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.

This study examined the relationship between being members of social network sites (SNS) and the reasons for their use among individuals who are between 20-66 years of age. Social networking status and virtual loneliness are examined according to reasons for using SNS of participants. Researcher did a web-based questionnaire upon Facebook (FB) and reached a volunteer group of FB users and gave Social Networking Status Scale ( SNSS) and Virtual Loneliness Scale (VELS) in order to measure participants networking status and virtual loneliness according to socio-demographical variables. SNSS, gender, and age are the strongest predictors of virtual loneliness. Also, male participants, SNSS scores are significantly higher than female participants which indicates that male participants are more dependent on SNS. When time spent online increases individuals get convergence to usual habits in the virtual world. Individuals SNS usage habits effects their normal lives and make them escape to the virtual world.

Our goal was to determine food cravings, nutritional status and physical activity of patients diagnosed with major depression. The study was conducted on 203 (144 women, 59 men) patients, aged 20-64 years, who were diagnosed with major depression at three psychiatry centers. Anthropometric measurements, demographic data, current health status, depression duration, drug use, eating habits, food craving status (Food Craving Questionnaire-Trait/FCQ-T), food consumption frequency, energy and nutrient intake and physical activity level (International Physical Activity Questionnaire-Short Form/IPAQ) were evaluated. Depression duration, the frequency of antidepressant use and FCQ-T scores were higher in females than males. We found a positive correlation between FCQ-T score with the frequency of antidepressant use, depression duration and eating speed  (p < 0.05). Also, depression duration was negatively correlated with folate, vitamin B6, vitamin C and zinc (p < 0.05). Lastly, depression duration and FCQ-T were positively correlated with body weight, body mass index, waist circumference, hip circumference, body fat (%) and fat tissue (kg) (p< 0.05). In addition, physical activity is a very important statement for FCQ-T scores. Both men and women, the risk of FCQ-T score who exercised for <600 Met-min/week were greater relative to that of those who exercised for ≥3000 Met-min/week. The results of this study showed that an inverse correlation between a number of nutrients intake and depression duration, antidepressant use or FCQ-T scores.  It also emphasizes the beneficial effects of habitual exercise participation on food cravings. Future research exploring the nutritional status of individuals with depression is warranted.

The goals of the study were to examine the predictive power of general cognitive ability, working memory, and self-efficacy in first grade for academic functioning of children at risk for learning disabilities in second grade. The study involved 82 children (age 6-7 years) from five local public elementary schools in middle-class neighborhoods in Jerusalem, including 41 children at risk for specific learning disabilities and 41 typically developing peers. In the first stage of the study, (performed at the end of first grade), general cognitive ability and working memory were assessed using subtests from the Wechsler Intelligence Scale for Children (the subtests consisted of:  Vocabulary and Block Design for general cognitive ability; Arithmetic and Digit Span for working memory). Academic self-efficacy was rated using a structural interview. At follow-up, academic functioning was assessed at the end of second grade. A serial-multiple mediation analysis revealed significant mediating roles for levels of performance in the Arithmetic subtest and for academic self-efficacy in predicting the academic functioning in second grade. The significance of the Arithmetic subtest, based on contemporary research on the structure of the intelligence was proposed. Educational implications call for sensitizing teachers to the unique role of academic self-efficacy in shaping trajectories of academic functioning development among children with RLD and in using effective strategies of promoting self-efficacy.

This study aimed at determining and validating the Schutte Self-Report Emotional Intelligence Test (SSEIT) in a Zambian context. It examined the feasibility of its use in this cultural context. Additionally, the study aimed at examining the reliability of the instrument when used in the same context. The participants were drawn from two cohorts (2016/2017 and 2017/2018 academic years) of first year students from the Department of Mathematic sand Science Education at the Copperbelt University in Zambia. One hundred and seven (25 females and 82 males) students from the 2016/2017 cohort and 138 (47 females and 91males) students from the 2017/2018 cohort participated in the study. The process of validating the instrument involved factor analysis. Using Principal Components Analysis (PCA), the Monte Carlo PCA for Parallel Analysis and Varimax methods for both cohorts, a four factor structure model of the SSEIT was reported. The instrument was reliable with a Cronbach coefficient of 0.79 in the 2016/2017 Cohort and 0.74 in the 2017/2018 Cohort. The study concluded that the SSEIT is a reliable and valid tool to measure the emotional intelligence of first year students from the Department of Mathematic sand Science Education at the Copperbelt University in Zambia.

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.

The diagnostic utility of the Woodcock- Johnson III Tests of Cognitive Abilities and Clinical Clusters was assessed in a sample of 52 children (26 Attention Deficit/Hyperactivity Disordered (ADHD) and 26 matched controls). Multivariate analysis of variance followed by post-hoc testing and d-ratios yielded some statistically significant and clinically meaningful differences between groups on the Cognitive Fluency Cluster and the Tests of Auditory Attention, and Rapid Picture Naming. Discriminant function analyses indicated that the WJ III COG Tests collectively classified 80.77% of the sample correctly (76.92% of controls and 84.62% of children with ADHD correctly identified). The Auditory Attention and Rapid Picture Naming tests were found to make the most significant contribution overall to the discriminant function. Using a cut-score of 85, the WJ-III COG Clinical clusters and subtests examined in this study offered fair to weak diagnostic utility based on indices of sensitivity, specificity, positive and negative predictive power, as well as results of Receiver Operating Characteristic curve analyses. Implications for research and practice are outlined.

The objective of this study was to design an instrument to evaluate parental involvement in the education of their children, and, subsequently, to investigate the content validity of that instrument. The questions on the questionnaire have been written according to the dimensions that shape the construct of parental participation: parenting, learning supervision, communication, parental networks, and relationships with the community. Further, for the study of content validity, expert judgment has been used, and the Aiken V coefficient has been estimated. The results indicate a wide degree of agreement among the judges, showing evidence of content validity regarding the criteria of clarity, relevance, and sufficiency of the questions with Aiken V values that ranged between 0.73 and 1, with confidence intervals of 99 %. It was concluded that the instrument can be used successfully in the evaluation of parental involvement in education.

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.

Findings from a research synthesis of the relationships between family needs and parent, family, and child functioning are reported. The synthesis included 31 studies conducted in 12 different countries. The studies were conducted between 1987 and 2021 and included 4,543 participants. Eight different family needs scales or adaptations of the scales were completed by the study participants (mothers, fathers, or grandmothers of children with developmental disabilities, autism spectrum disorders, or medical conditions). The outcome measures included caregiver psychological health, parenting stress, parenting burden, parenting beliefs, family coping strategies, family functioning, family support, and child functioning. The correlations between family needs and the outcome measures were used as the sizes of effects for evaluating the strength of the relationships between measures. Results showed that unmet family needs were associated with more negative and less positive family and family member functioning and fewer unmet family needs were associated with more positive and less negative family and family member functioning. The sizes of effect for parenting stress and burden were larger than were the sizes of effects for each of the other outcome measures. Child condition and study quality moderated the relationship between family needs and parenting stress and burden but not the other outcome measures. The results are discussed in terms of one component of family systems intervention models.

This paper presents an investigation that aims to: 1) explore the relations between core symptoms of adult Attention Deficit and Hyperactivity Disorder (ADHD) and several typical Internet activities, and 2) compare the predictive power of two core symptoms of ADHD- inattention and hyperactivity/impulsivity- in predicting Internet addiction. Methods: A total of 2016 Chinese college students participated in this study. The ADHD symptoms were assessed using Conners self-rating scales and DSM-5 semi-structured interviews. Structured Clinical Interview for the Diagnostic and Statistical Manual of Mental Disorders Fifth Edition (SCID-5) was used to exclude other psychiatric disorders. Chen’s Internet addiction scale (CIAS) was used to evaluate Internet addiction. Information about Internet activities (e.g., online gaming) was collected through a self-constructed questionnaire. Results: The ratio of Internet addiction problems among individuals with ADHD symptoms is significantly higher than in ordinary individuals (48.9% vs. 14.3%). Further, each core ADHD symptom has unique relations with different types of Internet activities. Specifically, both core ADHD symptoms are negatively associated with information downloading and online learning, and positively associated with online gaming, while online shopping is only associated with hyperactivity/impulsivity. Furthermore, both core ADHD symptoms are significant predictors of Internet addiction, especially inattention. Conclusion: College students with ADHD symptoms are at a higher risk of having Internet addiction than peers without ADHD symptoms. For individuals with ADHD symptoms and excessive online gaming and/or online shopping behaviors, the probability of having Internet addiction is even higher. These findings have important implications for identifying risk factors of Internet addiction and preventing Internet addiction in Higher Education settings.

This study was conducted to explore the five-factor structure of the Need for Closure scale on Indian samples using exploratory and confirmatory factor analysis. Data were initially collected from 450 samples which were reduced to 235 cases later based on the lie score criteria of the Need for Closure Scale. To rule out the problems caused by all questionnaire items like low reliability and low communalities, parceling of the items (creating three parcels from each facet) was done before the multivariate analysis (EFA and CFA). In the results, EFA showed that the five-factor structure of the NFC scale explains 52% of the variance. The goodness of fit statistics in the CFA model met the criteria (χ2 = 190.153, GFI = 0.908, TLI = 0.855, CFI = 0.890, RMSEA = 0.077) for the reasonable fit of the single factor structure of the NFC construct. In conclusion, this study presented the good psychometric properties of the NFC scale. It can be used to assess the individual's need for closure in the wider contexts of Indian studies.

The COVID-19 pandemic required teachers to quickly adapt to changes in teaching likely impacting teachers’ emotional exhaustion and feelings of teaching efficacy. Further, teachers’ experience in the classroom may have shaped how they responded to the crisis and changes. Although teachers faced these unprecedented shifts, it is possible that both internal (i.e., hope) and external (i.e., social support) sources of support may act as promotive factors for teacher outcomes. The present study describes how teachers’ emotional exhaustion, teaching self-efficacy, and supports (hope and colleague) were associated with one another one year into the pandemic. Associations were compared across early-/mid-career and veteran teachers. Results showed higher emotional exhaustion and lower hope for early-/mid-career teachers compared to veteran teachers, and a negative relation between emotional exhaustion and hope for early-/mid-career teachers. Pre-pandemic emotional exhaustion predicted hope during the pandemic for all teachers. Implications include supporting teacher well-being and career longevity considering acute stress.

The aim of the present study is to conduct a confirmatory factor analysis (CFA) of the Rosenberg Self-esteem Scale (RSES) as part of the study of affective variables using a sample of English as a foreign language (EFL) university students in Morocco. Two hundred and six (N = 206) participants of undergraduate, graduate, and post-graduate levels completed the self-esteem (SE) questionnaire. Using classical methods of factor extraction before employing more robust techniques comprising minimum average partial (MAP) and parallel analysis (PA) to perform preliminary factor analysis (FA) using principal axis factoring (PAF), results conclusively and parsimoniously yielded a one-factor solution with acceptable construct reliability (Composite Reliability). CFA results, including goodness-of-fit indexes, confirmed that the one-factor model was better fitting compared to its competing independent two-factor counterpart, but marginally less so compared to the correlated version of the latter. Two out of the three constructed models showed good fit indexes, thus demonstrating the conformity of two measurement models with their respective hypothesized structural models. Furthermore, using the heterotrait-monotrait (HTMT) ratio, both two-factor models showed acceptable discriminant validity. The obtained results further corroborate both the one-factor and two-factor solutions reported in previous works for which we present new evidence from a Moroccan EFL context.

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.

The responsibilities of emerging adulthood and academic pressure are some stressful situations encountered among graduating students. Those graduating students used different coping that deals with stressful situations that may affect their quality of life. This study, a predictive correlational design, was conducted on 202 Filipino graduating university/college students to determine if stress and avoidant coping can predict their quality of life. Results showed a significant relationship existed between stress, avoidant coping, and quality of life. Stepwise forward regression analysis tested two regression models, where model 1 revealed that stress negatively predicted the quality of life. Whereas model 2 suggested that stress and avoidant coping (i.e., behavioral disengagement) was significantly higher in predicting the quality of life among graduating students.

Previous research focused on individuals’ background, contexts and cognitive performance in education, work, and life. Given the increasing number of people living alone temporarily, the question arises whether the frequent use of skills, including social skills, relates to individuals’ later positively self-evaluated skills and social lives. Based on an integrated framework, the current analysis aimed to disentangle these relationships with longitudinal data from Germany over three years. The target sample consisted of n = 3263 working adults. A Bayesian structural equation model included adults’ frequent use of skills, self-evaluated skills, household size, close friends, and seven covariates (e.g., numeracy and literacy test scores, weekly working hours. The results suggested positive relationships between adults’ frequent use of numeracy, literacy, and social skills and later self-evaluations (except literacy used on self-evaluated numeracy). Those who less frequently used social skills three years earlier were also less likely to have a larger household size than those who reporting frequently using their social skills. Adults who frequently used literacy skills three years earlier reported higher numbers of close friends than those who less frequently used literacy. The findings highlight the importance of adults’ social skills and frequently used skills for self-evaluated numeracy and literacy.

Due to the notably increased penetration of smartphone use among university students and the alarming risk it poses to both physical and mental health, this study investigated mobile phone addiction among university students concerning student characteristics, mobile phone usage behaviors, and mobile phone use purposes and situations. The participants of this study were 600 university students, who were selected according to the convenience sampling method from different departments in Türkiye. The data were collected using the student characteristics form and the Mobile Phone Addiction Scale. The correlational research method was followed in the study. The data were analyzed using descriptive and inferential statistics. The results showed that students clustered as addicted and non-addicted had different mobile phone use behaviors on account of daily smartphone use duration, internet use duration on a smartphone, and daily smartphone check frequency. Being a female at a lower grade level and using mobile phones mostly at night made students more vulnerable to mobile phone addiction. Additionally, the results indicated a significant positive moderate correlation between internet use duration, daily smartphone use duration, daily smartphone check frequency, and mobile phone addiction scores. Lastly, checking social media apps, messaging, and editing photos significantly contributed to mobile phone addiction scores. Among the mobile phone use situations, when getting bored, during lessons, when watching TV or movies, and when being alone significantly contributed to mobile phone addiction scores. This study provided a thorough discussion and a set of recommendations.