In this study, the relationship between the empowerment activities applied to employees in education, and entrepreneurship and the mediation role of organizational culture in this relationship are examined. In line with this, the research is a descriptive study in the relational screening model. For this purpose, entrepreneurship and organizational culture are discussed in four dimensions, and employee empowerment in five dimensions. The study was conducted by using a Likert-type questionnaire for 222 educators in 22 schools (192 teachers, 22 principals and 8 assistant principals) in Gaziantep. Employee empowerment, entrepreneurship and organizational culture scales were used to gather data. The correlation and multiple regression analysis were used to analyze the data. As a result of the research, a relationship between the dimensions was found to be significant and positive in the correlation analysis which was conducted to determine the relationship between the sub-dimensions of the scales of employee empowerment, entrepreneurship and organizational culture. According to the results in regression analysis; it was determined that organizational culture level is the sub-predictor in the prediction of entrepreneurship of employee empowerment in education employees, solutions were presented on the subject.

The article deals with the gender differences in experiencing subjective social well-being. Subjective social well-being (SSWB) is defined as an integral social and psychological phenomenon, which reflects awareness and evaluation of social functioning based on the correlation between the level of demand and degree of satisfaction of individual’s social needs, as a result of which he/she defines his/her social being as optimal and experiences the feeling of satisfaction. It has been demonstrated that while divorce decreases the SSWB of men, it equally increases and decreases the SSWB of women. The leading agents of social relation for women are friends, parents and a partner, for men-parents, neighbours and acquaintances. The presence of children decreases the SSWB of women. At the same time, for men the effect depends on the perception of parenthood. For women dominant psychological factors of experiencing SSWB are competence, autonomy, intuitiveness, desire for power, activeness, whereas for men they are courage, expression of aggression, universalism, kindness and conformism.

Psychological climate is a type of climate that is measured at individual level and pertains to employees’ cognitive appraisal of work environment. Though various attempts have been made to define and conceptualize it, and several models have been proposed to measure this construct, the ambiguity surrounding its conceptualization and measurement still persists. This study aims to synthesize and analyze research on psychological climate, elucidate ambiguities, and contribute to conceptualization and demarcation of the construct.

Insurgency and armed conflict in Northern Nigeria especially Kano metropolis have exposed many secondary school students to trauma related experiences and post-traumatic stress disorder (PTSD). It is estimated that about 13,000 persons have been killed and about 981,416 internally displaced persons (IDPs) are living in the various camps in Northern Nigeria (NEMA, 2015). The profound impact of the trauma experienced by these students on their mental health informed the need for the psycho-education intervention. The objective of this study was to determine the effects of psycho-educational intervention on PTSD symptoms among secondary school students exposed to conflict in Kano metropolis and to examine the effects of psycho-education intervention in reduction of re-experiencing, hyper-arousal and avoidance symptoms. A pre-test and post-test control group design was adopted for this study. A sample of 40 research participants (male=19, female=21) were selected for the study. These research participants were drawn from secondary schools clustered within the community where conflicts have taken place. The instrument for data collection was the adapted version of the University of California at Los Angeles post-traumatic stress Disorder Reaction Index  (UCLA PTSD Reaction Index). The UCLA PTSD Reaction Index measured PTSD symptoms. Result obtained after testing the hypotheses showed that there was a significant difference in the PTSD mean scores of students exposed to psychoeducational intervention (Mean= 22.40, Standard deviation = 4.47, Standard error = .998) and those not exposed to the intervention (Mean = 38.90, Standard deviation = 14.835, Standard error = 3.317), t (38) = -4.763, p < .0001 (two-tailed), Effect size is r = .61. It is important to provide professional and psychosocial support to students who developed mental health problems due to exposure to conflict.

This study examined teachers’ attributions and emotions for their subjectively perceived interpersonal relationships with their students as positive or negative, and whether hope (pathways thinking, agency thinking) influences the perceived positive or negative interpersonal relationships, the subsequent attributions and emotions, and the impact of attributions on emotions. Fifty teachers, of both genders, completed the questionnaire for each of their five students who were randomly selected from their teaching classes. The results revealed that the positive interpersonal relationships were predominately attributed to stable, personally controllable and self-student controllable factors, whereas the negative interpersonal relationships were primarily attributed to external, external controllable, unstable, and self-student controllable factors. Also, teachers reported positive emotions of high intensity (sympathy, cheerfulness, exciting, love, not anger, calmness) for the positive relationships, and negative emotions of moderate intensity (no enthusiasm, shame, anxiety, no excitement) for the negative relationships. Yet, the high hope teachers made adaptive attributional and emotional appraisals for the positive and, mainly, negative interpersonal relationships. Agency thinking, as compared to pathway thinking, was a better and worse formulator of the appraisals in negative and positive interpersonal relationships, respectively. Hope, additionally, had direct effect on the emotions, beyond that afforded by attributions, particularly in negative interpersonal relationships.

The role of motivation, temperament, personality and well-being as predicting propensity factors for mathematical abilities was investigated in 30 adults. By embedding these predictors in the Opportunity-Propensity framework, this study aimed to reveal their unique contribution in math development, which is important to improve mathematics education. To our knowledge, the present study is the first to combine predictors and find evidence for the importance of some non-cognitive and socio-emotional propensity factors for mathematical performance by using primary data. Results indicated significant interrelations between the propensities, pleading to integrate them in math research. Furthermore, the relationship propensities and mathematics was dependent on the specific investigated math task, which is in line with the componential nature of mathematics. Negative Affect was the best prediction of accuracy (lower levels of subjective well-being associated with lower levels of mathematical accuracy) whereas Intrinsic Motivation was the best predictor for fact retrieval speed. Limitations and implications for future research are described.

Studies have documented widespread academic disengagement in middle and high school students. This disengagement has been tied to a myriad of negative outcomes, including failure to graduate from high school and transition into college and meaningful vocations. Supporting adolescents in cultivating a sense of beyond-the-self purpose is one factor that may combat student disengagement. MPower is a program designed to cultivate beyond-the-self purpose in an effort to promote student engagement and completion of high school (Klein et al., 2019). In a recent quantitative study, MPower participants compared to controls demonstrated a higher GPA, BTS purpose, self-efficacy, and decreased performance approach and performance avoidance goal orientations. In the current qualitative descriptive study, 11th and 12th grade (N=25) students in the Northeastern region of the United States, described their experiences in the MPower program. Three themes associated with the transformative aspects of MPower emerged from focus group data: 1) practice in strategic goal planning, 2) engagement in mentoring relationships, and 3) increased social support within a community. Because fostering youth purpose engenders many promotive and protective factors, these findings hold important implications for implementing similar programs more widely.

Endeavors supporting college students’ positive psychosocial development are gaining attention and investment in various countries and social contexts. Higher education experiences provide new academic, social, and vocational advancement opportunities at a critical developmental stage. However, higher education can also cause distress due to the challenges and stressors present during this new stage of increased independence. The Social Emotional Health Survey-Higher Education (SEHS-HE) assesses the core psychosocial strengths of individuals transitioning from secondary schools into institutions of higher education (IHE) to aid campus student support services. The present study sought to extend the SEHS-HE research by examining its application with college student samples from Mexico (n = 4,207), United States (n = 1,638), and Spain (n = 1,734). Confirmatory factor analyses investigated the hypothesized SEHS-HE higher-order factor model. The Mexico sample returned an acceptable model fit, but the USA and Spain samples had a suboptimal fit; hence, we explored alternative models. A two-level structure had full invariance for all three samples. This study extends the current scholarship on the conceptual model and psychometric properties of SEHS-HE. The discussion focuses on implications for future research to enhance SEHS-HE in national and cross-national research and practice.

At the beginning of primary school, young children need to adapt academically, socially, and emotionally to their new school environment. Enjoying going to school and becoming socially integrated are important preconditions for successful learning. However, children from disadvantaged families have fewer resources and receive less support, and such deficits can result in lower attainment, negative emotions, and lower well-being. In recent years, interest in emotions and well-being in school has grown in educational research. However, studies analyzing the affective characteristics of disadvantaged students, especially in primary school, are still scarce. In this study, we analyzed reciprocal relationships between school enjoyment, social integration, and achievement using cross-lagged structural equation modeling (Grades 1 and 2), while controlling for family background and sex. We used data from the National Educational Panel Study in Germany (NEPS; N = 4,986). Results showed positive effects of school enjoyment on achievement and social integration on school enjoyment. Additionally, a better home learning environment had positive effects on school enjoyment and social integration in Grade 1. Effects of socioeconomic and migration background on school enjoyment and social integration were not significant. Our results show no evidence that educationally disadvantaged students are additionally disadvantaged in their school enjoyment or social integration at the beginning of primary school.  

Challenges relating to misuse and abuse of the internet and other mobile devices have become sources of concern among the youth population the world-over. However, research on cyber related issues has been focused mainly on adolescents in Nigeria. This study investigates the influence of cyber bullying, cyber victimization and pathological internet use on psychological well-being among adults. Using a cross sectional research design and a multi-stage sampling technique, 280 university students were selected. A questionnaire on socio-demographic profile cyber intimidation and internet addiction was administered to the participants. Data were analyzed using descriptive statistics and t-test analysis at 0.05 level of significance. Three hypotheses were tested. The results revealed that participants who engage less in cyber bullying were not significantly different in their levels of psychological well-being when compared to their counterparts who engage more in cyber-bullying. Pathological Internet use did not significantly influence the levels of psychological well-being of cyber space addicts. The association between cyber related variables and psychological well-being is crucial for better understanding of their actual effects on human behaviour and for the purpose of designing intervention programmes.

The PAX Good Behavior Game (PAX-GBG) is an evidence-based universal preventive intervention program for classroom use. Our aim was to explore teachers’ perceptions of PAX-GBG and their work with it, and whether this changed during the implementation of the intervention. In addition, we explored teachers’ perceptions, and changes in perceptions, regarding how they perceived their workload when learning and using PAX, how it influenced relationships in the classroom and students with special needs. Semi-structured telephone interviews were conducted with six female teachers at three time-points during a school year. Based on thematic analysis, four themes illustrating teachers’ experiences and the perceived effects of PAX-GBG on classroom relationships were identified: (1) Working with PAX-GBG, (2) The Game, (3) Focus on Behaviour, and (4) Relationships. A notable finding was that most teachers, at the outset, had concerns regarding the PAX Game and that these concerns mostly disappeared after they had experienced working with it. Based on improved student behaviours and overall enhanced relationships in the classroom, our results show that PAX-GBG is a suitable intervention for all students. Students with special needs may especially benefit due to a focus on clear expectations, positive reinforcement, and a more inclusive classroom climate. Some remaining concerns regarding the universal suitability of the game need to be explored further in future studies. Based on the results in this study, PAX-GBG seems to have high social validity in a Swedish context.

Dyslexia is traditionally regarded as a disability which has an impact on the learning process of reading, spelling and writing. This study attempts to explore the character strengths, flourishing, resilience, and perceptions of professional success and satisfaction of 477 Greek adults. The sample consisted of 30 adults with an official diagnosis of dyslexia, 103 adults who scored above the threshold limit in the Dyslexia Checklist, and 344 adults who did not report any leaning difficulty. The following instruments were employed in the study: the Brief Resilience Scale, the Flourishing Scale, and subscales of the Values in Action Inventory of Strengths 120 (creativity, perseverance, social intelligence and teamwork). The results show that the dyslexic group scored higher in creativity and teamwork in comparison to the control group. No statistical differences were observed in professional success and satisfaction between the groups. Level of education seems to correlate with creativity. The prediction models showed a negative correlation of social intelligence with suspected dyslexia and a very low prediction of flourishing and resilience on the basis of dyslexia status. Positive traits of dyslexia are worth further study. Identifying strengths among people with dyslexia might be helpful for implementing new educational interventions and strategies.

Education being one of the cornerstones of the Philippines, teachers may experience pressure and burnout from carrying the workload and responsibilities of being second to parents being the steppingstone for the development of young children. This study used a moderation analysis research design to examine if resilience moderates the relationship between work-related burnout and psychological well-being. Using a non-probability purposive sampling technique, over 233 Filipino public elementary school teachers from Quezon City, Philippines, participated. Results revealed a substantial negative relationship between psychological well-being and work-related burnout, and a positive relationship exists between resilience and psychological well-being. Furthermore, linear regression analysis showed that work-related burnout negatively predicted psychological well-being. Moreover, this study found that resilience does not moderate the association between work-related burnout and psychological well-being among public elementary school teachers.

The current study aimed to investigate the effectiveness of an online dynamic test in reading and writing, differentiating in typically developing children (n = 47) and children diagnosed with dyslexia (n = 30) aged between nine and twelve years. In doing so, it was analysed whether visual working memory, auditory working memory, inhibition, cognitive flexibility, and reading self-concept were related to the outcomes of the online dynamic test. The study followed a pretest-training-posttest design with two conditions: experimental (n = 41), who received training between the pretest and posttest, and control (n = 37), who received training after the posttest. Results showed that typically developing children and children diagnosed with dyslexia in both conditions could improve their reading and writing accuracy scores, while the training in prosodic awareness might have tapped into children's potential for learning. Moreover, results revealed that in children diagnosed with dyslexia, training in the domain of writing competence could compensate for cognitive flexibility. However, training was not found to compensate for reading self-concept in children diagnosed with dyslexia.

The issues of poor academic outcomes, dismissal, high attrition, and dropout rates among college students have long concerned for many educators and college communities. Several scholars have posited that these problems can be addressed through the development of emotional intelligence and increased student engagement. Considering these problems, the present study aimed to assess the efficacy of emotional intelligence and student engagement in improving academic performance. The sample of the study consisted of 119 undergraduate students selected using the convenience sampling technique. Self-report Emotional Intelligence Test and Student Engagement Scale were adopted to measure emotional intelligence and student engagement respectively. Cumulative Grade Point Average (CGPA) served as a measurement of academic achievement in the present study. Results from regression analyses revealed that certain components of emotional intelligence and academic engagement demonstrated a significant prediction effect on academic performance. From demographics, students’ programs of study showed a significant relationship with academic achievement. The present findings may provide directions for the college communities in fostering student engagement and emotional intelligence, thereby improving academic achievement of their students. The study also discusses limitations and future research directions.

This study used the COVID Social Mobility and Opportunities (COSMO) Study to examine home learning and parent attitudes to education during Covid-19 in relation to demographic and household financial circumstances and parent educational aspirations. The findings showed that White, female, and degree-educated parents were more likely than their counterparts to report positive attitudes to home learning, support their 16-year-olds’ learning, and contact schools during the lockdowns. Parents who experienced food poverty and reported being financially worse off after the pandemic were less likely to support home learning or contact schools but reported largely positive attitudes to learning. Also, parents who reported lower educational aspirations were more likely to support their children’s learning, reflecting their educational needs. This study contributes to our understanding of home learning during the pandemic and has implications for public policy and action regarding supporting children’s learning during health crises and reducing education inequalities.

In recent years, children and adolescents have spent more time sitting and engaging in less physical activity than recommended by health authorities. Despite widespread efforts to promote physical activity through school-based programs, the impact of specific intervention programs often remains untested. Therefore, in this pilot study, the effects of a national school-based physical activity program were assessed. A sample of 80 first- and second-grade primary school students aged between 7 and 9 years (M = 7.95, SD = 0.44) of eight classes was cluster randomly assigned to either the experimental group (EG; classroom-based physical activity breaks) or the control group (CG; conventional school lessons). Primary outcomes included objective measurements of sedentary behaviour, step counts, and moderate-to-vigorous physical activity (MVPA) during the intervention. Secondary outcomes encompassed assessments of aerobic fitness performance, executive functions, academic achievement, and scholastic well-being before and after the 20-week intervention. The results indicate that students of the EG spent less time sedentary and took more steps during school mornings than their counterparts of the CG. The physical activity program resulted in a 630-step increase and a 10-minute reduction in sitting time daily. However, there were no effects on MVPA level, aerobic fitness performance, or cognitive functions (including executive functions and academic achievement). The implications of these findings are discussed in light of comprehensive school physical activity approaches.