Motivation

The educational inclusion of students with Down syndrome requires support systems capable of addressing diversity without replacing the student's own participation or shifting the pedagogical responsibility away from the classroom teacher. This study aimed to interpret the experiences of shadow teachers in providing inclusive educational support to students with Down syndrome in General Basic Education, within the framework of the university outreach project "El nuevo desafío de la inclusión universitaria: estrategias de refuerzo académico para jóvenes con diversidad funcional (discapacidad)". The research employed a qualitative approach, grounded in an interpretive paradigm and a hermeneutic-phenomenological design. Three shadow teachers (MSA1, MSW2, and MSB3) participated, selected through purposive, criterion-based non-probability sampling. Data were collected through individual, asynchronous semi-structured interviews via WhatsApp and analyzed using initial and analytical coding, alongside interpretive memos. Thematic sufficiency was assessed across the entire dataset. The participants' experiences were then compared and triangulated with the theoretical framework. The analysis yielded eight thematic axes: the value of the experience; the reality of educational inclusion; methodology and strategies; the role of the shadow teacher; challenges in providing support; support and collaboration networks; vocation and motivation; and proposals for improvement. The experiences analyzed suggest that this support functions as a mediating pedagogical practice that fosters student autonomy, the adaptation of strategies, and collaboration between families and teachers, though challenges persist regarding resources, teacher training, school pacing, and time constraints.

Holistic student development has become a fundamental indicator of educational quality in early childhood education because it encompasses children's cognitive, socio-emotional, physical, moral, and spiritual development. Despite increasing attention being given to holistic education in Malaysia, empirical evidence explaining how instructional leadership, educator commitment, and educator motivation contribute to holistic student development within KEMAS preschools remains limited. This study therefore examined the levels, relationships, and predictive influence of instructional leadership, educator commitment, and educator motivation on holistic student development among KEMAS preschool educators in the Northern Zone of Malaysia. A quantitative cross-sectional survey design was employed involving 313 educators selected from a population of approximately 1,700 educators across Kedah, Perak, and Pulau Pinang. Data were collected using structured questionnaires adapted from established instruments and analysed using descriptive statistics, Pearson's Product-Moment Correlation, and Stepwise Multiple Linear Regression using SPSS. The findings indicated that instructional leadership, educator commitment, educator motivation, and holistic student development were all perceived at high levels. Significant positive relationships were identified between all independent variables and holistic student development. Stepwise regression analysis further revealed that extrinsic motivation emerged as the strongest predictor, followed by intrinsic motivation, providing incentives to students, and defining school mission and goals. Collectively, these predictors explained 42.1% of the variance in holistic student development. The findings provide empirical evidence supporting leadership enhancement, educator motivation, and evidence-based policymaking to strengthen preschool educational quality within KEMAS.

Universities preparing graduates for technology-enabled financial services need to understand how digital learning conditions relate to students’ career readiness. This study examines the associations of university-based Digital Financial Learning Ecosystem Quality with perceived FinTech Career Readiness among Vietnamese business students. Drawing on Social Cognitive Theory and Social Cognitive Career Theory, ecosystem quality is modelled as a reflective–formative higher-order construct comprising Digital Academic Support, the Digital Learning Environment, and Digital Teaching Innovation. Cross-sectional survey data from 341 students recruited through nonprobability convenience sampling via networks centred on northern Vietnam were analysed using partial least squares structural equation modelling and a disjoint two-stage procedure.All three ecosystem dimensions made significant formative contributions, with the digital learning environment showing the largest estimated weight. Higher ecosystem quality was positively associated with self-efficacy and learning motivation, and self-efficacy was positively associated with motivation. Motivation and career orientation were positively associated with perceived readiness, with motivation having the larger estimated direct coefficient. Career orientation showed no significant additional association with motivation after accounting for ecosystem quality and self-efficacy. Ecosystem quality was indirectly associated with readiness through motivation and through the sequential pathway involving self-efficacy and motivation. The model explained 41.5% of the variance in perceived readiness.The study contributes an integrated operationalisation of university-based digital financial learning quality and distinguishes learning-related associations from those of career orientation. The findings inform potential priorities for coordinating digital platforms, relevant financial content, academic support, practical learning, and competency-based career guidance. For universities and financial institutions, the study offers evidence to guide collaboration on graduate preparation and a foundation for evaluating how perceived readiness relates to demonstrated workplace competence.

This study aims to analyze the role of school principal leadership in shaping students’ character of discipline, responsibility, and independence at SMP Negeri 4 Pekanbaru. This research employed a qualitative phenomenological approach involving 16 participants consisting of one school principal, five teachers, and ten students, selected through purposive sampling based on their involvement and understanding of the research phenomenon. Data were collected through observation, in-depth interviews, and documentation, and analyzed using data reduction, data display, and conclusion drawing. The findings indicate that school principals play a crucial role in character formation through exemplary leadership, integration of character values into the school vision and mission, habituation programs, routine activities, supervision, and continuous evaluation. The strategies implemented include effective communication, motivation and appreciation, enforcement of school regulations accompanied by guidance, and collaboration with teachers, parents, and the community. Character development is supported by the principal’s commitment, involvement of school members, extracurricular activities, and family and community support. However, several challenges remain, including limited student awareness, insufficient parental supervision, peer influence, and uncontrolled use of technology and social media. This study highlights the importance of transformational and collaborative leadership in creating a school environment that supports sustainable student character development.

This study addresses the critical deficiency in speaking skills among university students, a challenge primarily attributed to the reliance on traditional teaching methods and the limited time allocated for authentic verbal practice within the classroom. The research aims to construct a comprehensive theoretical framework for the Flipped Classroom strategy and identify the pedagogical and linguistic justifications for its implementation in developing speaking skills, while providing practical procedural recommendations for its integration into higher education. Adopting a descriptive-analytical approach through a critical review of educational literature, the findings reveal that the flipped model significantly enhances students' fluency, linguistic accuracy, and capacity for spontaneous expression. Furthermore, the model fosters increased motivation and active participation by granting learners the autonomy to progress at their own pace, as pre-class preparation helps mitigate "language anxiety" and bolsters confidence during real-time communicative interactions. Despite these advantages, the research identifies several implementation challenges, most notably the digital divide, potential cognitive overload, and the necessity for intensive faculty training in digital instructional design. Ultimately, the study concludes that the Flipped Classroom represents a fundamental philosophical shift that redefines educational roles, transforming class time from passive instruction into a dynamic "living linguistic laboratory" focused on intensive communicative practice.

This study was motivated by science and social studies (IPAS) learning that remained relatively teacher-centered, with limited student participation and suboptimal conceptual understanding of the Changing Earth topic. The study aimed to analyze the implementation of the Inquiry-Based Learning (IBL) model, identify the challenges encountered, and describe the teacher’s efforts to address those challenges in Grade V at SD Negeri 078011 Tetehosi. A qualitative approach with a case study design was employed. The participants consisted of one Grade V teacher as the key informant and six students as supporting informants. Data were collected through observation, semi-structured interviews, and documentation, and analyzed using Miles and Huberman’s interactive model through data collection, reduction, display, and conclusion drawing. Data trustworthiness was established through source and technique triangulation. The findings show that IBL was implemented through six stages: orientation, problem formulation, hypothesis formulation, data collection, hypothesis testing, and conclusion drawing. The learning activities encouraged students to observe, ask questions, discuss, investigate, compare evidence with initial assumptions, and present conclusions. The main challenges included low confidence, differences in learning abilities, communication barriers, limited learning media, and limited instructional time. The teacher addressed these challenges by using audio-visual media and simple simulations, heterogeneous grouping, individual support, motivation, positive reinforcement, and a safe learning environment. Overall, IBL provided a more active and meaningful learning experience, although its implementation still required adaptive instructional support. ABSTRAK Penelitian ini dilatarbelakangi oleh pembelajaran IPAS yang masih cenderung berpusat pada guru, rendahnya keaktifan sebagian murid, serta belum optimalnya pemahaman konsep pada materi Bumi Berubah. Penelitian ini bertujuan untuk menganalisis penerapan model Inquiry Based Learning (IBL), mengidentifikasi kendala yang dihadapi, dan mendeskripsikan upaya guru dalam mengatasi kendala tersebut pada kelas V SD Negeri 078011 Tetehosi. Penelitian menggunakan pendekatan kualitatif dengan jenis studi kasus. Informan terdiri atas satu guru kelas V sebagai informan kunci dan enam murid sebagai informan pendukung. Data dikumpulkan melalui observasi, wawancara semi-terstruktur, dan dokumentasi, kemudian dianalisis menggunakan model interaktif Miles dan Huberman melalui pengumpulan data, reduksi data, penyajian data, dan penarikan kesimpulan. Keabsahan data diperoleh melalui triangulasi sumber dan teknik. Hasil penelitian menunjukkan bahwa IBL diterapkan melalui enam tahap, yaitu orientasi, perumusan masalah, perumusan hipotesis, pengumpulan data, pengujian hipotesis, dan penarikan kesimpulan. Pembelajaran mendorong murid mengamati, bertanya, berdiskusi, melakukan penyelidikan, membandingkan data dengan dugaan awal, dan mempresentasikan kesimpulan. Kendala utama meliputi rendahnya kepercayaan diri, perbedaan kemampuan belajar, hambatan komunikasi, keterbatasan media, dan waktu pembelajaran. Guru mengatasinya melalui penggunaan media audiovisual dan simulasi sederhana, kelompok heterogen, pendekatan personal, motivasi, penghargaan, dan suasana belajar yang aman. Temuan menunjukkan bahwa IBL dapat menghadirkan pengalaman belajar yang lebih aktif dan bermakna, meskipun pelaksanaannya masih memerlukan dukungan yang adaptif.

The declining recognition of Nias local culture among elementary school students highlights the need for contextual local content teaching materials that reflect students' cultural environments. This study aims to develop a local content module based on Nias local wisdom and examine its validity, practicality, and effectiveness in improving the learning motivation of fifth-grade students at SD Negeri 071059 Hilibadalu. This study employed a Research and Development (R&D) approach using the 4D development model (Define, Design, Develop, and Disseminate). The research subjects consisted of 23 fifth-grade students. Data were collected through observations, interviews, expert validation questionnaires, practicality questionnaires, and learning motivation questionnaires administered before and after the module implementation. Data were analyzed using qualitative and quantitative descriptive techniques, percentage calculations, and the Normalized Gain (N-Gain) test. The results indicated that the module achieved validation scores of 96.4% for content, 91.6% for language, and 95.8% for design, all categorized as highly feasible. Practicality assessments from students and teachers also indicated positive results. Learning motivation increased from 56.10% to 100%, with an average N-Gain of 1.00, categorized as high. Therefore, the developed module is suitable as contextual teaching material to enhance students' learning motivation while supporting the preservation of Nias local culture. ABSTRAK Menurunnya pengenalan budaya lokal Nias di kalangan peserta didik sekolah dasar menunjukkan perlunya bahan ajar muatan lokal yang kontekstual dan sesuai dengan lingkungan budaya peserta didik. Penelitian ini bertujuan mengembangkan modul muatan lokal berbasis kearifan lokal Nias serta menganalisis validitas, kepraktisan, dan efektivitasnya dalam meningkatkan motivasi belajar peserta didik kelas V SD Negeri 071059 Hilibadalu. Penelitian ini menggunakan metode Research and Development (R&D) dengan model pengembangan 4D (Define, Design, Develop, dan Disseminate). Subjek penelitian berjumlah 23 peserta didik kelas V. Data dikumpulkan melalui observasi, wawancara, angket validasi ahli, angket kepraktisan, dan angket motivasi belajar sebelum dan sesudah penggunaan modul. Analisis data dilakukan secara deskriptif kualitatif dan kuantitatif menggunakan persentase serta uji Normalized Gain (N-Gain). Hasil penelitian menunjukkan bahwa modul memperoleh penilaian validasi ahli materi sebesar 96,4%, ahli bahasa 91,6%, dan ahli desain 95,8%, dengan kategori sangat layak. Kepraktisan berdasarkan penilaian peserta didik dan guru juga menunjukkan hasil positif. Motivasi belajar meningkat dari 56,10% menjadi 100%, dengan N-Gain sebesar 1,00 berkategori tinggi. Dengan demikian, modul yang dikembangkan layak digunakan sebagai bahan ajar kontekstual untuk meningkatkan motivasi belajar sekaligus mendukung pelestarian budaya Nias.

Improving educational quality requires human resource (HR) management that supports teachers’ continuous professional development and adaptation to global demands. This study aims to describe the management of educational HR transformation toward global quality at SMP Muhammadiyah 15 Surabaya and identify its supporting and inhibiting factors. A qualitative approach was employed, with data collected through non-participant observation, interviews, and documentation. Informants were selected through purposive sampling and included the vice principal, the vice principal for curriculum, two teachers, and two students. Data were analyzed through data reduction, data display, conclusion drawing, and verification. The findings indicate that HR transformation is managed through planning, organizing, implementation, supervision, and evaluation. Development programs include internal and external training, a teacher learning community, weekly learning reflection, monthly coaching, and academic supervision. Supporting factors include a collaborative culture, regular professional guidance, and school support. Inhibiting factors comprise limited time, insufficient openness in reflection, short coaching sessions, delayed follow-up, and some teachers’ extrinsic motivation. These findings provide contextual insights into school-level HR management but do not establish program effectiveness in improving student learning outcomes or achieving global quality standards. ABSTRAK Peningkatan mutu pendidikan membutuhkan manajemen sumber daya manusia (SDM) yang mampu mengembangkan kompetensi guru secara berkelanjutan dan adaptif terhadap tuntutan global. Penelitian ini bertujuan mendeskripsikan manajemen transformasi SDM pendidikan menuju mutu global di SMP Muhammadiyah 15 Surabaya serta mengidentifikasi faktor pendukung dan penghambatnya. Penelitian menggunakan pendekatan kualitatif dengan teknik pengumpulan data berupa observasi non-partisipan, wawancara, dan dokumentasi. Informan dipilih secara purposive, meliputi wakil kepala sekolah, wakil kepala sekolah bidang kurikulum, dua guru, dan dua peserta didik. Data dianalisis melalui reduksi data, penyajian data, serta penarikan kesimpulan dan verifikasi. Hasil penelitian menunjukkan bahwa transformasi SDM dikelola melalui perencanaan, pengorganisasian, pelaksanaan, pengawasan, dan evaluasi. Program pengembangan mencakup pelatihan internal dan eksternal, komunitas belajar, learning reflection mingguan, coaching bulanan, dan supervisi akademik. Faktor pendukung meliputi budaya kolaborasi, pembinaan rutin, serta dukungan sekolah, sedangkan hambatannya mencakup keterbatasan waktu, keterbukaan refleksi, durasi coaching, keterlambatan tindak lanjut, dan motivasi ekstrinsik sebagian guru. Temuan ini bersifat kontekstual dan belum membuktikan efektivitas program terhadap hasil belajar atau pencapaian standar mutu global.

ABSTRACT Character development at the elementary school level plays an important role in shaping students’ attitudes and behaviors in accordance with educational values. This study aims to describe the role of teachers in fostering discipline, responsibility, compliance with norms, and fulfillment of obligations through Pancasila Education among fourth-grade students at UPTD SD Negeri 077272 Lolofaoso Tabaloho. This study employed a qualitative approach with a descriptive design. Data were collected through interviews, observations, and documentation, involving the school principal as the key informant, the fourth-grade teacher as the main informant, and three students selected through purposive sampling as additional informants. Data analysis consisted of data collection, data reduction, data presentation, and conclusion drawing. The findings indicate that teachers foster character development by integrating character values into classroom instruction and daily school routines. These efforts are implemented through role modeling, guidance, appreciation, motivation, assignments, and the enforcement of school rules to cultivate discipline, responsibility, compliance with norms, and fulfillment of obligations. Thus, Pancasila Education serves as a means of character development through role modeling and habituation, encouraging students to apply these values in their daily lives. ABSTRAK Pembinaan karakter pada jenjang sekolah dasar berperan dalam membentuk sikap dan perilaku siswa sesuai nilai-nilai pendidikan. Penelitian ini bertujuan mendeskripsikan peran guru dalam membina karakter disiplin, tanggung jawab, kepatuhan terhadap norma, dan pelaksanaan kewajiban melalui pembelajaran Pendidikan Pancasila pada siswa kelas IV UPTD SD Negeri 077272 Lolofaoso Tabaloho. Penelitian menggunakan pendekatan kualitatif dengan jenis deskriptif. Data dikumpulkan melalui wawancara, observasi, dan dokumentasi dengan kepala sekolah sebagai informan kunci, guru kelas IV sebagai informan utama, serta tiga siswa yang dipilih melalui purposive sampling sebagai informan tambahan. Analisis data meliputi pengumpulan data, reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa guru membina karakter melalui integrasi nilai-nilai karakter dalam pembelajaran dan pembiasaan di sekolah. Upaya tersebut diwujudkan melalui keteladanan, bimbingan, apresiasi, motivasi, pemberian tugas, serta penerapan tata tertib untuk melatih kedisiplinan, tanggung jawab, kepatuhan terhadap norma, dan pelaksanaan kewajiban. Dengan demikian, pembelajaran Pendidikan Pancasila menjadi sarana pembinaan karakter melalui keteladanan dan pembiasaan yang mendorong siswa menerapkan nilai-nilai tersebut dalam kehidupan sehari-hari.

Although Kurikulum Merdeka promotes flexible, student-centered learning, the implementation of Natural and Social Sciences (IPAS) instruction in elementary schools continues to face various challenges. This study aimed to describe the challenges in implementing IPAS instruction under Kurikulum Merdeka in Grade V at SD Negeri 005 Desa Baru, Kampar Regency. The study employed a descriptive qualitative approach involving two fifth-grade teachers and six purposively selected students. Three students had IPAS scores above 75, and three had scores below 75. Data were collected through nonparticipant observation, structured interviews, and documentation and analyzed through data reduction, data display, and conclusion drawing. Data trustworthiness was assessed through triangulation of sources and data collection techniques. The findings identified three domains of challenges related to students, teachers, and learning assessment. Student-related challenges were the most prominent, including differences in understanding, declining attention after approximately 15–20 minutes of lecturing, interest that depended on the type of activity, uneven participation, dependence on external motivation, inconsistent task management, and varying levels of learning readiness. Teacher-related challenges included the breadth of integrated science and social studies content and classroom management during group activities. Assessment involved oral quizzes and student worksheets, supplemented by remedial instruction and enrichment. Achievement scores ranged from 60 to 96, with a mastery threshold of 75. These findings underscore the need for differentiated instruction, concrete and contextually relevant instructional media, clearly assigned group roles, time management, and the use of assessment results to improve instruction. This study provides a contextual account of challenges in IPAS instruction and the need to adapt fifth-grade teaching practices. Its restriction to one school and a focused observation period highlights the need for further research covering more lessons and IPAS topics.

Reading achievement is influenced by a variety of cognitive and affective elements, with reading motivation and metacognitive awareness identified as two of the most important. This study examined (1) the relationship of students' reading motivation and reading achievement, (2) the relationship between metacognitive awareness and reading achievement, and (3) the combined contribution of reading motivation and metacognitive awareness to reading achievement among eleventh-grade students at SMAN 1 Sungai Lilin. Employing a quantitative correlational research design, The population for this research comprised 344 students enrolled in the eleventh grade from ten classes. Cluster random sampling was then applied to obtain a sample of 106 students. Data were gathered through the Motivation for Reading Questionnaire (MRQ), the Survey of Reading Strategies (SORS), and a reading achievement test. The obtained data were processed and analyzed using IBM SPSS Statistics version 25, which included descriptive statistics, Pearson product-moment correlation, partial correlation, and multiple regression. The findings showed that a positive relationship of moderate strength was associated with reading achievement (r = .600, p < .001), whereas metacognitive awareness demonstrated a strong positive relationship with reading achievement (r = .791, p < .001). In addition, the partial correlation analysis revealed a significant but weak positive association between reading motivation and metacognitive awareness after controlling for reading achievement (r = .304, p = .002). Reading motivation and metacognitive awareness explained 64.5% of the variation associated with reading achievement (R² =.645), according to the multiple regression analysis. These findings underscore the important roles of both reading motivation and metacognitive awareness in supporting students' reading achievement and suggest that both factors should be explicitly integrated into reading instruction to enhance students' reading performance

This study aims to analyze the effect of using gamification-based Quizizz as a digital assessment on the learning motivation and engagement of grade X Building Construction and Housing Engineering students in the Basic Building Construction and Housing Engineering course at SMKN 3 Surabaya. This research examines how Quizizz assessments integrated with gamification influence motivation and learning engagement among 10th-grade students majoring in Building and Housing Construction Engineering in the Basic of Building and Housing Construction Engineering course at SMKN 3 Surabaya. A quantitative experiment was conducted using a single-group pretest–posttest design, and all 33 students in the population participated through total sampling. Data were collected via a Likert scale questionnaire and observation sheets, then analyzed using the paired t-test, the Wilcoxon signed-rank test, effect size calculations, and N-Gain. The research findings indicate that Quizizz combined with gamification did not result in a significant change in students’ learning motivation (Sig. = 0.769 > 0.05; effect size = 0.05), but it significantly increased learning engagement (Sig. = 0.027 < 0.05; effect size = 0.384). Observational data support this, showing an engagement rate of 86.67% (classified as very high). Therefore, Quizizz-based gamification appears to be more suitable for enhancing engagement than motivation in technical vocational subjects. Gamification-based Quizizz has proven to be more effective in enhancing learning engagement than learning motivation in technical vocational subjects. Teachers are advised to combine Quizizz with additional strategies, such as linking the material to real-world construction work contexts, in order to foster students’ learning motivation more comprehensively.

This study examined the relationship between innovative and inclusive teaching practices and student motivation and academic performance among Grade 5 and Grade 6 pupils in selected public elementary schools in Lutayan, Sultan Kudarat, Philippines, during the School Year 2025–2026. Specifically, it determined the level of innovative teaching practices in terms of teaching strategies, use of instructional materials and technology, and student engagement activities; assessed inclusive teaching practices in terms of respect for learner diversity, equal participation, and support for diverse learning needs; identified the level of student motivation; and examined the relationships between these variables and academic performance. A descriptive-correlational research design using a quantitative approach was employed. Data were gathered from 97 Grade 5 and Grade 6 pupils through a validated researcher-made questionnaire with a reliability coefficient of 0.892, indicating strong internal consistency. Descriptive statistics and correlational analysis were used to analyze the data. Findings revealed that School administrators should provide sustained professional development to strengthen teachers’ innovative and inclusive instructional approaches and allocate resources to enhance access to technology and learning materials. Teachers should consistently apply differentiated, student-centered strategies and foster welcoming, diversity-affirming classrooms to boost student motivation and equitable achievement further further. Parents and guardians should reinforce school learning at home by encouraging curiosity, effort, and consistent study habits, and maintaining open communication with teachers. Future researchers should conduct experimental or longitudinal studies to examine cause-and-effect relationships and explore additional factors influencing academic performance beyond those investigated in this study. Innovative teaching practices, inclusive teaching practices, and student motivation were rated at a high level, which means teachers effectively practice inclusive teaching by recognizing learner diversity, promoting equal participation, and providing support to students with different learning needs; teachers also frequently use innovative teaching practices, apply engaging teaching strategies, integrate instructional materials and technology, and promote active student engagement in classroom learning activities. Furthermore, significant positive relationships were found between innovative teaching practices and academic performance, inclusive teaching practices and academic performance, and student motivation and academic performance, with a moderate correlation coefficient (r = 0.57). Overall, the findings indicate that these educational variables are positively associated with academic performance among the respondents.

Speaking is an essential skill in English as a Foreign Language (EFL) learning. However, many EFL students experience difficulties in developing speaking proficiency due to limited opportunities for oral practice, speaking anxiety, low confidence, and insufficient interaction. Although previous studies have examined Digital Game-Based Learning (DGBL) in English language education, their findings are distributed across different platforms, learning contexts, and outcomes. Therefore, a systematic review is needed to provide a broader understanding of how DGBL contributes to EFL speaking development and how different platforms support this process. This study aims to examine the effects of DGBL on EFL students' speaking skills and identify the digital platforms used in speaking instruction. A Systematic Literature Review (SLR) was conducted by analyzing 20 selected studies through a systematic selection process based on predetermined inclusion and exclusion criteria. The findings indicate that DGBL can support speaking development by providing opportunities for oral practice, increasing motivation and participation, strengthening confidence, and reducing speaking anxiety. The review also identifies Kahoot!, Quizizz, Wordwall, Duolingo, mobile game-based applications, and other digital game environments as platforms used in EFL learning.

Anxiety and depressive symptoms frequently co-occur during adolescence. Physical activity is associated with adolescent mental health at the scale-score level, but its links with individual symptoms and their temporal ordering remain less clear. This study examined contemporaneous and one-year prospective associations between physical activity and individual anxiety/depression symptoms, evaluated the robustness of pooling three annual wave-pair cohorts, and compared network patterns between male and female adolescents. Three adjacent annual wave-pair cohorts (2020–2021, 2021–2022, and 2022–2023) from a Chinese national adolescent health survey were analyzed ( N = 13,785 wave-pair records). Physical activity was measured with the PAQ-A and anxiety/depression symptoms with the SCL-90. Gaussian graphical models and cross-lagged panel networks (CLPNs) were estimated. Annual-cohort invariance, missingness, centrality, bridge centrality, accuracy, stability, and male/female differences were examined. Annual-cohort comparisons showed no detectable network-structure differences (M = 0.07–0.08, p = 0.120–0.270) or global-strength differences (ΔS = 0.12–0.32, p = 0.150–0.320). Little’s test was nonsignificant (χ² = 79.39, df = 89, p = 0.531), providing no evidence against a completely-at-random missingness mechanism. In the pooled contemporaneous network, physical activity had negative partial correlations with low motivation (weight = -0.0732), low energy (-0.0651), and nervousness (-0.0532). Worthlessness (expected influence [EI] = 1.39), tension (EI = 1.38), and nervousness (EI = 1.34) were influential nodes. Panic had the highest reported bridge EI (0.659). In the CLPN, physical activity was prospectively associated with lower low motivation ( β = -0.0602) and low mood ( β = -0.0561), while nervousness was associated with lower subsequent physical activity ( β = -0.0539). Male and female networks differed in structure (M = 0.112, p < 0.001) but not global strength (ΔS = 0.19, p = 0.709). Physical activity occupied a peripheral position in the contemporaneous network but showed small prospective associations with selected anxiety and depressive symptoms. These temporal associations do not establish causality. The stable annual-cohort pattern and male/female-specific edge configuration support further confirmatory work using designs that can address unmeasured confounding and within-person change.

The ability to understand concepts is one of the important aspects in social studies learning because students are not only required to remember information, but also to be able to explain and apply concepts in various situations. However, the learning process that is still teacher-centered causes student involvement and motivation to learn is not optimal. This study aims to analyze the influence of the Teams Games Tournament (TGT) learning model assisted by Quizizz Paper Mode (Q-Card) on learning motivation and students' ability to understand concepts in food chain materials. This study uses a quantitative approach with a pre-experimental design method through a one-group pretest-posttest design. The research sample consisted of 30 students in class V of SDN Cisiram who were selected using saturated sampling techniques. Data were collected through concept comprehension tests, learning motivation questionnaires, and documentation, then analyzed using Wilcoxon, N-Gain, and effect size tests. The results showed an increase in concept comprehension ability with an average score increasing from 39.73 to 87.70, an N-Gain value of 0.78 with a high category, and an effect size of 0.617 which showed a strong influence. The application of TGT assisted by Q-Card was also able to increase students' involvement and learning motivation. Thus, the Quizizz Paper Mode (Q-Card)-assisted TGT model is effectively used as an alternative to IPAS learning to improve students' understanding of concepts and learning motivation.

Student diversity poses a continuing challenge in higher education, particularly when common learning objectives must be maintained while providing flexibility in learning resources, activities, interaction, support, and assessment. This study examined students’ perceptions and acceptance of digitally supported differentiated learning in Information Technology Education. A quantitative cross-sectional descriptive survey was conducted with 35 students at Universitas Lampung, Indonesia, after the learning experience. Data were collected using a 31-item questionnaire rated on a four-point Likert scale, with reported high internal consistency (Cronbach’s α = 0.985), and were analyzed using means, standard deviations, and normalized mean scores. Students rated the five implementation dimensions favorably (M = 3.28, 81.88%). Digital pedagogical design received the highest rating (M = 3.34, 83.45%), whereas product and assessment differentiation received the lowest (M = 3.18, 79.57%). Technology-supported collaboration was the highest-rated individual item (M = 3.49, 87.14%), whereas choices in presentation formats and the timeliness of digital feedback received lower ratings. The secondary acceptance summary was similarly favorable (M = 3.31, 82.74%), with increased learning motivation receiving the highest rating. These findings identify digital support and collaboration as perceived strengths of the learning design, while flexibility in student products and the timeliness of feedback warrant further attention. Given the single-cohort, post-only design and absence of objective learning-outcome measures, the findings should be interpreted as context-specific evidence of students’ perceptions of implementation rather than evidence of causal effects on learning.

Abstract Despite decades of effort to improve mathematical outcomes, studies examining the integrated roles of affective dimensions such as confidence, perceived value, and motivation in relation to mathematics achievement among Senior High School students in Ghana remain relatively limited. In this study, confidence was operationalised through items reflecting students’ domain-specific mathematics self-efficacy beliefs. This study examines the structural associations of confidence, perceived value, and motivation with self-reported mathematics achievement among final-year students in a selected Senior High School in the Atwima Nwabiagya North Municipal Assembly of Ghana. A quantitative descriptive correlational design was employed, and data were collected from 296 students using a structured questionnaire. Self-reported mathematics achievement was measured using students’ responses to items concerning their perceived achievement in mathematics, rather than standardised test scores or school achievement records. The hypothesised structural relationships among confidence, perceived value, motivation, and self-reported mathematics achievement were examined using structural equation modelling (SEM). Within the participating school, the results showed that confidence, perceived value, and motivation were each positively and significantly associated with self-reported mathematics achievement, with confidence having the largest standardised coefficient, followed by motivation and value. Given these findings, instructional practices that support students’ confidence may be considered in mathematics teaching. Likewise, opportunities to connect mathematics with real-world applications may help students recognise its value, while supportive learning environments may provide conditions conducive to sustained engagement with mathematics learning.

Abstract Online education in Japanese universities expanded rapidly during the COVID-19 pandemic, exposing both the genuine value of flexible learning formats and the structural conditions required to make them effective. While students consistently appreciated the temporal and spatial autonomy of online study, research has identified persistent challenges including isolation, physical and psychological fatigue, assignment overload, declining motivation, and inequities in digital access and ICT literacy. This paper presents a narrative synthesis of recent empirical studies on online learning in Japanese higher education, arguing that student success is associated with the coordinated integration of three interdependent dimensions. Drawing on national surveys, institutional reports, and case-based research, the paper proposes the Flexibility–Structure–Support (FSS) Model, in which flexibility without adequate pedagogical structure may increase the risk of disengagement, while structure without sufficient institutional support may contribute to uneven and inequitable learning experiences. Effective instructional design—integrating active learning, motivating assignments, meaningful feedback, and blended formats—must be accompanied by investment in infrastructure, systematic faculty development, and explicit support for student self-regulated learning. Implications for course design, program coordination, and institutional policy are discussed, along with limitations and directions for future research.

Geometry problem-solving requires learners to coordinate conceptual knowledge, spatial representation, strategy use and the regulation of cognition, motivation and effort. This systematic review examined how self-regulated learning (SRL) operates in geometry problem-solving and which learner, task, social, instructional and developmental conditions shape it. A Scopus search reported according to PRISMA 2020 identified 1,298 records; database limits left 529, and eligibility screening retained 32 empirical studies published from 2021 to 2026. Twelve studies involved undergraduates or pre-service teachers, seven involved school pupils, one involved kindergarten children and 12 did not state the educational level in the extracted records. Study quality was appraised with the Mixed Methods Appraisal Tool, and thematic synthesis identified four themes: planning and strategic regulation; monitoring, control and strategy adaptation; learner characteristics and outcomes; and instructional scaffolding and technology. Successful performance was associated with problem representation, strategy selection, monitoring, error detection, adaptation and evaluation. Diagnostic and elaborated feedback, content-focused peer feedback and supportive scaffolding were more informative than the presence of technology. Evidence on learner characteristics was mainly correlational, and evidence on young learners was thin. The review proposes a Process-Oriented Framework of Self-Regulated Geometry Problem-Solving that links input conditions, forethought, performance regulation, reflection, and outcomes and it is best supported for adolescent and adult learners. Future research should combine self-report with behavioural, longitudinal and process-tracing evidence and develop age-appropriate SRL measures for young children.

This study examines career development as a predictor of achievement motivation among public elementary school teachers in Pabelan District, Semarang Regency, Indonesia. The study employed a quantitative approach with a cross-sectional design. The population consisted of public elementary school teachers in Pabelan District, and data were collected from 128 teachers using structured Likert-scale questionnaires measuring career development and achievement motivation. The data were analyzed using descriptive statistics, assumption testing, and simple linear regression to determine the predictive association between career development and teachers’ achievement motivation. The findings indicate that teachers’ achievement motivation was generally high, with a mean score of 148.09, while career development also demonstrated a relatively favorable level, with a mean score of 128.93. Among the dimensions of achievement motivation, the need for affiliation obtained the highest percentage (88.10%), followed by the need for achievement (87.30%) and the need for power (85.40%). Regarding career development, self-development showed the highest percentage (87.50%), followed by experience (86.90%) and work performance (82.90%). Regression analysis indicated a positive and statistically significant predictive association between career development and achievement motivation. The estimated regression model was Ŷ = 52.86 + 0.74X, with an estimated R² of 0.490, indicating that career development statistically accounted for approximately 49.0% of the variance in achievement motivation within the sample. These findings highlight the importance of providing sustainable opportunities for teachers’ professional growth, career development, and self-improvement to support achievement-oriented motivation.

این پژوهش، توسعه شغلی را به‌عنوان پیش‌بینی‌کننده انگیزه دستاورد در میان معلمان مدارس ابتدایی دولتی در منطقه پابلان، شهرستان سمراگ، اندونزی مورد بررسی قرار می‌دهد. این مطالعه از رویکردی کمی با طرح مقطعی استفاده کرد. جامعه آماری شامل معلمان مدارس ابتدایی دولتی منطقه پابلان بود و داده‌ها از طریق پرسشنامه‌های ساختاریافته لیکرت که توسعه شغلی و انگیزه دستاورد را اندازه‌گیری می‌کردند، از ۱۲۸ معلم جمع‌آوری شد. داده‌ها با استفاده از آمار توصیفی، آزمون فرضیات و رگرسیون خطی ساده برای تعیین رابطه پیش‌بینی‌کننده بین توسعه شغلی و انگیزه دستاورد معلمان تحلیل شدند. یافته‌ها نشان داد که انگیزه دستاورد معلمان به‌طور کلی بالا بود، با میانگین نمره ۱۴۸.۰۹، در حالی که توسعه شغلی نیز سطح نسبتاً مطلوبی را نشان داد، با میانگین نمره ۱۲۸.۹۳. در میان ابعاد انگیزه دستاورد، نیاز به تعلق‌گیری بالاترین درصد (۸۸.۱۰٪) را به خود اختصاص داد، پس از آن نیاز به دستاورد (۸۷.۳۰٪) و نیاز به قدرت (۸۵.۴۰٪) قرار داشت. در مورد توسعه شغلی، خودتوسعه بالاترین درصد (۸۷.۵۰٪) را نشان داد، پس از آن تجربه (۸۶.۹۰٪) و عملکرد شغلی (۸۲.۹۰٪). تحلیل رگرسیون نشان داد که رابطه پیش‌بینی‌کننده مثبت و معناداری از نظر آماری بین توسعه شغلی و انگیزه دستاورد وجود دارد. مدل رگرسیون تخمین‌زده‌شده به صورت Ŷ = 52.86 + 0.74X بود، با R² تخمین‌زده‌شده ۰.۴۹۰ که نشان می‌دهد توسعه شغلی به‌طور آماری حدود ۴۹.۰٪ از واریانس انگیزه دستاورد را در نمونه توضیح می‌دهد. این یافته‌ها بر اهمیت فراهم‌سازی فرصت‌های پایدار برای رشد حرفه‌ای، توسعه شغلی و خودبهبودی معلمان برای حمایت از انگیزه مبتنی بر دستاورد تأکید دارند.

This study investigated the relationships between students’ metacognitive skills, scientific reasoning ability, learning motivation, and achievement in Physics among secondary school students in Nigeria. A correlational research design was adopted for the study. The population comprised 894 Senior Secondary School II (SS II) students offering Physics in public secondary schools in Mbaitoli Local Government Area of Imo State, Nigeria, while a sample of 312 students was selected using simple random sampling. Data were collected using four instruments: Physics Achievement Test (PAT), Metacognitive Skills Questionnaire (MSQ), Scientific Reasoning Ability Test (SRAT), and Physics Learning Motivation Questionnaire (PLMQ). The instruments were validated by experts in Physics Education and Measurement and Evaluation, while reliability coefficients ranged from 0.75 to 0.83. Data were analyzed using Pearson Product-Moment Correlation at the 0.05 level of significance. The findings revealed significant positive relationships between metacognitive skills and Physics achievement, r(310) = 0.482, p< .001; scientific reasoning ability and Physics achievement, r(310) = .526, p< .001; and learning motivation and Physics achievement, r(310) = .587, p< .001. The findings indicate that students with higher levels of metacognitive skills, scientific reasoning ability, and learning motivation tended to demonstrate higher achievement in Physics. The study concludes that these learner-related characteristics are important factors associated with students’ Physics achievement. It is recommended that Physics teachers integrate metacognitive strategies, scientific reasoning activities, and motivational approaches into classroom instruction to support students’ engagement and achievement in Physics.

این پژوهش به بررسی روابط بین مهارت‌های فراشناختی، توانایی استدلال علمی، انگیزش یادگیری و پیشرفت در فیزیک میان دانش‌آموزان دبیرستانی در نیجریه پرداخت. برای این مطالعه از طرح پژوهشی همبستگی استفاده شد. جامعه آماری شامل ۸۹۴ نفر از دانش‌آموزان پایه دهم (SS II) بود که دروس فیزیک را در مدارس دولتی ناحیه محلی Mbaitoli ایالت Imo نیجریه می‌گذراندند، در حالی که نمونه‌ای به حجم ۳۱۲ نفر با استفاده از نمونه‌گیری تصادفی ساده انتخاب شد. داده‌ها با استفاده از چهار ابزار گردآوری شدند: آزمون پیشرفت فیزیک (PAT)، پرسشنامه مهارت‌های فراشناختی (MSQ)، آزمون توانایی استدلال علمی (SRAT) و پرسشنامه انگیزش یادگیری فیزیک (PLMQ). روایی ابزارها توسط متخصصان آموزش فیزیک و سنجش و اندازه‌گیری تأیید شد و ضرایب پایایی آن‌ها بین ۰.۷۵ تا ۰.۸۳ متغیر بود. داده‌ها با استفاده از همبستگی حاصل‌ضرب-مoment پیرسون در سطح معناداری ۰.۰۵ تحلیل شدند. یافته‌ها نشان‌دهنده روابط مثبت معنادار بین مهارت‌های فراشناختی و پیشرفت فیزیک، r(310) = 0.482, p< .001؛ توانایی استدلال علمی و پیشرفت فیزیک، r(310) = .526, p< .001؛ و انگیزش یادگیری و پیشرفت فیزیک، r(310) = .587, p< .001 بود. یافته‌ها نشان می‌دهند که دانش‌آموزانی که سطوح بالاتری از مهارت‌های فراشناختی، توانایی استدلال علمی و انگیزش یادگیری دارند، تمایل به کسب پیشرفت بالاتر در فیزیک دارند. این مطالعه نتیجه می‌گیرد که این ویژگی‌های مرتبط با فراگیران، عوامل مهمی هستند که با پیشرفت فیزیک دانش‌آموزان مرتبط‌اند. توصیه می‌شود معلمان فیزیک راهبردهای فراشناختی، فعالیت‌های استدلال علمی و رویکردهای انگیزشی را در تدریس کلاسی برای حمایت از مشارکت و پیشرفت دانش‌آموزان در فیزیک ادغام کنند.

This research aims to analyze and compare the effectiveness of authoritarian and democratic leadership styles in improving student discipline in schools. The method employed is a Systematic Literature Review (SLR) using content analysis of ten reputable scientific articles published within the last decade. The results demonstrate that authoritarian leadership tends to produce only instant and fragile compliance based on fear of punishment. Conversely, democratic leadership is proven to be significantly more effective in fostering sustainable discipline by building students' intrinsic awareness through persuasive communication, dialogue, and role modeling. This democratic-transformative pattern successfully cultivates independent, responsible, and emotionally mature student characters. Therefore, democratic leadership is recommended as the primary paradigm in modern educational management to create a conducive school ecosystem.

این پژوهش با هدف تحلیل و مقایسه اثربخشی سبک‌های رهبری استبدادی و دموکراتیک در بهبود نظم دانش‌آموزان در مدارس انجام شده است. روش مورد استفاده، مرور نظامند ادبیات (SLR) با تحلیل محتوای ده مقاله علمی معتبر منتشر شده در دهه اخیر است. نتایج نشان می‌دهد که رهبری استبدادی تمایل دارد تنها اطاعتی لحظه‌ای و شکننده مبتنی بر ترس از تنبیه ایجاد کند. در مقابل، رهبری دموکراتیک در پرورش نظم پایدار از طریق ایجاد آگاهی درونی دانش‌آموزان با استفاده از ارتباطات اقناعی، گفت‌وگو و الگوسازی، به‌طور قابل‌توجهی مؤثرتر ثابت شده است. این الگوی دموکراتیک-تبدیلی موفق به پرورش شخصیت دانش‌آموزانی مستقل، مسئول و از نظر عاطفی بالغ شده است. بنابراین، رهبری دموکراتیک به‌عنوان پارادایم اصلی در مدیریت آموزشی مدرن برای ایجاد اکوسیستم مطلوب مدرسه توصیه می‌شود.

The present study explores police cadets’ perceptions of the Psychology course within their training context. The sample consisted of 111 first-year cadets who completed a structured questionnaire including subscales measuring attitudes toward the course, perceived professional usefulness, contribution to personal development, content evaluation, level of understanding, and comparative evaluation with other courses. The findings indicate a moderate to positive overall attitude, with particularly strong recognition of the course’s professional relevance. However, lower levels of intrinsic motivation and perceived contribution to personal development were observed. The course content was evaluated as contemporary, relevant, and appropriately demanding, although it did not strongly engage students’ interest. A key finding of the study is the clear preference for more interactive and experiential teaching methods, which appear crucial for enhancing student engagement and learning outcomes. Overall, while the Psychology course is acknowledged as an essential component of police education, the results highlight the need for a pedagogical redesign focusing on applied learning and active participation.

Online learning can improve access to educational materials, but it may also create additional demands for school-aged learners who experience learning disabilities. This study examined perceived academic, emotional, behavioural, and adaptation-related outcomes of online classes among students in Grades 1-10 with learning difficulties, drawing on student, parent, and teacher reports. The dissertation describes a quantitative, cross-sectional survey involving 95 participants and the use of the Learning Disabilities Checklist (LDC), Strengths and Difficulties Questionnaire (SDQ), Online Learning Readiness Scale (OLRS), and a researcher-developed questionnaire. Reported findings indicate difficulties with attention, comprehension, task completion, and motivation in online settings, alongside lower perceived academic performance than in traditional classrooms. Parent and teacher reports were associated with students? reported learning difficulties. A significant association was reported between student and teacher reports, χ2(1, N = 95) = 20.5, p < .001, φ = .465; a similar association was reported for student and parent reports, χ2(1, N = 95) = 21.0, p < .001, φ = .471. Student and parent reports of emotional wellbeing were also positively correlated, ρ = .674, p < .001. The findings suggest that online learning requires structured routines, accessible teaching materials, trained educators, and coordinated family-school support to better accommodate learners with learning disabilities. Results should be interpreted cautiously because detailed descriptive scores and an effect estimate for the academic comparison were not reported consistently in the dissertation.

School accreditation in Indonesia is often reduced to completing documents before the assessment visit, so the quality it produces tends to be administrative and short-lived. SDIT Ar Refah Tanjungpinang faced the same problem before it raised its accreditation rating from C to A. This study aims to analyse the principal's strategies for building a quality culture from a Total Quality Management perspective, to explain how the values of amanah (trustworthiness) and ihsan (excellence) are internalised into that culture, and to reveal the impact of this culture on the accreditation transformation. The study employed a qualitative approach with a single case study design. Data were collected through in-depth interviews, participant observation, and document analysis involving the principal, teachers, administrative staff, foundation board members, the school committee, and the accreditation team. The data were analysed using the interactive model of data condensation, data display, and conclusion drawing, and their trustworthiness was tested through source and technique triangulation. The findings show that the principal built a quality culture through shared quality awareness, documented work cycles, improvement-oriented evaluation, team collaboration, and role modelling. Amanah and ihsan served as intrinsic motivation that shifted work orientation from compliance to worship. The study concludes that integrating TQM principles with amanah and ihsan produces a substantive accreditation transformation, because quality is embraced as a moral and spiritual responsibility of the entire school community.

The authenticity of Islamic Religious Education in elementary schools faces significant contemporary challenges, shifting from transformative character building toward mechanical cognitive memorization. This study aims to re-actualize the core principles of authentic moral learning through a mindful, meaningful, and joyful paradigm tailored for elementary school students. Using a literature study approach with critical-qualitative analysis, this research examines classical and contemporary pedagogical frameworks to synthesize an integrated moral education model. The findings indicate that mindful learning enhances students' self-awareness and spiritual presence, meaningful learning connects religious doctrines with daily life experiences, and joyful learning fosters intrinsic motivation and emotional well-being. Synthesizing these three elements restores the authenticity of IRE, transforming moral learning from rigid doctrinal instruction into a living, transformative spiritual and ethical experience.

Microteaching is one of the courses that plays an important role in preparing prospective Islamic Religious Education (PAI) teachers to possess competencies that meet the demands of the teaching profession. This study aims to examine the urgency of microteaching in preparing professional PAI teachers through the development of pedagogical, professional, social, and personal competencies. The study employs a qualitative approach using library research. Data were obtained from various literature sources, including books, scientific journals, research articles, and academic documents relevant to microteaching and teacher professionalism. Data collection was conducted through documentation studies, while data analysis employed content analysis techniques. The findings indicate that microteaching serves as a means of bridging theory and teaching practice, training basic teaching skills, developing self-reflection abilities, and enhancing students' readiness to face field practice and the professional world. Furthermore, microteaching makes a significant contribution to the development of pedagogical, professional, social, and personal competencies among prospective PAI teachers. Its successful implementation is supported by lecturer guidance, the availability of learning facilities, and student motivation, although challenges remain, including limited time, nervousness, and differences between simulated situations and actual classroom conditions. Therefore, optimizing microteaching through the use of innovative methods, educational technology, constructive feedback, and continuous practice is necessary to produce professional, competent PAI teachers who are prepared to face the challenges of education in the modern era.

The article examines the potential of mindfulness exercises for promoting students’ well-being and improving the effectiveness of English language teaching in higher education institutions of Ukraine. The relevance of the study is due to the increasing levels of stress, anxiety, emotional exhaustion, and reduced motivation among students, particularly in the context of the ongoing war in Ukraine, which highlights the need for educational approaches that support both academic achievement and psychological well-being. The paper reviews contemporary theoretical and empirical research on mindfulness, outlines its core principles, and analyses their application to the foreign language classroom. Particular attention is paid to the contribution of mindfulness to reducing foreign language anxiety, strengthening emotional regulation, increasing resilience, motivation, self-efficacy, concentration, memory, communication skills, and speaking performance. The article also discusses the pedagogical principles underlying effective mindfulness instruction, including intention, attention, attitude, inquiry-based learning, and the creation of a supportive and non-judgemental learning environment. Furthermore, the principles of non-judgement, acceptance, beginner’s mind, patience, non-striving, trust, letting go, and compassion are interpreted in relation to English language learning. Based on the analysed literature, the paper proposes a set of practical mindfulness activities that can be integrated into English language lessons, including mindful breathing, listening, writing, conversations, body scanning, movement, grounding, visualisation, art practices, and savouring. These activities may be used as lesson warm-ups, fillers, transitions, or independent learning tasks to foster students’ emotional well-being while simultaneously developing their communicative competence. It is concluded that mindfulness represents a valuable pedagogical approach capable of creating psychologically safe and engaging learning environments that support both language acquisition and personal development.

Learning motivation plays an important role in supporting children's academic success; however, children in orphanages often face limited individual guidance and attention that can lower their learning enthusiasm. Based on observations and interviews, it was found that the learning motivation of elementary school children at Orphanage GA was relatively low, characterized by lack of enthusiasm, quick boredom, and low self-confidence. This community service activity aims to improve children's learning motivation through interactive and enjoyable educational strategies. The method used involved administering pre-tests and post-tests using a learning motivation instrument consisting of 24 statement items, covering eight indicators of learning motivation, each comprising three statement items. The instrument was measured using a four-point Likert scale with four response alternatives, namely Strongly Agree (SA), Agree (A), Disagree (D), and Strongly Disagree (SD), administered to 13 children aged 7-13 years, consisting of 11 boys and 2 girls. The intervention program included coloring activities, personal activity schedule creation, future goals presentations, picture-guessing games, English vocabulary learning using flashcards, an effective learning strategy seminar, and educational word scramble and word search games. The Paired Samples Test results showed that the average learning motivation score increased from 77.00 to 78.69, although the increase was not statistically significant (p = 0.651 > 0.05). Nevertheless, the children demonstrated greater enthusiasm and engagement during the activities. This program can serve as a potential initial step in fostering elementary school children's learning motivation in an orphanage setting and as a consideration for developing more effective and sustainable learning support programs. ABSTRAK Motivasi belajar memiliki peran penting dalam mendukung keberhasilan akademik anak, namun anak-anak di panti asuhan sering menghadapi keterbatasan pendampingan dan perhatian individu yang dapat menurunkan semangat belajar mereka. Berdasarkan observasi dan wawancara, ditemukan bahwa motivasi belajar anak-anak SD di Panti Asuhan GA masih tergolong rendah, ditandai dengan kurangnya antusiasme, mudah bosan, dan rendahnya rasa percaya diri. Kegiatan pengabdian ini bertujuan untuk meningkatkan motivasi belajar anak melalui strategi edukatif yang interaktif dan menyenangkan. Metode yang digunakan meliputi pemberian pre-test dan post-test menggunakan instrumen motivasi belajar yang terdiri atas 24 butir pernyataan, mencakup delapan indikator motivasi belajar yang masing-masing terdiri atas tiga butir pernyataan. Instrumen tersebut diukur menggunakan skala Likert empat poin dengan empat alternatif jawaban, yaitu Sangat Setuju (SS), Setuju (S), Tidak Setuju (TS), dan Sangat Tidak Setuju (STS), yang diberikan kepada 13 anak usia 7-13 tahun, terdiri atas 11 anak laki-laki dan 2 anak perempuan. Program intervensi meliputi kegiatan mewarnai, penyusunan personal activity schedule, presentasi cita-cita, permainan tebak gambar, pembelajaran kosakata bahasa Inggris menggunakan flashcard, seminar strategi belajar efektif, serta permainan edukatif word scramble dan word search. Hasil analisis menggunakan Paired Samples Test menunjukkan rata-rata skor motivasi belajar meningkat dari 77,00 menjadi 78,69, meskipun peningkatan tersebut belum signifikan secara statistik (p = 0,651 > 0,05). Walaupun demikian, anak-anak menunjukkan antusiasme dan keterlibatan yang lebih baik selama kegiatan berlangsung. Program ini dapat menjadi langkah awal yang potensial dalam menumbuhkan motivasi belajar anak di lingkungan panti asuhan serta menjadi bahan pertimbangan untuk pengembangan program pendampingan belajar yang lebih efektif dan berkelanjutan.

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.

Teaching English as a foreign language faces several challenges related to student motivation, active participation, and the development of communicative skills, particularly speaking. In response to this situation, gamification has emerged as an innovative teaching strategy that incorporates game elements into educational contexts in order to promote meaningful learning experiences. The aim of this study is to analyze the potential of gamification for the development of English-speaking skills, considering its theoretical foundations, key components, and practical applications in the teaching and learning process of foreign languages. From a theoretical and descriptive perspective, the study examines contributions from various scholars who emphasize the value of elements such as points, badges, levels, challenges, and immediate feedback systems in fostering motivation, participation, and learners' self-confidence. Likewise, practical experiences involving role-playing games, gamified debates, digital platforms, and collaborative learning environments are discussed as effective means of encouraging the contextualized use of the language. The analysis reveals that gamification contributes to reducing communication anxiety, increasing student interaction, and strengthening linguistic and social skills that are essential for English language learning. It is concluded that this methodology represents an effective alternative for enriching foreign language instruction, provided that its implementation is guided by clearly defined pedagogical objectives and adapted to the characteristics of the educational context in which it is applied.

ABSTRACT Digital transformation in education has encouraged changes in school management, requiring school principals to demonstrate adaptive and visionary leadership and to facilitate organizational change. Transformational leadership is a relevant approach because it emphasizes the ability of leaders to build a vision, provide motivation, encourage innovation, and empower teachers in responding to change. This study aimed to analyze teachers’ perceptions of the principal’s transformational leadership in the digital era at SMAN 9 Mataram based on the dimensions of idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration. The study employed a quantitative approach with a descriptive survey design. The study population and sample consisted of 57 teachers selected using total sampling (census sampling), in which all active teachers were included as respondents. Data were collected through questionnaires and analyzed using descriptive statistics. The results showed that teachers’ perceptions of the principal’s transformational leadership were in the positive category. The principal was perceived as demonstrating exemplary leadership, fostering motivation, supporting innovation, and paying attention to teachers’ professional development. These findings indicate that transformational leadership is reflected in various leadership practices that support an adaptive school environment in response to educational change and digital transformation. ABSTRAK Transformasi digital dalam pendidikan telah mendorong perubahan dalam pola pengelolaan sekolah sehingga kepala sekolah dituntut memiliki kepemimpinan yang adaptif, visioner, dan mampu menggerakkan perubahan organisasi. Kepemimpinan transformasional menjadi pendekatan yang relevan karena menekankan kemampuan pemimpin dalam membangun visi, memberikan motivasi, mendorong inovasi, serta memberdayakan guru dalam menghadapi perubahan. Penelitian ini bertujuan untuk menganalisis persepsi guru terhadap kepemimpinan transformasional kepala sekolah pada era digital di SMAN 9 Mataram berdasarkan dimensi idealized influence, inspirational motivation, intellectual stimulation, dan individualized consideration. Penelitian ini menggunakan pendekatan kuantitatif dengan desain survei deskriptif. Populasi sekaligus sampel penelitian berjumlah 57 guru yang dipilih menggunakan teknik sampling jenuh (sensus), sehingga seluruh guru aktif dijadikan responden. Data diperoleh melalui kuesioner dan dianalisis menggunakan statistik deskriptif. Hasil penelitian menunjukkan bahwa persepsi guru terhadap kepemimpinan transformasional kepala sekolah berada pada kategori positif. Kepala sekolah dinilai mampu memberikan keteladanan, membangun motivasi, mendukung inovasi, serta memperhatikan pengembangan kompetensi guru. Temuan ini menunjukkan bahwa kepemimpinan transformasional tercermin dalam berbagai praktik kepemimpinan yang mendukung terciptanya lingkungan sekolah yang adaptif terhadap perubahan dan transformasi digital pendidikan.

With the continuous advancement of the construction of a national lifelong learning system and the deepening reform of the modern vocational education system, exploring the internal and external driving factors underlying the high-quality development of higher vocational colleges in border regions can effectively address several prominent challenges faced by northern higher vocational institutions, including insufficient connotative development in relation to construction requirements, inadequate motivation for autonomous learning among teachers and students, and difficulties in adapting lifelong education services to the needs of regional industries. Therefore, this research has significant practical implications.Drawing on self-efficacy theory and lifelong education theory, this study clarifies the transmission mechanisms among variables and constructs a theoretical model centered on lifelong education driving factors, teachers’ and students’ self-efficacy, and the high-quality development of higher vocational colleges. The study conducted a survey among 14 public higher vocational colleges in Heilongjiang Province, collecting 628 valid teacher questionnaires and 864 valid student questionnaires. Empirical analysis was conducted using SPSS 26.0 and the PROCESS macro, including reliability and validity tests, correlation analysis, and Bootstrap tests of mediating effects.The empirical results reveal several key findings. First, four driving factors associated with lifelong education—digital learning resource provision, the implementation of industry–education integration, the cultivation of a lifelong learning-oriented campus environment, and modern institutional governance—can all positively promote the high-quality development of higher vocational colleges. Second, these four types of factors significantly enhance the self-efficacy levels of both teachers and students. Finally, teachers’ and students’ self-efficacy plays a mediating role in this process: various lifelong education-related factors not only directly improve the quality of institutional development but also indirectly facilitate the connotative development of colleges by strengthening teachers’ and students’ confidence in learning and career development.Based on the practical context of higher vocational education in Heilongjiang Province, this study enriches the theoretical framework concerning institutional development from the perspective of lifelong education and provides two practical implications for higher vocational colleges in northern border regions. Higher vocational institutions should not only align their educational practices with local industrial characteristics but also focus on stimulating the subjective initiative of teachers and students, thereby establishing a sustainable and stable model of high-quality development.

Qur’an memorization programs in Madrasah Tsanawiyah require alignment between memorization achievement, recitation accuracy, long-term retention, and learning support. An emphasis on the quantity of memorized material alone provides an incomplete account of program quality and sustainability. This study examines strategies for implementing Qur’an memorization programs by exploring the relationships among learning approaches, evaluation, and supporting factors. It adopts a qualitative approach using a narrative literature review design. Sources comprise scholarly articles on Qur’an memorization, educational management, memory, assessment, and learning motivation. Materials were collected through document review and examined using narrative analysis to interpret arguments, compare findings within their contexts, and explain relationships across concepts. The review indicates that tahfidz instruction should connect recitation guidance, the acquisition of new memorization, retrieval practice, and the continuous review of previously memorized material. Assessment can inform instructional adjustments when it addresses recitation accuracy, fluency, retention, and individual progress. Teacher competence, psychological support, family involvement, and institutional scheduling provide complementary support for implementing these adjustments. Taken together, the literature suggests that program strategies should connect students’ learning needs, instructional practices, assessment information, and follow-up actions. This interpretation offers a basis for reviewing tahfidz practices in Madrasah Tsanawiyah, while its application requires attention to students’ characteristics and institutional resources. The conclusions represent a synthesis of the reviewed literature rather than evidence of the effectiveness of a tested program model. [Program tahfidz Al-Qur’an di Madrasah Tsanawiyah memerlukan keselarasan antara capaian hafalan, ketepatan bacaan, retensi jangka panjang, dan dukungan belajar. Penekanan pada jumlah materi yang dihafal saja belum memberikan gambaran utuh tentang mutu dan keberlanjutan program. Penelitian ini mengkaji strategi pelaksanaan program tahfidz dengan menelaah hubungan antara pendekatan pembelajaran, evaluasi, dan faktor pendukung. Penelitian menggunakan pendekatan kualitatif dengan desain kajian literatur naratif. Sumber mencakup artikel ilmiah tentang tahfidz, pengelolaan pendidikan, memori, penilaian, dan motivasi belajar. Bahan dikumpulkan melalui studi dokumen dan dikaji menggunakan analisis naratif untuk menafsirkan argumentasi, membandingkan temuan sesuai konteksnya, serta menjelaskan hubungan antarkonsep. Hasil kajian menunjukkan bahwa pembelajaran tahfidz perlu menghubungkan bimbingan bacaan, penambahan hafalan, latihan mengambil kembali informasi, dan pengulangan berkelanjutan atas materi yang telah dihafal. Penilaian dapat menjadi dasar penyesuaian pembelajaran ketika memperhatikan ketepatan bacaan, kelancaran, retensi, dan kemajuan individual. Kompetensi guru, dukungan psikologis, keterlibatan keluarga, dan pengaturan jadwal kelembagaan saling melengkapi dalam mendukung penyesuaian tersebut. Secara keseluruhan, literatur mengisyaratkan bahwa strategi program perlu menghubungkan kebutuhan belajar siswa, praktik pembelajaran, informasi penilaian, dan tindakan tindak lanjut. Interpretasi ini memberikan dasar untuk meninjau praktik tahfidz di Madrasah Tsanawiyah, sementara penerapannya memerlukan perhatian terhadap karakteristik siswa dan sumber daya lembaga. Simpulan merupakan sintesis literatur yang dikaji, bukan bukti efektivitas model program yang telah diuji]

ABSTRACT Short story writing instruction among eighth-grade students at SMP NW Aikmual faces several challenges, including generating ideas, developing thoughts, selecting appropriate words, accessing reading references, and maintaining concentration. This study aims to describe the teacher’s role in supporting the development of students’ short story writing skills and to identify the supporting and inhibiting factors in the learning process. The study employed a descriptive qualitative approach involving seven informants selected through purposive sampling, comprising one Indonesian language teacher and six eighth-grade students directly involved in short story writing activities. Data were collected through semi-structured interviews, observations, and documentation, then analyzed through data reduction, data presentation, and conclusion drawing. The findings indicate that the teacher acts as a facilitator by providing learning materials and short story examples, a motivator through encouragement and appreciation, a mentor by guiding students in generating ideas and developing stories, and an evaluator by providing corrections and feedback. Supporting factors include teacher guidance, student motivation, and the availability of learning resources, while inhibiting factors include difficulties in developing ideas, limited vocabulary and reading references, and concentration problems. These findings indicate that targeted and continuous teacher support helps facilitate the short story writing process according to students’ needs. ABSTRAK Pembelajaran menulis cerpen pada siswa kelas VIII SMP NW Aikmual masih menghadapi kendala dalam menemukan ide, mengembangkan gagasan, merangkai kata, memperoleh referensi bacaan, dan mempertahankan konsentrasi. Penelitian ini bertujuan mendeskripsikan peran guru dalam mendukung proses pengembangan kemampuan menulis cerpen serta mengidentifikasi faktor pendukung dan penghambat pembelajaran. Penelitian menggunakan pendekatan deskriptif kualitatif dengan tujuh informan yang dipilih secara purposive sampling, terdiri atas satu guru Bahasa Indonesia dan enam siswa kelas VIII yang terlibat langsung dalam pembelajaran menulis cerpen. Data dikumpulkan melalui wawancara semi-terstruktur, observasi, dan dokumentasi, kemudian dianalisis melalui reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa guru berperan sebagai fasilitator melalui penyediaan materi dan contoh cerpen, motivator melalui dorongan dan apresiasi, pembimbing melalui pendampingan dalam menentukan ide dan mengembangkan cerita, serta evaluator melalui koreksi dan umpan balik. Faktor pendukung meliputi bimbingan guru, motivasi siswa, dan ketersediaan sumber belajar, sedangkan faktor penghambat mencakup kesulitan mengembangkan gagasan, keterbatasan kosakata dan referensi, serta masalah konsentrasi. Temuan ini menunjukkan bahwa dukungan guru yang terarah dan berkelanjutan berperan dalam memfasilitasi proses menulis sesuai kebutuhan siswa.

This study aims to examine the effectiveness of the PJBL model with a scientific approach that influences student learning outcomes. The method used in this study is a literature study by collecting and analyzing various previous research sources related to the implementation of PjBL in elementary schools. This literature study focuses on how PjBL can develop students' cognitive, affective, psychomotor, and social-emotional skills. The results of the study show that PjBL through a scientific approach can increase students' interest, motivation, and learning outcomes. This model encourages students to collaborate, think critically, and actively engage in real projects that are relevant to everyday life. However, there are several challenges in its implementation. The success of this model requires support from good time management, teacher guidance, and adequate facilities.

Academic motivation in physically demanding university programmes may be better understood by considering motivational quality rather than motivation quantity alone. This cross-sectional observational survey supplemented by structured content analysis examined relationships among basic psychological need satisfaction and frustration, autonomous motivation, controlled motivation, amotivation, continuation intention, and career commitment in first- and second-year students enrolled in Physical Education and Mountain Sports at Transilvania University of Brașov. Data were collected from 6 to 30 October 2025 after ethics approval, yielding a final analytical sample of 237 students. Participants completed the Academic Motivation Scale-College/University version, the Basic Psychological Need Satisfaction and Frustration Scale, contextual and sport-related items, continuation and career indicators, and two open-ended prompts. Original open-ended answers were standardized into 50 motivation and 50 demotivation formulations and independently coded by both authors. Autonomous motivation averaged 5.04 (SD = 1.05), amotivation 2.40 (SD = 0.95), overall need satisfaction 3.72 (SD = 0.73), and overall need frustration 2.21 (SD = 0.76). Need satisfaction correlated strongly with autonomous motivation (Spearman ρ = 0.704), whereas need frustration correlated strongly with amotivation (ρ = 0.661). In adjusted models, need satisfaction was positively associated with autonomous motivation (β = 0.539, p < 0.001), and need frustration was positively associated with amotivation (β = 0.569, p < 0.001). Human coding agreement was high for motivation (92.0%, κ = 0.898) and demotivation (94.0%, κ = 0.927). Teaching/prosocial impact was the most frequent motivation category (33.8%), while curriculum/teaching/assessment was the most frequent demotivation category (23.6%). Overall, self-reported need satisfaction and frustration were differentially associated with motivational quality in this cohort, but the cross-sectional, single-faculty design precludes causal or population-level conclusions.

The aim of this systematic review is to comprehensively evaluate recent research examining the relationships between teachers’ psychological resilience, burnout, and related variables from a holistic perspective. In this context, empirical and review studies published between 2020 and 2025 and conducted with teacher samples were analyzed using a systematic review methodology. The literature search was carried out in the Social Sciences Citation Index (SSCI), Emerging Sources Citation Index (ESCI), and Scopus databases, and studies were selected based on predetermined inclusion and exclusion criteria. As a result of this process, 23 empirical studies and 4 review studies were included in the systematic review.The findings indicate that teachers’ psychological resilience is negatively associated with the emotional exhaustion and depersonalization dimensions of burnout, while it is positively related to favorable outcomes such as professional efficacy, well-being, and work engagement. Teachers with higher levels of psychological resilience appear to be more resistant to occupational demands and experience lower levels of burnout symptoms. While some of the reviewed studies identified psychological resilience as a direct predictor of burnout, others revealed indirect effects through variables such as job stress, teacher self-efficacy, motivation, and organizational conditions. The findings of the review studies further support these results and emphasize the importance of conceptualizing teachers’ psychological resilience within a framework of individual and organizational resources.In conclusion, this systematic review demonstrates that teachers’ psychological resilience functions as a significant protective factor against burnout. The findings suggest that interventions aimed at strengthening teachers’ psychological resilience at both individual and organizational levels may play a critical role in promoting sustainable teacher well-being.

Vocabulary acquisition constitutes a fundamental component in learning English as a foreign language; however, traditional teaching methods do not always promote motivation or long-term lexical retention. In this context, the present study aimed to analyze the effectiveness of storytelling with urban legends in teaching vocabulary to young English learners. The re-search was developed under a quantitative approach and a quasi-experimental pretest and posttest design with a single group. The sample consisted of 48 students from the National and Foreign Languages Pedagogy major at the Technical University of Cotopaxi, and for data collection, a 30-item multiple-choice vocabulary test was used, which was applied before and after a pedagogical intervention based on four storytelling sessions using urban legends, de-signed for this research and validated through the judgment of three expert professors from the National and Foreign Languages Pedagogy major. The data were analyzed using descrip-tive statistics in Microsoft Excel, and the results showed an increase in the mean scores, which went from 20.27 in the pretest to 24.94 in the posttest; likewise, the minimum score increased from 5 to 11 points and the standard deviation decreased from 5.79 to 5.03, evi-dencing a more homogeneous performance after the intervention. In conclusion, the findings suggest that storytelling with urban legends constitutes a pertinent pedagogical strategy to strengthen English vocabulary learning by providing meaningful narrative contexts that favor the comprehension, retention, and use of new words.

Purpose To investigate the longitudinal relationship between university students’ subjective exercise experiences and their physical exercise behavior using a cross-lagged research design, and to analyze the moderating role of motivational beliefs in this relationship. Methods A one-year, two-stage longitudinal questionnaire survey was conducted among 422 university students in Jiangxi Province (52.6% male, mean age = 18.29 ± 0.632 years) using the Subjective Exercise Experience Scale, the Adolescent Physical Activity Scale, the Exercise Self-Efficacy Scale and the Perceived Value of Exercise Scale. Results (1) Gender differences were observed in both subjective exercise experience and physical exercise behavior across the two phases; male participants scored higher on average than female participants across all measures. (2) There was a significant positive correlation between subjective exercise experience and physical exercise behavior among university students. (3) Results from a cross-lagged model controlling for gender indicated that subjective exercise experience at T1 significantly and positively predicted physical exercise behavior at T2 ( β = 0.385, p < 0.001), and physical exercise behavior at T1 significantly and positively predicted subjective exercise experience at T2 ( β = 0.336, p < 0.001). (4) Motivational beliefs exerted a significant positive moderating effect on both cross-lagged pathways. Conclusion Gender differences exist in both subjective exercise experience and physical exercise behavior among university students; there is a longitudinal relationship across time between subjective exercise experience and physical exercise behavior; and motivational beliefs exert a significant moderating effect on the prospective predictive pathways between subjective exercise experience and physical exercise behavior.

This study aims to examine research trends and synthesize key findings related to the implementation of outdoor learning in science education through a Systematic Literature Review (SLR) approach. The literature search was conducted using the Scopus database and focused on publications published between 2021 and 2025. The initial search retrieved 197 records, which were subsequently screened in accordance with the PRISMA guidelines using predefined inclusion and exclusion criteria, resulting in 12 studies being selected for further analysis. Based on the descriptive mapping and synthesis of the selected studies, the findings suggest that outdoor learning may enhance students' conceptual understanding, engagement, learning motivation, and several aspects of thinking skills, although direct evidence regarding critical thinking remains limited. The reviewed studies suggest that outdoor learning may support conceptual understanding, engagement, motivation, and some aspects of thinking skills, although direct evidence on critical thinking remains relatively limited. Mixed methods emerged as the most frequently used research approach, followed by qualitative and quantitative methods. The review further identifies underexplored areas, particularly technology integration and the implementation of outdoor learning across diverse educational contexts, highlighting important opportunities for future research.

Background Most person-centered research on exercise motivation has identified static profiles, leaving unclear how motivational configurations change over time, what psychological experiences are associated with those changes, and whether transitions predict subsequent exercise. This study examined the short-term mobility of exercise-regulation profiles, psychological-need predictors of specific transitions, and their prospective associations with later leisure-time exercise. Methods A three-wave prospective study followed 1,780 students from six Chinese colleges at approximately 4-week intervals. Exercise regulation, exercise-specific psychological need satisfaction and frustration, and leisure-time exercise were assessed at each wave. Continuous-indicator latent transition analysis identified longitudinal motivational profiles and transition probabilities. Posterior-probability-weighted models examined origin-wave need satisfaction and frustration as predictors of eligible transitions and tested whether first-interval transitions were associated with final-wave exercise after prior exercise was considered. Results Six profiles were retained: amotivated–controlled, low-regulation, mixed intrinsic–controlled, identified-dominant, intrinsic-dominant, and high autonomous–introjected. Overall profile stability was substantial but incomplete, with 76.9 and 73.8% of posterior transition mass remaining on the stability diagonal across the two intervals. The largest off-diagonal transition was from low regulation to high autonomous–introjected motivation (18.0 and 20.1%). After Holm correction, greater need satisfaction was associated with lower odds of moving from intrinsic-dominant or high autonomous–introjected motivation to low regulation (odds ratios = 0.47–0.49), whereas greater need frustration was associated with lower odds of moving from low regulation to identified- or intrinsic-dominant profiles (odds ratios = 0.41–0.62). In models controlling baseline exercise, movement from amotivated–controlled or low regulation to high autonomous–introjected motivation was associated with greater subsequent exercise, whereas several transitions toward less internalized configurations were associated with lower exercise. After additional adjustment for exercise measured at the transition endpoint, only the low-regulation-to-high autonomous–introjected transition remained significant. Conclusion Exercise motivation was substantially stable yet meaningfully mobile over short periods. Psychological-need experiences were associated with specific, origin-dependent motivational transitions, and selected transitions prospectively differentiated later exercise behavior. The findings support a dynamic and state-dependent view of exercise motivation and suggest that the psychological conditions relevant to maintaining internalized motivation may differ from those involved in moving out of low regulation.

The research aimed to examine the effects of gamification environments on university students' achievement, flow experiences, and emotional states. This study utilized a mixed-methods design, incorporating a quasi-experimental approach for the quantitative phase and a phenomenological approach for the qualitative phase. The study group consisted of 80 students (Quizizz, n = 32; Quizlet, n = 48) enrolled in the Educational Psychology course at a state university. Data were collected through the Achievement Test, Flow Experience Scale, and Positive and Negative Affect Scale. Both groups showed significant pre-test to post-test gains in achievement, with no significant difference between the two groups. Flow experience was positively correlated with positive emotion in both groups, but with achievement only in the Quizlet group. In the Quizizz group, achievement was moderately and negatively correlated with negative emotion, whereas no such relationship was found in the Quizlet group. No significant relationship was found between achievement and positive emotion in either group. Qualitative findings revealed that students actively engaged in both environments, reported higher motivation, and found learning more enjoyable. However, they experienced the platforms differently. Quizizz users emphasized excitement through competition and scoring, whereas Quizlet users highlighted confidence gained from repetition and individual progress. Overall, these results indicate that gamification tools led to similar achievement gains, but through different flow and emotional processes.

This study aims to synthesize the relationship between deep learning strategies and students' critical thinking skills within the context of Economics education. Employing a Systematic Literature Review (SLR) methodology, we examined 24 scholarly publications. The synthesis reveals three key findings: (1) a deep learning approach has a significant influence on higher-order thinking skills (HOTS) and critical thinking abilities; however, this relationship is complex and mediated by variables such as epistemological beliefs, perceptions of the learning context, and intrinsic motivation. (2) The adoption of a deep learning approach does not automatically result in high-level critical thinking skills; therefore, such skills require explicit and structured development. (3) Inquiry-based learning strategies, structured collaboration, and the integration of technology as a cognitive scaffold have proven most effective in promoting both aspects synergistically. This study offers practical implications for the design of Economics instruction—specifically regarding the cultivation of deep knowledge and the development of critical thinking skills—within the framework of the Kurikulum Merdeka (Independent Curriculum).

This research explores how learning science through Project-Based Learning (PBL) can increase student engagement by influencing student interest and academic performance in the 7th-grade classroom. While elementary students often enjoy science because it is very hands-on, middle school introduces a more structured instruction, which can reduce student motivation and lead to a decrease in engagement. This study sought to understand whether Project-Based Learning (PBL) could help bridge the gap between engagement and rigor. PBL provides students with opportunities to explore authentic, real-world problems, collaborate with peers, and apply scientific concepts in meaningful contexts. Students actively construct knowledge through inquiry, experimentation, and reflection. These elements align closely with the goals of middle school science education—to foster critical thinking, creativity, and problem-solving skills while maintaining student interest and joy in learning. The study was conducted in two 7th-grade science classrooms, one of which included a dual-language Spanish program. Students participated in science units designed around PBL principles that emphasized inquiry-based projects, collaboration, and student choice. Data were collected using pre- and post-interest surveys and pre- and post-unit assessments to measure shifts in student attitudes, engagement, and academic performance.

Project-Based Learning can deepen content understanding, promote real-world application, and foster student interest in math and science. This study examines the effect of a 6-week Project-Based Learning (PBL) unit, “The Dirt on Community Gardens,” on student content knowledge and motivation in science and math. The unit addresses a lack of student knowledge by integrating life science (plant life cycles, nutrition) and math (area, perimeter, budgeting) into a real-world project. Students design and build container gardens, growing nutritionally balanced, edible plants for a live client. The project culminates in a community event to share garden solutions. By collaborating with community experts and managing a budget, students engage in problem-solving and critical thinking, which are key to developing skills necessary to become active, informed citizens. The goal is to demonstrate that real-world scenarios deepen learning.

The collection of papers in this special issue examines the dynamics of math and science education from one large urban school district in United States. Papers range from early to late elementary classrooms with diverse student populations in K-7 schools. This editor’s essay provides a brief overview of each of the 7 articles and the authors’ contribution to the expanding STEM research on math and science education and academic performance within the context of project-based learning. Included is a mix of action research studies conducted at 7 different elementary schools by teacher-researcher-practitioners. The papers present diverse vantage points on the circumstances that influence student motivation, student learning, and student engagement within the context of project-based learning.

In South Africa, the persistent issue of graduates being ill-prepared for the job market highlights the deep-seated inequalities within the country's higher education system. Often, employability is attributed to student motivation or individual “skills gaps,” but these explanations overlook the structural mismatches that affect the transition from university to employment. This paper explores how curriculum design, Work-Integrated Learning (WIL), and the digital divide interact to contribute to career unpreparedness among students at a Historically Disadvantaged Institution (HDI) that serves many rural and low-income communities. This study addresses that gap by foregrounding the perspectives of institutional actors, lecturers, WIL coordinators, and academic advisors at a single HDI. Through an interpretivist qualitative study using semi-structured interviews with lecturers, WIL coordinators, and academic advisors, the paper examines how these institutional figures perceive the relationship among academic programmes, labour market demands, and students' real-life circumstances. The findings reveal that curriculum updates often lag behind the fast-evolving job sectors, particularly in Information and Communication Technology (ICT); that WIL systems are fragile due to limited placement opportunities, inconsistent employer engagement, and brief placement periods; and that students from rural and economically disadvantaged backgrounds face compounded challenges, including transport costs, weak professional networks, barriers to digital access, and limited knowledge of recruitment platforms. Additionally, the study highlights that the digital divide extends beyond mere connectivity issues to encompass disparities in access to devices and data, digital confidence, and digitally facilitated career opportunities. Amidst the discourse on the Fourth Industrial Revolution (4IR), globalisation, sustainability, and equity in African higher education, this paper calls for a transformation of the curriculum to be more collaborative, data-informed, and attuned to social needs. It proposes strengthening partnerships with advisory boards, co-creating curricula with industry, employing AI tools to align curricula, and coordinating policies among universities, employers, the Department of Higher Education and Training (DHET), and technology developers. The paper concludes that improving graduate employability in South Africa requires more than technical reforms alone; it necessitates addressing the structural inequalities that shape who can transition from higher education to meaningful employment. The paper contributes a structural-misalignment framework, a clear distinction among empirically grounded, analytically derived, and forward-looking implications, and a methodologically transparent account of qualitative analysis in a sensitive institutional setting.

School heads’ leadership practices, such as how they set direction, support instruction, and build trust, are consistently linked to teachers’ work satisfaction, which in turn shapes motivation, commitment, and retention. The main objective of this study was to determine the School Heads’ Instructional Leadership Practices and Teachers’ Work Satisfaction in selected districts of the Division of Bukidnon during the School Year 2026–2027. Specifically, this aimed to find out the level of respondents’ perception of school heads’ instructional leadership practices; ascertain the level of work satisfaction in terms of the motivator factor; and determine whether a relationship exists between school heads’ instructional leadership practices and teachers’ work satisfaction in terms of the hygiene factor and as well as motivator factor. The study used a descriptive-correlational design and included two hundred five (205) Key Stage 2 teachers selected through universal sampling. Data were collected using a researcher-made questionnaire and analyzed using weighted mean, Pearson correlation, and multiple regression. Findings showed that instructional leadership was highly practiced, especially in aligning the school vision. Teachers also reported high job satisfaction in both hygiene and motivator factors. Instructional leadership was positively related to teachers’ work satisfaction. It also significantly predicted work satisfaction, with school vision alignment being the strongest predictor. It is concluded that instructional leadership is most effective when school heads ensure that the school’s mission and academic goals are perfectly aligned with the school-wide program and the current DepEd curriculum standards. School heads should improve teamwork, teaching, resource use, staff training, recognition, and the school environment.

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.

The tahfiz juz’i method helps students memorize the Qur’an gradually. However, its implementation in Juz ‘Amma memorization instruction continues to face various challenges, particularly among third-grade students at SDN 07 Lembah Melintang, Pasaman Barat. This study aimed to describe the challenges in implementing the tahfiz juz’i method and teachers’ efforts to address them. The study employed a descriptive qualitative approach. Data were collected through observation, interviews, and documentation and analyzed through data reduction, data display, and conclusion drawing and verification. Data trustworthiness was assessed through source and methodological triangulation. The findings revealed that implementation challenges included differences in students’ Qur’anic reading and memorization abilities, limitations in memory and concentration, varying levels of learning motivation, limited teacher time for individual guidance, and uneven family support for murajaah at home. Teachers’ efforts included assigning memorization tasks gradually, strengthening motivation, adapting memorization targets to students’ abilities, establishing regular murajaah routines, correcting tajwid and letter articulation, and collaborating with parents. These findings provide an empirical account of the challenges in implementing tahfiz juz’i instruction at the elementary school level and teachers’ efforts to address them. The study underscores the importance of guidance tailored to students’ abilities and collaboration between schools and families in supporting Qur’anic memorization instruction. Practical implications include the need to adjust memorization targets and ensure continuity of guidance at school and at home. Future research should include more research sites and longer observation periods to gain a deeper understanding of the implementation of the tahfiz juz’i method.

Islamic Religious Education (PAI) is not only intended to provide an understanding of religious concepts, but also to develop students’ ability to comprehend, internalize, and apply religious values in everyday life. Therefore, the learning process needs to move beyond mere mastery of subject matter and provide meaningful and in-depth learning experiences. This study focuses on analyzing deep learning-based PAI instruction from the perspective of Robert E. Slavin’s QAIT model, which consists of Quality of Instruction, Appropriate Levels of Instruction, Incentive, and Time, at SMP Negeri 1 Blora. This study employed a qualitative approach with a case study design. The informants consisted of three PAI teachers and two students selected purposively. Data were collected through interviews, classroom observations, and documentation, and were analyzed using the Miles, Huberman, and Saldaña model through data condensation, data display, and conclusion drawing. The findings indicate that PAI instruction has reflected the principles of deep learning through three main aspects: meaningful learning, mindful learning, and joyful learning. In addition, analysis based on the QAIT model shows that the learning process is supported by instructional quality, the appropriateness of instruction to students’ abilities, learning motivation, and time management. Nevertheless, limited instructional time remains a challenge in providing sufficient opportunities for in-depth learning through discussion, presentation, and reflection. This study concludes that the implementation of deep learning in PAI can support a more contextual, reflective, and meaningful learning process when supported by instructional quality, appropriate strategies tailored to students’ needs, learning motivation, and adequate time management.

Purpose: Although leadership behaviors have been widely examined in relation to teacher outcomes, limited empirical research has explored how different leadership dimensions influence teachers’ morale within highly centralized educational systems such as Thailand’s primary education sector. Existing studies have often emphasized administrative control and procedural compliance, while comparatively less attention has been given to the role of relationship-oriented leadership behaviors in sustaining teachers’ morale within centralized administrative contexts. This study therefore examines the relationship between leadership behaviors within educational administration and teachers’ morale in Thai primary schools in central Thailand. Research design, data and methodology: This study employed a quantitative research design using a survey approach. Data were collected from 417 teachers and educational personnel working in primary schools across central Thailand through anonymous self-administered questionnaires. Leadership behaviors were categorized into task-oriented and relationship-oriented dimensions, while teachers’ morale was examined through Herzberg’s Motivation-Hygiene Theory. Descriptive statistics, Pearson correlation analysis, and multiple regression analysis were employed to examine the relationships between leadership behaviors and teachers’ morale. Results: The findings revealed that both task-oriented and relationship-oriented leadership behaviors were positively associated with teachers’ morale. Relationship-oriented leadership behaviors, particularly motivation and participation, demonstrated stronger predictive influence on teachers’ morale than task-oriented dimensions such as planning and supervision. The regression model explained a substantial proportion of variance in teachers’ morale, indicating that interpersonal and participatory leadership practices play an important role within centralized educational environments. Conclusions: The study contributes empirical evidence to educational administration research by demonstrating that leadership effectiveness within centralized educational systems may involve not only administrative coordination and policy implementation but also relationship-oriented leadership practices that support teachers’ professional well-being. The findings further suggest that balancing organizational structure with human-centered leadership may help sustain teachers’ morale within Thai primary schools.

Purpose: This study aims to identify the factors influencing teachers’ job satisfaction using a middle school in Dazhou City, Sichuan Province, China. Research design, data and methodology: A quantitative research design was adopted. Questionnaire surveys were distributed to 90 teachers at a middle school in Tongchuan District using stratified random sampling. Multiple linear regression was used to examine the relationships between working hours, work pressure, organizational commitment, teacher self-efficacy, teacher career motivation, and job satisfaction. In addition, a 16-week strategic planning program was implemented with 30 teachers to improve job satisfaction. Paired sample t-tests were applied to compare the pre- and post-intervention results. Results: The multiple linear regression results show that organizational commitment, teacher career motivation, and teacher self-efficacy have significant positive effects on job satisfaction. Working hours and work pressure do not show significant direct effects in the regression model. After the program implementation, the paired sample t-test results indicate significant improvements in working hours, work pressure, organizational commitment, teacher self-efficacy, teacher career motivation, and overall job satisfaction. Conclusions: The findings suggest that school management practices that strengthen organizational commitment, support teachers’ professional motivation, and improve working conditions can enhance teachers’ job satisfaction. Practical actions such as flexible work arrangements, professional development opportunities, and participatory school governance may help improve teachers’ workplace experiences and support sustainable educational development.

Introduction As noted in successive OECD assessment reports, global education systems are shifting from standardized assessments toward prioritizing students’ psychological wellbeing and autonomous agency. However, cross-cultural quantitative evidence regarding how these macro-policy transformations relate to students’ micro-psychological perceptions and academic behaviors remains limited. Methods Utilizing a cross-sectional survey, this study analyzed data from 1,309 university students in Shanghai, China, and Kazakhstan. Multi-Group Confirmatory Factor Analysis and Structural Equation Modeling (SEM) were employed to examine the structural associations and measurement invariance among Perceived Educational Transformation (PET), Intrinsic Motivation (IM), and Learning Engagement (LE). Results The three-factor model demonstrated strict measurement invariance across both samples. SEM findings indicated that IM partially mediated a significant indirect associative mechanism the positive structural relationship between PET and LE (indirect effect = 0.098, 95% CI [0.076, 0.122]). This statistical mediating pathway was consistent across both cohorts, showing only trivial inter-group differences (all parameter Δ p > 0.05). Baseline comparisons revealed the Shanghai sample reported higher PET, yet IM and LE levels exhibited no significant quantitative differences between the two groups (Cohen’s d < 0.10). Discussion Higher perceptions of educational transformation do not linearly correspond to enhanced motivation, potentially constrained by unobserved systemic evaluation pressures. The findings suggest that autonomy-supportive educational environments are consistently associated with higher Intrinsic Motivation and academic engagement, regardless of differentiated macro-educational contexts. However, due to the cross-sectional design, these findings represent structural associations rather than directional causality.

Objective Running applications provide feedback, goal setting, rewards, and social interaction, yet app use is often discussed as though it directly improves objective performance. This study tested a sport psychology model linking running-app engagement to perceived training gains via perceived motivational affordances and runner motivation. Methods A quantitative, cross-sectional online survey was completed by 206 adult running-app users. Twenty-five five-point indicators were analyzed using partial least squares structural equation modeling with 5,000 bootstrap resamples. A two-step assessment examined the measurement model and then the structural model, including direct, specific indirect, and total effects. Common-method considerations, construct-level cross-validated prediction, and three sensitivity analyses were also evaluated. Results Engagement was positively associated with motivational affordances (β = 0.707), motivation (β = 0.401), and perceived training gains (β = 0.401). Motivational affordances were positively associated with motivation (β = 0.496), and motivation was positively associated with perceived training gains (β = 0.499); all 95% bootstrap confidence intervals excluded zero. The indirect effect of engagement on perceived training gains through motivation was β = 0.200, while the sequential engagement–affordances–motivation–gains indirect effect was β = 0.175. The model explained 68.8% of the variance in motivation and 71.1% of the variance in perceived training gains. Conclusion Runners who integrated an app more strongly into their training also reported greater perceived motivational value, motivation, and training gains. Positive statistical indirect associations linked engagement to perceived training gains via runner motivation and the sequentially specified affordance–motivation route. Given the cross-sectional design and reliance on self-reported perceived gains, these findings support an associational rather than causal interpretation.

Academic Competency Test (TKA) is an assessment tool designed to measure the literacy, numeracy, and reasoning abilities of high school students as indicators of academic readiness for higher education. However, TKA results show that student achievement is still relatively low and varies between subjects. This study aims to comprehensively examine the determining factors that influence the low achievement of senior high school students in the Academic Competency Test (TKA). This study uses a qualitative descriptive approach with a literature study method, with data sources in the form of reputable national and international scientific articles and secondary data from TKA results published by the Education Assessment Center, Ministry of Primary and Secondary Education. The data were analyzed through the stages of reduction, presentation, and conclusion drawing. The results of the study show that low TKA achievement is influenced by internal factors, including weak higher-order thinking skills (HOTS), low basic literacy and numeracy, high academic anxiety, and low student motivation to learn. In addition, external factors such as the gap between learning practices and national assessment requirements, the phenomenon of learning loss after the pandemic, limitations in teachers' pedagogical competencies, and socio-economic conditions also contribute to low TKA achievement. These findings show that TKA achievement is a reflection of the overall quality of the learning ecosystem and requires the strengthening of literacy, numeracy, and reasoning-based learning on an ongoing basis.

Student learning outcomes are often suboptimal due to inadequate internal factors, such as learning motivation, learning discipline, and critical thinking skills. Students can achieve optimal learning outcomes when these internal factors are consciously, systematically, and intentionally developed as part of their efforts to improve their learning achievement. This study aims to examine the factors that influence student learning outcomes, namely learning motivation, learning discipline, and critical thinking skills, among students at Al-Amin Islamic Senior High School, Sukodono, Sidoarjo. This study employed a quantitative approach, with data collected through questionnaire distribution, documentation of relevant documents, and direct observation at the research site. A total of 97 students constituted both the population and the sample, selected using the total sampling technique. The collected data were assessed for validity and reliability before being analyzed using multiple linear regression. Accordingly, classical assumption tests were conducted as prerequisites for the analysis. The results showed that two independent variables, namely learning motivation and critical thinking skills, had a positive and significant effect on student learning outcomes. In contrast, learning discipline did not show a significant effect on student learning outcomes.

The article examines the impact of information and communication technologies (ICT) on the development of mathematical abilities and geometric concepts in preschool children. The object of the research is the process of developing mathematical abilities and geometric concepts in older preschool children. The aim of the article is to identify the pedagogical potential of ICT and evaluate its effectiveness in developing these abilities. The research methods include the analysis of scientific and methodological literature, pedagogical observation, game-based learning, pedagogical experimentation, and comparative analysis of the results. Multimedia presentations, interactive games, and electronic educational resources were used during the experimental activities. The methodologies of ICT-mediated learning and game-based learning were applied. The research outcomes indicate that the purposeful use of ICT contributes to the development of children's abilities to recognize, name, compare, and classify geometric shapes. It also promotes children's cognitive engagement, logical and spatial thinking, attention, and memory. The experimental results further revealed increased children's engagement and learning motivation. The conclusion of the study is that the pedagogically justified integration of information and communication technologies into game-based learning is an effective means of developing mathematical abilities and geometric concepts in preschool children, facilitating a more visual, interactive, and child-centered learning process.

This study explored the academic validation experiences of internal migrant college students and their implications for proposed psychosocial support activities. Specifically, it examined forms of academic validation, their influence on psychosocial well-being and academic persistence, and challenges in obtaining institutional support. Using a qualitative research design and Interpretative Phenomenological Analysis, the study examined interview accounts from eight internal migrant college students at Cavite State University–Main Campus during the academic year 2025–2026. Findings revealed that students experienced academic validation through faculty recognition, constructive feedback, peer encouragement, and academic achievements. Such experiences fostered motivation, confidence, belonging, and continued academic engagement. Conversely, limited recognition contributed to discouragement, self-doubt, and emotional distress. Participants also described homesickness, social isolation, language barriers, unfamiliar cultural practices, communication difficulties, and hesitation in seeking academic or emotional assistance. Despite these challenges, personal resilience, supportive classmates, and determination helped students adjust and persist in their studies. Based on the findings, the study proposed the BRIDGE Program, emphasizing peer mentoring, support circles, cultural integration, wellness activities, academic assistance, counseling, and opportunities for emotional expression. The study concluded that academic validation and accessible psychosocial support are important to the adjustment and educational persistence of internal migrant students. It aligns with Sustainable Development Goal 3, Good Health and Well-Being; Goal 4, Quality Education; and Goal 10, Reduced Inequalities. Its potential sustainability contribution lies in guiding inclusive institutional support practices that strengthen student welfare, social belonging, and equitable participation in higher education. These practices may also encourage more responsive and supportive campus communities.

Teacher development is essential for improving instructional quality and supporting sustainable school improvement. This study examined teacher development needs across educational stages in selected schools in the United Arab Emirates (UAE) by focusing on three key domains: classroom practices, family engagement, and school support. Using a quantitative descriptive-comparative research design, data were collected through a structured survey administered to teachers representing the Early Years Foundation Stage (EYFS), Primary, and Secondary levels. Descriptive statistics, One-Way Analysis of Variance (ANOVA), and rank-order analysis were employed to determine the levels of teacher development indicators, examine differences across educational stages, and identify priority areas for professional development. The findings revealed high levels of teacher development across all three domains, with classroom practices receiving the highest ratings, followed by family engagement and school support. No statistically significant differences were found in classroom practices, family engagement, or school support across educational stages, indicating that teachers shared similar professional experiences regardless of teaching level. However, item-level analysis identified important developmental priorities, including strengthening student motivation, enhancing family-school partnerships, improving student well-being monitoring, and expanding opportunities for teacher participation in school decision-making. Based on these findings, the Teacher Development Enhancement Framework (TDEF) was developed to provide stage-specific interventions for EYFS, Primary, and Secondary teachers. The framework offers school leaders and policymakers an evidence-based guide for designing targeted professional development initiatives that strengthen instructional practice, organizational support, and collaborative partnerships, ultimately contributing to sustainable teacher growth and improved educational quality in UAE schools.

Cost estimation (Rencana Anggaran Biaya, RAB) is a course that demands careful calculation and an understanding of how costs arise in real projects. An initial observation at SMK Negeri 1 Baureno found that roughly 63% of students grasped and could apply RAB concepts. This research examines whether industrial internship (Prakerin) experience and learning motivation, individually and jointly, influence the RAB learning outcomes of Building Modeling and Information Design (DPIB) students. It adopts an associative quantitative approach with an ex post facto design. Purposive sampling selected 68 twelfth-grade students who had finished their internship. Four-point Likert questionnaires measured Prakerin experience and learning motivation, while a multiple-choice test and grade records supplied the outcome data. Classical assumption tests and multiple linear regression were run in SPSS. Prakerin experience had a significant positive effect on outcomes (B = 1.137, t = 2.717, p = 0.008); the effect of motivation was positive but not significant (B = 0.782, t = 1.754, p = 0.084). Together, the two variables had a significant effect (F = 44.231, p < 0.001), explaining 57.6% of the variance. Schools should improve internship quality and link students' industry experience to RAB teaching

This research analyzes the implementation of a gamification strategy as a methodological framework for delivering curricular content in a sixth-grade primary education class over the course of a full academic year. The study aimed to understand how the integration of game-based elements fosters motivation, participation, collaborative work, and learning processes within an inclusive environment. The research employed a qualitative approach through a case study involving twenty-two students, including one student with a developmental language disorder, one with dyslexia, and one with autism spectrum disorder (level 2). Data were collected through participant observation, checklists, rubrics, semi-structured interviews, questionnaires administered to students and families, and an analysis of the work produced during learning projects. The strategy involved organizing content from four formative domains into thematic "worlds" and "islands," while incorporating avatars, badges, and an experience point (XP) system that recognized both individual and collective effort and progress. The findings indicate a significant increase in active student participation, improved attendance, greater peer collaboration, heightened engagement with school activities, and a positive perception among families regarding the students' learning and emotional well-being. It is concluded that gamification when grounded in the principles of neurodidactics, formative assessment, and educational inclusion serves as a methodological strategy capable of fostering learning environments that are motivating, equitable, and focused on the holistic development of students.

Students differ in whether they learn for the sheer joy of learning or primarily to avoid failure. The difference can be partly explained by intrinsic motivation—a driver of engagement, persistence, and psychological well-being that is not fixed but shaped by the learning environment itself. Drawing on Self-Determination Theory (SDT), this review synthesizes research on educational interventions designed to cultivate students' intrinsic motivation, spanning five categories: need-supportive teaching, competence-supportive practices such as structure and feedback, instructional-method redesigns such as problem- and project-based learning, technology-based approaches such as gamification, and teacher-focused interventions targeting teachers' own behavior and motivation. Across these approaches, one pattern stands out: need-supportive interventions—particularly autonomy support combined with structure—carry the strongest theoretical and empirical support, while other interventions succeed only insofar as they satisfy students' psychological needs within a given context. Autonomy, competence, and relatedness thus provide a common framework for understanding how diverse educational practices influence motivational outcomes. Yet the evidence base remains fragmented: inconsistent conceptualizations of intrinsic motivation, considerable heterogeneity across intervention designs, and a scarcity of long-term data limit what can be concluded with confidence.

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 aims to compare the motivation levels of male and female eighth-grade students during volleyball instruction at SMP Muhammadiyah 5 Samarinda. The study employs a quantitative descriptive design with a comparative approach. The sample consisted of 61 students: 30 males and 31 females. A total sampling technique was used, meaning all members of the population meeting the research criteria were included in the sample. Data were collected using a learning motivation questionnaire based on indicators of needs, persistence, drive, expectations, reinforcement, and goals. The instrument underwent validity and reliability testing prior to use. Data were analyzed using descriptive statistics, normality tests, homogeneity tests, and an independent samples t-test. The results showed an average motivation score of 134.13 for male students and 125.61 for female students, with a mean difference of 8.52. The independent samples t-test yielded a t-value of 2.992 (df = 59) and a significance value of 0.004 (p < 0.05). These findings can serve as a reference for physical education teachers in developing instructional strategies that are varied, inclusive, and responsive to students' characteristics and needs, thereby fostering increased learning motivation in volleyball lessons.

Justification: Reading comprehension difficulties among basic education students have driven the search for pedagogical strategies such as gamification; however, their effectiveness depends on the specific characteristics of the context in which they are implemented. Objective: Therefore, the aim of this study was to conduct a systematic review of the literature published between 2020 and 2025 on gamification strategies used to strengthen reading comprehension among basic education students in Ecuador and to analyze the reported results regarding their effectiveness. Methodology: The study was conducted following the PRISMA 2020 guidelines. The search was carried out in the Scopus, SciELO, Redalyc, DOAJ, and Latindex databases. A total of 34 records were retrieved, of which 12 studies were selected for analysis. Results: Findings indicate that gamification strategies were mainly developed through digital resources and structured instructional sequences integrating challenges, feedback, rewards, points, levels, badges, narratives, progression systems, and collaborative activities. Regarding effectiveness, the studies reported improvements in literal, inferential, and critical reading comprehension, with greater progress in inferential and critical processes. In addition, increases were found in motivation, participation, engagement, and interest in reading. Conclusion: The findings support the favorable effects of gamification in strengthening reading comprehension among basic education students in Ecuador.

Discipline in memorizing the Qur’an is an important aspect of the tahfiz program because students are required to be consistent in memorizing, reviewing, and maintaining their memorization. In its implementation, students have different levels of motivation, memorization ability, and readiness to submit their memorization. Some students are still reluctant to submit their memorization, lack focus during learning activities, or experience difficulties in maintaining consistency. Therefore, teacher strategies are needed to support students in developing discipline in memorizing the Qur’an. This study aims to describe the strategies applied by teachers to improve discipline in Qur’an memorization among eighth-grade students in the tahfiz program at MTs Assa’adah II Bungah Gresik, the impact of these strategies, and the supporting and inhibiting factors in their implementation. This research employed a qualitative approach with a descriptive research design. Data were collected through observation, interviews, and documentation. The data were analyzed using the interactive model of Miles and Huberman through data condensation, data display, and conclusion drawing and verification. The findings indicate that teachers applied strategies including setting memorization targets according to students’ abilities, habituating muroja’ah, providing examples, and giving motivation and guidance to students. The strategies had an impact on students’ discipline in maintaining memorization, conducting muroja’ah, managing their time, and achieving memorization targets. Supporting factors included a conducive learning environment, students’ intrinsic motivation, parental support, and teacher guidance and motivation. Inhibiting factors included fluctuating student motivation, differences in memorization abilities, lack of readiness for memorization submission, and distractions during learning activities. These findings indicate that teacher strategies play a role in supporting the development of students’ discipline and consistency in Qur’an memorization.

انضباط در حفظ قرآن یکی از جنبه‌های مهم برنامهٔ تحفیظ است، زیرا از دانش‌آموزان انتظار می‌رود در حفظ، مرور و نگهداری محفوظات خود استمرار داشته باشند. در اجرای این برنامه، دانش‌آموزان دارای سطوح مختلفی از انگیزه، توانایی حفظ و آمادگی برای ارائهٔ محفوظات خود هستند. برخی دانش‌آموزان همچنان در ارائهٔ محفوظات خود تردید دارند، در فعالیت‌های یادگیری تمرکز کافی ندارند یا در حفظ استمرار با دشواری مواجه می‌شوند. بنابراین، به کارگیری راهبردهای معلمان برای حمایت از دانش‌آموزان در توسعهٔ انضباط در حفظ قرآن ضروری است. هدف این پژوهش توصیف راهبردهای به‌کاررفته توسط معلمان برای ارتقای انضباط در حفظ قرآن در میان دانش‌آموزان پایه هشتم برنامهٔ تحفیظ در مدرسهٔ MTs Assa’adah II Bungah Gresik، تأثیر این راهبردها و عوامل تسهیل‌کننده و بازدارنده در اجرای آن‌ها است. این پژوهش با رویکرد کیفی و طرح پژوهش توصیفی انجام شده است. داده‌ها از طریق مشاهده، مصاحبه و اسناد جمع‌آوری شده‌اند. تحلیل داده‌ها با استفاده از مدل تعاملی Miles و Huberman از طریق تقطیع داده‌ها، نمایش داده‌ها و نتیجه‌گیری و تأیید انجام شده است. یافته‌ها نشان می‌دهد که معلمان راهبردهایی از جمله تعیین اهداف حفظ متناسب با توانایی دانش‌آموزان، عادت‌دهی به مرور (مراجعه)، ارائهٔ الگو و انگیزش و راهنمایی به دانش‌آموزان را به کار گرفته‌اند. این راهبردها بر انضباط دانش‌آموزان در نگهداری محفوظات، انجام مرور، مدیریت زمان و دستیابی به اهداف حفظ تأثیرگذار بوده است. عوامل تسهیل‌کننده شامل محیط یادگیری مناسب، انگیزهٔ درونی دانش‌آموزان، حمایت والدین و راهنمایی و انگیزش معلمان بوده است. عوامل بازدارنده شامل نوسان انگیزهٔ دانش‌آموزان، تفاوت در توانایی حفظ، کمبود آمادگی برای ارائهٔ محفوظات و عوامل حواس‌پرتی در فعالیت‌های یادگیری بوده است. این یافته‌ها نشان می‌دهد که راهبردهای معلمان نقش مهمی در حمایت از توسعهٔ انضباط و استمرار دانش‌آموزان در حفظ قرآن ایفا می‌کند.

This study was motivated by the fact that some students still showed a lack of empathy and social awareness in their daily lives. Therefore, Islamic Religious Education learning is expected not only to focus on knowledge but also to instill empathy values to improve students' social awareness. The purpose of this study was to determine the implementation of Islamic Religious Education learning based on empathy values and the supporting and inhibiting factors in its implementation. This study employed a qualitative approach with a descriptive research design. The research subjects consisted of Islamic Religious Education teachers, the principal, and eleventh-grade students at SMA Muhammadiyah 3 Palembang. Data were collected through observation, interviews, and documentation. Data were analyzed through data reduction, data presentation, and conclusion drawing, while data validity was ensured through source and technique triangulation. The results showed that the implementation of Islamic Religious Education learning based on empathy values had been carried out well through habituation, teacher role modeling, group work, motivation, social activities, and religious activities involving students directly. The implementation had a positive impact on students' social awareness. Supporting factors included the role of teachers, a conducive school environment, and support from the principal and parents. Inhibiting factors included differences in students' characteristics, lack of consistency in applying empathy values, and the use of gadgets. Efforts to overcome these obstacles were carried out through student guidance and parenting activities for parents.

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.

The in-depth penetration of artificial intelligence (AI) technology has reshaped career forms and the structure of the labor market, exerting a profound impact on university students’ cognition and orientation towards career development. Based on the conservation of resources theory and self-determination theory, we conducted three studies—an experimental study and two survey studies—to explore correlational linkages between AI awareness and university students’ boundaryless career. Studies 1 and 3 consistently demonstrated that AI awareness is indirectly associated with boundaryless career through the parallel mediating pathways of intrinsic motivation and future job insecurity. Study 2 provided experimental evidence that heightened AI awareness increases both intrinsic motivation and future job insecurity. This research enriches the application scenarios of boundaryless career theory in the context of technological change, deepens the understanding of the mechanism linking technological perception to youth career psychology, and offers practical implications for career guidance in universities.

This study aims to describe the implementation of the demonstration method in Drum Band extracurricular activities at SMK Negeri 4 Kerinci and to identify the supporting and inhibiting factors affecting its implementation. This research employed a qualitative descriptive approach. Data were collected through observation, interviews, and documentation involving the instructor, students, and school representatives. Data was analyzed through data reduction, data display, and conclusion drawing. The findings show that the demonstration method was implemented through planning, instructor demonstrations, student practice, guidance during training, and evaluation of learning outcomes. This method helped students understand drum band playing techniques more effectively because they were able to observe and imitate the instructor directly. Supporting factors included the instructor's competence, students' motivation, school support, and adequate facilities and equipment. Inhibiting factors included the limited number of musical instruments, restricted practice time, and differences in students' abilities to understand the training materials.

هدف این پژوهش توصیف اجرای روش نمایش در فعالیت فوق‌برنامه درام‌بند در دبیرستان دولتی شماره ۴ کرینچی و شناسایی عوامل تسهیل‌کننده و بازدارنده مؤثر بر اجرای آن است. این پژوهش با رویکرد توصیفی-کیفی انجام شده است. داده‌ها از طریق مشاهده، مصاحبه و مستندسازی با مشارکت مربی، دانش‌آموزان و نمایندگان مدرسه گردآوری شد. تحلیل داده‌ها از طریق کاهش داده، نمایش داده و نتیجه‌گیری صورت گرفت. یافته‌ها نشان می‌دهد که روش نمایش از طریق برنامه‌ریزی، نمایش مربی، تمرین دانش‌آموزان، راهنمایی در حین آموزش و ارزیابی نتایج یادگیری اجرا شده است. این روش به دانش‌آموزان کمک کرد تا تکنیک‌های نواختن درام‌بند را مؤثرتر درک کنند، زیرا قادر بودند مربی را به طور مستقیم مشاهده و تقلید نمایند. عوامل تسهیل‌کننده شامل شایستگی مربی، انگیزه دانش‌آموزان، حمایت مدرسه و امکانات و تجهیزات کافی بود. عوامل بازدارنده شامل محدودیت تعداد سازهای موسیقی، زمان محدود تمرین و تفاوت در توانایی دانش‌آموزان برای درک مطالب آموزشی بود.

The purpose of the present research was to test assumptions in the Shared Values-Social Support (SV-SS) model of teacher motivation and well-being. The model proposes that shared values and social support from both colleagues and the school leadership are correlated constructs that can be represented by a second-order factor. The model further proposes that shared values and social support affect teacher motivation and well-being. Participants in two studies were 2569 (study 1) and 1145 (study 2) Norwegian teachers in compulsory school (grade 1–10). The data were analyzed by confirmatory factor analysis and SEM analysis using the AMOS 25 program. The analyses of the two sets of teacher data provided evidence for the assumptions underlying the SV-SS model. The factor analysis supported a model in which a second-order factor was indicated by measures of shared values, supportive colleagues, and supportive school leadership. In the SEM models, a second-order shared values-social support variable positively predicted teacher job satisfaction, sense of belonging, and collective teacher efficacy. In contrast, motivation to leave the teaching profession was indirectly, but negatively predicted by shared values and social support. Study 1 also revealed that a mastery-oriented school goal structure was strongly associated with teachers’ perceptions of sharing values with their colleagues as well as working in a supportive environment.

هدف پژوهش حاضر، آزمون فرضیات مدل ارزش‌های مشترک-حمایت اجتماعی (SV-SS) در انگیزش و بهزیستی معلمان بود. این مدل پیشنهاد می‌کند که ارزش‌های مشترک و حمایت اجتماعی از سوی همکاران و رهبری مدرسه، سازه‌هایی همبسته هستند که می‌توان آن‌ها را با یک عامل مرتبه دوم نمایش داد. همچنین مدل بیان می‌کند که ارزش‌های مشترک و حمایت اجتماعی بر انگیزش و بهزیستی معلمان تأثیر می‌گذارند. شرکت‌کنندگان در دو مطالعه شامل ۲۵۶۹ نفر (مطالعه اول) و ۱۱۴۵ نفر (مطالعه دوم) از معلمان نروژی مدارس اجباری (پایه ۱ تا ۱۰) بودند. داده‌ها با استفاده از تحلیل عاملی تأییدی و تحلیل مدل معادلات ساختاری (SEM) با نرم‌افزار AMOS 25 تحلیل شدند. تحلیل‌های دو مجموعه داده معلمان شواهدی برای فرضیات زیربنایی مدل SV-SS فراهم کرد. تحلیل عاملی از مدلی حمایت کرد که در آن یک عامل مرتبه دوم توسط سنجه‌های ارزش‌های مشترک، همکاران حمایت‌کننده و رهبری مدرسه حمایت‌کننده نشان داده می‌شد. در مدل‌های SEM، متغیر مرتبه دوم ارزش‌های مشترک-حمایت اجتماعی، رضایت شغلی معلمان، احساس تعلق و اثربخشی جمعی معلمان را به طور مثبت پیش‌بینی کرد. در مقابل، انگیزش برای ترک حرفه معلمی به طور غیرمستقیم اما منفی توسط ارزش‌های مشترک و حمایت اجتماعی پیش‌بینی شد. مطالعه اول همچنین نشان داد که ساختار هدف مدرسه با جهت‌گیری تسلط، ارتباط قوی با ادراک معلمان از اشتراک ارزش‌ها با همکاران و همچنین کار در محیطی حمایت‌کننده دارد.

Abstract: Prestasi belajar merupakan indikator utama keberhasilan proses pembelajaran yang dipengaruhi faktor internal dan eksternal siswa. Penelitian ini bertujuan menganalisis pengaruh sikap siswa terhadap guru, motivasi belajar, dan lingkungan sekolah terhadap prestasi belajar, serta menguji peran kecerdasan emosional sebagai variabel moderasi pada siswa kelas X SMA Negeri 2 Medan. Penelitian kuantitatif dengan metode survei ini melibatkan 107 siswa yang dipilih dari populasi 430 siswa menggunakan teknik proportional sampling. Data dikumpulkan melalui kuesioner dan nilai Ujian Akhir Semester (UAS) mata pelajaran ekonomi, kemudian dianalisis menggunakan Partial Least Squares Structural Equation Modeling (PLS-SEM) melalui SmartPLS 4. Hasil penelitian menunjukkan bahwa sikap siswa terhadap guru berpengaruh positif dan signifikan terhadap prestasi belajar dengan koefisien jalur 0,229 dan p-value 0,000. Motivasi belajar berpengaruh positif dan signifikan dengan koefisien 0,285 dan p-value 0,000, sedangkan lingkungan sekolah berpengaruh positif dan signifikan dengan koefisien 0,206 dan p-value 0,000. Kecerdasan emosional terbukti memoderasi dan memperkuat pengaruh sikap siswa terhadap guru, motivasi belajar, dan lingkungan sekolah terhadap prestasi belajar dengan koefisien interaksi masing-masing sebesar 0,214, 0,264, dan 0,191 serta p-value 0,000. Kesimpulannya, kecerdasan emosional berperan penting dalam memperkuat dampak faktor personal dan lingkungan terhadap pencapaian prestasi belajar siswa. Keyword: Students' Attitudes toward Teachers, Learning Motivation, School Environment, Emotional Intelligence, Learning Achievement Abstrak: Student academic achievement is a key indicator of learning success, influenced by both internal and external factors. This study aims to analyze the influence of students' attitudes toward teachers, learning motivation, and the school environment on academic achievement, while testing the moderating role of emotional intelligence among tenth-grade students at SMA Negeri 2 Medan. A quantitative survey approach was employed, involving a sample of 107 students selected from a population of 430 through proportional sampling. Data were collected via questionnaires and end-of-semester economics test scores, then analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) with SmartPLS 4. The findings reveal that students' attitudes toward teachers have a positive and significant effect on academic achievement with a path coefficient of 0.229 and a p-value of 0.000. Learning motivation has a positive and significant effect with a coefficient of 0.285 and a p-value of 0.000, while the school environment has a positive and significant effect with a coefficient of 0.206 and a p-value of 0.000. Furthermore, emotional intelligence significantly moderates and strengthens the impact of attitudes toward teachers, learning motivation, and the school environment on academic achievement with interaction coefficients of 0.214, 0.264, and 0.191, respectively, and p-values of 0.000. In conclusion, emotional intelligence plays a crucial role in reinforcing personal and environmental factors to enhance student performance. Kata kunci: Sikap Siswa terhadap Guru, Motivasi Belajar, Lingkungan Sekolah, Kecerdasan Emosional, Prestasi Belajar

چکیده: پیشرفت تحصیلی شاخص اصلی موفقیت فرایند یادگیری است که تحت تأثیر عوامل درونی و بیرونی دانش‌آموزان قرار دارد. هدف پژوهش حاضر، تحلیل تأثیر نگرش دانش‌آموزان نسبت به معلم، انگیزش یادگیری و محیط مدرسه بر پیشرفت تحصیلی و همچنین بررسی نقش تعدیل‌گر هوش هیجانی در میان دانش‌آموزان پایه دهم دبیرستان دولتی شماره ۲ مدان است. این پژوهش با رویکرد کمی و روش پیمایشی انجام شد و نمونه‌ای متشکل از ۱۰۷ دانش‌آموز با استفاده از روش نمونه‌گیری نسبتی از جامعه ۴۳۰ نفری انتخاب گردید. داده‌ها از طریق پرسشنامه و نمرات آزمون پایان‌ترم درس اقتصاد گردآوری و با استفاده از مدل‌یابی معادلات ساختاری حداقل مربعات جزئی (PLS-SEM) توسط نرم‌افزار SmartPLS 4 تحلیل شد. یافته‌ها نشان داد نگرش دانش‌آموزان نسبت به معلم با ضریب مسیر ۰٫۲۲۹ و مقدار p برابر با ۰٫۰۰۰ تأثیر مثبت و معناداری بر پیشرفت تحصیلی دارد. انگیزش یادگیری با ضریب ۰٫۲۸۵ و مقدار p برابر با ۰٫۰۰۰ و همچنین محیط مدرسه با ضریب ۰٫۲۰۶ و مقدار p برابر با ۰٫۰۰۰ تأثیر مثبت و معناداری بر پیشرفت تحصیلی دارند. افزون بر این، هوش هیجانی به‌طور معناداری تأثیر نگرش دانش‌آموزان نسبت به معلم، انگیزش یادگیری و محیط مدرسه بر پیشرفت تحصیلی را تعدیل و تقویت می‌کند؛ ضرایب تعامل به ترتیب ۰٫۲۱۴، ۰٫۲۶۴ و ۰٫۱۹۱ و مقدار p برای هر سه برابر با ۰٫۰۰۰ است. در نتیجه، هوش هیجانی نقش مهمی در تقویت عوامل فردی و محیطی برای ارتقای عملکرد تحصیلی دانش‌آموزان ایفا می‌کند.

Educational support for nurses is essential to promote oral health management education for patients with diabetes. However, few studies have focused on supporting nurses in this context. This study explored the effects of an audiovisual material designed to support nurses’ patient education on oral health management in diabetes care. Semi-structured interviews were conducted with eight certified diabetes nurse educators. Data were analyzed using content analysis. Four main themes emerged: (1) enhancement of nurses’ individual learning (8/8 participants), including improved knowledge of the connection between oral health and diabetes; (2) promotion of professional development and reflection (5/8); (3) provision of new insights into patient care (7/8), particularly regarding patient motivation strategies; and (4) identification of implementation considerations in diabetes outpatient settings. The findings suggest that the audiovisual material, designed to complement an existing evidence-based educational guide, was perceived as useful and may support nurses’ learning and educational practices related to oral health education for patients with diabetes.

حمایت آموزشی از پرستاران برای ارتقای آموزش مدیریت سلامت دهان به بیماران مبتلا به دیابت ضروری است. با این حال، مطالعات اندکی بر حمایت از پرستاران در این زمینه تمرکز داشته‌اند. این پژوهش به بررسی اثرات یک محتوای سمعی‌ـ‌بصری طراحی‌شده برای حمایت از آموزش بیماران توسط پرستاران در زمینه مدیریت سلامت دهان در مراقبت از دیابت پرداخت. مصاحبه‌های نیمه‌ساختاریافته با هشت پرستار آموزش‌دهنده دیابت دارای گواهینامه انجام شد. داده‌ها با استفاده از تحلیل محتوا مورد بررسی قرار گرفتند. چهار مضمون اصلی استخراج شد: (۱) ارتقای یادگیری فردی پرستاران (۸ نفر از ۸ شرکت‌کننده)، از جمله بهبود دانش درباره ارتباط سلامت دهان و دیابت؛ (۲) ارتقای توسعه حرفه‌ای و تأمل (۵ نفر از ۸ نفر)؛ (۳) ارائه بینش‌های جدید در مراقبت از بیماران (۷ نفر از ۸ نفر)، به ویژه در زمینه راهبردهای انگیزشی بیماران؛ و (۴) شناسایی ملاحظات اجرایی در محیط‌های سرپایی دیابت. یافته‌ها نشان می‌دهد که محتوای سمعی‌ـ‌بصری، که به منظور تکمیل یک راهنمای آموزشی مبتنی بر شواهد موجود طراحی شده بود، مفید تلقی شده و می‌تواند از یادگیری و عملکردهای آموزشی پرستاران در زمینه آموزش سلامت دهان به بیماران مبتلا به دیابت حمایت کند.

It is widely believed that children are more creative than adults, yet direct empirical tests of this assumption are scarce. A qualitative pre-study indicated that creativity is commonly attributed to preschoolers and associated with intrinsically motivated engagement, informing the design of the main study. 92 preschool children and 70 adults completed a divergent thinking task and two drawing tasks varying in structure (free vs. goal-directed). Independent raters evaluated all products for novelty, effectiveness, and overall creativity; participants reported motivation, enjoyment, confidence, and anxiety. Adults outperformed children on externally rated creativity, particularly in structured tasks. In contrast, children reported higher confidence and motivation, lower anxiety, and—except in the structured drawing task—greater enjoyment. Together, these findings challenge the view that children are generally more creative than adults by showing that their apparent advantage lies in confident and intrinsically motivated engagement, whereas creative thinking performance increases with age.

به طور گسترده‌ای باور بر این است که کودکان نسبت به بزرگسالان خلاق‌تر هستند، اما آزمون‌های تجربی مستقیم این فرضیه نادر هستند. یک پیش‌مطالعه کیفی نشان داد که خلاقیت معمولاً به کودکان پیش‌دبستانی نسبت داده می‌شود و با درگیری انگیزشی درونی مرتبط است که طراحی مطالعه اصلی را اطلاع‌رسانی کرد. ۹۲ کودک پیش‌دبستانی و ۷۰ بزرگسال یک تکلیف تفکر واگرا و دو تکلیف نقاشی با میزان ساختار متفاوت (آزاد در برابر هدف‌محور) را انجام دادند. ارزیابان مستقل تمامی محصولات را از نظر نوآوری، اثربخشی و خلاقیت کلی ارزیابی کردند؛ شرکت‌کنندگان نیز انگیزش، لذت، اعتماد به نفس و اضطراب خود را گزارش دادند. بزرگسالان در خلاقیت ارزیابی‌شده توسط ارزیابان خارجی، به ویژه در تکالیف ساختاریافته، عملکرد بهتری نسبت به کودکان داشتند. در مقابل، کودکان اعتماد به نفس و انگیزش بالاتر، اضطراب کمتر و—به جز در تکلیف نقاشی ساختاریافته—لذت بیشتری را گزارش کردند. این یافته‌ها در مجموع دیدگاه رایج مبنی بر اینکه کودکان به طور کلی خلاق‌تر از بزرگسالان هستند را به چالش می‌کشد و نشان می‌دهد که برتری ظاهری آن‌ها در درگیری با اعتماد به نفس و انگیزش درونی نهفته است، در حالی که عملکرد تفکر خلاق با افزایش سن بهبود می‌یابد.

This study aims to determine the implementation of the use of the Daily Journal Book 7 Habits of Great Indonesian Children, the formation of Islamic character of grade 5B students of SD Quran Terpadu Nurul Islam Karawang, as well as supporting and inhibiting factors in its implementation. The study used a qualitative approach with a descriptive method. Data collection techniques were carried out through observation, semi-structured interviews, and documentation, with research subjects consisting of the principal, homeroom teacher 5B, and grade 5B students. Data analysis was carried out through data reduction, data presentation, and drawing conclusions, while the validity of the data was tested using triangulation. The results of the study indicate that the implementation of the Daily Journal Book 7 Habits of Great Indonesian Children is carried out through habits that are integrated with school culture and students' daily activities. This program contributes to the formation of Islamic character in the form of piety, responsibility, trustworthiness, ukhuwah, istiqomah, and patience. Based on the analysis of Bloom's Taxonomy of the affective domain, student character development takes place through the stages of accepting, responding, appreciating, organizing values, and making values part of personality. Supporting factors for the program include school support, teacher involvement, parental involvement, a conducive environment, and student motivation. While inhibiting factors include lack of student consistency, boredom, limited parental guidance, the influence of technology, and differences in student character. Therefore, the use of the 7 Habits of Great Indonesian Children Daily Journal effectively supports the formation of Islamic character in students through a continuous process of habituation.

این پژوهش با هدف تعیین نحوه اجرای استفاده از دفترچه روزانه هفت عادت کودکان بزرگ اندونزیایی، شکل‌گیری شخصیت اسلامی دانش‌آموزان پایه ۵B دبستان قرآن‌محور نورالاسلام کاراوانگ و همچنین عوامل حمایت‌کننده و بازدارنده در اجرای آن انجام شده است. این پژوهش با رویکرد کیفی و روش توصیفی انجام شده است. داده‌ها از طریق مشاهده، مصاحبه نیمه‌ساختاریافته و مستندسازی گردآوری شده‌اند و شرکت‌کنندگان پژوهش شامل مدیر مدرسه، معلم راهنمای کلاس ۵B و دانش‌آموزان پایه ۵B بوده‌اند. تحلیل داده‌ها از طریق کاهش داده، ارائه داده و نتیجه‌گیری صورت گرفته و روایی داده‌ها با استفاده از مثلث‌سازی مورد بررسی قرار گرفته است. نتایج پژوهش نشان می‌دهد که اجرای دفترچه روزانه هفت عادت کودکان بزرگ اندونزیایی از طریق عادت‌هایی که با فرهنگ مدرسه و فعالیت‌های روزانه دانش‌آموزان ادغام شده‌اند، انجام می‌شود. این برنامه در شکل‌گیری شخصیت اسلامی به صورت تقوا، مسئولیت‌پذیری، امانت‌داری، اخوت، استقامت و صبر نقش دارد. بر اساس تحلیل طبقه‌بندی بلوم در حوزه عاطفی، رشد شخصیت دانش‌آموزان از مراحل پذیرش، پاسخ‌دهی، ارزش‌گذاری، سازماندهی ارزش‌ها و درونی‌سازی ارزش‌ها در شخصیت فردی عبور می‌کند. عوامل حمایت‌کننده برنامه شامل حمایت مدرسه، مشارکت معلمان، مشارکت والدین، محیط مناسب و انگیزه دانش‌آموزان است. عوامل بازدارنده نیز شامل عدم ثبات دانش‌آموزان، احساس کسالت، محدودیت راهنمایی والدین، تأثیر فناوری و تفاوت‌های شخصیتی دانش‌آموزان می‌باشد. بنابراین، استفاده از دفترچه روزانه هفت عادت کودکان بزرگ اندونزیایی به طور مؤثری از طریق فرایند مستمر عادت‌سازی به شکل‌گیری شخصیت اسلامی دانش‌آموزان کمک می‌کند.

This study aims to describe the implementation of the Suggestopedia method in increasing students' confidence in speaking Arabic and identify supporting and inhibiting factors. The method used is qualitative research with a descriptive approach that aims to describe the phenomenon in depth. The results of the study indicate that the Suggestopedia method is effective in increasing students' confidence in speaking Arabic. This is evident from the improvement in students' speaking ability, fluency in reading Arabic, and changes in students' attitudes from shyness to being more active and brave in speaking in front of the class. Supporting factors include school policies, teacher competence, parental support, the availability of teaching materials, and adequate learning facilities. Inhibiting factors include the inability of some students to read the hijaiyah letters, low learning motivation, and feelings of shame and fear of making mistakes.

این پژوهش با هدف توصیف اجرای روش Suggestopedia در افزایش اعتماد به نفس دانش‌آموزان در صحبت کردن به زبان عربی و شناسایی عوامل حمایت‌کننده و بازدارنده انجام شده است. روش مورد استفاده، پژوهش کیفی با رویکرد توصیفی است که هدف آن توصیف عمیق پدیده می‌باشد. نتایج پژوهش نشان می‌دهد که روش Suggestopedia در افزایش اعتماد به نفس دانش‌آموزان در صحبت کردن به زبان عربی مؤثر است. این امر از بهبود توانایی گفتاری دانش‌آموزان، روانی در خواندن عربی و تغییر نگرش دانش‌آموزان از خجالت به فعال‌تر و شجاع‌تر شدن در صحبت کردن در مقابل کلاس مشهود است. عوامل حمایت‌کننده شامل سیاست‌های مدرسه، شایستگی معلم، حمایت والدین، در دسترس بودن مواد آموزشی و امکانات آموزشی کافی می‌باشد. عوامل بازدارنده شامل ناتوانی برخی دانش‌آموزان در خواندن حروف هجایی، انگیزه پایین یادگیری و احساس شرم و ترس از اشتباه کردن است.

Technological Pedagogical Content Knowledge (TPACK) is essential for effective technology integration in mathematics teaching. Despite the recognised importance of TPACK, initial teacher education (ITE) programmes consistently struggle to equip pre-service teachers (PSTs) with the knowledge necessary for this complex task, highlighting a critical gap in ITE programmes' preparedness. Through mixed-methods analysis of problem-solving logbooks and focus group interviews with 35 fourth-year PSTs at a Norwegian university, this study investigates how PSTs reflect on technology use in mathematical problem solving, and how these reflections reveal aspects of their TPACK, including the opportunities and challenges they perceive for integrating digital tools into their future teaching. Furthermore, this study identifies the opportunities and challenges they encounter when integrating technology into mathematical problem solving. The findings reveal that PSTs highlight technological knowledge as a foundational element of TPACK. They also highlight technological pedagogical knowledge and technological content knowledge for improving understanding of mathematical concepts through technology. However, the challenges they encountered, such as lack of experience, insufficient knowledge, limited motivation and poor access to reliable digital tools, show the need for ITE programmes to adopt more structured and comprehensive approaches to technology integration, aimed at enhancing PSTs' ability to incorporate technology into mathematics teaching effectively.

دانش محتوایی فناورانه-آموزشی (TPACK) برای ادغام مؤثر فناوری در آموزش ریاضیات ضروری است. با وجود اهمیت شناخته‌شده TPACK، برنامه‌های آموزش معلم اولیه (ITE) همواره در تجهیز معلمان پیش‌خدمت (PSTs) به دانش لازم برای این وظیفه پیچیده با مشکل مواجه هستند و این امر نشان‌دهنده یک شکاف اساسی در آمادگی برنامه‌های ITE است. این پژوهش با استفاده از تحلیل روش‌های ترکیبی بر دفترچه‌های حل مسئله و مصاحبه‌های گروهی متمرکز با ۳۵ معلم پیش‌خدمت سال چهارم در یک دانشگاه نروژی، بررسی می‌کند که چگونه PSTs درباره استفاده از فناوری در حل مسائل ریاضی تأمل می‌کنند و این تأملات چگونه جنبه‌هایی از TPACK آن‌ها را آشکار می‌سازد، از جمله فرصت‌ها و چالش‌هایی که برای ادغام ابزارهای دیجیتال در آموزش آینده خود درک می‌کنند. افزون بر این، این مطالعه فرصت‌ها و چالش‌هایی را که آن‌ها هنگام ادغام فناوری در حل مسائل ریاضی با آن مواجه می‌شوند، شناسایی می‌کند. یافته‌ها نشان می‌دهد که PSTs دانش فناورانه را به عنوان عنصر بنیادی TPACK برجسته می‌کنند. آن‌ها همچنین دانش فناورانه-آموزشی و دانش فناورانه-محتوایی را برای بهبود درک مفاهیم ریاضی از طریق فناوری مورد تأکید قرار می‌دهند. با این حال، چالش‌هایی که با آن مواجه شدند، مانند کمبود تجربه، دانش ناکافی، انگیزه محدود و دسترسی ضعیف به ابزارهای دیجیتال قابل اعتماد، نشان‌دهنده نیاز برنامه‌های ITE به اتخاذ رویکردهای ساختاریافته‌تر و جامع‌تر برای ادغام فناوری است تا توانایی PSTs را در ادغام مؤثر فناوری در آموزش ریاضیات ارتقا دهد.

In an era of CRT bans and university neutrality, democracy demands active civic engagement among college students. Scholars have called for a deliberate approach to political learning in higher education, focusing on how campus environments shape it. However, our understanding of how campus environments influence the political engagement of students of color, particularly during this turbulent political moment, is limited. Therefore, this study examined how a culturally engaging campus environment affects the political learning and engagement of students of color at four Minority Serving or Emerging Institutions. Findings were organized by the servingness typology of producing and serving, as all campuses had high voting rates, a proxy for political engagement, but may not have had high cultural reflection. The themes point to the importance of faculty of color in role modeling how to engage in civil discourse about contentious topics, students’ motivation to become politically engaged through cultural familiarity, and how feelings of disregard by the administration led students at producing campuses to go off campus to learn and engage politically, whereas students at serving institutions engaged with their administration and as part of the student government.

در عصری که ممنوعیت CRT و بی‌طرفی دانشگاه‌ها مطرح است، دموکراسی مستلزم مشارکت فعال مدنی در میان دانشجویان دانشگاهی است. پژوهشگران خواستار رویکردی هدفمند به یادگیری سیاسی در آموزش عالی شده‌اند و بر نحوه تأثیر محیط‌های دانشگاهی بر این امر تمرکز کرده‌اند. با این حال، درک ما از چگونگی تأثیر محیط‌های دانشگاهی بر مشارکت سیاسی دانشجویان رنگین‌پوست، به‌ویژه در این برهه پرتلاطم سیاسی، محدود است. بنابراین، این مطالعه به بررسی تأثیر محیط دانشگاهی با رویکرد فرهنگی بر یادگیری و مشارکت سیاسی دانشجویان رنگین‌پوست در چهار مؤسسه خدمت‌رسان یا در حال ظهور اقلیت‌ها پرداخت. یافته‌ها بر اساس گونه‌شناسی خدمت‌رسانیِ تولید و خدمت سازماندهی شدند، چرا که همه دانشگاه‌ها دارای نرخ بالای رأی‌دهی بودند که به عنوان شاخصی برای مشارکت سیاسی در نظر گرفته شد، اما ممکن است بازتاب فرهنگی بالایی نداشته باشند. مضامین به اهمیت اعضای هیئت علمی رنگین‌پوست در الگوسازی نحوه مشارکت در گفتمان مدنی پیرامون موضوعات مناقشه‌برانگیز، انگیزه دانشجویان برای مشارکت سیاسی از طریق آشنایی فرهنگی، و همچنین تأثیر احساس بی‌توجهی از سوی مدیریت دانشگاه اشاره دارند؛ به‌طوری‌که دانشجویان در دانشگاه‌های تولیدکننده برای یادگیری و مشارکت سیاسی به خارج از دانشگاه روی آوردند، در حالی که دانشجویان در دانشگاه‌های خدمت‌رسان با مدیریت و به عنوان بخشی از دولت دانشجویی تعامل داشتند.

Students of Universitas Terbuka Layanan Luar Negeri (UTLLN) pursue distance education under varied learning conditions. Many also work, making preparedness and motivation important for sustaining academic activities. This study examined the effects of training and development and learning motivation on UTLLN students’ academic performance. Data came from an online Likert-scale questionnaire. Of 168 responses, 153 were analyzed after screening and the removal of one pilot response. IBM SPSS Statistics supported the preliminary instrument assessment, while PLS-SEM in SmartPLS 4 was used to examine relationships among the constructs. Training and development had a positive effect on academic performance, with a path coefficient of 0.225 and a p-value of 0.009. Learning motivation also had a positive effect, with a path coefficient of 0.570 and a p-value below 0.001. Together, both constructs explained 49.2% of the variance in academic performance. Learning motivation contributed more strongly than training and development. These findings suggest that institutional academic support should be accompanied by efforts to help students maintain commitment and regular study habits.

دانشجویان Universitas Terbuka Layanan Luar Negeri (UTLLN) آموزش از راه دور را در شرایط یادگیری متنوع دنبال می‌کنند. بسیاری از آنان همزمان مشغول به کار هستند، بنابراین آمادگی و انگیزش برای تداوم فعالیت‌های تحصیلی اهمیت دارد. این پژوهش تأثیر آموزش و توسعه و انگیزش یادگیری را بر عملکرد تحصیلی دانشجویان UTLLN بررسی کرد. داده‌ها از طریق پرسشنامه آنلاین با مقیاس لیکرت گردآوری شد. از مجموع ۱۶۸ پاسخ، پس از غربالگری و حذف یک پاسخ آزمایشی، ۱۵۳ پاسخ مورد تحلیل قرار گرفت. برای ارزیابی مقدماتی ابزار از نرم‌افزار IBM SPSS Statistics و برای بررسی روابط میان سازه‌ها از روش PLS-SEM در نرم‌افزار SmartPLS 4 استفاده شد. آموزش و توسعه تأثیر مثبت بر عملکرد تحصیلی داشت (ضریب مسیر ۰٫۲۲۵ و مقدار p برابر با ۰٫۰۰۹). انگیزش یادگیری نیز تأثیر مثبت داشت (ضریب مسیر ۰٫۵۷۰ و مقدار p کمتر از ۰٫۰۰۱). مجموعاً، این دو سازه ۴۹٫۲٪ از واریانس عملکرد تحصیلی را تبیین کردند. سهم انگیزش یادگیری از آموزش و توسعه بیشتر بود. این یافته‌ها نشان می‌دهد که حمایت تحصیلی نهادی باید با تلاش‌هایی برای کمک به دانشجویان در حفظ تعهد و عادات مطالعه منظم همراه باشد.

The rapid development of digital technology has created opportunities to support Hifz al-Quran education through digital memorisation applications, interactive multimedia, online learning platforms and emerging artificial intelligence (AI) tools. However, the extent to which these technologies improve measurable Hifz outcomes remains unclear. This systematic literature review examined the roles, forms and reported effects of digital innovation in Tahfiz education. Searches were conducted in Scopus, Web of Science, Google Scholar and MyJurnal for studies published between 2020 and July 2026 in English or Malay. The manuscript records 280 identified records, of which 75 duplicates were removed; 205 records were screened, 50 full texts were assessed, and 24 studies were included in the synthesis. Thematic synthesis organised the literature into four dimensions: digital memorisation applications, interactive multimedia, digital learning platforms and AI. Across the included literature, digital tools were reported to support access to resources, repetition and murajaah, motivation, learner autonomy, monitoring and continuity of learning. Nevertheless, the evidence presented is more consistent for learning support and learner perceptions than for demonstrable improvements in memorisation accuracy, tasmi’ fluency, memorisation quantity or retention. Digital tools should therefore complement, rather than replace, teacher-guided talaqqi, musyafahah, tasmi’ and murajaah. The review identifies a need for transparent quality appraisal and further empirical studies using clearly defined Hifz outcome measures.

توسعهٔ سریع فناوری دیجیتال فرصت‌هایی را برای حمایت از آموزش حفظ قرآن از طریق برنامه‌های دیجیتال حفظ، چندرسانه‌ای تعاملی، پلتفرم‌های یادگیری آنلاین و ابزارهای نوظهور هوش مصنوعی (AI) فراهم کرده است. با این حال، میزان تأثیر این فناوری‌ها بر بهبود نتایج قابل سنجش حفظ قرآن همچنان نامشخص است. این مرور نظام‌مند ادبیات، نقش‌ها، اشکال و اثرات گزارش‌شدهٔ نوآوری دیجیتال در آموزش تحفیظ را بررسی کرده است. جستجوها در پایگاه‌های Scopus، Web of Science، Google Scholar و MyJurnal برای مطالعات منتشرشده بین سال‌های 2020 تا ژوئیهٔ 2026 به زبان انگلیسی یا مالایی انجام شد. در این مقاله، 280 رکورد شناسایی شد که پس از حذف 75 مورد تکراری، 205 رکورد غربالگری شد، 50 متن کامل ارزیابی گردید و 24 مطالعه در سنتز نهایی گنجانده شد. سنتز موضوعی، ادبیات را در چهار بُعد سازمان‌دهی کرد: برنامه‌های دیجیتال حفظ، چندرسانه‌ای تعاملی، پلتفرم‌های یادگیری دیجیتال و هوش مصنوعی. در سراسر مطالعات مورد بررسی، گزارش شده است که ابزارهای دیجیتال از دسترسی به منابع، تکرار و مرور (مراجعه)، انگیزش، خودمختاری یادگیرنده، پایش و تداوم یادگیری حمایت می‌کنند. با این حال، شواهد ارائه‌شده بیشتر در زمینهٔ حمایت از یادگیری و ادراکات یادگیرندگان منسجم است تا بهبودهای قابل اثبات در دقت حفظ، روانی تسميع، کمیت حفظ یا نگهداری مطالب. بنابراین، ابزارهای دیجیتال باید مکمل، و نه جایگزین، آموزش معلم‌محور تلقی، مشافهه، تسميع و مراجعه باشند. این مرور، نیاز به ارزیابی شفاف کیفیت و مطالعات تجربی بیشتر با شاخص‌های خروجی حفظ به‌وضوح تعریف‌شده را شناسایی می‌کند.

Investing in human capital represents a key factor in maintaining a competitive advantage in modern business. Continuous employee training and professional development contribute to improved work performance, increased motivation, greater job satisfaction, and better adaptation to dynamic changes in the business environment. This paper examines the importance of employee training and development in companies in the Republic of Serbia, focusing on professional development and work efficiency. The research was conducted on a sample of 150 respondents employed in six companies operating in the transport, insurance, and technical sectors. Descriptive statistics and Pearson's correlation coefficient were used to analyse the data. The findings highlight the need for greater company involvement in employee training and development to respond more effectively to the challenges of modern business. The results contribute to a better understanding of the role of employee training and development in the strategic management of human capital.

سرمایه‌گذاری در سرمایه انسانی یکی از عوامل کلیدی در حفظ مزیت رقابتی در کسب‌وکارهای مدرن به‌شمار می‌رود. آموزش مستمر کارکنان و توسعه حرفه‌ای آنان به بهبود عملکرد شغلی، افزایش انگیزه، رضایت شغلی بیشتر و سازگاری بهتر با تغییرات پویای محیط کسب‌وکار کمک می‌کند. این مقاله به بررسی اهمیت آموزش و توسعه کارکنان در شرکت‌های جمهوری صربستان می‌پردازد و تمرکز آن بر توسعه حرفه‌ای و کارایی شغلی است. پژوهش حاضر بر روی نمونه‌ای متشکل از ۱۵۰ نفر از کارکنان شاغل در شش شرکت فعال در بخش‌های حمل‌ونقل، بیمه و فنی انجام شده است. برای تحلیل داده‌ها از آمار توصیفی و ضریب همبستگی پیرسون استفاده شده است. یافته‌ها بر لزوم مشارکت بیشتر شرکت‌ها در آموزش و توسعه کارکنان به‌منظور پاسخگویی مؤثرتر به چالش‌های کسب‌وکارهای مدرن تأکید دارد. نتایج این پژوهش به درک بهتر نقش آموزش و توسعه کارکنان در مدیریت راهبردی سرمایه انسانی کمک می‌کند.

Background Early intervention increases the likelihood of eating disorder recovery but many young people delay help-seeking. We developed a smartphone-friendly, online decision-making tool to address this gap (FREED-Mobile (FREED-M)). Aims To conduct a randomised controlled feasibility trial of the FREED-M decision-making tool with 16- to 25-year-olds with a suspected eating disorder and no previous treatment for this. Method Participants were randomly allocated to FREED-M or an active control in a parallel group, two-arm trial. Outcomes were measured at weeks 0 (baseline), 4 (post-intervention) and 12 (follow-up). The primary feasibility outcome was attrition at follow-up. Other outcomes included motivational, clinical and economic measures. Results We over-recruited with 204 randomised participants (including 20 fraudulent participants). Main analyses were conducted with 184 genuine responders (FREED-M: n = 91, control: n = 93). At baseline, participants’ mean age was 21.0 (s.d. 2.0) years, 89% identified as female and 64% as White. Mean body mass index was 23.1 kg/m 2 (6.3). N = 83 participants had an anorexia nervosa-like disorder, 101 had another eating disorder or high eating disorder risk. Attrition at week 12 was n = 112 (61%). Of the n = 42 FREED-M participants who provided acceptability ratings, 79% liked the intervention and 66% found it useful. Between-group effect sizes for motivation and readiness to change were small to medium at 4 weeks ( d = 0.27 and d = 0.15, respectively) favouring FREED-M, but differences were not sustained at follow-up ( d = −0.02 and d = −0.12, respectively). Discussions Although the attrition rate was high, recruitment exceeded expectations. Acceptability of FREED-M was high among participants who provided acceptability ratings. Motivation/readiness to change and help-seeking are candidates for primary outcomes in a future randomised controlled trial.

زمینه و هدف: مداخله زودهنگام احتمال بهبودی اختلالات خوردن را افزایش می‌دهد، اما بسیاری از جوانان در جستجوی کمک تأخیر می‌کنند. ما یک ابزار تصمیم‌گیری آنلاین و سازگار با تلفن هوشمند برای رفع این خلأ توسعه دادیم (FREED-Mobile (FREED-M)). هدف: انجام یک کارآزمایی تصادفی کنترل‌شده امکان‌سنجی ابزار تصمیم‌گیری FREED-M در افراد ۱۶ تا ۲۵ ساله با اختلال خوردن مشکوک و بدون درمان قبلی برای این اختلال. روش: شرکت‌کنندگان به طور تصادفی به گروه FREED-M یا کنترل فعال در یک کارآزمایی دو بازویی موازی تخصیص یافتند. پیامدها در هفته‌های ۰ (خط پایه)، ۴ (پس از مداخله) و ۱۲ (پیگیری) اندازه‌گیری شد. پیامد اصلی امکان‌سنجی، ریزش نمونه در پیگیری بود. سایر پیامدها شامل سنجش‌های انگیزشی، بالینی و اقتصادی بود. یافته‌ها: ما با ۲۰۴ شرکت‌کننده تصادفی‌شده (شامل ۲۰ شرکت‌کننده جعلی) بیش از حد مورد نیاز جذب کردیم. تحلیل‌های اصلی با ۱۸۴ پاسخ‌دهنده واقعی (FREED-M: n = 91، کنترل: n = 93) انجام شد. در خط پایه، میانگین سنی شرکت‌کنندگان ۲۱٫۰ سال (انحراف معیار ۲٫۰)، ۸۹٪ زن و ۶۴٪ سفیدپوست بودند. میانگین شاخص توده بدنی ۲۳٫۱ کیلوگرم بر متر مربع (۶٫۳) بود. n = 83 شرکت‌کننده دارای اختلال شبه بی‌اشتهایی عصبی و ۱۰۱ نفر دارای اختلال خوردن دیگر یا ریسک بالای اختلال خوردن بودند. ریزش نمونه در هفته ۱۲ برابر با n = 112 (۶۱٪) بود. از میان n = 42 شرکت‌کننده FREED-M که ارزیابی پذیرش را ارائه دادند، ۷۹٪ مداخله را دوست داشتند و ۶۶٪ آن را مفید یافتند. اندازه اثر بین‌گروهی برای انگیزش و آمادگی برای تغییر در هفته ۴ کوچک تا متوسط بود (d = 0.27 و d = 0.15 به ترتیب) به نفع FREED-M، اما تفاوت‌ها در پیگیری حفظ نشد (d = −0.02 و d = −0.12 به ترتیب). بحث: اگرچه نرخ ریزش نمونه بالا بود، جذب شرکت‌کننده بیش از انتظار بود. پذیرش FREED-M در میان شرکت‌کنندگانی که ارزیابی پذیرش را ارائه دادند، بالا بود. انگیزش/آمادگی برای تغییر و جستجوی کمک می‌توانند به عنوان پیامدهای اصلی در کارآزمایی تصادفی کنترل‌شده آینده مدنظر قرار گیرند.

This study describes the implementation of the Ummi method in improving students’ Qur’an-reading skills at MI Plus Al-Hamid Banjarmasin and identifies the factors that support or hinder its implementation. It uses a qualitative field-research design, drawing on observation, interviews, and documentation as reported in the underlying thesis. The findings indicate that instruction follows seven stages: opening, apperception or muroja’ah, concept introduction, concept understanding, skills practice, evaluation, and closing. Teachers use Ummi books and visual teaching aids, model correct recitation, provide repeated practice, listen to students individually, and record progress. The process is associated in the reported field findings with better fluency, more careful recitation, increased confidence, and learning discipline, although the study does not provide standardized pre- and post-test scores from which a numerical effect can be calculated. Supporting factors include trained teachers, an integrated learning system, learning resources, student motivation, peer encouragement, and parental support. The main constraints are differences in students’ initial abilities and student absence. The study’s contribution is a context-specific account of how standardized instructional stages, formative correction, and school–family cooperation work together in an Islamic elementary-school setting

این پژوهش به توصیف اجرای روش اُمّی در بهبود مهارت‌های قرائت قرآن دانش‌آموزان در مدرسه MI Plus Al-Hamid Banjarmasin می‌پردازد و عوامل مؤثر یا بازدارنده در اجرای آن را شناسایی می‌کند. این مطالعه با رویکرد کیفی و مبتنی بر پژوهش میدانی انجام شده و از مشاهده، مصاحبه و اسناد، مطابق با گزارش پایان‌نامه مربوطه، بهره گرفته است. یافته‌ها نشان می‌دهد که آموزش بر اساس هفت مرحله شامل: آغاز، ادراک یا مُراجعه، معرفی مفهوم، درک مفهوم، تمرین مهارتی، ارزشیابی و پایان‌بندی صورت می‌گیرد. معلمان از کتاب‌های اُمّی و وسایل کمک‌آموزشی بصری استفاده می‌کنند، قرائت صحیح را الگو قرار می‌دهند، تمرین‌های تکراری ارائه می‌دهند، به صورت فردی به قرائت دانش‌آموزان گوش می‌دهند و پیشرفت آن‌ها را ثبت می‌کنند. بر اساس یافته‌های میدانی گزارش‌شده، این فرایند با روان‌خوانی بهتر، دقت بیشتر در قرائت، افزایش اعتماد به نفس و انضباط یادگیری همراه است، هرچند مطالعه حاضر نمرات استاندارد پیش‌آزمون و پس‌آزمون جهت محاسبه اثر عددی ارائه نمی‌دهد. عوامل حمایتی شامل معلمان آموزش‌دیده، نظام یادگیری یکپارچه، منابع یادگیری، انگیزه دانش‌آموزان، تشویق همسالان و حمایت والدین است. مهم‌ترین محدودیت‌ها تفاوت در توانایی اولیه دانش‌آموزان و غیبت آن‌ها می‌باشد. سهم این پژوهش ارائه گزارشی زمینه‌محور از نحوه تعامل مراحل استاندارد آموزش، اصلاحات تکوینی و همکاری مدرسه و خانواده در محیط مدرسه ابتدایی اسلامی است.

This article highlights the issues of using modern interactive technologies and communicative methods in teaching Russian as a second language in general secondary schools. It analyzes the problems in developing students' speech and communicative competencies and ways to solve them through game-based technologies, project-based learning, and ICT tools. Accordingly, practical recommendations are provided to enhance students' motivation for learning the Russian language.

این مقاله به بررسی مسائل مربوط به استفاده از فناوری‌های تعاملی مدرن و روش‌های ارتباطی در آموزش زبان روسی به عنوان زبان دوم در مدارس متوسطه عمومی می‌پردازد. مشکلات موجود در توسعه شایستگی‌های گفتاری و ارتباطی دانش‌آموزان تحلیل شده و راهکارهای حل آن‌ها از طریق فناوری‌های مبتنی بر بازی، یادگیری مبتنی بر پروژه و ابزارهای فناوری اطلاعات و ارتباطات مورد بررسی قرار گرفته است. بر این اساس، توصیه‌های عملی برای افزایش انگیزه دانش‌آموزان جهت یادگیری زبان روسی ارائه می‌شود.

This study aims to describe the implementation of the Problem Based Learning (PBL) model assisted by Wordwall and its process in improving students’ learning outcomes and learning motivation on the topic “Forces Around Us” in Grade IV elementary school. The study employed Classroom Action Research (CAR) based on the Kemmis and McTaggart model, consisting of planning, action, observation, and reflection. The research was conducted at SD Negeri Banjaran 1 Kota Kediri with 31 fourth-grade students. Data were collected through observation and tests, while the data were analyzed using quantitative and qualitative approaches. The learning outcomes were analyzed based on the achievement of three learning objectives, while students’ motivation was observed through five assessment aspects. The results showed that the implementation of PBL improved throughout the research cycles, with an average implementation score increasing from 91.67% in Cycle I Meeting 1 to 100% in Cycle II Meeting 2. Students’ learning outcomes also increased from 71.61% to 91.29%, while learning motivation increased from 80.07% to 92.41%. These findings indicate that the implementation of PBL assisted by Wordwall can support active student involvement and contribute to the improvement of learning outcomes and motivation in learning the topic “Forces Around Us”. However, the individual contribution of PBL and Wordwall could not be quantitatively separated in this study.

هدف این پژوهش توصیف اجرای مدل یادگیری مبتنی بر مسئله (PBL) با کمک Wordwall و فرایند آن در بهبود نتایج یادگیری و انگیزش دانش‌آموزان در مبحث «نیروها در اطراف ما» در پایه چهارم دبستان است. این پژوهش از نوع پژوهش اقدام کلاسی (CAR) بر اساس مدل Kemmis و McTaggart بوده و شامل مراحل برنامه‌ریزی، اقدام، مشاهده و تأمل است. پژوهش در دبستان دولتی Banjaran 1 شهر Kediri با حضور ۳۱ دانش‌آموز پایه چهارم انجام شد. داده‌ها از طریق مشاهده و آزمون گردآوری و با رویکردهای کمی و کیفی تحلیل شدند. نتایج یادگیری بر اساس تحقق سه هدف یادگیری تحلیل شد و انگیزش دانش‌آموزان از طریق پنج جنبه ارزیابی مورد مشاهده قرار گرفت. یافته‌ها نشان داد که اجرای مدل PBL در طول چرخه‌های پژوهش بهبود یافته است، به‌طوری که میانگین امتیاز اجرا از ۹۱٫۶۷٪ در چرخه اول جلسه اول به ۱۰۰٪ در چرخه دوم جلسه دوم افزایش یافت. نتایج یادگیری دانش‌آموزان نیز از ۷۱٫۶۱٪ به ۹۱٫۲۹٪ و انگیزش یادگیری از ۸۰٫۰۷٪ به ۹۲٫۴۱٪ افزایش یافت. این یافته‌ها نشان می‌دهد که اجرای مدل PBL با کمک Wordwall می‌تواند مشارکت فعال دانش‌آموزان را تقویت کرده و به بهبود نتایج یادگیری و انگیزش در یادگیری مبحث «نیروها در اطراف ما» کمک کند. با این حال، سهم فردی مدل PBL و Wordwall در این پژوهش به صورت کمی قابل تفکیک نبود.

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.

This study aims to analyze the implementation of Multiple Intelligences (MI)-based Islamic Religious Education (PAI), learning strategies, assessment, its impacts on students, and supporting and inhibiting factors from the perspective of Islamic epistemology. The study employed a Systematic Literature Review (SLR) following the PRISMA 2020 guidelines. The literature was searched using the keywords Multiple Intelligences, Islamic Religious Education, Islamic Education, and Pendidikan Agama Islam, and was analyzed through thematic synthesis of studies that met the inclusion criteria. The findings indicate that MI implementation involves planning based on the identification of students’ potential, learning activities using various methods, media, activities, and learning experiences, as well as multidimensional assessment. The strategies identified include discussion, demonstration, worship practices, role play, project-based learning, digital media, collaborative activities, reflection, and environment-based learning. These approaches have the potential to improve student engagement, motivation, creativity, communication, critical thinking, problem-solving, and learning outcomes. From the perspective of Islamic epistemology, MI can be positioned as a pedagogical framework that optimizes human potential through the integration of revelation, reason, empirical experience, and reflection. However, its implementation continues to face limitations related to teacher competence, time, facilities, and assessment. This review emphasizes that MI is more appropriately understood as a learning design framework for developing students’ potential holistically rather than as an instrument for labeling intelligence.

هدف این پژوهش تحلیل پیاده‌سازی آموزش دینی اسلامی (PAI) مبتنی بر هوش‌های چندگانه (MI)، راهبردهای یادگیری، ارزیابی، تأثیرات آن بر دانش‌آموزان و عوامل تسهیل‌کننده و بازدارنده از منظر معرفت‌شناسی اسلامی است. این مطالعه با بهره‌گیری از مرور نظام‌مند ادبیات (SLR) مطابق با دستورالعمل‌های PRISMA 2020 انجام شده است. جستجوی منابع با استفاده از کلیدواژه‌های Multiple Intelligences، Islamic Religious Education، Islamic Education و Pendidikan Agama Islam صورت گرفته و مطالعات واجد شرایط از طریق سنتز موضوعی تحلیل شده‌اند. یافته‌ها نشان می‌دهد که پیاده‌سازی MI شامل برنامه‌ریزی مبتنی بر شناسایی ظرفیت‌های دانش‌آموزان، فعالیت‌های یادگیری با بهره‌گیری از روش‌ها، رسانه‌ها، فعالیت‌ها و تجارب یادگیری متنوع و همچنین ارزیابی چندبعدی است. راهبردهای شناسایی‌شده شامل بحث، نمایش، تمرینات عبادی، ایفای نقش، یادگیری مبتنی بر پروژه، رسانه‌های دیجیتال، فعالیت‌های مشارکتی، تأمل و یادگیری مبتنی بر محیط می‌باشد. این رویکردها پتانسیل ارتقای مشارکت، انگیزه، خلاقیت، ارتباط، تفکر انتقادی، حل مسئله و پیامدهای یادگیری دانش‌آموزان را دارند. از منظر معرفت‌شناسی اسلامی، MI می‌تواند به عنوان چارچوبی تربیتی برای بهینه‌سازی ظرفیت‌های انسانی از طریق ادغام وحی، عقل، تجربه‌ی تجربی و تأمل جایگاه یابد. با این حال، اجرای آن همچنان با محدودیت‌هایی نظیر شایستگی معلمان، زمان، امکانات و ارزیابی مواجه است. این مرور تأکید می‌کند که MI بیشتر به عنوان چارچوبی برای طراحی یادگیری جهت توسعه‌ی همه‌جانبه‌ی ظرفیت‌های دانش‌آموزان قابل فهم است تا ابزاری برای برچسب‌زنی هوش.

This study was motivated by the low learning outcomes of fifth-grade students at SDN 17 Gunung Pangilun, Padang, in the Natural and Social Sciences subject (IPAS), as shown by an initial classical mastery rate of only 26.32% (5 of 19 students) and a class average of 65.74. This condition was accompanied by teacher-centered instruction, low learning motivation, and limited student participation. This study aims to describe the improvement of student learning outcomes through the implementation of the gamification learning model. This research employed Classroom Action Research (CAR) with qualitative and quantitative approaches, consisting of planning, action, observation, and reflection, and was conducted in two cycles across three meetings (two meetings in Cycle I and one meeting in Cycle II). The subjects were the teacher and 19 fifth-grade students in the 2026/2027 academic year. Data were collected through observation, tests, and non-test techniques. The results showed improvement across the cycles. The lesson module implementation score increased from 87.50% in Cycle I Meeting I to 95.83% in Cycle II, teacher activity from 92.86% to 96.43%, and student activity from 85.71% to 92.86%. Student learning outcomes also improved: the average attitude score rose from 72.69 to 89.14; knowledge from 75.57 (47.37% mastery) to 85.52 (89.47% mastery); and skills from 78.50 to 91.66. All research success indicators were achieved in Cycle II, indicating that the gamification learning model is effective in improving fifth-grade students’ learning outcomes in IPAS.

این پژوهش با انگیزه نتایج پایین یادگیری دانش‌آموزان کلاس پنجم دبستان SDN 17 Gunung Pangilun شهر پادانگ در درس علوم طبیعی و اجتماعی (IPAS) انجام شد، به‌طوری‌که نرخ تسلط کلاسیک اولیه تنها ۲۶٫۳۲٪ (۵ نفر از ۱۹ دانش‌آموز) و میانگین کلاسی ۶۵٫۷۴ بود. این وضعیت با آموزش معلم‌محور، انگیزه پایین یادگیری و مشارکت محدود دانش‌آموزان همراه بود. هدف این پژوهش توصیف بهبود نتایج یادگیری دانش‌آموزان از طریق اجرای مدل یادگیری گیمیفیکیشن است. این پژوهش از روش پژوهش اقدام کلاسی (CAR) با رویکردهای کیفی و کمی استفاده کرده است که شامل برنامه‌ریزی، اقدام، مشاهده و بازتاب بوده و در دو چرخه طی سه جلسه (دو جلسه در چرخه اول و یک جلسه در چرخه دوم) اجرا شده است. آزمودنی‌ها شامل معلم و ۱۹ دانش‌آموز کلاس پنجم در سال تحصیلی ۲۰۲۶/۲۰۲۷ بودند. داده‌ها از طریق مشاهده، آزمون و روش‌های غیرآزمونی گردآوری شد. نتایج نشان‌دهنده بهبود در طول چرخه‌ها بود. امتیاز اجرای ماژول درس از ۸۷٫۵۰٪ در چرخه اول جلسه اول به ۹۵٫۸۳٪ در چرخه دوم افزایش یافت، فعالیت معلم از ۹۲٫۸۶٪ به ۹۶٫۴۳٪ و فعالیت دانش‌آموزان از ۸۵٫۷۱٪ به ۹۲٫۸۶٪ رسید. نتایج یادگیری دانش‌آموزان نیز بهبود یافت: میانگین نمره نگرش از ۷۲٫۶۹ به ۸۹٫۱۴، دانش از ۷۵٫۵۷ (۴۷٫۳۷٪ تسلط) به ۸۵٫۵۲ (۸۹٫۴۷٪ تسلط) و مهارت‌ها از ۷۸٫۵۰ به ۹۱٫۶۶ افزایش یافت. همه شاخص‌های موفقیت پژوهش در چرخه دوم محقق شد که نشان می‌دهد مدل یادگیری گیمیفیکیشن در بهبود نتایج یادگیری دانش‌آموزان کلاس پنجم در درس IPAS مؤثر است.

Independent assignments and classroom presentations require clear assessment criteria and actionable feedback. This study aimed to develop the SELSA evaluation model in the Elementary School Teacher Education program at Universitas Tribuana Kalabahi. Research and development comprised needs analysis, design, and development without effectiveness testing. Data were obtained from 72 fourth-semester students selected through proportionate stratified random sampling, a lecturer interview, and classroom observations. Descriptive quantitative and qualitative analyses informed the model. Perceived attainment reached 74.6% for assignments, 89.8% for presentations, 82.7% for motivation, and 88.7% for model needs. Qualitative findings identified unclear criteria, uneven participation, inconsistent feedback, and missing structured rubrics. The resulting model integrates orientation, authentic assignments, exploration, presentation, discussion, rubric-based assessment, feedback, and reflection with revision. Guidelines and assessment formats support its proposed use. SELSA connects learning evidence with improvement in teacher education; its practicality and effectiveness require subsequent testing

تکالیف مستقل و ارائه‌های کلاسی نیازمند معیارهای ارزیابی شفاف و بازخورد قابل اقدام هستند. هدف این پژوهش توسعه مدل ارزیابی SELSA در برنامه آموزش معلمان دبستان در دانشگاه Tribuana کالاباهی بود. پژوهش و توسعه شامل تحلیل نیازها، طراحی و توسعه بدون آزمون اثربخشی بود. داده‌ها از ۷۲ دانشجوی ترم چهارم که با نمونه‌گیری تصادفی طبقه‌بندی شده نسبتی انتخاب شدند، یک مصاحبه با استاد و مشاهدات کلاسی به دست آمد. تحلیل‌های توصیفی کمی و کیفی مدل را اطلاع‌رسانی کردند. میزان تحقق ادراک‌شده برای تکالیف ۷۴.۶٪، برای ارائه‌ها ۸۹.۸٪، برای انگیزه ۸۲.۷٪ و برای نیاز به مدل ۸۸.۷٪ بود. یافته‌های کیفی معیارهای نامشخص، مشارکت نامتوازن، بازخورد ناسازگار و نبود روبریک‌های ساختاریافته را شناسایی کردند. مدل حاصل، جهت‌گیری، تکالیف اصیل، اکتشاف، ارائه، بحث، ارزیابی مبتنی بر روبریک، بازخورد و بازتاب با بازنگری را ادغام می‌کند. راهنماها و قالب‌های ارزیابی از کاربرد پیشنهادی آن پشتیبانی می‌کنند. SELSA شواهد یادگیری را با بهبود در آموزش معلمان پیوند می‌دهد؛ عملی بودن و اثربخشی آن نیازمند آزمون‌های بعدی است.

Generative AI tools that condense texts into summaries have become a routine part of student reading routines, and educators increasingly worry that convenient summaries displace the effortful processing on which deep comprehension depends. This study drew on cognitive offloading theory and the levels-of-processing framework to test a moderated mediation model in which elaborative processing statistically links generative AI summarization tool use to deep reading comprehension, and reading motivation moderates the negative association between tool use and processing. Undergraduate students ( N = 608; 53.6% female; mean age 19.9 years) from three universities in Changchun, China, completed a six-item scale of generative AI summarization tool use, an eight-item elaborative processing scale adapted from the deep-processing subscale of the R-SPQ-2F, a seven-item reading motivation measure adapted from the Motivation for Reading Questionnaire, and a researcher-developed deep reading comprehension test. Scale reliabilities were satisfactory (Cronbach alpha = 0.88, 0.87, and 0.86). Tool use correlated negatively with elaborative processing ( r = −0.41) and comprehension ( r = −0.24); elaborative processing correlated positively with comprehension ( r = 0.59). PROCESS analyses (Model 7) with 5,000 bootstrap resamples showed that tool use negatively predicted elaborative processing ( b = −0.310, p < 0.001) and that this association weakened as reading motivation rose (interaction b = 0.433, p < 0.001). Elaborative processing, in turn, predicted comprehension ( b = 10.097, p < 0.001), whereas the residual direct path of tool use did not reach significance. The indirect effect of tool use on comprehension through elaborative processing was significant and negative at low (−6.142, 95% BC CI [−7.353, −5.091]) and average (−3.130, [−3.851, −2.497]) reading motivation but nonsignificant at high reading motivation (−0.117, [−0.876, 0.629]); the index of moderated mediation was 4.374 [3.428, 5.402]. These results are consistent with an account in which elaborative processing statistically links summary reliance to lower deep reading, with reading motivation associated with a weaker negative indirect association; given the cross-sectional design, the modeled paths represent associations rather than established causal effects. They suggest that motivation-oriented reading instruction should accompany, rather than follow, the integration of AI tools into academic reading.

ابزارهای هوش مصنوعی مولد که متون را به خلاصه‌هایی تبدیل می‌کنند، به بخشی عادی از روال‌های مطالعه دانشجویان تبدیل شده‌اند و نگرانی فزاینده‌ای در میان آموزشگران وجود دارد که این خلاصه‌های آسان، جایگزین پردازش پرزحمت و عمیقی می‌شوند که لازمه درک عمیق است. این پژوهش با تکیه بر نظریه برون‌سپاری شناختی و چارچوب سطوح پردازش، یک مدل میانجی‌گری تعدیل‌شده را آزمون کرد که در آن پردازش بسط‌یافته به طور آماری استفاده از ابزار خلاصه‌سازی هوش مصنوعی مولد را به درک عمیق خواندن پیوند می‌دهد و انگیزش خواندن، ارتباط منفی بین استفاده از ابزار و پردازش را تعدیل می‌کند. دانشجویان کارشناسی (N = 608؛ ۵۳/۶٪ زن؛ میانگین سن ۱۹/۹ سال) از سه دانشگاه در شهر چانگ‌چون چین، یک مقیاس شش‌سؤالی استفاده از ابزار خلاصه‌سازی هوش مصنوعی مولد، یک مقیاس هشت‌سؤالی پردازش بسط‌یافته اقتباس‌شده از زیرمقیاس پردازش عمیق R-SPQ-2F، یک ابزار هفت‌سؤالی انگیزش خواندن اقتباس‌شده از پرسشنامه Motivation for Reading Questionnaire و یک آزمون درک عمیق خواندن توسعه‌یافته توسط پژوهشگر را تکمیل کردند. پایایی مقیاس‌ها رضایت‌بخش بود (آلفای کرونباخ = ۰/۸۸، ۰/۸۷ و ۰/۸۶). استفاده از ابزار با پردازش بسط‌یافته (r = −۰/۴۱) و درک (r = −۰/۲۴) همبستگی منفی داشت؛ پردازش بسط‌یافته با درک همبستگی مثبت داشت (r = ۰/۵۹). تحلیل‌های PROCESS (مدل ۷) با ۵۰۰۰ نمونه‌گیری بوت‌استرپ نشان داد که استفاده از ابزار به طور منفی پردازش بسط‌یافته را پیش‌بینی می‌کند (b = −۰/۳۱۰, p < ۰/۰۰۱) و این ارتباط با افزایش انگیزش خواندن تضعیف می‌شود (برهم‌کنش b = ۰/۴۳۳, p < ۰/۰۰۱). پردازش بسط‌یافته به نوبه خود درک را پیش‌بینی می‌کند (b = ۱۰/۰۹۷, p < ۰/۰۰۱)، در حالی که مسیر مستقیم باقیمانده استفاده از ابزار معنادار نبود. اثر غیرمستقیم استفاده از ابزار بر درک از طریق پردازش بسط‌یافته در سطوح پایین (−۶/۱۴۲, ۹۵٪ BC CI [−۷/۳۵۳, −۵/۰۹۱]) و متوسط (−۳/۱۳۰, [−۳/۸۵۱, −۲/۴۹۷]) انگیزش خواندن معنادار و منفی بود اما در سطح بالای انگیزش خواندن (−۰/۱۱۷, [−۰/۸۷۶, ۰/۶۲۹]) معنادار نبود؛ شاخص میانجی‌گری تعدیل‌شده ۴/۳۷۴ [۳/۴۲۸, ۵/۴۰۲] بود. این نتایج با تبیینی سازگار است که در آن پردازش بسط‌یافته به طور آماری اتکای به خلاصه را به کاهش درک عمیق خواندن پیوند می‌دهد و انگیزش خواندن با تضعیف ارتباط غیرمستقیم منفی همراه است؛ با توجه به طرح مقطعی، مسیرهای مدل‌شده نشان‌دهنده ارتباط هستند نه اثرات علّی اثبات‌شده. این یافته‌ها نشان می‌دهند که آموزش خواندن مبتنی بر انگیزش باید همزمان با ادغام ابزارهای هوش مصنوعی در خواندن دانشگاهی انجام شود، نه پس از آن.

University tennis beginners face simultaneous technical, perceptual, tactical, and psychological demands that may exceed their attentional resources, challenge perceived competence, and diminish engagement. This mini-review synthesizes evidence on cognitive load, self-efficacy, autonomous motivation, multidimensional engagement, ecological dynamics, and beginner tennis pedagogy to explain how instructional design can support both skill acquisition and sustained participation. Evidence on equipment scaling and game-based learning indicates that low-compression balls, smaller courts, simplified rules, and cooperative tasks can increase the number of playable exchanges, enjoyment, and early confidence, although direct tests of cognitive load reduction are scarce and university-specific evidence remains limited. Constraints-led practice can then connect stroke production with perception, positioning, decision-making, and tactical intention, whereas selective technical instruction is most useful when a diagnosable movement feature restricts accuracy, consistency, or transfer. On this basis, this review proposes an evidence-informed, stage-matched (readiness-informed) conceptual framework that organizes individually supported instructional functions into a diagnostic, skill-specific, overlapping, and reversible structure rather than an empirically validated sequence: Stage 1 reduces entry barriers and builds credible mastery experiences; Stage 2 develops adaptive exploration and transfer; and Stage 3 refines limiting technical features while progressively restoring standard conditions. Engagement is positioned as a proposed mediating process linking psychological mechanisms to learning and participation. The framework extends evaluation beyond immediate performance toward retention, transfer, confidence under challenge, and sustained participation as an important but currently undertested outcome. Controlled and longitudinal studies are needed to evaluate the proposed mechanisms, pathways, and boundary conditions across diverse university settings.

مبتدیان تنیس در دانشگاه با الزامات همزمان فنی، ادراکی، تاکتیکی و روان‌شناختی مواجه هستند که ممکن است منابع توجهی آن‌ها را فراتر برده، شایستگی ادراک‌شده را به چالش کشیده و مشارکت را کاهش دهد. این مرور کوتاه، شواهد مربوط به بار شناختی، خودکارآمدی، انگیزش خودمختار، مشارکت چندبعدی، پویایی‌های بوم‌شناختی و آموزش تنیس مبتدی را برای تبیین چگونگی حمایت طراحی آموزشی از اکتساب مهارت و تداوم مشارکت، تلفیق می‌کند. شواهد مربوط به مقیاس‌بندی تجهیزات و یادگیری مبتنی بر بازی نشان می‌دهد که توپ‌های کم‌فشار، زمین‌های کوچک‌تر، قوانین ساده‌شده و وظایف تعاونی می‌توانند تعداد تبادلات قابل‌بازی، لذت و اعتمادبه‌نفس اولیه را افزایش دهند، اگرچه آزمون‌های مستقیم کاهش بار شناختی نادر بوده و شواهد خاص دانشگاهی همچنان محدود است. تمرین مبتنی بر محدودیت‌ها می‌تواند تولید ضربه را با ادراک، موقعیت‌یابی، تصمیم‌گیری و قصد تاکتیکی پیوند دهد، در حالی که آموزش فنی انتخابی زمانی بیشترین سود را دارد که یک ویژگی حرکتی قابل‌تشخیص، دقت، ثبات یا انتقال را محدود کند. بر این اساس، این مرور یک چارچوب مفهومی مبتنی بر شواهد و مرحله‌محور (مبتنی بر آمادگی) را پیشنهاد می‌کند که کارکردهای آموزشی با حمایت فردی را در ساختاری تشخیصی، مهارت‌محور، همپوشان و برگشت‌پذیر سازمان‌دهی می‌کند، نه در توالی‌ای که به طور تجربی اعتبارسنجی شده باشد: مرحله ۱ موانع ورود را کاهش داده و تجارب تسلط معتبر ایجاد می‌کند؛ مرحله ۲ کاوش سازگار و انتقال را توسعه می‌دهد؛ و مرحله ۳ ویژگی‌های فنی محدودکننده را اصلاح کرده و به تدریج شرایط استاندارد را بازمی‌گرداند. مشارکت به عنوان یک فرایند میانجی پیشنهادی که سازوکارهای روان‌شناختی را به یادگیری و مشارکت پیوند می‌دهد، مطرح شده است. این چارچوب، ارزیابی را فراتر از عملکرد فوری به سمت نگهداری، انتقال، اعتمادبه‌نفس در شرایط چالش‌برانگیز و تداوم مشارکت به عنوان یک پیامد مهم اما در حال حاضر کمتر آزموده‌شده گسترش می‌دهد. مطالعات کنترل‌شده و طولی برای ارزیابی سازوکارها، مسیرها و شرایط مرزی پیشنهادی در محیط‌های متنوع دانشگاهی مورد نیاز است.

Introduction Traditional ethnic sports such as Zhuang Daoyin demand precise movement, yet conventional demonstration–imitation–verbal correction limits feedback timeliness and individualization. Artificial intelligence (AI) real-time posture feedback offers a scalable option, but most evaluations emphasize technical outcomes and overlook learning processes. Grounded in self-determination theory (SDT), this study tested whether and how AI real-time feedback improves motivation and motor skill by engaging basic psychological needs, with competence as the hypothesized pathway. Methods In a 12-week field experiment, 12 intact classes (307 students; control n = 152, AI n = 155) were randomly allocated at the class level to an AI real-time feedback group or a traditional teaching group; three instructors each taught two classes per condition. Both groups received identical instruction; conditions differed only in feedback source during practice (RTMPose-based concurrent vs. teacher-led terminal feedback). Need satisfaction, motivational regulation (relative autonomy index, RAI), motor skill, and course satisfaction were assessed at pre- and post-test, and analyzed with linear mixed models and structural equation modeling (lavaan, MLR). Results The AI group showed significantly greater gains in competence ( d = 0.36, p = 0.003), autonomy ( d = 0.40, p = 0.001), motor skill ( d = 0.30, p = 0.010), and learning interest ( d = 0.38, p = 0.003), whereas relatedness was unaffected ( p = 0.974); intraclass correlations were negligible. In the structural model (CFI = 0.94, RMSEA = 0.04, SRMR = 0.04), group predicted competence ( β = 0.17), competence predicted RAI ( β = 0.34), and RAI predicted motor skill ( β = 0.30); the autonomy and relatedness paths were nonsignificant. The effect of AI feedback on motor skill was fully mediated by the competence-to-RAI sequence (indirect p = 0.023; direct p = 0.097). Discussion AI real-time feedback improved motor skill by strengthening competence and supporting motivational internalization, while leaving relatedness unaffected—providing discriminant evidence that the tool acts through its affordances rather than diffuse enthusiasm. Systems enhancing performance and learning should prioritize feedback that makes progress legible, within a human–AI division of labor where teachers provide relational support. In conclusion, AI real-time posture feedback can enhance motivation and motor skill learning by satisfying learners’ competence need.

مقدمه: ورزش‌های سنتی قومی مانند Zhuang Daoyin نیازمند حرکات دقیق هستند، اما روش‌های متداول نمایش–تقلید–اصلاح کلامی، بازخورد را از نظر زمان‌بندی و فردی‌سازی محدود می‌کنند. بازخورد بلادرنگ وضعیت بدن مبتنی بر هوش مصنوعی (AI) گزینه‌ای مقیاس‌پذیر ارائه می‌دهد، اما اغلب ارزیابی‌ها بر پیامدهای فنی تأکید دارند و فرایندهای یادگیری را نادیده می‌گیرند. این مطالعه با تکیه بر نظریه خودتعیین‌گری (SDT)، بررسی کرد که آیا و چگونه بازخورد بلادرنگ مبتنی بر هوش مصنوعی با درگیر کردن نیازهای روان‌شناختی پایه، به ویژه شایستگی به عنوان مسیر فرضی، انگیزش و مهارت حرکتی را بهبود می‌بخشد. روش‌ها: در یک آزمایش میدانی ۱۲ هفته‌ای، ۱۲ کلاس کامل (۳۰۷ دانش‌آموز؛ گروه کنترل n = 152، گروه هوش مصنوعی n = 155) به صورت تصادفی در سطح کلاس به گروه بازخورد بلادرنگ هوش مصنوعی یا گروه آموزش سنتی تخصیص یافتند؛ سه مدرس هر یک دو کلاس در هر شرایط را تدریس کردند. هر دو گروه آموزش یکسانی دریافت کردند؛ تفاوت شرایط فقط در منبع بازخورد در حین تمرین بود (بازخورد همزمان مبتنی بر RTMPose در مقابل بازخورد انتهایی توسط معلم). رضایت نیازها، تنظیم انگیزشی (شاخص خودمختاری نسبی، RAI)، مهارت حرکتی و رضایت از دوره در پیش‌آزمون و پس‌آزمون ارزیابی و با مدل‌های خطی آمیخته و مدل‌سازی معادلات ساختاری (lavaan، MLR) تحلیل شد. نتایج: گروه هوش مصنوعی افزایش معناداری در شایستگی (d = 0.36، p = 0.003)، خودمختاری (d = 0.40، p = 0.001)، مهارت حرکتی (d = 0.30، p = 0.010) و علاقه به یادگیری (d = 0.38، p = 0.003) نشان داد، در حالی که ارتباط‌مندی بدون تغییر بود (p = 0.974)؛ همبستگی‌های درون‌کلاسی ناچیز بودند. در مدل ساختاری (CFI = 0.94، RMSEA = 0.04، SRMR = 0.04)، گروه پیش‌بینی‌کننده شایستگی (β = 0.17)، شایستگی پیش‌بینی‌کننده RAI (β = 0.34) و RAI پیش‌بینی‌کننده مهارت حرکتی (β = 0.30) بود؛ مسیرهای خودمختاری و ارتباط‌مندی معنادار نبودند. اثر بازخورد هوش مصنوعی بر مهارت حرکتی به طور کامل توسط توالی شایستگی به RAI میانجی‌گری شد (p غیرمستقیم = 0.023؛ p مستقیم = 0.097). بحث: بازخورد بلادرنگ هوش مصنوعی با تقویت شایستگی و حمایت از درونی‌سازی انگیزشی، مهارت حرکتی را بهبود بخشید، در حالی که ارتباط‌مندی بدون تغییر باقی ماند—که شواهد افتراقی ارائه می‌دهد مبنی بر اینکه این ابزار از طریق قابلیت‌های خود عمل می‌کند نه صرفاً اشتیاق عمومی. سامانه‌هایی که عملکرد و یادگیری را ارتقا می‌دهند باید بازخوردی را در اولویت قرار دهند که پیشرفت را قابل مشاهده می‌کند، در چارچوب تقسیم کار انسان–هوش مصنوعی که در آن معلمان حمایت ارتباطی ارائه می‌دهند. در نتیجه، بازخورد بلادرنگ وضعیت بدن مبتنی بر هوش مصنوعی می‌تواند با ارضای نیاز به شایستگی یادگیرندگان، انگیزش و یادگیری مهارت‌های حرکتی را افزایش دهد.

Objective Individual differences in tendencies to approach or avoid physical effort may be relevant to exercise-related psychological and behavioral characteristics. This study examined the psychometric properties of the Chinese Physical Effort Scale (PES) and investigated individual differences in physical-effort approach and avoidance tendencies and their associations with exercise-related psychological and behavioral variables among Chinese university students. Methods Participants were 1,273 students from six universities across eastern, central, and western China. Exploratory and confirmatory factor analyses, reliability and validity analyses, and multigroup confirmatory factor analysis were used to evaluate the factor structure, reliability, validity, and measurement invariance of the Chinese PES. Latent profile analysis identified configurations of physical effort approach and avoidance, and BCH analyses compared profiles on emotion regulation, exercise motivation, and physical activity. Results Factor analyses supported a two-factor structure comprising physical effort approach and avoidance. The scale showed high internal consistency and test–retest reliability, with evidence supporting convergent and discriminant validity and metric and scalar invariance across gender and academic year. Three profiles were identified: Balanced (59.07%), Avoidance-Oriented (14.93%), and Approach-Oriented (26.00%). The Approach-Oriented profile showed higher cognitive reappraisal, expressive suppression, external regulation, introjected regulation, and autonomous regulation, and lower amotivation. It also showed higher total physical activity than the other profiles and higher weekly exercise frequency than the Balanced profile. Conclusion The Chinese PES showed psychometric support among Chinese university students. Distinct configurations of physical effort approach and avoidance were associated with emotion regulation, exercise motivation, and physical activity.

هدف: تفاوت‌های فردی در گرایش به رویکرد یا اجتناب از تلاش بدنی ممکن است با ویژگی‌های روان‌شناختی و رفتاری مرتبط با ورزش ارتباط داشته باشد. این پژوهش ویژگی‌های روان‌سنجی مقیاس تلاش بدنی چینی (PES) را بررسی کرده و تفاوت‌های فردی در گرایش‌های رویکرد و اجتناب از تلاش بدنی و ارتباط آن‌ها با متغیرهای روان‌شناختی و رفتاری مرتبط با ورزش را در میان دانشجویان دانشگاه‌های چین مورد مطالعه قرار داد. روش‌ها: شرکت‌کنندگان شامل ۱۲۷۳ دانشجو از شش دانشگاه در مناطق شرقی، مرکزی و غربی چین بودند. برای ارزیابی ساختار عاملی، پایایی، روایی و ناوری اندازه‌گیری مقیاس PES چینی، تحلیل عاملی اکتشافی و تأییدی، تحلیل‌های پایایی و روایی و تحلیل عاملی تأییدی چندگروهی به کار رفت. تحلیل پروفایل پنهان برای شناسایی الگوهای رویکرد و اجتناب از تلاش بدنی و تحلیل‌های BCH برای مقایسه پروفایل‌ها بر اساس تنظیم هیجان، انگیزش ورزشی و فعالیت بدنی استفاده شد. یافته‌ها: تحلیل‌های عاملی ساختار دو عاملی شامل رویکرد و اجتناب از تلاش بدنی را تأیید کردند. مقیاس از انسجام درونی و پایایی بازآزمایی بالایی برخوردار بود و شواهدی از روایی همگرا و واگرا و ناوری متریک و اسکلار در بین جنسیت و سال تحصیلی ارائه شد. سه پروفایل شناسایی شد: متعادل (۵۹/۰۷٪)، گرایش به اجتناب (۱۴/۹۳٪) و گرایش به رویکرد (۲۶/۰۰٪). پروفایل گرایش به رویکرد، بازارزیابی شناختی، سرکوبگری بیانی، تنظیم بیرونی، تنظیم درون‌فکنی‌شده و تنظیم خودمختار بالاتر و بی‌انگیزگی پایین‌تری را نشان داد. همچنین این پروفایل نسبت به سایر پروفایل‌ها فعالیت بدنی کل و نسبت به پروفایل متعادل، فراوانی هفتگی ورزش بیشتری داشت. نتیجه‌گیری: مقیاس PES چینی در میان دانشجویان دانشگاه‌های چین از حمایت روان‌سنجی برخوردار بود. الگوهای متمایز رویکرد و اجتناب از تلاش بدنی با تنظیم هیجان، انگیزش ورزشی و فعالیت بدنی مرتبط بودند.

Tourism research has largely treated well-being as a motivation or outcome, neglecting how it unfolds in-situ and relying on self-report data. Through a mixed-methods rhythmanalysis, this study examines how well-being emerges and evolves in digital-free tourism. Following 23 participants through three-night digital-free cabin stays, we integrate electrodermal activity, interviews, and diaries to capture embodied experiences of disconnection. Participants experienced rhythmic re-attunement from linear, digital temporalities towards cyclical, embodied rhythms aligned with nature and interpersonal connection. Physiological data showed varied responses to disconnection and fewer detected skin conductance responses post-trip, supporting qualitative accounts of calm and rhythmic re-attunement. Through attunement, plenitude, stillness, and reflexivity, we reconceptualise well-being as a dynamic rhythmic process shaped through embodied experiences, environmental cues, and relational synchrony.

پژوهش‌های گردشگری عمدتاً بهزیستی را به‌عنوان انگیزه یا پیامد در نظر گرفته‌اند و چگونگی شکل‌گیری آن را در موقعیت نادیده گرفته و به داده‌های خودگزارشی اتکا کرده‌اند. این مطالعه با استفاده از ریتم‌تحلیل آمیخته‌روش، بررسی می‌کند که بهزیستی چگونه در گردشگری بدون فناوری دیجیتال پدیدار و تحول می‌یابد. با پیگیری ۲۳ مشارکت‌کننده طی اقامت سه‌شبانه در کلبه‌های بدون فناوری دیجیتال، فعالیت الکترودرمال، مصاحبه‌ها و یادداشت‌های روزانه برای ثبت تجربه‌های بدنی قطع ارتباط به‌کار گرفته شد. مشارکت‌کنندگان تجربه‌ی بازتنظیم ریتمی از زمان‌مندی خطی و دیجیتال به سوی ریتم‌های چرخه‌ای و بدنی همسو با طبیعت و ارتباطات بین‌فردی را گزارش کردند. داده‌های فیزیولوژیک واکنش‌های متنوع به قطع ارتباط و کاهش پاسخ‌های هدایت پوست پس از سفر را نشان داد که با گزارش‌های کیفی آرامش و بازتنظیم ریتمی همخوانی داشت. از طریق تنظیم، وفور، سکون و بازاندیشی، بهزیستی به‌عنوان فرایندی پویا و ریتمیک که از طریق تجربه‌های بدنی، نشانه‌های محیطی و همزمانی ارتباطی شکل می‌گیرد، بازمفهوم‌سازی می‌شود.

Technology-enabled learning (TEL) enables institutions to provide flexible learning environments and technology-supported instructional practices, as it has become a central feature of online higher education. However, empirical evidence explaining how perceived learning outcomes (PLO) are associated with technology-enabled learning (TEL), particularly in developing-country contexts, remains limited. Using survey data collected from 434 undergraduate and postgraduate students enrolled in online higher education programmes in India, this study examines the relationships among TEL, flexible learning (FL), motivation (MO), self-regulated learning (SRL), and PLO. The proposed conceptual model was tested by employing Partial Least Squares Structural Equation Modelling (PLS-SEM). The findings suggest that TEL is indirectly associated with PLO through FL, MO, and SRL. Learner motivation and self-regulated learning were positively related to Flexible Learning, which in turn, were associated with enhanced perceived learning outcomes. The model demonstrated substantial explanatory power, highlighting the importance of pedagogically designed technology-supported flexibility in online learning environments. The study provides empirical evidence that flexible learning functions as a key pedagogical mechanism linking technology-enabled learning with perceived learning outcomes, thereby contributing to the educational technology literature. The findings also offer practical implications for policymakers, higher education institutions and instructional designers, seeking to strengthen perceived learning outcomes through pedagogically informed technology-enabled learning strategies.

یادگیری مبتنی بر فناوری (TEL) این امکان را برای مؤسسات فراهم می‌کند تا محیط‌های یادگیری انعطاف‌پذیر و شیوه‌های آموزشی پشتیبانی‌شده توسط فناوری را ارائه دهند، چرا که این امر به ویژگی مرکزی آموزش عالی آنلاین تبدیل شده است. با این حال، شواهد تجربی که توضیح دهد چگونه پیامدهای ادراک‌شده یادگیری (PLO) با یادگیری مبتنی بر فناوری (TEL) مرتبط هستند، به‌ویژه در زمینه کشورهای در حال توسعه، همچنان محدود است. با استفاده از داده‌های پیمایشی گردآوری‌شده از ۴۳۴ دانشجوی کارشناسی و تحصیلات تکمیلی ثبت‌نام‌شده در برنامه‌های آموزش عالی آنلاین در هند، این مطالعه روابط میان TEL، یادگیری انعطاف‌پذیر (FL)، انگیزش (MO)، یادگیری خودتنظیم‌شده (SRL) و PLO را بررسی می‌کند. مدل مفهومی پیشنهادی با بهره‌گیری از مدل‌سازی معادلات ساختاری حداقل مربعات جزئی (PLS-SEM) آزمون شد. یافته‌ها نشان می‌دهد که TEL به‌طور غیرمستقیم از طریق FL، MO و SRL با PLO مرتبط است. انگیزش یادگیرنده و یادگیری خودتنظیم‌شده با یادگیری انعطاف‌پذیر رابطه مثبت داشتند که به نوبه خود با ارتقای پیامدهای ادراک‌شده یادگیری مرتبط بود. مدل مذکور قدرت تبیینی قابل توجهی را نشان داد و اهمیت انعطاف‌پذیری طراحی‌شده مبتنی بر فناوری در محیط‌های یادگیری آنلاین را برجسته ساخت. این مطالعه شواهد تجربی ارائه می‌دهد که یادگیری انعطاف‌پذیر به عنوان سازوکار آموزشی کلیدی، یادگیری مبتنی بر فناوری را به پیامدهای ادراک‌شده یادگیری پیوند می‌دهد و بدین ترتیب به ادبیات فناوری آموزشی کمک می‌کند. یافته‌ها همچنین پیامدهای عملی برای سیاست‌گذاران، مؤسسات آموزش عالی و طراحان آموزشی که در پی تقویت پیامدهای ادراک‌شده یادگیری از طریق راهبردهای یادگیری مبتنی بر فناوری با رویکرد آموزشی هستند، ارائه می‌دهد.

Academic motivation in higher education constitutes a multidimensional construct shaped by structural conditions that influence students’ academic performance, persistence, and educational trajectories. In contexts characterized by persistent social inequalities, understanding how socioeconomic status (SES) configures motivational processes is essential for the development of university policies aimed at equity and educational sustainability. The purpose of this study was to conduct a critical synthesis of international evidence on the mechanisms through which socioeconomic factors influences academic motivation in higher education during the period period 2017–2020 and 2022–2025. A systematic review was carried out in accordance with PRISMA guidelines to ensure methodological rigor, transparency, and replicability. The literature search was conducted in the Scopus database using structured Boolean search equations. After applying predefined inclusion and exclusion criteria, 33 empirical studies were selected for the final analysis. The results of the systematic synthesis reveal sustained growth in scientific output and progressive geographic diversification of the field. Cross-sectional quantitative studies predominate, employing regression models and structural analyses to examine the relationship between parental educational level, financial support, and intrinsic motivation or academic engagement. In addition, several studies incorporate mediating variables such as self-efficacy, institutional integration, and sense of belonging, revealing non-linear explanatory configurations. Overall, the evidence indicates that the influence of socioeconomic status operates through both direct and indirect mechanisms linked to cultural capital and institutional resources. This review identifies key theoretical convergences as well as recurrent methodological limitations within the field. Finally, the findings underscore the need for longitudinal studies and multilevel approaches to deepen the understanding of motivational inequalities in higher education.

انگیزش تحصیلی در آموزش عالی یک سازه چندبعدی است که توسط شرایط ساختاری شکل می‌گیرد و بر عملکرد تحصیلی، پایداری و مسیرهای آموزشی دانشجویان تأثیر می‌گذارد. در زمینه‌هایی که با نابرابری‌های اجتماعی پایدار مشخص می‌شوند، درک نحوه پیکربندی فرآیندهای انگیزشی توسط وضعیت اجتماعی‌اقتصادی (SES) برای توسعه سیاست‌های دانشگاهی با هدف عدالت و پایداری آموزشی ضروری است. هدف این مطالعه انجام سنتز انتقادی شواهد بین‌المللی درباره سازوکارهایی بود که از طریق آن‌ها عوامل اجتماعی‌اقتصادی بر انگیزش تحصیلی در آموزش عالی طی دوره‌های ۲۰۱۷–۲۰۲۰ و ۲۰۲۲–۲۰۲۵ تأثیر می‌گذارند. مرور نظام‌مند مطابق با دستورالعمل‌های PRISMA به منظور تضمین دقت روش‌شناختی، شفافیت و قابلیت تکرار انجام شد. جستجوی منابع در پایگاه داده Scopus با استفاده از معادلات جستجوی بولی ساختاریافته صورت گرفت. پس از اعمال معیارهای از پیش تعیین‌شده برای ورود و خروج مطالعات، ۳۳ مطالعه تجربی برای تحلیل نهایی انتخاب شدند. نتایج سنتز نظام‌مند نشان‌دهنده رشد پایدار تولیدات علمی و تنوع جغرافیایی تدریجی در این حوزه است. مطالعات کمی مقطعی غالب هستند که با به‌کارگیری مدل‌های رگرسیون و تحلیل‌های ساختاری به بررسی رابطه بین سطح تحصیلات والدین، حمایت مالی و انگیزش درونی یا درگیری تحصیلی می‌پردازند. علاوه بر این، چندین مطالعه متغیرهای میانجی مانند خودکارآمدی، یکپارچگی نهادی و احساس تعلق را وارد مدل کرده‌اند که پیکربندی‌های تبیینی غیرخطی را آشکار می‌سازد. به طور کلی، شواهد نشان می‌دهد که تأثیر وضعیت اجتماعی‌اقتصادی از طریق سازوکارهای مستقیم و غیرمستقیم مرتبط با سرمایه فرهنگی و منابع نهادی عمل می‌کند. این مرور همگرایی‌های نظری کلیدی و همچنین محدودیت‌های روش‌شناختی تکرارشونده در این حوزه را شناسایی می‌کند. در نهایت، یافته‌ها بر ضرورت مطالعات طولی و رویکردهای چندسطحی برای تعمیق درک نابرابری‌های انگیزشی در آموزش عالی تأکید می‌کنند.

Teacher student relationships are fundamental to education because they determine how authority, responsibility, participation, and decision-making are distributed within learning processes. Contemporary educational paradigms indicate a shift from teacher-dominated relationships toward more dialogic, participatory, and agency-oriented pedagogical relationships. This article aims to analyze the transformation of teacher–student relationships from the perspective of contemporary educational theories by examining teacher authority, student agency, autonomy support, student-centred learning, and shared pedagogical responsibility. This study employs a literature review method by analyzing relevant international journal articles, systematic reviews, and meta-analyses. The findings indicate that the shift toward student-centred learning does not require the elimination of teacher authority. Instead, teacher authority is transformed from control into pedagogical guidance through structure, direction, support, scaffolding, and feedback. Existing literature also indicates positive relationships between teacher autonomy support and motivation, engagement, self-regulated learning, and other learning outcomes. Meanwhile, research on student-centred learning shows that educational practices still emphasize student activation and engagement more strongly than student agency and autonomy. The main finding suggests that shared pedagogical responsibility can serve as a conceptual framework for bridging teacher authority and student agency. Teachers remain professionally responsible for the direction and quality of learning, while students gradually assume greater responsibility for making choices, managing learning, reflecting on processes, and evaluating learning outcomes.

روابط معلم و دانش‌آموز از ارکان اساسی آموزش هستند، زیرا نحوهٔ توزیع اقتدار، مسئولیت، مشارکت و تصمیم‌گیری را در فرایندهای یادگیری تعیین می‌کنند. پارادایم‌های معاصر تعلیم و تربیت نشان‌دهندهٔ گذار از روابط مبتنی بر سلطهٔ معلم به سوی روابط آموزشی گفت‌وگومحور، مشارکتی و مبتنی بر عاملیت هستند. هدف این مقاله تحلیل تحول روابط معلم–دانش‌آموز از منظر نظریه‌های معاصر تعلیم و تربیت از طریق بررسی اقتدار معلم، عاملیت دانش‌آموز، حمایت از خودمختاری، یادگیری دانش‌آموزمحور و مسئولیت مشترک آموزشی است. این مطالعه با روش مرور ادبیات و تحلیل مقالات مجلات بین‌المللی معتبر، مرورهای نظام‌مند و فراتحلیل‌ها انجام شده است. یافته‌ها نشان می‌دهد که گذار به سوی یادگیری دانش‌آموزمحور مستلزم حذف اقتدار معلم نیست، بلکه اقتدار معلم از کنترل به راهنمایی آموزشی از طریق ساختاردهی، هدایت، حمایت، چینه‌بندی و بازخورد تبدیل می‌شود. همچنین، ادبیات موجود حاکی از روابط مثبت بین حمایت معلم از خودمختاری و انگیزش، مشارکت، یادگیری خودتنظیم‌شده و سایر پیامدهای یادگیری است. در عین حال، پژوهش‌ها دربارهٔ یادگیری دانش‌آموزمحور نشان می‌دهد که در عمل، فعال‌سازی و مشارکت دانش‌آموزان بیش از عاملیت و خودمختاری آنان مورد تأکید قرار می‌گیرد. یافتهٔ اصلی پژوهش حاکی از آن است که مسئولیت مشترک آموزشی می‌تواند به عنوان چارچوب مفهومی برای پیوند اقتدار معلم و عاملیت دانش‌آموز عمل کند. معلمان همچنان مسئولیت حرفه‌ای جهت‌دهی و کیفیت یادگیری را بر عهده دارند، در حالی که دانش‌آموزان به تدریج مسئولیت بیشتری در انتخاب، مدیریت یادگیری، تأمل بر فرایندها و ارزیابی پیامدهای یادگیری بر عهده می‌گیرند.