ پسر) طی پنج موج در طول ۳ سال مورد ارزیابی قرار گرفتند. در هر موج (از نوامبر ۲۰۲۰ آغاز شد)، نوجوانان مشکلات درونی‌سازی و برونی‌سازی را گزارش کردند و وظایف کنترل مهاری، تغییر و به‌روزرسانی را انجام دادند و مراقبان نیز کارکرد اجرایی فرزند خود را از طریق پرسشنامه گزارش کردند. نتایج: مدل‌های پانل متقاطع با رهگیری تصادفی نشان دادند که کارکردهای اجرایی ضعیف‌تر مبتنی بر وظیفه، مشکلات برونی‌سازی بعدی را در گروه سنی پایین‌تر پیش‌بینی کردند. در گروه سنی بالاتر، ارتباطات دوطرفه بین کارکرد اجرایی مبتنی بر ارزیابی و مشکلات درونی‌سازی مشاهده شد و تحلیل‌های جزءمحور نشان داد که به‌روزرسانی مبتنی بر ارزیابی بیشترین ارتباطات پایدار را نشان می‌دهد. تفاوت‌های جنسیتی نیز مشاهده شد: کارکردهای اجرایی ضعیف‌تر ارزیابی‌شده توسط والدین، افزایش مشکلات برونی‌سازی و درونی‌سازی را در میان دختران گروه سنی بالاتر پیش‌بینی کرد. نتیجه‌گیری: این یافته‌ها بیانگر تفاوت‌های بین گروه‌های سنی و رویکردهای اندازه‌گیری در ارتباط بین کارکرد اجرایی و مشکلات درونی‌سازی و برونی‌سازی از اواخر کودکی تا نوجوانی است. همچنین، این یافته‌ها که از یک زمینه فرهنگی چینی به‌دست آمده‌اند، بر لزوم تکرار بین‌فرهنگی برای تعیین قابلیت تعمیم تأکید دارند.

INTRODUCTION: Outpatient hysteroscopy is an essential gynaecological procedure used to evaluate and treat any intrauterine pathologies. However, the most common reason for procedure failure is pain. This study aimed to evaluate the efficacy of virtual reality (VR) and music for pain management during outpatient hysteroscopy. METHODS: This was a non-blinded randomised controlled trial conducted at a single tertiary hospital in Hong Kong. Eligible patients were randomised at a 1:1:1 ratio into three groups: VR, music, and control. Patients' pain scores were assessed using the Numerical Pain Rating Scale from 0 to 10 at various timepoints during hysteroscopy. The primary outcome was the maximum pain score during hysteroscopy. Secondary outcomes included pain scores at specific timepoints during hysteroscopy, other symptoms, patient satisfaction scores, and acceptance of undergoing future hysteroscopy in the same setting if needed. RESULTS: A total of 210 patients were analysed in the study. Overall, 65.7% of patients underwent diagnostic hysteroscopy, and 34.3% underwent additional procedures. The mean maximum pain scores did not significantly differ among the three groups (P=0.131). However, acceptance of future hysteroscopy was significantly higher in both the music group (mean ± standard deviation: 8.8 ± 2.1; P=0.002) and the VR group (8.6 ± 1.6; P=0.009) than in the control group (7.5 ± 2.7; overall P=0.001). CONCLUSION: The use of VR and music during outpatient hysteroscopy did not result in a statistically significant reduction in pain. However, patient acceptance of future hysteroscopy was significantly improved in both intervention groups.

مقدمه: هیستروسکوپی سرپایی یک روش ضروری در زنان‌ و زایمان است که برای ارزیابی و درمان آسیب‌شناسی‌های داخل‌رحمی به کار می‌رود. با این حال، شایع‌ترین علت شکست این روش، درد است. هدف این مطالعه، ارزیابی اثربخشی واقعیت مجازی (VR) و موسیقی در مدیریت درد حین هیستروسکوپی سرپایی بود. روش‌ها: این پژوهش یک کارآزمایی بالینی تصادفی‌سازی‌شده و غیرکور بود که در یک بیمارستان تخصصی در هنگ‌کنگ انجام شد. بیماران واجد شرایط به نسبت ۱:۱:۱ به سه گروه واقعیت مجازی، موسیقی و کنترل تقسیم شدند. نمرات درد بیماران با استفاده از مقیاس عددی ارزیابی درد از ۰ تا ۱۰ در زمان‌های مختلف حین هیستروسکوپی سنجیده شد. پیامد اصلی، بیشینه نمره درد در طول هیستروسکوپی بود. پیامدهای ثانویه شامل نمرات درد در زمان‌های خاص حین هیستروسکوپی، سایر علائم، نمرات رضایت بیماران و پذیرش انجام هیستروسکوپی مجدد در آینده در همان شرایط در صورت نیاز بود. نتایج: در مجموع ۲۱۰ بیمار در مطالعه مورد تحلیل قرار گرفتند. به طور کلی، ۶۵.۷٪ بیماران هیستروسکوپی تشخیصی و ۳۴.۳٪ بیماران اقدامات اضافی دریافت کردند. میانگین بیشینه نمرات درد بین سه گروه تفاوت معناداری نداشت (P=0.131). با این حال، پذیرش هیستروسکوپی آینده در گروه موسیقی (میانگین ± انحراف معیار: ۸.۸ ± ۲.۱؛ P=0.002) و گروه واقعیت مجازی (۸.۶ ± ۱.۶؛ P=0.009) به طور معناداری بیشتر از گروه کنترل (۷.۵ ± ۲.۷؛ P کلی=۰.۰۰۱) بود. نتیجه‌گیری: استفاده از واقعیت مجازی و موسیقی در طول هیستروسکوپی سرپایی منجر به کاهش معنادار آماری در درد نشد. با این حال، پذیرش بیماران برای انجام هیستروسکوپی آینده در هر دو گروه مداخله به طور معناداری بهبود یافت.

The opportunities are available to work as research scientist, teacher, Marketing Manager, science writer, Quality Control Officer orproduction in-charge in the food, chemical and pharmaceutical industry, Analyst (Venture-Capitalist) Environmental /Safety Specialist.Biotechnology companies require corporate executives with business/ management degrees. A graduate in biotechnology can get a job in government sector such as universities and colleges, research institutes or at private centers as research scientist/assistant.

فرصت‌های شغلی برای فعالیت به عنوان پژوهشگر علمی، مدرس، مدیر بازاریابی، نویسنده علمی، مسئول کنترل کیفیت یا مسئول تولید در صنایع غذایی، شیمیایی و داروسازی وجود دارد. همچنین امکان اشتغال به عنوان تحلیل‌گر (سرمایه‌گذار مخاطره‌پذیر) و متخصص محیط زیست/ایمنی فراهم است. شرکت‌های زیست‌فناوری به مدیران اجرایی با مدارک مدیریت یا کسب‌وکار نیاز دارند. فارغ‌التحصیل زیست‌فناوری می‌تواند در بخش دولتی مانند دانشگاه‌ها و پژوهشگاه‌ها یا در مراکز خصوصی به عنوان پژوهشگر یا دستیار پژوهشی مشغول به کار شود.

Didimus Armindo Neonbasu, 2026: The Effect of Implementing the Project Based Learning (PjBL) Model on Students’ Learning Outcomes in Computer Systems in Grade X Culinary Classes at SMK Negeri 3 Kupang. Informatics Education Study Program, Faculty of Teacher Training and Education, Citra Bangsa University, Kupang. Supervisor I: Jhon Enstein, S.Kom., M.Cs., and Supervisor II: Diana Y. A. Fallo, S.Kom., M.T. This study aims to determine the effect of implementing the Project Based Learning (PjBL) model on students’ learning outcomes in Computer Systems in Grade X Culinary classes at SMK Negeri 3 Kupang. This research employed a quantitative approach using a quasi-experimental method with a Nonequivalent Control Group Design. The sample consisted of 50 students, comprising 25 students from Grade X Culinary 1 as the experimental group and 25 students from Grade X Culinary 2 as the control group. Data were collected through tests (pretest and posttest), observations, questionnaires, and documentation. The data were analyzed using descriptive statistics, normality tests, homogeneity tests, and an Independent Samples t-test. The results showed that the experimental group’s mean pretest score was 67.80, increasing to 75.80 on the posttest. Meanwhile, the control group’s mean score increased from 58.60 to 61.60. The hypothesis test yielded a significance value of 0.013, which was lower than 0.05; therefore, H₀ was rejected and Hₐ was accepted. Thus, the implementation of the Project Based Learning (PjBL) model has an effect on students’ learning outcomes in Computer Systems in Grade X Culinary classes at SMK Negeri 3 Kupang.

دیدیموس آرمین دو نئونباسو، ۲۰۲۶: تأثیر اجرای مدل یادگیری مبتنی بر پروژه (PjBL) بر نتایج یادگیری دانش‌آموزان در درس سیستم‌های کامپیوتری در کلاس‌های دهم رشته آشپزی هنرستان SMK Negeri 3 کوپانگ. برنامه مطالعاتی آموزش انفورماتیک، دانشکده تربیت معلم و آموزش، دانشگاه سیترابانگسا، کوپانگ. استاد راهنمای اول: Jhon Enstein، S.Kom.، M.Cs. و استاد راهنمای دوم: Diana Y. A. Fallo، S.Kom.، M.T. هدف این پژوهش تعیین تأثیر اجرای مدل یادگیری مبتنی بر پروژه (PjBL) بر نتایج یادگیری دانش‌آموزان در درس سیستم‌های کامپیوتری در کلاس‌های دهم رشته آشپزی هنرستان SMK Negeri 3 کوپانگ است. این پژوهش با رویکرد کمی و با استفاده از روش شبه‌آزمایشی و طرح گروه کنترل نابرابر انجام شد. نمونه شامل ۵۰ دانش‌آموز بود که ۲۵ نفر از کلاس دهم آشپزی ۱ به عنوان گروه آزمایش و ۲۵ نفر از کلاس دهم آشپزی ۲ به عنوان گروه کنترل انتخاب شدند. داده‌ها از طریق آزمون‌ها (پیش‌آزمون و پس‌آزمون)، مشاهده، پرسشنامه و مستندسازی جمع‌آوری شد. داده‌ها با استفاده از آمار توصیفی، آزمون نرمال بودن، آزمون همگنی و آزمون t مستقل تحلیل شدند. نتایج نشان داد که میانگین نمره پیش‌آزمون گروه آزمایش ۶۷٫۸۰ بود که در پس‌آزمون به ۷۵٫۸۰ افزایش یافت. در حالی که میانگین نمره گروه کنترل از ۵۸٫۶۰ به ۶۱٫۶۰ افزایش یافت. آزمون فرضیه مقدار معناداری ۰٫۰۱۳ را نشان داد که کمتر از ۰٫۰۵ بود؛ بنابراین H₀ رد و Hₐ پذیرفته شد. در نتیجه، اجرای مدل یادگیری مبتنی بر پروژه (PjBL) بر نتایج یادگیری دانش‌آموزان در درس سیستم‌های کامپیوتری در کلاس‌های دهم رشته آشپزی هنرستان SMK Negeri 3 کوپانگ تأثیر دارد.

This study aimed to determine the effect of Magnetic Maze learning media on the symbolic thinking ability and fine motor skills of children aged 5–6 years at TK Negeri Pembina Campagaya. A quantitative quasi-experimental method with a nonequivalent control group design was used. The sample consisted of 16 children selected through purposive sampling, with 8 children in each group. Data were collected through tests, observations, and documentation. The experimental group received six Magnetic Maze treatments, while the control group used number puzzles. Data were analyzed using descriptive statistics, Shapiro-Wilk, Wilcoxon Signed-Rank, and Mann-Whitney U tests with SPSS 26. The experimental group mean increased from 13.63 to 30.50 for symbolic thinking and from 13.88 to 30.25 for fine motor skills. Wilcoxon significance was 0.012 for both variables, while posttest Mann-Whitney significance was 0.035 and 0.031. Thus, Magnetic Maze had a significant effect on both abilities.

این پژوهش با هدف تعیین تأثیر رسانه یادگیری «مسیر مغناطیسی» (Magnetic Maze) بر توانایی تفکر نمادین و مهارت‌های حرکتی ظریف کودکان ۵ تا ۶ ساله در دبستان دولتی Pembina Campagaya انجام شد. روش پژوهش، شبه‌آزمایشی کمی با طرح گروه کنترل نابرابر بود. نمونه شامل ۱۶ کودک بود که به روش نمونه‌گیری هدفمند انتخاب شدند و هر گروه شامل ۸ کودک بود. داده‌ها از طریق آزمون‌ها، مشاهده و مستندسازی گردآوری شد. گروه آزمایش شش بار تحت آموزش با «مسیر مغناطیسی» قرار گرفت و گروه کنترل از پازل‌های عددی استفاده کرد. داده‌ها با استفاده از آمار توصیفی، آزمون Shapiro-Wilk، آزمون Wilcoxon Signed-Rank و آزمون Mann-Whitney U و با نرم‌افزار SPSS نسخه ۲۶ تحلیل شدند. میانگین گروه آزمایش برای تفکر نمادین از ۱۳٫۶۳ به ۳۰٫۵۰ و برای مهارت‌های حرکتی ظریف از ۱۳٫۸۸ به ۳۰٫۲۵ افزایش یافت. سطح معناداری آزمون Wilcoxon برای هر دو متغیر ۰٫۰۱۲ و سطح معناداری آزمون Mann-Whitney در پس‌آزمون به ترتیب ۰٫۰۳۵ و ۰٫۰۳۱ بود. بنابراین، «مسیر مغناطیسی» تأثیر معناداری بر هر دو توانایی داشت.

This study examined the relationships among educational beliefs, perceived school climate, and pupil control ideology (PCI) among educators working in public Anatolian high schools in Ankara, Türkiye. Using a quantitative correlational design, the study obtained data from 761 educators, including principals, assistant principals, and teachers. Differences in PCI according to professional position, seniority, and disciplinary field were examined, and hierarchical regression analysis was used to assess the incremental contributions of educational beliefs and perceived school climate to PCI after accounting for professional position. Existentialism and Progressivism were the most strongly endorsed educational orientations. After professional position was controlled, educational beliefs explained an additional 23.6% of the variance in PCI, while perceived school climate contributed a further 2.2%; the final model accounted for 26.1% of the variance. Essentialism showed the strongest unique positive association with PCI (β = .422), whereas Existentialism was negatively associated with PCI (β = −.168). Among the school-climate dimensions, Directiveness showed a positive unique association with PCI (β = .119). Differences were also observed according to professional seniority and disciplinary field. Overall, the findings indicate that PCI is associated primarily with educators’ educational beliefs, while perceived organizational conditions provide an additional but comparatively modest contribution. The findings support examining individual belief orientations and organizational perceptions together when investigating educators’ approaches to pupil control.

این پژوهش به بررسی روابط میان باورهای آموزشی، اقلیم ادراک‌شده مدرسه و ایدئولوژی کنترل دانش‌آموزان (PCI) در میان آموزگاران شاغل در دبیرستان‌های دولتی آناتولی در آنکارا، ترکیه پرداخت. با استفاده از طرح همبستگی کمی، داده‌ها از ۷۶۱ آموزگار شامل مدیران، معاونان و معلمان گردآوری شد. تفاوت‌های PCI بر اساس موقعیت شغلی، سابقه خدمت و رشته تحصیلی بررسی گردید و برای ارزیابی سهم افزایشی باورهای آموزشی و اقلیم ادراک‌شده مدرسه در PCI پس از کنترل موقعیت شغلی، تحلیل رگرسیون سلسله‌مراتبی به‌کار رفت. اگزیستانسیالیسم و پراگرسیویسم بیشترین گرایش‌های آموزشی مورد تأیید بودند. پس از کنترل موقعیت شغلی، باورهای آموزشی ۲۳/۶٪ از واریانس PCI را تبیین کردند، در حالی که اقلیم ادراک‌شده مدرسه ۲/۲٪ دیگر را افزود؛ مدل نهایی ۲۶/۱٪ از واریانس را تبیین نمود. اسنشیالیسم قوی‌ترین ارتباط مثبت منحصر‌به‌فرد با PCI را نشان داد (β = .422)، در حالی که اگزیستانسیالیسم با PCI ارتباط منفی داشت (β = −.168). در میان ابعاد اقلیم مدرسه، جهت‌دهی (Directiveness) ارتباط مثبت منحصر‌به‌فردی با PCI داشت (β = .119). همچنین تفاوت‌هایی بر اساس سابقه خدمت و رشته تحصیلی مشاهده شد. به‌طور کلی، یافته‌ها نشان می‌دهند که PCI عمدتاً با باورهای آموزشی آموزگاران مرتبط است، در حالی که شرایط سازمانی ادراک‌شده سهمی افزایشی اما نسبتاً اندک دارد. این یافته‌ها از بررسی همزمان گرایش‌های اعتقادی فردی و ادراک‌های سازمانی هنگام مطالعه رویکردهای آموزگاران به کنترل دانش‌آموز حمایت می‌کند.

This research was motivated by the low science learning outcomes of fifth-grade students at SDN 20 Indarung, as indicated by the number of students who had not yet achieved the KKTP. Learning that predominantly used lectures and question-and-answer methods resulted in students being less active and less motivated. This research aimed to determine the effect of the Children Learning in Science (CLIS) learning model on the science learning outcomes of fifth-grade students on the topic of energy conservation efforts. This research used a quantitative approach with a Quasi Experimental Design and a Posttest Only Control Group Design. The population consisted of 51 fifth-grade students, with a saturated sampling technique, comprising 26 students in class VA as the experimental class and 25 students in class VB as the control class. The research instrument was a 25-item multiple-choice test that had undergone tryout and instrument analysis. Data were obtained through a posttest and analyzed using normality, homogeneity, and hypothesis tests with an Independent Samples t-test using SPSS 27. The results showed that the average learning outcome of the experimental class was 86.31, while that of the control class was 64.16. The hypothesis test showed a tcount of 8.025 > a ttable of 1.677 at a significance level of 0.05 with 49 degrees of freedom, indicating that H₀ was rejected and H₁ was accepted. Therefore, the Children Learning in Science (CLIS) learning model had a significant effect on the science learning outcomes of fifth-grade students at SDN 20 Indarung.

این پژوهش با انگیزه نتایج پایین یادگیری علوم دانش‌آموزان پایه پنجم در دبستان دولتی شماره ۲۰ ایندارونگ انجام شد، چنان‌که تعداد زیادی از دانش‌آموزان هنوز به KKTP دست نیافته‌اند. آموزش غالباً مبتنی بر روش سخنرانی و پرسش‌وپاسخ بود که منجر به کاهش فعالیت و انگیزه دانش‌آموزان می‌شد. هدف این پژوهش تعیین تأثیر مدل یادگیری Children Learning in Science (CLIS) بر نتایج یادگیری علوم دانش‌آموزان پایه پنجم در موضوع تلاش‌های صرفه‌جویی در مصرف انرژی بود. این پژوهش با رویکرد کمی و طرح شبه‌آزمایشی (Quasi Experimental Design) و طرح گروه کنترل فقط پس‌آزمون (Posttest Only Control Group Design) انجام شد. جامعه آماری شامل ۵۱ دانش‌آموز پایه پنجم بود که با روش نمونه‌گیری اشباع انتخاب شدند و شامل ۲۶ دانش‌آموز کلاس VA به عنوان گروه آزمایش و ۲۵ دانش‌آموز کلاس VB به عنوان گروه کنترل بودند. ابزار پژوهش یک آزمون چندگزینه‌ای ۲۵ سؤالی بود که مورد آزمون اولیه و تحلیل ابزار قرار گرفته بود. داده‌ها از طریق پس‌آزمون جمع‌آوری و با استفاده از آزمون‌های نرمالیتی، همگنی و آزمون فرضیه با آزمون t مستقل (Independent Samples t-test) در نرم‌افزار SPSS 27 تحلیل شدند. نتایج نشان داد میانگین نتایج یادگیری گروه آزمایش ۸۶٫۳۱ و گروه کنترل ۶۴٫۱۶ بود. آزمون فرضیه نشان داد مقدار t محاسبه‌شده ۸٫۰۲۵ بزرگ‌تر از t جدول ۱٫۶۷۷ در سطح معناداری ۰٫۰۵ با ۴۹ درجه آزادی است که نشان‌دهنده رد H₀ و پذیرش H₁ می‌باشد. بنابراین، مدل یادگیری Children Learning in Science (CLIS) تأثیر معناداری بر نتایج یادگیری علوم دانش‌آموزان پایه پنجم دبستان دولتی شماره ۲۰ ایندارونگ داشت.

Conceptual understanding is an important aspect of physics learning, particularly regarding the topic of heat, which students still find difficult to comprehend. Based on preliminary observations at SMAN 2 Tambang, students tend to find it easier to solve problems using formulas rather than explaining the meaning of the concepts being studied. This study aims to determine the implementation and effect of the CORE (Connecting, Organizing, Reflecting, Extending) learning model assisted by simple media on students' conceptual understanding of heat in class XI senior high school. This research used a quasi-experimental method with a Posttest-Only Control Group Design. The research sample consisted of class XI.1 as the experimental group and class XI.7 as the control group, selected using a purposive sampling technique. The experimental group was taught using the CORE learning model assisted by simple media, while the control group received conventional instruction. Conceptual understanding data were obtained through a posttest consisting of 15 questions and analyzed using normality tests, homogeneity tests, and an Independent Samples T-Test. The results showed that the average posttest score for the experimental class was 72.46, whereas the control class achieved 66.51. The Independent Samples T-Test showed values of t = 2.557, df = 89, and Sig. (2-tailed) = 0.012 < 0.05, indicating a significant difference in students' conceptual understanding between the two classes. Thus, the implementation of the CORE learning model assisted by simple media yields better conceptual understanding compared to conventional learning on the topic of heat.

درک مفهومی یکی از جنبه‌های مهم یادگیری فیزیک است، به‌ویژه در موضوع گرما که دانش‌آموزان همچنان در فهم آن با دشواری مواجه هستند. بر اساس مشاهدات اولیه در دبیرستان SMAN 2 Tambang، دانش‌آموزان تمایل دارند مسائل را با استفاده از فرمول‌ها راحت‌تر حل کنند تا این‌که بتوانند معنای مفاهیم مورد مطالعه را توضیح دهند. هدف این پژوهش تعیین نحوه اجرا و تأثیر مدل یادگیری CORE (Connecting, Organizing, Reflecting, Extending) با کمک رسانه‌های ساده بر درک مفهومی دانش‌آموزان در مبحث گرما در پایه یازدهم دبیرستان است. این پژوهش با روش شبه‌آزمایشی و طرح گروه کنترل فقط پس‌آزمون انجام شد. نمونه پژوهش شامل کلاس XI.1 به عنوان گروه آزمایش و کلاس XI.7 به عنوان گروه کنترل بود که با روش نمونه‌گیری هدفمند انتخاب شدند. گروه آزمایش با استفاده از مدل یادگیری CORE با کمک رسانه‌های ساده آموزش دید و گروه کنترل آموزش متداول دریافت کرد. داده‌های درک مفهومی از طریق پس‌آزمون شامل ۱۵ سؤال جمع‌آوری و با آزمون‌های نرمالیتی، همگنی و آزمون T مستقل تحلیل شد. نتایج نشان داد میانگین نمره پس‌آزمون برای کلاس آزمایش ۷۲.۴۶ و برای کلاس کنترل ۶۶.۵۱ بود. آزمون T مستقل مقادیر t = 2.557، df = 89 و Sig. (2-tailed) = 0.012 < 0.05 را نشان داد که بیانگر تفاوت معنادار در درک مفهومی دانش‌آموزان بین دو کلاس است. بنابراین، اجرای مدل یادگیری CORE با کمک رسانه‌های ساده نسبت به آموزش متداول در مبحث گرما، درک مفهومی بهتری را به همراه دارد.

This study was motivated by the low Social Studies learning outcomes of sixth-grade students at SDN 49 Kuranji, Padang City, and the limited involvement of students in the learning process. This study aimed to determine the effect of the Project Based Learning (PjBL) model assisted by rewards on the Social Studies learning outcomes of sixth-grade students at SDN 49 Kuranji, Padang City. The study employed a quantitative approach using a quasi-experimental method with a Posttest Only Control Group Design. The population and sample consisted of 42 students, with 21 students in class VI B as the experimental group and 21 students in class VI A as the control group. Data were collected through a final test consisting of 20 multiple-choice items that had undergone validity, reliability, difficulty, and discrimination analyses. The data were analyzed using normality, homogeneity, and independent-samples t-test analyses. The results showed that the experimental group obtained a mean posttest score of 84.52, while the control group obtained 72.61. The hypothesis test produced a t-count of 4.645, which was greater than the t-table value of 1.684 at a 0.05 significance level. Therefore, the null hypothesis was rejected and the alternative hypothesis was accepted. The findings indicate that the implementation of Project Based Learning assisted by rewards had a significant positive effect on students' Social Studies learning outcomes.

این پژوهش با انگیزه نتایج پایین یادگیری مطالعات اجتماعی دانش‌آموزان پایه ششم دبستان SDN 49 کورانجی شهر پادانگ و مشارکت محدود دانش‌آموزان در فرایند یادگیری انجام شد. هدف این پژوهش تعیین تأثیر مدل یادگیری مبتنی بر پروژه (PjBL) با کمک پاداش بر نتایج یادگیری مطالعات اجتماعی دانش‌آموزان پایه ششم دبستان SDN 49 کورانجی شهر پادانگ بود. این پژوهش با رویکرد کمی و با استفاده از روش شبه‌آزمایشی و طرح گروه کنترل فقط پس‌آزمون انجام شد. جامعه و نمونه پژوهش شامل ۴۲ دانش‌آموز بود که ۲۱ نفر از کلاس VI B به عنوان گروه آزمایش و ۲۱ نفر از کلاس VI A به عنوان گروه کنترل انتخاب شدند. داده‌ها از طریق آزمون نهایی شامل ۲۰ سؤال چندگزینه‌ای که مورد تحلیل روایی، پایایی، دشواری و تمایز قرار گرفته بودند، جمع‌آوری شد. داده‌ها با استفاده از تحلیل نرمالیتی، همگنی و آزمون t مستقل تحلیل شدند. نتایج نشان داد که گروه آزمایش میانگین نمره پس‌آزمون ۸۴٫۵۲ و گروه کنترل ۷۲٫۶۱ را کسب کردند. آزمون فرضیه مقدار t محاسبه‌شده ۴٫۶۴۵ را نشان داد که بزرگ‌تر از مقدار t جدول ۱٫۶۸۴ در سطح معناداری ۰٫۰۵ بود. بنابراین فرض صفر رد و فرض جایگزین پذیرفته شد. یافته‌ها نشان می‌دهد اجرای یادگیری مبتنی بر پروژه با کمک پاداش تأثیر مثبت معناداری بر نتایج یادگیری مطالعات اجتماعی دانش‌آموزان داشته است.

This study aimed to determine the effect of the Make A Match cooperative learning model on the Science learning outcomes of sixth-grade students at SDN 21 Lubuk Lintah. The study was motivated by low Science learning outcomes and teacher-centered instruction, which left students less active. A quantitative approach was used with a quasi-experimental, posttest-only nonequivalent control group design. The population consisted of 80 sixth-grade students in three classes. Two classes of 27 students each were selected through purposive sampling: class VI.1 as the experimental class and class VI.2 as the control class. The experimental class was taught using the Make A Match model, whereas the control class received conventional instruction (lecture and question-and-answer) on the topic of skeleton, joints, and muscles. Data were collected using a 20-item multiple-choice posttest that had been validated and tried out. The data were analyzed using normality (Kolmogorov-Smirnov), homogeneity (Levene), and independent-samples t-tests. The mean posttest score of the experimental class (80.74) was higher than that of the control class (69.26). The t-test yielded a t-count of 4.382, which was greater than the t-table value of 1.675 (α = 0.05, df = 52), so the null hypothesis was rejected. It is concluded that the Make A Match cooperative learning model has a significant effect on the Science learning outcomes of sixth-grade students at SDN 21 Lubuk Lintah.

این پژوهش با هدف تعیین تأثیر مدل یادگیری تعاونی Make A Match بر نتایج یادگیری علوم دانش‌آموزان پایه ششم دبستان SDN 21 Lubuk Lintah انجام شده است. انگیزه انجام این پژوهش، پایین بودن نتایج یادگیری علوم و آموزش معلم‌محور بود که موجب کاهش فعالیت دانش‌آموزان می‌شد. رویکرد کمی با طرح شبه‌آزمایشی و گروه کنترل نابرابر فقط پس‌آزمون به کار گرفته شد. جامعه آماری شامل ۸۰ دانش‌آموز پایه ششم در سه کلاس بود. دو کلاس با ۲۷ دانش‌آموز به روش نمونه‌گیری هدفمند انتخاب شدند: کلاس VI.1 به عنوان گروه آزمایش و کلاس VI.2 به عنوان گروه کنترل. گروه آزمایش با مدل Make A Match آموزش دید و گروه کنترل به شیوه سنتی (سخنرانی و پرسش و پاسخ) در موضوع اسکلت، مفاصل و عضلات آموزش داده شد. داده‌ها با استفاده از پس‌آزمون چندگزینه‌ای ۲۰ سؤالی که اعتبارسنجی و آزمون مقدماتی شده بود، جمع‌آوری گردید. داده‌ها با آزمون نرمالیتی (Kolmogorov-Smirnov)، همگنی (Levene) و آزمون t مستقل تحلیل شدند. میانگین نمره پس‌آزمون گروه آزمایش (۸۰.۷۴) بالاتر از گروه کنترل (۶۹.۲۶) بود. آزمون t مقدار t محاسبه‌شده ۴.۳۸۲ را نشان داد که بزرگ‌تر از مقدار t جدول ۱.۶۷۵ (α = ۰.۰۵، df = ۵۲) بود، بنابراین فرض صفر رد شد. نتیجه‌گیری می‌شود که مدل یادگیری تعاونی Make A Match تأثیر معناداری بر نتایج یادگیری علوم دانش‌آموزان پایه ششم دبستان SDN 21 Lubuk Lintah دارد.

Abstract: This study aims to determine the effect of the Project Based Learning (PjBL) model combined with a scientific approach on students’ learning outcomes and skills in the reaction rate topic. The study was conducted at SMA Negeri 1 Pangkatan, North Sumatra, involving two classes, namely XI IPA 1 as the experimental class and XI IPA 2 as the control class. The experimental class was taught using the Project Based Learning model with a scientific approach, while the control class was taught using conventional learning. Data were collected through objective tests and observation sheets. The test instrument initially consisted of 40 multiple-choice questions and was analyzed through validity, reliability, difficulty level, and discrimination power tests. The data were analyzed using a right-tailed t-test after conducting normality and homogeneity tests. The results showed that the average posttest score of the experimental class was 82.85, while the control class obtained an average score of 69.14. Hypothesis testing produced a t-count of 7.07, which was greater than the t-table value of 1.99 at a significance level of 0.05, indicating a significant difference in learning outcomes between the two classes. The effect size analysis resulted in a Cohen’s d value of 1.19, categorized as a large effect. In addition, the average student skill score in the experimental class was 80.57, compared with 71.24 in the control class. These findings indicate that the implementation of Project Based Learning with a scientific approach contributes to improved learning outcomes and student skills in learning the reaction rate topic. Keywords: Project Based Learning, Scientific Approach, Learning Outcomes, Student Skills, Reaction Rate. Abstrak: Penelitian ini bertujuan untuk mengetahui pengaruh model Project Based Learning (PjBL) yang dipadukan dengan pendekatan saintifik terhadap hasil belajar dan keterampilan siswa pada materi laju reaksi. Penelitian dilaksanakan di SMA Negeri 1 Pangkatan, Sumatera Utara, dengan melibatkan dua kelas, yaitu kelas XI IPA 1 sebagai kelas eksperimen dan XI IPA 2 sebagai kelas kontrol. Kelas eksperimen diberikan pembelajaran menggunakan model Project Based Learning dengan pendekatan saintifik, sedangkan kelas kontrol menggunakan pembelajaran konvensional. Pengumpulan data dilakukan melalui instrumen tes dan lembar observasi. Instrumen tes terdiri dari 40 soal pilihan ganda yang terlebih dahulu dianalisis melalui uji validitas, reliabilitas, tingkat kesukaran, dan daya pembeda. Data penelitian dianalisis menggunakan uji-t pihak kanan setelah dilakukan uji normalitas dan homogenitas. Hasil penelitian menunjukkan bahwa rata-rata nilai posttest kelas eksperimen sebesar 82,85, sedangkan kelas kontrol sebesar 69,14. Hasil uji hipotesis memperoleh nilai t-hitung sebesar 7,07 yang lebih besar daripada t-tabel sebesar 1,99 pada taraf signifikansi 0,05, sehingga menunjukkan adanya perbedaan hasil belajar yang signifikan antara kedua kelas. Analisis effect size menghasilkan nilai Cohen’s d sebesar 1,19 yang termasuk dalam kategori besar. Selain itu, rata-rata nilai keterampilan siswa pada kelas eksperimen sebesar 80,57, sedangkan kelas kontrol sebesar 71,24. Hasil tersebut menunjukkan bahwa penerapan model Project Based Learning dengan pendekatan saintifik memberikan pengaruh terhadap peningkatan hasil belajar dan keterampilan siswa pada materi laju reaksi. Kata kunci: Project Based Learning, Pendekatan Saintifik, Hasil Belajar, Keterampilan Siswa, Laju Reaksi.

چکیده: این پژوهش با هدف تعیین تأثیر مدل یادگیری مبتنی بر پروژه (PjBL) همراه با رویکرد علمی بر نتایج یادگیری و مهارت‌های دانش‌آموزان در مبحث سرعت واکنش انجام شده است. این مطالعه در دبیرستان دولتی شماره ۱ پانگاتان، سوماترای شمالی، با مشارکت دو کلاس، یعنی XI IPA 1 به عنوان کلاس آزمایش و XI IPA 2 به عنوان کلاس کنترل، اجرا گردید. کلاس آزمایش با استفاده از مدل یادگیری مبتنی بر پروژه همراه با رویکرد علمی آموزش دید، در حالی که کلاس کنترل با روش آموزش متداول تدریس شد. داده‌ها از طریق آزمون‌های عینی و برگه‌های مشاهده جمع‌آوری شد. ابزار آزمون در ابتدا شامل ۴۰ سؤال چندگزینه‌ای بود و از نظر روایی، پایایی، سطح دشواری و قدرت تمایز مورد تحلیل قرار گرفت. داده‌ها پس از انجام آزمون نرمال بودن و همگنی، با استفاده از آزمون t یک‌طرفه (سمت راست) تحلیل شدند. نتایج نشان داد که میانگین نمره پس‌آزمون کلاس آزمایش ۸۲٫۸۵ و کلاس کنترل ۶۹٫۱۴ بود. آزمون فرضیه مقدار t محاسبه‌شده را ۷٫۰۷ نشان داد که از مقدار t جدول (۱٫۹۹) در سطح معناداری ۰٫۰۵ بیشتر بود و این امر نشان‌دهنده تفاوت معنادار در نتایج یادگیری بین دو کلاس است. تحلیل اندازه‌ی اثر، مقدار d کوهن را ۱٫۱۹ به دست داد که در دسته‌ی بزرگ قرار می‌گیرد. علاوه بر این، میانگین نمره مهارت دانش‌آموزان در کلاس آزمایش ۸۰٫۵۷ و در کلاس کنترل ۷۱٫۲۴ بود. این یافته‌ها نشان می‌دهد که اجرای مدل یادگیری مبتنی بر پروژه با رویکرد علمی به بهبود نتایج یادگیری و مهارت‌های دانش‌آموزان در مبحث سرعت واکنش کمک می‌کند.

Background Strategic learning is especially relevant in high school, a stage marked by increasing academic demands and a presupposed but still-developing cognitive autonomy. Research on learning strategies has relied mainly on variable-centered analyses; this study adds a person-centered analysis whose core is the identification of strategic profiles through latent profile analysis Methods Participants were 154 Ecuadorian students (55.8% female) from the three high-school grades, selected through stratified probability sampling. The ACRA Learning Strategies Scales were administered and grade-point average was collected. A latent profile analysis compared one- to six-class solutions; registered sex and grade level were entered as control variables to assess the independence and robustness of the solution. Results Three profiles ordered by strategic-repertoire intensity were identified: low (18.2%), moderate (47.4%), and comprehensive (34.4%), differing in level rather than shape, with Retrieval and Support as the most discriminating dimensions. Profile membership was independent of registered sex and grade level, a central finding supporting the robustness of the classification. The comprehensive profile outperformed the low profile, and this difference held when accounting for the control variables. Conclusions With the caution required by a cross-sectional design, findings support a positive relationship between the breadth of the strategic repertoire and academic achievement and point toward universal, curriculum-embedded strategy instruction.

زمینه: یادگیری راهبردی به‌ویژه در دوره دبیرستان که با افزایش تقاضاهای تحصیلی و خودمختاری شناختی فرض‌شده اما هنوز در حال توسعه همراه است، اهمیت ویژه‌ای دارد. پژوهش‌های مربوط به راهبردهای یادگیری عمدتاً بر تحلیل‌های مبتنی بر متغیر تکیه داشته‌اند؛ این مطالعه با افزودن یک تحلیل مبتنی بر فرد، هسته اصلی خود را شناسایی نیمرخ‌های راهبردی از طریق تحلیل نیمرخ پنهان قرار داده است. روش‌ها: شرکت‌کنندگان ۱۵۴ دانش‌آموز اکوادوری (۵۵/۸٪ دختر) از سه پایه دبیرستان بودند که با نمونه‌گیری احتمالی طبقه‌بندی‌شده انتخاب شدند. مقیاس‌های راهبردهای یادگیری ACRA اجرا شد و معدل جمع‌آوری گردید. تحلیل نیمرخ پنهان، راه‌حل‌های یک تا شش کلاسه را مقایسه کرد؛ جنسیت ثبت‌شده و پایه تحصیلی به عنوان متغیرهای کنترل وارد شدند تا استقلال و استحکام راه‌حل ارزیابی شود. یافته‌ها: سه نیمرخ بر اساس شدت گستره راهبردی شناسایی شد: پایین (۱۸/۲٪)، متوسط (۴۷/۴٪) و جامع (۳۴/۴٪) که از نظر سطح و نه شکل با یکدیگر تفاوت داشتند و ابعاد بازیابی و حمایت بیشترین قدرت تمایز را داشتند. عضویت در نیمرخ‌ها مستقل از جنسیت ثبت‌شده و پایه تحصیلی بود که این یافته مرکزی، استحکام طبقه‌بندی را تأیید می‌کند. نیمرخ جامع عملکرد بهتری نسبت به نیمرخ پایین داشت و این تفاوت با در نظر گرفتن متغیرهای کنترل نیز حفظ شد. نتیجه‌گیری: با رعایت احتیاط لازم به دلیل طرح مقطعی، یافته‌ها از رابطه مثبت بین گستره راهبردی و پیشرفت تحصیلی حمایت می‌کند و بر آموزش راهبردی فراگیر و درون‌برنامه‌ای تأکید دارد.

Background Therapeutic Physical Activity (TPA) is an unaddressed behavioral recreational method in anger management programs in higher education in Egypt, especially among students with physical disabilities (SWPD). Purpose This study aimed to assess the efficacy of an 8-week TPA intervention on the severity of anger in male university students with physical disabilities in Egypt. Methods A randomized controlled trial (RCT) design (parallel-group) was used with 140 male undergraduate students at Minia University who were randomly divided into an 8-week TPA group ( n = 70) and a treatment-as-usual (TAU) control group ( n = 70). Severity of anger was measured at baseline and at the end of the intervention with the PROMIS Anger Short Form 8a. Results There was a clinically significant and statistically significant difference between the TPA and controls in the severity of anger, F (1, 137) = 48.62, p < 0.001, partial η 2 = 0.262, with a mean difference of −10.42 T-score points (95% CI: −13.48, −7.36) greater than the MCID. Reductions in anger were not associated with physical functioning changes, indicating non-physiological mechanisms. Moderately positive relationships were found between adherence and anger reduction (r = 0.42; p < 0.001), and sensitivity analyses showed that the results were consistent across disability severity. Conclusion TPA is a culturally affirming, body-based, anger-management approach that incorporates adaptive sports and behavioral learning for SWPD emotion regulation. Therapeutic recreation may be implemented as a low-stigma, easy-to-access supplemental mental health support program in the University disability services, especially for male students in collectivist contexts.

زمینه: فعالیت بدنی درمانی (TPA) روشی رفتاری و تفریحی است که در برنامه‌های مدیریت خشم در آموزش عالی مصر، به‌ویژه در میان دانشجویان دارای معلولیت جسمی (SWPD)، مورد توجه قرار نگرفته است. هدف: این مطالعه با هدف ارزیابی اثربخشی یک مداخله TPA هشت‌هفته‌ای بر شدت خشم در دانشجویان پسر دانشگاهی دارای معلولیت جسمی در مصر انجام شد. روش‌ها: طرح کارآزمایی تصادفی‌شده‌ی کنترل‌شده (RCT) با گروه‌های موازی با حضور ۱۴۰ دانشجوی پسر مقطع کارشناسی در دانشگاه Minia اجرا شد که به‌طور تصادفی به دو گروه TPA هشت‌هفته‌ای (n = 70) و گروه کنترل با درمان معمول (TAU) (n = 70) تقسیم شدند. شدت خشم در آغاز و پایان مداخله با فرم کوتاه خشم PROMIS Anger Short Form 8a سنجیده شد. یافته‌ها: تفاوت معنادار بالینی و آماری بین گروه TPA و کنترل‌ها در شدت خشم مشاهده شد، F (1, 137) = 48.62, p < 0.001, partial η2 = 0.262، با اختلاف میانگین −10.42 امتیاز T-score (95% CI: −13.48, −7.36) که بیش از MCID بود. کاهش خشم با تغییرات عملکرد جسمانی ارتباطی نداشت و این امر نشان‌دهنده وجود سازوکارهای غیر فیزیولوژیک است. روابط مثبت متوسطی بین پایبندی به مداخله و کاهش خشم (r = 0.42; p < 0.001) یافت شد و تحلیل حساسیت نشان داد که نتایج در سطوح مختلف شدت معلولیت یکسان است. نتیجه‌گیری: TPA رویکردی مبتنی بر بدن و تأییدکننده فرهنگی برای مدیریت خشم است که ورزش‌های تطبیقی و یادگیری رفتاری را برای تنظیم هیجان SWPD ادغام می‌کند. تفریحات درمانی می‌تواند به‌عنوان برنامه حمایتی سلامت روان با برچسب‌گذاری پایین و دسترسی آسان در خدمات معلولیت دانشگاه، به‌ویژه برای دانشجویان پسر در زمینه‌های جمع‌گرا، اجرا شود.

To handle the problem of resource scarcity and lack of personalization and adaptability in the traditional approach to mindfulness-based cognitive therapy (MBCT) in dealing with college students with anxiety disorders, this study proposes the use of the natural language interface and adaptability properties of large language models (LLMs) to come up with an intelligent college-level MBCT intervention system. To begin with, the system functional requirements and the logic of the system intervention were explained in line with the fundamental ideas of MBCT and the cognitive features of students with anxiety. Second, it was created through a four-stage adaptive architecture that includes perception analysis, intervention, and feedback, providing a dynamic process for user status identification, personal generation of intervention plans, and real-time optimization of the intervention process. Finally, there was a randomized controlled trial whose subjects were 120 college students with anxiety who were separated into an experimental group and a control group. The effectiveness of the intervention was assessed using tools such as the Self-Rating Anxiety Scale (SAS), the Mindful Attention Awareness Scale (MAAS), and the Automatic Thoughts Questionnaire (ATQ). The findings indicated that the SAS score of the experimental group (38.26 ± 5.12) was significantly less than that of the control group (45.89 ± 6.34), the MAAS score (68.73 ± 7.25) was significantly higher than that of the control group (56.41 ± 8.13); and the ATQ score (42.15 ± 6.08) was significantly less than that of the control group. The study reveals that an adaptive MBCT system using large language models may be effective in reducing anxiety symptoms among college students, improving mindfulness, and enhancing cognitive processes, offering a new, readily available strategy for addressing anxiety in college students.

به منظور مقابله با مشکل کمبود منابع و فقدان شخصی‌سازی و تطبیق‌پذیری در رویکرد سنتی درمان شناختی مبتنی بر ذهن‌آگاهی (MBCT) در مواجهه با دانشجویان مبتلا به اختلالات اضطرابی، این پژوهش استفاده از رابط زبان طبیعی و ویژگی‌های تطبیقی مدل‌های زبانی بزرگ (LLMs) را برای طراحی یک سامانه‌ی هوشمند مداخله MBCT در سطح دانشگاهی پیشنهاد می‌کند. ابتدا، نیازمندی‌های عملکردی سامانه و منطق مداخله سامانه مطابق با اصول بنیادین MBCT و ویژگی‌های شناختی دانشجویان مبتلا به اضطراب تبیین شد. سپس، این سامانه از طریق معماری تطبیقی چهارمرحله‌ای شامل تحلیل ادراک، مداخله و بازخورد ایجاد گردید که فرآیندی پویا برای شناسایی وضعیت کاربر، تولید شخصی‌سازی‌شده برنامه‌های مداخله و بهینه‌سازی آنی فرآیند مداخله فراهم می‌آورد. در نهایت، یک کارآزمایی تصادفی‌شده‌ی کنترل‌شده با شرکت ۱۲۰ دانشجوی مبتلا به اضطراب انجام شد که به دو گروه آزمایش و کنترل تقسیم شدند. اثربخشی مداخله با استفاده از ابزارهایی همچون مقیاس خودسنجی اضطراب (SAS)، مقیاس آگاهی و توجه ذهن‌آگاهانه (MAAS) و پرسشنامه افکار خودکار (ATQ) ارزیابی گردید. یافته‌ها نشان داد که نمره SAS گروه آزمایش (38.26 ± 5.12) به طور معناداری کمتر از گروه کنترل (45.89 ± 6.34) بود، نمره MAAS (68.73 ± 7.25) به طور معناداری بالاتر از گروه کنترل (56.41 ± 8.13) بود؛ و نمره ATQ (42.15 ± 6.08) نیز به طور معناداری کمتر از گروه کنترل بود. این پژوهش نشان می‌دهد که سامانه تطبیقی MBCT مبتنی بر مدل‌های زبانی بزرگ می‌تواند در کاهش علائم اضطراب در میان دانشجویان، بهبود ذهن‌آگاهی و ارتقای فرآیندهای شناختی مؤثر باشد و راهبردی نوین و در دسترس برای مقابله با اضطراب دانشجویان ارائه می‌دهد.

Background Chronic physical health conditions (CPHCs) increase the risk of mental health problems. The present meta-analysis integrates research of studies that compared DSM-oriented scores from the Achenbach System of Empirically Based Assessment (ASEBA) in young people with CPHCs and a control condition. Methods A systematic search in electronic databases (PsycInfo, Medline, Google Scholar, and PSYNDEX) identified 115 studies involving 12,958 children and adolescents with CPHCs and 24,638 control group members which were included in a hierarchical meta-analysis. Results Elevated scores were found on all DSM-oriented scales, with the highest effect sizes observed for Somatic Problems ( g = 0.66 standard deviation units, confidence interval [CI] 0.56 to 0.75) and Affective Problems ( g = 0.61, CI 0.53 to 0.69). Between 8.6% (Attention Deficit/Hyperactivity Problems) and 14.3% (Affective Problems) of the young people with CPHCs scored in the clinical range. Effect sizes were larger if parent ratings rather than adolescent or teacher ratings were used, in the case of direct neurological involvement and of shorter duration of the CPHCs, in older samples, and when test norms rather than healthy comparison groups were used. Conclusion We conclude that the ASEBA is a recommended screening tool for children with CPHCs but more direct comparisons of results from the DSM-based scales and the empirically derived ASEBA scales are needed to inform the choice of the scales. Systematic review registration https://osf.io/nfvdj .

زمینه: بیماری‌های مزمن جسمی (CPHCs) خطر ابتلا به مشکلات سلامت روان را افزایش می‌دهند. فراتحلیل حاضر پژوهش‌هایی را که نمرات مبتنی بر DSM از نظام ارزیابی مبتنی بر شواهد آشنباخ (ASEBA) را در کودکان و نوجوانان دارای CPHCs با یک گروه کنترل مقایسه کرده‌اند، ادغام می‌کند. روش‌ها: جستجوی نظام‌مند در پایگاه‌های داده الکترونیکی (PsycInfo، Medline، Google Scholar و PSYNDEX) تعداد ۱۱۵ مطالعه شامل ۱۲٬۹۵۸ کودک و نوجوان دارای CPHCs و ۲۴٬۶۳۸ عضو گروه کنترل را شناسایی کرد که در یک فراتحلیل سلسله‌مراتبی وارد شدند. یافته‌ها: نمرات بالاتری در تمام مقیاس‌های مبتنی بر DSM مشاهده شد، به‌طوری که بیشترین اندازه اثر برای مشکلات جسمانی (g = 0.66 واحد انحراف معیار، فاصله اطمینان [CI] 0.56 تا 0.75) و مشکلات عاطفی (g = 0.61، CI 0.53 تا 0.69) به دست آمد. بین ۸.۶٪ (مشکلات نقص توجه/بیش‌فعالی) تا ۱۴.۳٪ (مشکلات عاطفی) از کودکان و نوجوانان دارای CPHCs در دامنه بالینی قرار گرفتند. اندازه اثرها زمانی که ارزیابی والدین به جای ارزیابی نوجوان یا معلم استفاده شد، در موارد درگیری مستقیم عصبی و مدت زمان کوتاه‌تر CPHCs، در نمونه‌های مسن‌تر و زمانی که هنجارهای آزمون به جای گروه‌های مقایسه سالم استفاده شد، بزرگ‌تر بود. نتیجه‌گیری: نتیجه می‌گیریم که ASEBA ابزار غربالگری توصیه‌شده‌ای برای کودکان دارای CPHCs است، اما مقایسه‌های مستقیم بیشتری میان نتایج مقیاس‌های مبتنی بر DSM و مقیاس‌های مبتنی بر شواهد ASEBA برای اطلاع‌رسانی در انتخاب مقیاس‌ها مورد نیاز است. ثبت مرور نظام‌مند: https://osf.io/nfvdj .

The study investigated the effect of Simulation Application Technique (SAT) on secondary school students' interest in Genetics in Anambra State. A quasi-experimental research design, specifically the pretest-posttest non-equivalent control group design, was adopted. The population comprised 21,211 Senior Secondary II Biology students in public secondary schools in Anambra State. A sample of 220 students participated in the study, with 120 students assigned to the experimental group and 100 to the control group using multistage sampling techniques. The instrument used for data collection was Genetics Interest Inventory (GII). The instrument was validated by experts in Biology Education and Measurement and Evaluation, while the reliability of the GII was established using Cronbach's Alpha and yielded an index value of 0.84. Mean and standard deviation were used to answer the research questions, whereas Analysis of Covariance (ANCOVA) was employed to test the hypotheses at the 0.05 level of significance. The findings revealed that students taught Genetics using Simulation Application Technique recorded a higher mean interest gain (22.14) than those taught using the conventional Lecture Method (7.20). ANCOVA results further showed that the difference was statistically significant (F = 12.001, p < .05), with gender having no significant influence on students' interest, and there was no significant interaction effect between teaching strategy and gender. The study concluded that Simulation Application Technique is an effective learner-centred instructional strategy for improving students' interest in Genetics irrespective of gender. It was recommended that Biology teachers integrate simulation applications into Genetics instruction and that educational authorities organize regular professional development programmes to enhance teachers' competence in the use of simulation-based instructional strategies.

این پژوهش به بررسی تأثیر فنون کاربرد شبیه‌سازی (SAT) بر علاقه‌مندی دانش‌آموزان دبیرستانی به ژنتیک در ایالت Anambra پرداخت. طرح پژوهش شبه‌آزمایشی، به طور خاص طرح پیش‌آزمون-پس‌آزمون با گروه کنترل غیرمعادل، اتخاذ شد. جامعه آماری شامل ۲۱٬۲۱۱ دانش‌آموز زیست‌شناسی پایه دوم دبیرستان در مدارس متوسطه دولتی ایالت Anambra بود. نمونه‌ای متشکل از ۲۲۰ دانش‌آموز در این پژوهش شرکت کردند که ۱۲۰ نفر به گروه آزمایش و ۱۰۰ نفر به گروه کنترل با استفاده از روش‌های نمونه‌گیری چندمرحله‌ای اختصاص یافتند. ابزار گردآوری داده‌ها، پرسشنامه علاقه‌مندی به ژنتیک (GII) بود. این ابزار توسط متخصصان آموزش زیست‌شناسی و سنجش و ارزیابی اعتبارسنجی شد و پایایی GII با استفاده از آلفای کرونباخ محاسبه شد که شاخصی برابر با ۰٫۸۴ به دست آمد. برای پاسخ به پرسش‌های پژوهش از میانگین و انحراف معیار استفاده شد و برای آزمون فرضیه‌ها از تحلیل کوواریانس (ANCOVA) در سطح معناداری ۰٫۰۵ بهره گرفته شد. یافته‌ها نشان دادند که دانش‌آموزانی که ژنتیک را با استفاده از فنون کاربرد شبیه‌سازی فراگرفتند، افزایش میانگین علاقه‌مندی بیشتری (۲۲٫۱۴) نسبت به کسانی که با روش سخنرانی متداول آموزش دیدند (۷٫۲۰) داشتند. نتایج ANCOVA همچنین نشان داد که این تفاوت از نظر آماری معنادار است (F = 12.001, p < .05)، و جنسیت تأثیر معناداری بر علاقه‌مندی دانش‌آموزان نداشت و اثر تعاملی معناداری بین راهبرد تدریس و جنسیت مشاهده نشد. پژوهش نتیجه گرفت که فنون کاربرد شبیه‌سازی یک راهبرد آموزشی مؤثر و دانش‌آموزمحور برای افزایش علاقه‌مندی دانش‌آموزان به ژنتیک، فارغ از جنسیت، است. توصیه شد که معلمان زیست‌شناسی برنامه‌های شبیه‌سازی را در آموزش ژنتیک ادغام کنند و مسئولان آموزشی برنامه‌های توسعه حرفه‌ای منظم برای ارتقای شایستگی معلمان در استفاده از راهبردهای آموزشی مبتنی بر شبیه‌سازی برگزار کنند.

Using Control-Value Theory (CVT) as an interpretive framework, this study examined the statistical associations of perceived academic stress, emotion regulation, and academic buoyancy with psychological well-being among Saudi EFL learners. Rather than testing the appraisal-emotion structure of CVT, the study estimated the relationships among these learner constructs within a single partial least squares structural equation modeling (PLS-SEM) model and used CVT to inform their theoretical interpretation. Data were collected from 250 intermediate-level EFL learners enrolled in institutionally based English programs in Saudi Arabia using the Perception of Academic Stress Scale (PASS), the Emotion Regulation Questionnaire, an adapted Academic Buoyancy Scale, and an adapted Psychological Well-Being Scale. SmartPLS 4 was used to evaluate the measurement and structural models. The measurement results indicated acceptable internal consistency and convergent validity, with Cronbach’s alpha values ranging from 0.858 to 0.943 and AVE values exceeding 0.50. The specified model accounted for 31.2% of the observed variance in psychological well-being. Emotion regulation yielded the largest observed standardized coefficient in its association with psychological well-being (β = 0.316, p < .001), followed descriptively by perceived academic stress (β = 0.193, p = .014) and academic buoyancy (β = 0.145, p = .026). Because the differences among these coefficients were not tested directly, their ordering is descriptive and cannot be taken as evidence of statistically significant differences in association magnitude. Moreover, because perceived control, task value, and achievement emotions were not directly operationalized, the observed associations do not constitute evidence for the appraisal-emotion processes specified by CVT. Likewise, the positive stress-well-being coefficient provides no basis for concluding that learners made challenge appraisals, experienced eustress, or benefited from academic stress. The observed relationships provide a basis for future longitudinal and intervention studies examining whether changes in these constructs are accompanied by subsequent changes in learner well-being.

با استفاده از نظریه کنترل-ارزش (CVT) به عنوان چارچوب تفسیری، این پژوهش به بررسی ارتباطات آماری استرس تحصیلی ادراک‌شده، تنظیم هیجان و تاب‌آوری تحصیلی با بهزیستی روان‌شناختی در میان زبان‌آموزان EFL سعودی پرداخت. به جای آزمون ساختار ارزیابی-هیجان نظریه CVT، این مطالعه روابط میان این سازه‌های یادگیرنده را در قالب یک مدل معادلات ساختاری حداقل مربعات جزئی (PLS-SEM) برآورد کرده و از نظریه CVT برای تفسیر نظری آن‌ها بهره برد. داده‌ها از ۲۵۰ زبان‌آموز سطح متوسط EFL که در برنامه‌های آموزش زبان انگلیسی مبتنی بر مؤسسه در عربستان سعودی ثبت‌نام کرده بودند، با استفاده از مقیاس ادراک استرس تحصیلی (PASS)، پرسشنامه تنظیم هیجان، مقیاس تاب‌آوری تحصیلی اقتباس‌شده و مقیاس بهزیستی روان‌شناختی اقتباس‌شده گردآوری شد. برای ارزیابی مدل‌های اندازه‌گیری و ساختاری از نرم‌افزار SmartPLS 4 استفاده شد. نتایج اندازه‌گیری نشان‌دهنده انسجام درونی قابل قبول و روایی همگرا بود، به طوری که مقادیر آلفای کرونباخ بین ۰.۸۵۸ تا ۰.۹۴۳ و مقادیر AVE بالاتر از ۰.۵۰ به دست آمد. مدل مشخص‌شده ۳۱.۲٪ از واریانس مشاهده‌شده در بهزیستی روان‌شناختی را تبیین کرد. تنظیم هیجان بیشترین ضریب استاندارد مشاهده‌شده را در ارتباط با بهزیستی روان‌شناختی داشت (β = 0.316, p < .001) و پس از آن به ترتیب استرس تحصیلی ادراک‌شده (β = 0.193, p = .014) و تاب‌آوری تحصیلی (β = 0.145, p = .026) قرار گرفتند. از آنجا که تفاوت میان این ضرایب به طور مستقیم آزمون نشده است، ترتیب آن‌ها توصیفی بوده و نمی‌توان آن را به عنوان شواهدی برای تفاوت معنادار آماری در میزان ارتباط تلقی کرد. همچنین، از آنجا که کنترل ادراک‌شده، ارزش تکلیف و هیجان‌های پیشرفت به طور مستقیم عملیاتی نشده‌اند، ارتباطات مشاهده‌شده شواهدی برای فرآیندهای ارزیابی-هیجان مشخص‌شده در CVT محسوب نمی‌شود. به همین ترتیب، ضریب مثبت استرس-بهزیستی مبنایی برای نتیجه‌گیری درباره ارزیابی چالشی، تجربه استرس مثبت یا بهره‌مندی از استرس تحصیلی توسط یادگیرندگان فراهم نمی‌کند. روابط مشاهده‌شده مبنایی برای پژوهش‌های طولی و مداخله‌ای آینده فراهم می‌کند تا بررسی شود که آیا تغییرات در این سازه‌ها با تغییرات بعدی در بهزیستی یادگیرندگان همراه است یا خیر.

This study aimed to assess musculoskeletal and ergonomic risk, identify demographic, occupational, lifestyle, and biomechanical characteristics associated with these outcomes, and develop and prioritize ergonomic intervention strategies for petrochemical control room operators. This cross-sectional study was conducted in 2025 among 210 male control room operators from an Iranian petrochemical complex using census sampling. Data were collected using the Demographic/Occupational Questionnaire, Persian International Physical Activity Questionnaire (P-IPAQ), Persian Örebro Musculoskeletal Pain Screening Questionnaire (P-ÖMSQ), and Persian Ergonomic Screening and Priority Tool (P-ESPT), complemented by objective postural and plantar pressure assessments. The P-ÖMSQ was used to classify participants according to P-ÖMSQ risk categories, with scores ≥ 90 categorized as moderate-to-high risk. Data were analyzed using Statistical Package for the Social Sciences (SPSS) software, version 20.0, with descriptive statistics, chi-square tests, and multivariable logistic regression. A P-ÖMSQ score within the moderate-to-high risk categories (≥ 90) was observed in 27% of participants, while 78% were classified as having moderate-to-high ergonomic risk. Multivariable logistic regression showed that older age (adjusted odds ratio [aOR] = 1.09, 95% confidence interval [CI] = 1.02–1.17, p = 0.014), higher body mass index (BMI) (aOR = 1.15, 95% CI = 1.04–1.27, p = 0.006), and longer job tenure (aOR = 1.98, 95% CI = 1.01–3.89, p = 0.047) were independently associated with higher odds of being classified in the moderate-to-high-risk P-ÖMSQ category. Lower physical activity was significantly associated with a higher prevalence of forward head posture, thoracic hyperkyphosis, lateral pelvic tilt, and pes planus ( p < 0.05). Objective biomechanical abnormalities were also significantly associated with higher P-ÖMSQ-based and P-ESPT-based risk categories ( p < 0.05). Based on the study findings, 20 ergonomic intervention strategies were proposed and prioritized through a stakeholder-informed participatory process. Older age, higher body mass index, and longer job tenure were associated with higher odds of being classified in the moderate-to-high-risk P-ÖMSQ category, while lower physical activity was associated with selected postural abnormalities among petrochemical control room operators. Several objective biomechanical abnormalities were also associated with P-ÖMSQ-based and P-ESPT-based risk categories. These findings may inform the prioritization of workplace ergonomic interventions; however, the proposed interventions were not evaluated in the present study, and their effectiveness should be assessed in future longitudinal and interventional studies.

هدف این مطالعه، ارزیابی خطر اسکلتی‌عضلانی و ارگونومیک، شناسایی ویژگی‌های جمعیت‌شناختی، شغلی، سبک زندگی و بیومکانیکی مرتبط با این پیامدها و تدوین و اولویت‌بندی راهبردهای مداخله ارگونومیک برای اپراتورهای اتاق کنترل پتروشیمی بود. این مطالعه مقطعی در سال ۲۰۲۵ بر روی ۲۱۰ اپراتور مرد اتاق کنترل از یک مجتمع پتروشیمی ایرانی با استفاده از نمونه‌گیری سرشماری انجام شد. داده‌ها با استفاده از پرسشنامه جمعیت‌شناختی/شغلی، نسخه فارسی پرسشنامه بین‌المللی فعالیت بدنی (P-IPAQ)، نسخه فارسی پرسشنامه غربالگری درد اسکلتی‌عضلانی Örebro (P-ÖMSQ) و ابزار غربالگری و اولویت‌بندی ارگونومیک فارسی (P-ESPT) جمع‌آوری شد و با ارزیابی عینی وضعیت بدنی و فشار کف پا تکمیل گردید. P-ÖMSQ برای طبقه‌بندی شرکت‌کنندگان بر اساس دسته‌های خطر P-ÖMSQ به کار رفت و نمرات ≥ ۹۰ به عنوان خطر متوسط تا زیاد طبقه‌بندی شدند. داده‌ها با استفاده از نرم‌افزار Statistical Package for the Social Sciences (SPSS) نسخه ۲۰.۰ و با آمار توصیفی، آزمون کای‌اسکوئر و رگرسیون لجستیک چندمتغیره تحلیل شد. نمره P-ÖMSQ در دسته‌های خطر متوسط تا زیاد (≥ ۹۰) در ۲۷٪ از شرکت‌کنندگان مشاهده شد، در حالی که ۷۸٪ در دسته خطر ارگونومیک متوسط تا زیاد طبقه‌بندی شدند. رگرسیون لجستیک چندمتغیره نشان داد که سن بالاتر (نسبت شانس تعدیل‌شده [aOR] = 1.09، فاصله اطمینان ۹۵٪ [CI] = 1.02–1.17، p = 0.014)، شاخص توده بدنی بالاتر (aOR = 1.15، CI = 1.04–1.27، p = 0.006) و سابقه شغلی طولانی‌تر (aOR = 1.98، CI = 1.01–3.89، p = 0.047) به طور مستقل با شانس بالاتر طبقه‌بندی در دسته خطر متوسط تا زیاد P-ÖMSQ مرتبط بودند. فعالیت بدنی کمتر به طور معناداری با شیوع بالاتر وضعیت سر به جلو، هیپرکیفوز توراسیک، کج‌بودن لگن به طرفین و کف پای صاف مرتبط بود (p < 0.05). ناهنجاری‌های بیومکانیکی عینی نیز به طور معناداری با دسته‌های خطر مبتنی بر P-ÖMSQ و P-ESPT مرتبط بودند (p < 0.05). بر اساس یافته‌های مطالعه، ۲۰ راهبرد مداخله ارگونومیک پیشنهاد و از طریق فرایند مشارکتی مبتنی بر ذینفعان اولویت‌بندی شد. سن بالاتر، شاخص توده بدنی بالاتر و سابقه شغلی طولانی‌تر با شانس بالاتر طبقه‌بندی در دسته خطر متوسط تا زیاد P-ÖMSQ مرتبط بودند، در حالی که فعالیت بدنی کمتر با برخی ناهنجاری‌های وضعیتی در میان اپراتورهای اتاق کنترل پتروشیمی ارتباط داشت. چندین ناهنجاری بیومکانیکی عینی نیز با دسته‌های خطر مبتنی بر P-ÖMSQ و P-ESPT مرتبط بودند. این یافته‌ها می‌تواند به اولویت‌بندی مداخلات ارگونومیک محیط کار کمک کند؛ با این حال، مداخلات پیشنهادی در مطالعه حاضر ارزیابی نشدند و اثربخشی آن‌ها باید در مطالعات طولی و مداخله‌ای آینده بررسی شود.

The involvement of oxytocin in social behavior is well established, yet its interaction with neuromodulatory systems, such as serotonin and dopamine, remains incompletely understood. Here, we utilized immunohistochemistry, anatomical tracing, chemogenetic, and ex vivo electrophysiological approaches primarily in male mice, with female mice used only for an additional anatomical tracing control experiment, investigate how oxytocin modulates serotonergic and dopaminergic neuronal populations. Employing the dual-eGRASP tool, we visualized oxytocinergic projections from the paraventricular nucleus (PVN) to the serotonergic and dopaminergic neurons in dorsal raphe nucleus (DRN). Blocking oxytocin receptors in the DRN attenuated social interaction behavior. Additionally, analysis of c-Fos levels and neuronal excitability revealed that oxytocin inhibits serotonergic neurons while activating dopaminergic neurons in the DRN. Our findings suggest a bidirectional regulatory role of oxytocin signaling in the DRN serotonergic and dopaminergic neurons. Significance Statement Social behavior relies on interactions among neuromodulatory systems, yet how oxytocin communicates with serotonin and dopamine circuits remains unclear. We identify the DRN as a functionally relevant target of hypothalamic oxytocin neurons during social approach. Using dual-eGRASP, we visualize contacts from PVN oxytocin neurons onto both serotonergic and dopaminergic DRN. Blocking oxytocin receptors in the DRN reduces social interaction without affecting locomotion. Moreover, oxytocin suppresses serotonergic neuronal activity while increasing dopaminergic neuronal activation, revealing opposing control of two prosocial neuromodulatory populations within the same region. These findings provide a circuit framework for how oxytocin coordinates social behavior through bidirectional modulation of dorsal raphe neuromodulators.

نقش اکسی‌توسین در رفتار اجتماعی به‌خوبی اثبات شده است، اما تعامل آن با سیستم‌های نوروماژولاتوری مانند سروتونین و دوپامین هنوز به‌طور کامل درک نشده است. در این پژوهش، با استفاده از روش‌های ایمنوهیستوشیمی، ردیابی آناتومیکی، شیمی‌ژنتیک و الکتروفیزیولوژی خارج‌زنده عمدتاً در موش‌های نر و استفاده از موش‌های ماده صرفاً برای آزمایش کنترل ردیابی آناتومیکی اضافی، بررسی کردیم که اکسی‌توسین چگونه جمعیت‌های نورونی سروتونرژیک و دوپامینرژیک را تعدیل می‌کند. با به‌کارگیری ابزار dual-eGRASP، پروجکشن‌های اکسی‌توسینرژیک از هسته پاراونتریکولار (PVN) به نورون‌های سروتونرژیک و دوپامینرژیک در هسته رافه پشتی (DRN) را مشاهده کردیم. مسدودسازی گیرنده‌های اکسی‌توسین در DRN رفتار تعامل اجتماعی را کاهش داد. همچنین، تحلیل سطوح c-Fos و تحریک‌پذیری نورونی نشان داد که اکسی‌توسین نورون‌های سروتونرژیک را مهار و نورون‌های دوپامینرژیک را در DRN فعال می‌کند. یافته‌های ما نقش تنظیمی دوسویه سیگنال‌دهی اکسی‌توسین در نورون‌های سروتونرژیک و دوپامینرژیک DRN را پیشنهاد می‌کند. بیان اهمیت: رفتار اجتماعی مبتنی بر تعامل میان سیستم‌های نوروماژولاتوری است، اما نحوه ارتباط اکسی‌توسین با مدارهای سروتونین و دوپامین همچنان نامشخص است. ما DRN را به‌عنوان هدف عملکردی نورون‌های اکسی‌توسین هیپوتالاموس در رویکرد اجتماعی شناسایی کردیم. با استفاده از dual-eGRASP، تماس‌های نورون‌های اکسی‌توسین PVN با هر دو جمعیت سروتونرژیک و دوپامینرژیک DRN را مشاهده کردیم. مسدودسازی گیرنده‌های اکسی‌توسین در DRN تعامل اجتماعی را بدون تأثیر بر حرکت کاهش می‌دهد. افزون بر این، اکسی‌توسین فعالیت نورون‌های سروتونرژیک را سرکوب و فعالیت نورون‌های دوپامینرژیک را افزایش می‌دهد و کنترل متضاد دو جمعیت نوروماژولاتوری طرفدار اجتماع را در یک ناحیه نشان می‌دهد. این یافته‌ها چارچوبی مداری برای چگونگی هماهنگی رفتار اجتماعی توسط اکسی‌توسین از طریق تعدیل دوسویه نوروماژولاتورهای هسته رافه پشتی ارائه می‌کند.

Background Predictive-processing accounts of BPD, including the hierarchical-prior-imbalance account proposed by Herzog, offer a framework for interpreting affective instability and impulsivity. The present task-fMRI study evaluates whether discriminative task-evoked patterns are consistent with this framework; because it does not directly estimate prediction errors, precision weighting, or hierarchical belief updating, it is not a mechanistic test of predictive processing. Methods To evaluate this question, this study developed a leakage-controlled multimodal machine learning framework for individualized classification of adolescents with BPD and healthy controls based on emotional Go/No-Go task-fMRI activity. Three feature domains were constructed: functional connectivity (FC), task-evoked general linear model (GLM)-derived temporal features, and clinical variables. Seven feature settings, including single-modality, dual-modality, and full multimodal combinations, were evaluated using multiple conventional machine learning classifiers, including logistic regression, support vector machine, k-nearest neighbors, Gaussian naive Bayes, multilayer perceptron, random forest, and XGBoost or gradient boosting. Results The results showed that task-evoked GLM-derived features provided the strongest single-modality discriminative information (AUC of 0.881 ± 0.055). SHAP analysis confirmed the predominance of GLM-derived features, accounting for 83.1% of total model attribution, compared to 9.5 and 7.5% for functional connectivity and clinical variables, respectively. At the neural level, discriminative features were distributed across visual/perceptual regions (calcarine, cuneus, occipital cortex), temporoparietal/default-mode hubs (angular and supramarginal gyri), frontal control regions (inferior frontal gyrus), and subcortical structures (putamen). This distributed pattern aligns with a hierarchical organization spanning perceptual input, contextual/self-referential processing, and top-down inhibitory control systems, consistent with the proposed model of hierarchical affective predictive imbalance. Conclusion Task-evoked GLM-derived features were the primary source of discriminative information for adolescent BPD, with functional connectivity and clinical variables providing modest additional value. The resulting classification pattern is consistent with hierarchical predictive-processing accounts but does not establish a specific predictive-processing mechanism. The same regional pattern may also reflect visual attention, salience processing, and executive inhibitory control.

زمینه: رویکردهای پردازش پیش‌بینانه در اختلال شخصیت مرزی، از جمله مدل عدم تعادل پیش‌فرض سلسله‌مراتبی ارائه‌شده توسط Herzog، چارچوبی برای تفسیر بی‌ثباتی عاطفی و تکانشگری فراهم می‌کنند. مطالعه حاضر با استفاده از fMRI برانگیخته‌شده توسط تکلیف، ارزیابی می‌کند که آیا الگوهای تمایزبخش برانگیخته‌شده توسط تکلیف با این چارچوب همخوانی دارند یا خیر؛ چرا که این مطالعه به طور مستقیم خطاهای پیش‌بینی، وزن‌دهی دقت یا به‌روزرسانی باور سلسله‌مراتبی را برآورد نمی‌کند و بنابراین آزمون مکانیکی پردازش پیش‌بینانه محسوب نمی‌شود. روش‌ها: برای ارزیابی این سؤال، این مطالعه یک چارچوب یادگیری ماشین چندوجهی با کنترل نشت برای طبقه‌بندی فردی نوجوانان مبتلا به اختلال شخصیت مرزی و افراد سالم بر اساس فعالیت fMRI تکلیف Go/No-Go عاطفی توسعه داد. سه حوزه ویژگی ساخته شد: اتصال عملکردی (FC)، ویژگی‌های زمانی مشتق‌شده از مدل خطی عمومی (GLM) برانگیخته‌شده توسط تکلیف، و متغیرهای بالینی. هفت تنظیم ویژگی، شامل ترکیب‌های تک‌وجهی، دووجهی و چندوجهی کامل، با استفاده از چندین طبقه‌بند متداول یادگیری ماشین از جمله رگرسیون لجستیک، ماشین بردار پشتیبان، نزدیک‌ترین همسایه، گوسی نایو بیز، پرسپترون چندلایه، جنگل تصادفی و XGBoost یا گرادیان بوستینگ ارزیابی شد. نتایج: نتایج نشان داد که ویژگی‌های مشتق‌شده از GLM برانگیخته‌شده توسط تکلیف قوی‌ترین اطلاعات تمایزبخش تک‌وجهی را فراهم کردند (AUC برابر با 0.881 ± 0.055). تحلیل SHAP برتری ویژگی‌های مشتق‌شده از GLM را تأیید کرد، به طوری که این ویژگی‌ها 83.1٪ از کل نسبت‌دهی مدل را به خود اختصاص دادند، در حالی که اتصال عملکردی و متغیرهای بالینی به ترتیب 9.5 و 7.5٪ را تشکیل دادند. در سطح عصبی، ویژگی‌های تمایزبخش در سراسر نواحی بینایی/ادراکی (کالکارین، کونئوس، قشر اکسیپیتال)، مراکز تمپورپاریتال/حالت پیش‌فرض (ژیروس زاویه‌ای و فوق‌حاشیه‌ای)، نواحی کنترل پیش‌فرونتال (ژیروس فرونتال تحتانی) و ساختارهای زیرقشری (پوتامن) توزیع شده بودند. این الگوی توزیعی با سازماندهی سلسله‌مراتبی که ورودی ادراکی، پردازش زمینه‌ای/خودارجاعی و سیستم‌های کنترل مهاری بالا به پایین را در بر می‌گیرد، همسو است و با مدل پیشنهادی عدم تعادل پیش‌بینی‌کننده عاطفی سلسله‌مراتبی مطابقت دارد. نتیجه‌گیری: ویژگی‌های مشتق‌شده از GLM برانگیخته‌شده توسط تکلیف، منبع اصلی اطلاعات تمایزبخش برای اختلال شخصیت مرزی نوجوانان بودند و اتصال عملکردی و متغیرهای بالینی ارزش افزوده متوسطی را ارائه دادند. الگوی طبقه‌بندی حاصل با رویکردهای پردازش پیش‌بینانه سلسله‌مراتبی سازگار است اما سازوکار خاصی از پردازش پیش‌بینانه را اثبات نمی‌کند. همین الگوی ناحیه‌ای ممکن است بازتاب‌دهنده توجه بینایی، پردازش برجستگی و کنترل مهاری اجرایی نیز باشد.

The digital transformation of pharmaceutical manufacturing has generated an urgent need for graduates who possess competencies in intelligent manufacturing, data-driven process control, digital quality systems, regulatory compliance, and innovation-oriented problem solving. However, conventional pharmaceutical education often remains theory-centered and insufficiently connected with real industrial scenarios. This study developed and evaluated an Intelligent Pharmaceutical Manufacturing curriculum module under the framework of industry–education integration. The module incorporated Quality by Design (QbD), Process Analytical Technology (PAT), Manufacturing Execution Systems (MES), electronic batch records (EBR), digital twins, virtual simulation, AI-assisted process optimization, Good Manufacturing Practice (GMP) compliance, validation, and data integrity. A four-integration teaching model was proposed to connect curriculum content with industrial standards, classroom learning with production scenarios, physical practice with virtual simulation, and knowledge acquisition with innovation projects. A quasi-experimental pretest–posttest control group design was used to evaluate the module. Students in the intervention group received the newly developed curriculum module, whereas students in the control group received conventional instruction. Results showed that the intervention group achieved greater learning gains than the control group in knowledge acquisition, practical competency, digital manufacturing competency, and learning engagement. The largest improvement was observed in digital manufacturing competency, suggesting that the module effectively addressed a key limitation of traditional pharmaceutical manufacturing education. Qualitative feedback further indicated that students perceived the module as authentic, industry-relevant, and beneficial for future professional development. This study provides a transferable curriculum framework—centered on the proposed four-integration teaching model and industry–education co-cultivation mechanism—for cultivating pharmaceutical professionals capable of adapting to intelligent manufacturing, and offers practical implications for industry–education collaboration in higher education.

تحول دیجیتال در تولید دارویی نیاز فوری به فارغ‌التحصیلانی ایجاد کرده است که دارای شایستگی‌هایی در تولید هوشمند، کنترل فرآیند مبتنی بر داده، سیستم‌های کیفیت دیجیتال، رعایت مقررات و حل مسئله مبتنی بر نوآوری باشند. با این حال، آموزش داروسازی سنتی اغلب نظری‌محور باقی می‌ماند و ارتباط کافی با سناریوهای واقعی صنعتی ندارد. این مطالعه یک ماژول درسی تولید دارویی هوشمند را تحت چارچوب ادغام صنعت و آموزش توسعه داده و ارزیابی کرده است. این ماژول شامل Quality by Design (QbD)، فناوری تحلیلی فرآیند (PAT)، سیستم‌های اجرایی تولید (MES)، سوابق الکترونیکی بچ (EBR)، دوقلوهای دیجیتال، شبیه‌سازی مجازی، بهینه‌سازی فرآیند با کمک هوش مصنوعی، رعایت Good Manufacturing Practice (GMP)، اعتبارسنجی و یکپارچگی داده‌ها بود. یک مدل آموزشی چهارادغامی پیشنهاد شد تا محتوای درسی را با استانداردهای صنعتی، یادگیری کلاسی را با سناریوهای تولید، تمرین عملی را با شبیه‌سازی مجازی و کسب دانش را با پروژه‌های نوآورانه پیوند دهد. برای ارزیابی این ماژول، از طرح شبه‌آزمایشی پیش‌آزمون–پس‌آزمون با گروه کنترل استفاده شد. دانشجویان گروه مداخله ماژول درسی جدید را دریافت کردند، در حالی که دانشجویان گروه کنترل آموزش متعارف را دریافت نمودند. نتایج نشان داد که گروه مداخله در کسب دانش، شایستگی عملی، شایستگی تولید دیجیتال و مشارکت در یادگیری نسبت به گروه کنترل پیشرفت بیشتری داشتند. بیشترین بهبود در شایستگی تولید دیجیتال مشاهده شد که نشان می‌دهد این ماژول به طور مؤثری یکی از محدودیت‌های کلیدی آموزش سنتی تولید دارویی را برطرف کرده است. بازخورد کیفی همچنین نشان داد که دانشجویان این ماژول را اصیل، مرتبط با صنعت و مفید برای توسعه حرفه‌ای آینده خود تلقی کردند. این مطالعه یک چارچوب درسی قابل انتقال—مبتنی بر مدل آموزشی چهارادغامی پیشنهادی و سازوکار هم‌پروری صنعت و آموزش—برای پرورش متخصصان دارویی توانمند در سازگاری با تولید هوشمند ارائه می‌دهد و پیامدهای عملی برای همکاری صنعت و آموزش عالی فراهم می‌کند.

Aim: The study aimed to support the social-emotional skills of five- and six-year-old children by utilizing creative dance and musical storytellingMethods: The study was designed using a pre-post quasi-experimental model involving an experimental and a control group. The participants were 58 children enrolled in kindergarten at an elementary school during the 2023–2024 academic year. Twenty-nine children were assigned to the experimental group and 29 to the control group. The Social Competence and Behavior Evaluation-30 (SCBE-30) scale was administered to all children as a pre- and post-test. As part of the study, eight creative dance and musical story activities were conducted with the experimental group twice a week over a four-week period. The Mann–Whitney U and Wilcoxon Signed-Rank tests were used to analyze the dataResults: A difference in favor of the experimental group was observed on the anxiety dimension. Although the difference was statistically significant, the effect size was found to be marginal.Conclusion: It has been determined that these activities make a limited positive contribution to supporting behaviors associated with anxiety and introversion.

هدف: این پژوهش با هدف حمایت از مهارت‌های اجتماعی-هیجانی کودکان پنج و شش ساله از طریق بهره‌گیری از رقص خلاق و روایت داستانی موسیقایی انجام شد. روش‌ها: این مطالعه با استفاده از مدل شبه‌آزمایشی پیش‌آزمون-پس‌آزمون با گروه آزمایش و کنترل طراحی گردید. شرکت‌کنندگان شامل ۵۸ کودک ثبت‌نام‌شده در دوره‌ی پیش‌دبستانی یک مدرسه ابتدایی در سال تحصیلی ۲۰۲۳–۲۰۲۴ بودند. بیست‌و‌نه کودک به گروه آزمایش و ۲۹ کودک به گروه کنترل اختصاص یافتند. مقیاس ارزیابی شایستگی اجتماعی و رفتار-۳۰ (SCBE-30) به عنوان پیش‌آزمون و پس‌آزمون برای همه‌ی کودکان اجرا شد. در چارچوب این پژوهش، هشت فعالیت رقص خلاق و داستان موسیقایی با گروه آزمایش، دو بار در هفته و به مدت چهار هفته برگزار گردید. برای تحلیل داده‌ها از آزمون‌های Mann–Whitney U و Wilcoxon Signed-Rank استفاده شد. نتایج: تفاوتی به نفع گروه آزمایش در بُعد اضطراب مشاهده شد. اگرچه این تفاوت از نظر آماری معنادار بود، اندازه‌ی اثر در حد مرزی گزارش شد. نتیجه‌گیری: مشخص شد که این فعالیت‌ها سهم مثبت محدودی در حمایت از رفتارهای مرتبط با اضطراب و درون‌گرایی دارند.

Abstract This study investigated the effect of family planning services on the psychosocial well-being of persons with hearing impairment in Buea Sub-Division, Cameroon. The study adopted a quasi-experimental research design, complemented by qualitative data, involving an experimental group and a control group. Twelve participants were involved in the family planning intervention assessment, with six assigned to each group. Data were collected through pre-test and post-test assessments of psychosocial well-being, complemented by participants' testimonies. Quantitative data were analysed using descriptive statistics and independent-samples t-tests, while qualitative responses were examined thematically. Findings revealed no statistically significant differences in psychosocial well-being between the experimental and control groups at pre-test (p > .05). However, following the family planning counselling intervention, participants in the experimental group demonstrated significantly higher psychosocial well-being scores (M = 135.83) than those in the control group (M = 75.67), with a statistically significant overall difference (t = 7.608, p < .001). Significant improvements were observed across all six dimensions of psychosocial well-being, particularly environmental mastery, positive interpersonal relationships, autonomy and self-acceptance. Qualitative findings further revealed improved reproductive health knowledge, increased self-confidence, reduced fear, enhanced communication with partners and greater autonomy in reproductive decision-making. The study concluded that accessible family planning counselling significantly improves the psychosocial well-being of persons with hearing impairment. It recommended integrating disability-inclusive family planning counselling, qualified sign language interpretation and psychosocial support into reproductive healthcare services to promote equitable access, reproductive autonomy and psychological well-being. Keywords Family Planning ServicesPsychosocial Well-BeingHearing ImpairmentReproductive Health CounsellingQuasi-Experimental DesignBuea Municipality

چکیده: این پژوهش به بررسی تأثیر خدمات تنظیم خانواده بر بهزیستی روانی‌اجتماعی افراد دارای اختلال شنوایی در بخش بوا، کامرون پرداخت. طرح پژوهش از نوع شبه‌آزمایشی و با داده‌های کیفی تکمیل شد و شامل یک گروه آزمایش و یک گروه کنترل بود. دوازده شرکت‌کننده در ارزیابی مداخله تنظیم خانواده مشارکت داشتند که شش نفر در هر گروه قرار گرفتند. داده‌ها از طریق ارزیابی‌های پیش‌آزمون و پس‌آزمون بهزیستی روانی‌اجتماعی و همچنین شهادت‌های شرکت‌کنندگان گردآوری شد. داده‌های کمی با استفاده از آمار توصیفی و آزمون t مستقل تحلیل گردید و پاسخ‌های کیفی به صورت موضوعی بررسی شد. یافته‌ها نشان داد که در مرحله پیش‌آزمون، تفاوت معناداری از نظر آماری در بهزیستی روانی‌اجتماعی بین گروه آزمایش و کنترل وجود نداشت (p > .05). با این حال، پس از مداخله مشاوره تنظیم خانواده، شرکت‌کنندگان گروه آزمایش نمرات بهزیستی روانی‌اجتماعی به طور معناداری بالاتری (M = 135.83) نسبت به گروه کنترل (M = 75.67) کسب کردند و تفاوت کلی معناداری مشاهده شد (t = 7.608, p < .001). بهبودهای معناداری در هر شش بعد بهزیستی روانی‌اجتماعی، به ویژه تسلط بر محیط، روابط مثبت بین‌فردی، خودمختاری و پذیرش خود مشاهده گردید. یافته‌های کیفی نیز نشان‌دهنده بهبود دانش سلامت باروری، افزایش اعتماد به نفس، کاهش ترس، ارتقای ارتباط با شریک زندگی و خودمختاری بیشتر در تصمیم‌گیری‌های باروری بود. پژوهش نتیجه گرفت که مشاوره تنظیم خانواده در دسترس، به طور معناداری بهزیستی روانی‌اجتماعی افراد دارای اختلال شنوایی را بهبود می‌بخشد. همچنین، ادغام مشاوره تنظیم خانواده فراگیر برای افراد دارای معلولیت، تفسیر زبان اشاره تخصصی و حمایت روانی‌اجتماعی در خدمات سلامت باروری به منظور ارتقای دسترسی عادلانه، خودمختاری باروری و بهزیستی روان‌شناختی توصیه شد.

Significant investment into school building across the Eurocentric world in the 21st century attests to the assumed transformative potential of school architecture. A new generation of school buildings intends to support emerging pedagogies by shifting from teacher-led school environments to student-centred learning environments. The flexible and adaptable architecture aims to foster student agency, self-directed learning and freedom of movement by providing spaces beyond constant conventional surveillance. However, existing research suggests that transforming school buildings doesn’t eliminate the element of control within schools but merely changes its forms. This article offers additional insight into various mechanisms of control emerging within institutionally structured environments. In an ethnographically grounded approach in Finland, we explore how the new school architecture, the conventional school institution, and the children at school shape and transform one another (with)in practices of control. We argue that these three elements become both actors and sites of control though a complex dynamic of producing each other relationally. We propose that the new school spaces – intended to move away from traditional forms of direct control – intersect with the sedimented structures of institutional authority. These dynamics manifest within children’s bodies, which in turn become sites where control is enacted and maintained.

سرمایه‌گذاری قابل توجه در ساخت مدارس در سراسر جهان اروپامحور در قرن بیست‌ویکم، گویای فرضیه ظرفیت تحول‌آفرین معماری مدرسه است. نسل جدیدی از ساختمان‌های مدارس با هدف حمایت از پداگوژی‌های نوظهور، در پی گذار از محیط‌های مدرسه‌محور معلم به محیط‌های یادگیری دانش‌آموزمحور است. معماری انعطاف‌پذیر و قابل تطبیق، با فراهم آوردن فضاهایی فراتر از نظارت دائمی و متعارف، در پی تقویت عاملیت دانش‌آموز، یادگیری خودراهبر و آزادی حرکت است. با این حال، پژوهش‌های موجود نشان می‌دهد که دگرگونی ساختمان‌های مدارس، عنصر کنترل را در مدارس حذف نمی‌کند، بلکه صرفاً اشکال آن را تغییر می‌دهد. این مقاله، بینش بیشتری درباره سازوکارهای مختلف کنترل که در محیط‌های ساختاریافته نهادی پدید می‌آیند، ارائه می‌دهد. با رویکردی مبتنی بر قوم‌نگاری در فنلاند، بررسی می‌کنیم که چگونه معماری جدید مدرسه، نهاد مدرسه متعارف و کودکان در مدرسه، یکدیگر را در بستر کنش‌های کنترل شکل می‌دهند و دگرگون می‌کنند. استدلال می‌کنیم که این سه عنصر، از طریق پویایی پیچیده تولید رابطه‌ای یکدیگر، هم کنشگر و هم بستر کنترل می‌شوند. پیشنهاد می‌کنیم که فضاهای جدید مدرسه – که با هدف فاصله گرفتن از اشکال سنتی کنترل مستقیم طراحی شده‌اند – با ساختارهای رسوب‌یافته اقتدار نهادی تلاقی می‌کنند. این پویایی‌ها در بدن کودکان متجلی می‌شود، که خود به بسترهایی برای اِعمال و حفظ کنترل بدل می‌گردد.

This exploratory cluster-randomized pilot study investigated the individual and combined effects of Video Self-Modeling (VSM) and preferred music during warm-up on physical, technical, and psychological performance following a nine-week shot-put learning program in secondary school students. Eighty students, nested within four intact classes, were allocated to four conditions at the class level (one class per condition): neutral self-talk with no music (control), VSM only, preferred music only (PM), and combined VSM plus preferred music (CVSMPM). Shot-put distance, technical execution, rating of perceived exertion, feeling scale, and situational motivation (SIMS) were assessed. Physical performance improved significantly in all groups. Because randomization occurred at the class level with a single class per condition, intervention and class-level effects cannot be statistically separated; results are reported as descriptive contrasts. Descriptive contrast analysis showed medium-to-large effect-size differences favoring the combined intervention over control on physical and technical performance at formative (0.79 < d < 1.50) and summative assessments (0.62 < d < 1.32). Feeling-scale scores increased with large-to-very-large effects in CVSMPM and PM (1.34 < d < 2.02), and situational motivation improved with medium-to-large effects in CVSMPM (0.87 < d < 1.69) and PM (0.79 < d < 1.21). CVSMPM showed the most consistent pattern of medium-to-large effect-size differences in motor skill acquisition, technical proficiency, and psychological engagement relative to the other conditions. Given the cluster design and exploratory analyses, these findings should be regarded as preliminary and hypothesis-generating.

این مطالعه مقدماتی به‌صورت خوشه‌ای و تصادفی‌شده، تأثیرات فردی و ترکیبی مدل‌سازی ویدیویی از خود (VSM) و موسیقی ترجیحی در حین گرم‌کردن را بر عملکرد جسمانی، فنی و روان‌شناختی پس از یک برنامه نه‌هفته‌ای آموزش پرتاب وزنه در دانش‌آموزان دبیرستانی بررسی کرد. هشتاد دانش‌آموز، که در چهار کلاس مجزا قرار داشتند، در سطح کلاس به چهار وضعیت تخصیص یافتند (هر کلاس یک وضعیت): گفتار درونی خنثی بدون موسیقی (گروه کنترل)، فقط VSM، فقط موسیقی ترجیحی (PM) و ترکیب VSM به‌علاوه موسیقی ترجیحی (CVSMPM). فاصله پرتاب وزنه، اجرای فنی، ارزیابی ادراک‌شده از تلاش، مقیاس احساس و انگیزش موقعیتی (SIMS) مورد ارزیابی قرار گرفت. عملکرد جسمانی در همه گروه‌ها به‌طور معناداری بهبود یافت. از آنجا که تصادفی‌سازی در سطح کلاس و با یک کلاس برای هر وضعیت انجام شد، تأثیرات مداخله و سطح کلاس از نظر آماری قابل تفکیک نیست؛ نتایج به‌صورت مقایسه‌های توصیفی گزارش شده‌اند. تحلیل مقایسه‌های توصیفی تفاوت‌هایی با اندازه اثر متوسط تا بزرگ را به نفع مداخله ترکیبی نسبت به گروه کنترل در عملکرد جسمانی و فنی در ارزیابی‌های تکوینی (0.79 < d < 1.50) و نهایی (0.62 < d < 1.32) نشان داد. امتیازات مقیاس احساس با اندازه اثر بزرگ تا بسیار بزرگ در گروه‌های CVSMPM و PM افزایش یافت (1.34 < d < 2.02) و انگیزش موقعیتی با اندازه اثر متوسط تا بزرگ در CVSMPM (0.87 < d < 1.69) و PM (0.79 < d < 1.21) بهبود یافت. گروه CVSMPM الگوی ثابتی از تفاوت‌های اندازه اثر متوسط تا بزرگ در اکتساب مهارت حرکتی، مهارت فنی و درگیری روان‌شناختی نسبت به سایر وضعیت‌ها نشان داد. با توجه به طراحی خوشه‌ای و تحلیل‌های اکتشافی، این یافته‌ها مقدماتی و فرضیه‌ساز تلقی می‌شوند.

Background Hybrid learning requires students to sustain attention, regulate emotions, and use technology purposefully across physical and virtual spaces. Digital mindfulness has mainly been studied as a means of reducing psychological distress; its role as a pedagogical strategy for engagement has not been systematically synthesised. We aimed to identify the forms of digital mindfulness reported in relation to student engagement, how interventions are designed and implemented, the mechanisms through which they support engagement, and the direction of reported effects. Methods A systematic review following the PRISMA 2020 statement was conducted across Scopus, Web of Science, and ERIC for records published between January 2021 and July 2026. Eligible studies were English-language research articles in Scopus-indexed journals reporting quantitative or mixed-methods evidence. Screening was performed independently by two reviewers (Cohen’s kappa = 0.81), methodological quality was appraised with the Mixed Methods Appraisal Tool, and the evidence was analysed through thematic and narrative synthesis. The review followed PRISMA 2020 and was registered retrospectively on the Open Science Framework (https://doi.org/10.17605/OSF.IO/ZNSMK). Results From 412 initial records, 14 articles met the inclusion criteria. Three forms of digital mindfulness were identified: psychological or dispositional capacity (36%), structured digital interventions (36%), and mindful agency in technology use (28%), operationalised through learning management systems, mobile applications, and guided practices supported by monitoring and mentoring. Digital mindfulness supported engagement by strengthening attention regulation, emotional management, motivation, self-efficacy, autonomy, participation, and persistence, with 79% of studies reporting positive effects, 14% limited effects, and 7% no significant relationship. Conclusions The study proposes an integrative conceptual model linking digital mindfulness to the behavioural, cognitive, and emotional dimensions of engagement, with practical implications for hybrid learning design. The evidence is limited by heterogeneous engagement measures and the dominance of online-learning and Asian research contexts.

زمینه: یادگیری ترکیبی مستلزم آن است که دانشجویان بتوانند توجه خود را حفظ کنند، هیجانات خود را تنظیم نمایند و از فناوری به‌صورت هدفمند در فضاهای فیزیکی و مجازی بهره ببرند. ذهن‌آگاهی دیجیتال عمدتاً به‌عنوان ابزاری برای کاهش پریشانی روان‌شناختی مورد مطالعه قرار گرفته است؛ نقش آن به‌عنوان راهبردی آموزشی برای مشارکت دانشجویان به‌طور نظام‌مند جمع‌بندی نشده است. هدف ما شناسایی انواع ذهن‌آگاهی دیجیتال گزارش‌شده در ارتباط با مشارکت دانشجویان، نحوه طراحی و اجرای مداخلات، سازوکارهای حمایت‌کننده از مشارکت و جهت‌گیری اثرات گزارش‌شده بود. روش‌ها: مرور نظام‌مند مطابق با بیانیه PRISMA 2020 در پایگاه‌های Scopus، Web of Science و ERIC برای مدارک منتشرشده بین ژانویه 2021 تا ژوئیه 2026 انجام شد. مطالعات واجد شرایط، مقالات پژوهشی به زبان انگلیسی در مجلات نمایه‌شده در Scopus بودند که شواهد کمی یا آمیخته ارائه داده بودند. غربالگری به‌طور مستقل توسط دو ارزیاب (کاپای کوهن = 0.81) انجام شد، کیفیت روش‌شناختی با ابزار Mixed Methods Appraisal Tool ارزیابی گردید و شواهد از طریق سنتز روایتی و موضوعی تحلیل شد. این مرور مطابق با PRISMA 2020 انجام و به‌صورت بازنگرانه در Open Science Framework ثبت شد (https://doi.org/10.17605/OSF.IO/ZNSMK). یافته‌ها: از میان 412 مدرک اولیه، 14 مقاله معیارهای ورود را داشتند. سه نوع ذهن‌آگاهی دیجیتال شناسایی شد: ظرفیت روان‌شناختی یا صفتی (36٪)، مداخلات دیجیتال ساختاریافته (36٪) و عاملیت ذهن‌آگاهانه در استفاده از فناوری (28٪) که از طریق سامانه‌های مدیریت یادگیری، برنامه‌های تلفن همراه و تمرینات هدایت‌شده با پشتیبانی پایش و مشاوره عملیاتی شدند. ذهن‌آگاهی دیجیتال با تقویت تنظیم توجه، مدیریت هیجان، انگیزش، خودکارآمدی، خودمختاری، مشارکت و پایداری، از مشارکت حمایت کرد؛ به‌طوری که 79٪ مطالعات اثرات مثبت، 14٪ اثرات محدود و 7٪ هیچ رابطه معناداری را گزارش کردند. نتیجه‌گیری: این مطالعه یک مدل مفهومی تلفیقی ارائه می‌دهد که ذهن‌آگاهی دیجیتال را به ابعاد رفتاری، شناختی و هیجانی مشارکت پیوند می‌دهد و پیامدهای عملی برای طراحی یادگیری ترکیبی دارد. شواهد با ناهمگونی ابزارهای سنجش مشارکت و غلبه زمینه‌های پژوهشی آموزش آنلاین و آسیایی محدود می‌شود.

The 6 February 2023 Kahramanmaraş earthquakes caused widespread devastation across 11 provinces in southeastern Türkiye, resulting in profound psychosocial consequences for children, including increased emotional avoidance and difficulties in self-expression. This study aimed to examine changes in psychological flexibility and language-related outcomes (listening, speaking, reading comprehension, and writing) associated with participation in a bibliotherapy-based intervention among children affected by the earthquakes. The study employed a quasi-experimental pretest–posttest control group design. Participants were middle school students residing in the earthquake-affected region. The experimental group participated in a 12-week multicomponent ACT-based bibliotherapy program, whereas the control group continued with the regular educational curriculum. The intervention was structured around Russ Harris’s The Reality Slap and incorporated guided reading, metaphor-based activities, mindfulness practices, reflective writing, and group discussions. Each session involved structured reading of designated chapters and page ranges aligned with the thematic focus and targeted ACT processes. Psychological flexibility and four language-related outcomes-listening, speaking, reading comprehension, and writing-were assessed at pretest and posttest. Significant differential changes were observed for psychological flexibility and reading comprehension. For listening, the primary Time × Group interaction reached the conventional 0.05 significance level but did not remain statistically significant after Bonferroni correction, whereas the baseline-adjusted ANCOVA showed a statistically significant between-group difference ( p = 0.008). Thus, the findings for listening were not consistent across analytical approaches and were interpreted cautiously. The Time × Group interactions for speaking and writing were not statistically significant. The findings suggest that participation in the multicomponent ACT-based bibliotherapy program was associated with improvements in psychological flexibility and reading comprehension among earthquake-affected adolescents. Evidence for listening skills was less consistent across analytical approaches and should therefore be interpreted cautiously. Given the quasi-experimental design, nonrandom allocation, and absence of an attention-matched active control condition, these findings should not be interpreted as definitive causal effects attributable exclusively to bibliotherapy.

زلزله‌های ۶ فوریه ۲۰۲۳ قهرمان‌مرعش موجب ویرانی گسترده در ۱۱ استان جنوب‌شرقی ترکیه شد و پیامدهای روانی-اجتماعی عمیقی برای کودکان به همراه داشت، از جمله افزایش اجتناب هیجانی و دشواری در ابراز خود. هدف این پژوهش بررسی تغییرات در انعطاف‌پذیری روان‌شناختی و پیامدهای مرتبط با زبان (شنیدن، صحبت کردن، درک مطلب و نوشتن) در پی شرکت در یک مداخله مبتنی بر کتاب‌درمانی در میان کودکان آسیب‌دیده از زلزله بود. این مطالعه با طرح شبه‌آزمایشی پیش‌آزمون–پس‌آزمون با گروه کنترل انجام شد. شرکت‌کنندگان دانش‌آموزان مقطع متوسطه ساکن منطقه آسیب‌دیده از زلزله بودند. گروه آزمایش در یک برنامه کتاب‌درمانی چندمولفه‌ای مبتنی بر ACT به مدت ۱۲ هفته شرکت کردند، در حالی که گروه کنترل به برنامه آموزشی عادی خود ادامه دادند. مداخله بر اساس کتاب The Reality Slap اثر Russ Harris ساختاربندی شد و شامل مطالعه هدایت‌شده، فعالیت‌های مبتنی بر استعاره، تمرین‌های ذهن‌آگاهی، نوشتن تأملی و بحث‌های گروهی بود. هر جلسه شامل مطالعه ساختاریافته فصل‌ها و صفحات تعیین‌شده متناسب با محور موضوعی و فرایندهای هدف ACT بود. انعطاف‌پذیری روان‌شناختی و چهار پیامد مرتبط با زبان—شنیدن، صحبت کردن، درک مطلب و نوشتن—در پیش‌آزمون و پس‌آزمون ارزیابی شدند. تغییرات افتراقی معناداری برای انعطاف‌پذیری روان‌شناختی و درک مطلب مشاهده شد. برای شنیدن، تعامل اصلی زمان × گروه به سطح معناداری متعارف ۰٫۰۵ رسید اما پس از اصلاح بونفرونی از نظر آماری معنادار باقی نماند، در حالی که ANCOVA با تعدیل خط پایه تفاوت معنادار بین‌گروهی را نشان داد (p = 0.008). بنابراین، یافته‌های مربوط به شنیدن در رویکردهای تحلیلی مختلف یکسان نبود و با احتیاط تفسیر شد. تعاملات زمان × گروه برای صحبت کردن و نوشتن از نظر آماری معنادار نبودند. یافته‌ها نشان می‌دهد که شرکت در برنامه کتاب‌درمانی چندمولفه‌ای مبتنی بر ACT با بهبود انعطاف‌پذیری روان‌شناختی و درک مطلب در نوجوانان آسیب‌دیده از زلزله همراه بود. شواهد مربوط به مهارت شنیدن در رویکردهای تحلیلی مختلف کمتر سازگار بود و بنابراین باید با احتیاط تفسیر شود. با توجه به طرح شبه‌آزمایشی، تخصیص غیرتصادفی و فقدان گروه کنترل فعال همسان از نظر توجه، این یافته‌ها نباید به عنوان اثرات علّی قطعی منحصراً منتسب به کتاب‌درمانی تفسیر شوند.

Community Outreach and Engagement (COE) is a mandated component of National Cancer Institute (NCI)- designated comprehensive cancer centers. Community partnerships are necessary to address cancer disparities, yet few examples of training programs exist to guide career development focused on community-engaged cancer prevention. We designed and assessed a COE internship to enhance workforce development through experiential learning in cancer prevention and control. We implemented a six-week, part-time COE internship that paired didactic training with hands-on experience in patient navigation, community outreach and engagement, health education, and clinical research. Undergraduate, graduate, and post-baccalaureate students engaged in staff-led learning and participated in outreach at the community-level. Intern experiences and self-perceived competency development were assessed using post-program surveys. 35 interns successfully completed the COE internship between inception and Spring 2026. Twenty-eight interns responded to the program evaluation survey. 92% of interns rated their overall experience as either excellent (64%) or very good (28%). The majority of interns reported significant competency development in communication, health education, and knowledge dissemination skills (46%). Awareness of community health disparities (36%), professional skills and interpersonal relations (29%), patient navigation and administration (29%), and research and analytical skills (25%) were also noted. Themes identified through qualitative responses included appreciation for interdisciplinary mentorship and hands-on experience. Our COE internship provided students an opportunity to gain experience in community-engaged cancer prevention. Integration of COE components will continue to develop the necessary workforce skills for those pursuing careers in public health and cancer research.

ارتباط و مشارکت با جامعه (COE) یکی از اجزای الزامی مراکز جامع سرطان مورد تأیید مؤسسه ملی سرطان (NCI) است. مشارکت‌های اجتماعی برای رفع نابرابری‌های سرطان ضروری هستند، اما نمونه‌های اندکی از برنامه‌های آموزشی برای هدایت توسعه حرفه‌ای با تمرکز بر پیشگیری مشارکتی از سرطان وجود دارد. ما یک برنامه کارآموزی COE را طراحی و ارزیابی کردیم تا توسعه نیروی کار را از طریق یادگیری تجربی در زمینه پیشگیری و کنترل سرطان ارتقا دهیم. این کارآموزی COE به مدت شش هفته و به صورت پاره‌وقت اجرا شد و آموزش نظری را با تجربه عملی در ناوبری بیماران، ارتباط و مشارکت با جامعه، آموزش سلامت و پژوهش بالینی ترکیب کرد. دانشجویان مقطع کارشناسی، کارشناسی ارشد و فارغ‌التحصیلان دوره کارشناسی در یادگیری هدایت‌شده توسط کارکنان مشارکت کردند و در فعالیت‌های ارتباطی در سطح جامعه حضور یافتند. تجربیات کارآموزان و رشد شایستگی‌های ادراک‌شده توسط خود آن‌ها با استفاده از پرسشنامه‌های پس از برنامه ارزیابی شد. ۳۵ کارآموز از ابتدای برنامه تا بهار ۲۰۲۶ با موفقیت این کارآموزی COE را به پایان رساندند. ۲۸ نفر از کارآموزان به پرسشنامه ارزیابی برنامه پاسخ دادند. ۹۲٪ از کارآموزان تجربه کلی خود را عالی (۶۴٪) یا بسیار خوب (۲۸٪) ارزیابی کردند. اکثریت کارآموزان رشد قابل توجهی در شایستگی‌های ارتباطی، آموزش سلامت و مهارت‌های انتقال دانش (۴۶٪) گزارش کردند. همچنین افزایش آگاهی نسبت به نابرابری‌های سلامت جامعه (۳۶٪)، مهارت‌های حرفه‌ای و روابط بین‌فردی (۲۹٪)، ناوبری بیماران و امور اداری (۲۹٪) و مهارت‌های پژوهشی و تحلیلی (۲۵٪) مشاهده شد. مضامین استخراج‌شده از پاسخ‌های کیفی شامل قدردانی از راهنمایی میان‌رشته‌ای و تجربه عملی بود. کارآموزی COE ما فرصتی را برای دانشجویان فراهم کرد تا تجربه‌ای در پیشگیری مشارکتی از سرطان کسب کنند. ادغام اجزای COE به توسعه مهارت‌های لازم برای افرادی که به دنبال حرفه‌ای در سلامت عمومی و پژوهش سرطان هستند، ادامه خواهد داد.

This investigation primarily explores the pedagogical implications of integrating instructional artifacts manufactured via three-dimensional (3D) printing technologies within fifth-grade social studies education, specifically monitoring shifts in student motivation, subject-directed attitudes, and academic outcomes. Using a quasi-experimental approach, the study employed pre-test and post-test non-equivalent control group design. The research cohort involved 52 fifth-grade learners from a public secondary institution in Kütahya province, divided into an experimental group (N = 26) and a control group (N = 26). The instructional interventions spanned a four-week timeline (comprising 10 lesson hours) focused on the ‘Journey to the Past’ unit within the ‘Culture and Heritage’ thematic strand. Data acquisition relied on a subject-matter academic achievement test, alongside standardized metrics capturing course motivation and attitudinal orientations. Quantitative analyses were conducted via the non-parametric Mann-Whitney U technique. The diagnostic outcomes revealed that the 3D-printing supported paradigm produced a highly significant, large-scale positive shift in students’ post-test academic achievement (U = 0.00, Z = -6.19, p < .001, r = .86) and a substantial moderate-to-large expansion in course motivation (U = 143.5, Z = -3.528, p < .001, r = .49). Conversely, no statistically significant divergence was recorded regarding students’ post-test attitudes toward the course (p > .05), mirroring baseline trends. Ultimately, these findings indicate that while tangible 3D physical models serve as powerful cognitive catalysts that markedly accelerate academic mastery and motivational drive, structural attitudinal shifts require more prolonged exposure.

این پژوهش عمدتاً به بررسی پیامدهای آموزشی ادغام ابزارهای آموزشی ساخته‌شده با فناوری‌های چاپ سه‌بعدی در آموزش مطالعات اجتماعی پایه پنجم می‌پردازد و به طور خاص تغییرات در انگیزش دانش‌آموزان، نگرش‌های مرتبط با موضوع و نتایج تحصیلی را مورد پایش قرار می‌دهد. این مطالعه با رویکرد شبه‌آزمایشی و طرح پیش‌آزمون و پس‌آزمون با گروه کنترل غیرمعادل انجام شده است. جامعه پژوهش شامل ۵۲ دانش‌آموز پایه پنجم از یک مدرسه دولتی در استان کوتاهیا بود که به دو گروه آزمایش (N = 26) و کنترل (N = 26) تقسیم شدند. مداخلات آموزشی طی بازه زمانی چهار هفته‌ای (شامل ۱۰ ساعت درسی) و با محوریت واحد «سفر به گذشته» در بخش موضوعی «فرهنگ و میراث» اجرا گردید. جمع‌آوری داده‌ها با استفاده از آزمون پیشرفت تحصیلی موضوعی و همچنین مقیاس‌های استاندارد سنجش انگیزش درسی و نگرش انجام شد. تحلیل‌های کمی با استفاده از آزمون غیرپارامتریک Mann-Whitney U صورت گرفت. نتایج تشخیصی نشان داد که الگوی مبتنی بر چاپ سه‌بعدی موجب افزایش بسیار معنادار و گسترده‌ای در پیشرفت تحصیلی دانش‌آموزان در پس‌آزمون شد (U = 0.00, Z = -6.19, p < .001, r = .86) و همچنین افزایش متوسط تا زیاد در انگیزش درسی (U = 143.5, Z = -3.528, p < .001, r = .49) را به همراه داشت. در مقابل، در خصوص نگرش دانش‌آموزان نسبت به درس در پس‌آزمون تفاوت معناداری مشاهده نشد (p > .05) که با روندهای پایه‌ای مطابقت داشت. در نهایت، این یافته‌ها نشان می‌دهد که مدل‌های فیزیکی سه‌بعدی به عنوان محرک‌های شناختی مؤثر، به طور چشمگیری موجب تسریع در تسلط تحصیلی و افزایش انگیزش می‌شوند، اما تغییرات ساختاری در نگرش نیازمند مواجهه طولانی‌مدت‌تر است.