Adapting check-in/check-out for specific use in K-12 settings for students with internalizing behavior

First-generation students show lower academic performance at university compared to continuing-generation students. Previous research established the value in taking a social identity perspective on this social-class achievement gap, and showed that the gap can partly be explained by lower compatibility between social background and university identities that first- compared to continuing-generation students experience. The present paper aimed to increase insight into the processes through which this low identity compatibility leads to lower academic achievement by examining first-year university students’ adjustment to university in two key domains: the academic and the social domain. These were examined as two routes through which the social-class achievement gap may arise, and hence perpetuate this group-based inequality. Adjustment was examined both through students’ actual integration in the academic and social domains, and their internally experienced concerns about these domains at university. A longitudinal study among 674 first-year university students (13.6% first-generation) showed that first-generation students experienced lower identity compatibility in their first semester, which was in turn related to lower social, but not academic, integration. Lower identity compatibility was also related to more concerns about the social and academic domains at university. Low identity compatibility was directly related to lower academic achievement 1 year later, and this relationship was mediated only by lower social integration at university. These findings show that to understand, and hence reduce, the social-class achievement gap, it is important to examine how low identity compatibility can create difficulties in academic and particularly social adjustment at university with consequences for achievement.

Recent evidence suggests that premorbid adjustment in schizophrenia and related disorders can be separated into social and academic domains. In this paper, we examine the correlates of and prognostic significance of social and academic premorbid adjustment in a sample of 113 patients. Premorbid adjustment, symptoms and cognitive functioning were assessed at presentation for treatment and symptoms were re-assessed after a year of treatment. Females and those with a diagnosis of schizoaffective disorder were found to have better premorbid adjustment in the academic domain, but not in the social domain. Neurocognitive functioning was more consistently related to academic than social adjustment. Better social and academic premorbid adjustment was correlated with lower negative symptoms after 1 year of treatment, but neither was a significant predictor of positive symptoms. Social and academic premorbid adjustments show different relations to gender, specific diagnosis and neurocognitive functioning in schizophrenia and related disorders.

The present study used the daily diary method to investigate the role of achievement in adolescents' patterns of time use in the academic and social domains. A diverse sample of over 700 ninth grade students completed three‐page checklists every night for 14 consecutive nights, providing information on their time use for the day. As hypothesized, averaged over the 14‐day study period, high achieving adolescents spent more time studying without spending less time with their friends than lower achieving students. However, differences between high and low achieving students were not just in their average time use, but also varied on a daily basis. These daily differences helped explain how high achieving students were able to spend more time overall than lower achieving students across these two domains. The role of achievement in adolescents' time use patterns was similar for boys and girls and across ethnic groups.

Self-concept in adolescence: A longitudinal study on reciprocal effects of self-perceptions in academic and social domains

The US higher education system, renowned for its prestigious institutions and innovative research, faces significant challenges in accessibility, affordability, and equity. This paper explores the transformative potential of artificial intelligence (AI) and analytics in addressing these challenges. By leveraging AI-powered tools and big data analytics, higher education institutions can enhance personalized learning, improve student access and retention, streamline administrative processes, and support data-driven decision-making. However, the integration of AI also presents ethical considerations, including privacy concerns, potential biases in algorithms, and the risk of over-reliance on automated systems. This review examines the current landscape of AI in higher education, identifies key benefits and challenges, and proposes strategies for effective and ethical implementation. The findings suggest that while AI holds great promise for revolutionizing higher education, careful consideration and ongoing research are necessary to fully realize its potential and address associated risks.

Because schizophrenia is considered to be a neurodevelopmental disorder, premorbid adjustment is of particular interest. Premorbid adjustment is probably not a unitary construct but rather is expressed across a number of developmental domains. The current investigation examined the validity of a two-factor model that differentiated premorbid adjustment across social and academic domains and evaluated relationships between these premorbid adjustment domains and other variables of interest. Participants with schizophrenia (n = 141) underwent evaluation of premorbid adjustment (using the Premorbid Adjustment Scale), intellectual functioning, and psychiatric symptoms. Using confirmatory factor analysis, a two-factor model of premorbid adjustment was identified that included an academic domain and a social domain. The social domain was associated with symptom variables, while the academic domain was associated with measures of intelligence. Results provide evidence for at least two domains of premorbid adjustment in schizophrenia. Distinguishing between these two premorbid domains may be theoretically important because of potential differences in incidence rates and deterioration courses; some individuals with schizophrenia may exhibit adequate academic adjustment but poor social adjustment, while others may exhibit the opposite pattern.

BackgroundPhysical therapy for neck and low back pain is highly variable despite the availability of clinical practice guidelines (CPG). This review aimed to determine the impact of CPG implementation on patient-level outcomes for spinal pain. Implementation strategies were also examined to determine prevalence and potential impact.MethodsMultiple databases were searched through April 2021 for studies assessing CPG implementation in physical therapy for neck and low back pain. Articles were screened for eligibility. The Modified Downs and Black checklist was utilized to determine study quality. Due to the heterogeneity between studies, a meta-analysis was not performed.ResultsTwenty-one studies were included in this review. Implementation strategies were significantly varied between studies. Outcomes pertaining to healthcare utilization, pain, and physical functioning were assessed in relation to the implementation of CPGs. Multiple implementation strategies were identified, with Managing Quality as the most frequently utilized key implementation process. Findings indicate CPG implementation decreased healthcare utilization, but inconsistent results were found with physical functioning and pain outcomes.ConclusionsCPG implementation appears to have a beneficial effect on healthcare utilization outcomes, but may not impact pain and physical functioning outcomes. Effective CPG implementation strategies remain unknown, though utilizing implementation framework may improve outcomes. More research is needed to determine the most effective implementation strategies and effects on pain and physical function outcomes.

This study aimed to investigate the reality of compatibility in its four domains, i.e. social, academic, disciplinary, and emotional among students of Al Ain University in the UAE. It also aimed to know the differences in the reality of compatibility according to the variables under study and the interaction between them (college, gender, change of specialization, and residence in the place of the university), to achieve the objectives of the study, the two researchers used the University Compatibility Scale. The sample consisted of (422) male and female students, including (173) male and (249) female students in the second semester 2019/2020. The results showed that the reality of compatibility in all its four dimensions is positive among the sample members, as in the first rank came the social domain at a ratio (74.8%), followed by the emotional (56.47%), then disciplinary (54.80%), and finally the academic (51.53%). The study results also revealed no statistically significant differences in the reality of compatibility in each domain (social, academic, and disciplinary) in the college variable. It was clear that there are differences in the emotional domain in favor of the human faculties and the absence of differences in the two domains, i.e. social and emotional in the gender variable. The study also resulted in the absence of differences in the disciplinary domain in the variable of change of specialization, while the existence of statistically significant differences in the domains (social, academic and emotional) according to the variable of change of specialization, in favor of students who did not change their specialization in the social and academic domains, and the overall degree of compatibility. The results also indicated that there are no differences in the residency in the location of the university variable in the two domains, i.e. disciplinary and emotional, while the differences in the two domains, i.e. social and academic are in favor of students who reside in the location of the university, in light of the results of the study, some recommendations were mentioned.

A random sample of (632) male and female undergraduate students was taken from northern Palestinian Universities: (239) from An-Najah (NU), (200) from Arab-American (AAU), and (109) from Palestine-Technical University/Khaduri (PT/KU). A questionnaire of (37) items measuring the teacher-student democratic relationship in two domains: academic and social domains were administered on the sample. The data was manipulated by using the descriptive statistics on one hand, and the analytic statistics using "t-test" and "f-test" at (p<.05) level of significant on the other. Accordingly, the study founded that the general mean of democratic relationship between the teacher and student in three universities was (3.46) pints out of five. F-test revealed that the mean of (PTUK) was higher significantly than (AAU) and (NU). The results also revealed that the mean of democratic relationship in the academic domain was higher significantly than that in the social domain. With respect to the other related independent variables, the study revealed that the means of democratic relationship of freshmen and sophomore were higher than that of junior and senior; that of students whose age between 18-20 was higher than that of older ones who aged between 21-23, 24-26, or 27 and more; that of students who had a scientific background in General High School Exam was higher than that of students who had a literature or commercial back ground; and that of students who see themselves as cultured was higher than that of those who see their culture medium or weak.
 These results came along with discussions, recommendations for further future studies.

The suicidal process is a complex phenomenon involving multiple intertwined factors, which makes its prevention particularly challenging. As evidence-based suicide prevention interventions evolve and consolidate, it becomes increasingly important to ensure that effective interventions are efficiently implemented in practice and translated into the quality programs and care that benefit people at risk of suicidal behavior.

This study examined the relationship among dropout, organizational trust, and intention to transfer in the department affiliated with Physical Education. Data were collected from 480 students in the department affiliated with Physical Education from 6 institutions of a 4-year university located in Seoul, Gyeonggi-do, Incheon, and ChungChong-do. For the research model analysis, a structural equation model and bootstrapping were conducted. Results indicated that the academic domain, the social domain, and the environmental domain of dropout had a positive effect on organizational trust. But the only the academic domain in the relationship between dropout and intention to transfer affected intention to transfer positively. The social domain and the environmental domain were not statistically significant on intention to transfer. Moreover, organizational trust had a positive effect on intention to transfer. Finally, organizational trust partially mediated the path between the academic domain and intention to transfer. It fully mediated the paths between the social domain and the environmental domain and intention to transfer.

This chapter describes the teaching practices that three mathematics teachers in at-risk contexts used to increase student engagement and enhance student learning. Qualitative data were collected in the form of teacher interviews, classroom observations and teacher journals. Findings show that these teachers considered aspects of both social (e.g., creating a classroom community and developing a teacher-student relationship) and academic (e.g., using technology, manipulatives, group work and student-centered activities) domains of student engagement in their teaching, but to varying degrees and with different emphases. All teachers noted that these strategies also appeal to their students’ characteristics as early adolescents.

Self-esteem in children and adolescents with and without attention-deficit/hyperactivity disorder: A meta-analytic review

The current study aimed at identifying the impact of the addictive use of smartphones by students with learning disabilities on the social, psychological and academic domains. The sample of the study consisted of 210 male and female students enrolled in classes of resource rooms of grades five to nine in public and private schools at the Ministry of Education in Amman governorate. The researcher developed two measures to achieve the goals of the study; the first is “a scale to measure the addiction of smartphones use”, which contains 32 items, and another scale to measure the “impact of smartphones excessive use on social, emotional and academic domains”, which contains (30) items. This process was preceded by a review of previous similar pedagogic studies. Validity and reliability significance were extracted. Results revealed that the estimation of the addictive use of smartphones by students of learning disabilities aged 11-15 was rated as average. Results also revealed that impact of smartphone use dominated the social and emotional aspects over the academic. Results call for the need to develop and practise some precocious interventions and early detection of the excessive use of smartphones in general, but above all by students with learning disabilities.

Premorbid adjustment and schizophrenia in individuals with 22q11.2 deletion syndrome