Student wellbeing and the science of learning and development

Development of scientific literacy is a crucial aim of science education across the globe and research suggests that this can be realized through student exploration of socioscientific issues. While the COVID-19 crisis, emergency school closures and restrictions to in-class teaching, had negative impacts on teaching and on student learning and wellbeing, it also presents an opportunity to explore authentic socioscientific issues. This research explores teachers’ perspectives on addressing the COVID-19 crisis as socioscientific issues in secondary science education. This qualitative study surveyed 266 Irish secondary school science teachers about their experiences during the COVID-19 crisis. Thematic analysis was used to identify the reasons why teachers did and did not address the COVID-19 crisis as SSI. These findings were triangulated with findings from follow-up interviews. The majority of teachers in this study addressed the COVID-19 crisis as SSI. The COVID-19 crisis was explored within the curriculum, through project work and research, and through classroom discussion. Teachers described four barriers to exploring the COVID-19 crisis with their students: The COVID-19 crisis was not part of the curriculum; The lack of F2F contact made judging students’ reactions challenging; There was already too much focus on the COVID-19 crisis in everyday life and concerns over student wellbeing while discussing the sensitive topic of the COVID-19 crisis. Teachers noted that addressing the COVID-19 crisis led to benefits to student learning, health, wellbeing and hygiene.

Background. The study of psychological resources for academic achievement and subjective well-being in students is a significant area in educational sciences. This article presents the results of an empirical study in which conscious self-regulation, teaching quality subjectively assessed by students, and school engagement are considered as such resources. Objective. The goal of this study was to reveal the influence of these phenomena on the subjective well-being and academic achievement of students, and to establish indirect and mediating effects of this influence. Study Participants. The study involved adolescent students (N = 559, 53% girls, average age 12.96, standard deviation 0.91). Methods. The instruments included: Morosanova’s “Self-Regulation Profile of Learning Activity Questionnaire” (Morosanova, Bondarenko, 2017); E. Irving's questionnaire for assessing teaching quality adapted by Lunkina et al. (2023); “Multidimensional Students’ Life Satisfaction Scale” (O.A. Sychev et al., 2018). Academic performance was assessed by the average grade in the main subjects for the previous academic term. Results. It has been shown that teaching quality, school engagement, and conscious self-regulation are significantly associated with student well-being and academic success. School engagement is a significant predictor to both academic performance and satisfaction with school; psychological support and self-regulation make a significant direct contribution into students’ well-being. Application of the methods of structural modelling revealed that teacher’s psychological support more effectively influences student engagement when mediated by conscious self-regulation: the higher the development of mindful self-regulation, the greater the positive impact on academic performance, well-being, and school engagement. The contributions of self-regulation and perceived psychological support are roughly comparable, while the contribution of school engagement is more substantial. The age of the students is a significant moderating factor. Conclusions. The results are discussed in the context of developing effective strategies to improve the quality of education, maintain the subjective well-being, and engage modern school students. Subjectively assessed psychological support from teachers acts as both a direct positive predictor of school subjective well-being and indirectly influences it through self-regulation and engagement. Results have been obtained substantiating the meta-resource role of mindful self-regulation in determining academic achievement and well-being of students.

There is growing recognition that when students’ values (i.e. the things they consider important) are acknowledged, relationships are strengthened, academic engagement and achievement improve, and student wellbeing is enhanced. However, surprisingly, limited studies have examined the values espoused by students in science education. This review begins by arguing for a greater values focus in science education, defines key terms, and then reviews the limited studies explicitly examining values in science education. A scoping review is then undertaken to tease out students’ values across the science education literature using a methodology developed in mathematics education values research involving extracting students’ values from closely related constructs (e.g. attitudes, beliefs, identities). In total, 55 different values were extracted across 91 publications. Across geographical regions, both value similarities and differences were found. We also explored the values that often co-occur. Our review develops important knowledge about student values in science education by defining, extracting, and then examining the relationships between students’ values. It also points to target areas that may improve students’ positive learning experiences and wellbeing in science education.

Introduction

Science and Social Studies-centered learning in elementary schools has the potential to significantly enhance student wellbeing by addressing their holistic learning needs. This study seeks to examine how student wellbeing is integrated into the Science and Social Studies (IPAS)-centered curriculum for elementary students. Employing a qualitative research design grounded in a phenomenological approach, the study explores the lived experiences of students, teachers, and the school principal at Diponegoro Elementary School during the IPAS learning process. Data for this research were gathered through in-depth interviews, observations, and document analysis, with participants including teachers, the school principal, and students. Triangulation techniques were utilized to ensure data validity. The data analysis was conducted following the Miles and Huberman model, which comprises data reduction, data display, and conclusion drawing. The findings indicate that IPAS-centered learning has effectively integrated science and social studies through project-based learning initiatives, which actively engage students in practical, real-world applications. As a result, students have become more active and participatory, benefiting from hands-on activities within a supportive and conducive learning environment. This approach not only enhances learning outcomes but also underscores the importance of student wellbeing by fostering an integrated, holistic educational experience

Subjective well-being is a cognitive and affective evaluation of life. The number of students who are stressed with their academic activities, experiencing anxiety and depression indicates a subjective well-being problem. The study aims to determine the relationship between social support and subjective well-being in students of the Faculty of Psychology and Education, Muhammadiyah Sidoarjo University. This type of research is quantitative using a correlational approach. The study population was students of the Faculty of Psychology and Education, University of Muhammadiyah Sidoarjo, totaling 2,000. The sample of this study amounted to 301 based on the Isaac & Michael table with an error rate of 5%. Sampling using purposive sampling technique where sampling is based on the criteria of active students of the Faculty of Psychology and Education in 2023/2024. The research data collection technique used a scale of social support and subjective well-being. The data analysis technique uses Spearmans Rho's product moment correlation with the help of SPSS 26.0 for windows. the result of the correlation coefficient is 0.505 with a smaller significance value of 0.000 <0.05. These results indicate a significant positive relationship between social support and subjective well-being in students of the Faculty of Psychological and Educational Sciences, Muhammadiyah Sidoarjo University. The higher the level of student social support, the higher the level of subjective well-being felt by students and vice versa

Recently, students often experience stress due to various demands, such as college assignments and thesiss. This study aims to determine the relationship between gratitude and subjective well-being in students of the Faculty of Psychology and Education, Muhammadiyah Sidoarjo. The method in this study uses a correlational quantitative approach. The sample in this study were students of the Faculty of Psychology and Educational Sciences, Muhammadiyah University of Sidoarjo, totaling 299 students. The sampling technique was carried out by random sampling method. Data collection used two psychological scales with a Likert scale model for gratitude scale and a Positive Affect Negative Affect Schedule for subjective well-being scale. Data analysis using the product moment correlation test technique. The results of this study indicate that there is a significant relationship between gratitude and subjective well-being in students of the Faculty of Psychology and Education, University of Muhammadiyah Sidoarjo, with a correlation coefficient of 0.093 with a significance of 0.017 > 0.05. The determinant coefficient test shows a result of 0.006 (R Square), which explains that in this study, the gratitude variable has an effective effect of 0.6% on subjective well-being. The test results show the hypothesis can be accepted.

Middle years’ teachers in primary schools are increasingly required to teach curriculum-specific subjects at a depth requiring considerable content and pedagogical knowledge, as well as a detailed understanding of the particular literacy requirements specific to each subject. Science teaching, in the latter years of primary schooling, is particularly demanding for non-specialist teachers. Many teachers struggle with feelings of (in)adequacy and (in)competence to be ‘science literate’ and ‘good’ science teachers, providing sufficient and valuable science learning opportunities for their learners. This paper describes one primary school’s attention to teachers’ feelings of wellbeing and competence in relation to themselves as science teachers. A survey instrument, informed by the particular school context and the literature on teachers’ beliefs of self-efficacy, was used in the school and its local hub group. The study has implications for pre- and in-service teachers faced with similar teaching requirements, literacy demands and challenges to their professional and personal wellbeing. The teacher’s findings highlight the value of collaborative research partnerships to enhance both student learning outcomes and teacher wellbeing.

The virtual age of learning is no longer a concern of the future. It is here. The Fall 2021 Webinar Audio Series (WAS) of the International Association of Medical Science Educators (IAMSE), titled “Back to the Future: Maximizing Student Learning and Wellbeing in the Virtual Age,” was designed to help health science educators equip themselves with tools to teach the next generation of health care professionals successfully. From September 2, 2021 to September 30, 2021, the Fall 2021 Series was broadcast live to audiences at academic institutions worldwide in five weekly webinars. This five-part webinar series explored theories and best practices in delivering content over virtual and online media while simultaneously promoting a positive learning environment and enhanced student wellbeing.

In response to widespread concerns about student mental health, a growing movement in higher education is focused on fostering student well-being as an important element of student success. Thriving college students experience a level of psychological well-being that contributes to their persistence toward graduation and allows them to gain maximum benefit from their time in college. Student well-being is also important for its own sake. In the fall of 2019, 41.1% of undergraduates reported experiencing moderate or severe psychological distress and 76.5% reported experiencing moderate or severe stress in the past 12 months. Some students experiencing psychological distress receive a formal diagnosis of anxiety, depression, or other mental health conditions that may require accommodations to ensure equitable access to courses. Although disability resource centers work with instructors to develop accommodations, instructors can also proactively take steps to design their courses in a manner that promotes student well-being and is inclusive of students with mental health conditions. The universal design for learning (UDL) framework, an approach based on educational research in the learning sciences, can guide the development of flexible learning environments that are supportive of and accessible to all learners. Here we outline three course modifications that can promote student mental health and provide initial steps toward UDL in physics courses.

BuchbesprechungenDiscovering Statistics Using IBM SPSS Statistics. And Sex and Drugs and Rock'n'RollPublished Online:November 21, 2014https://doi.org/10.1024/1012-5302/a000397PDF ToolsAdd to favoritesDownload CitationsTrack Citations ShareShare onFacebookTwitterLinkedInReddit SectionsMoreFiguresReferencesRelatedDetailsCited byEnhancing Online Instructional Approaches for Sustainable Business Education in the Current and Post-Pandemic Era: An Action Research Study of Student Engagement31 December 2022 | Education Sciences, Vol. 13, No. 1The Use of Language in Solving Inverse Algebraic Functions Problems27 April 2022 | Frontiers in Education, Vol. 7Engineering a Better IT Program Manager: A Comparative Study of IT PM Education and Training1 April 2021 | Defense Acquisition Research Journal, Vol. 28, No. 96Engineering a Better IT Program Manager: A Comparative Study of IT PM Education and Training1 April 2021 | Defense Acquisition Research Journal, Vol. 28, No. 96Screening for Early Signs of Paternal Perinatal Affective Disorder in Expectant Fathers: A Cluster Analysis Approach23 December 2020 | Journal of Personalized Medicine, Vol. 11, No. 1A multidimensional approach to motives for studying explains differences in student wellbeing: Validation of the motivational mindset modelSSRN Electronic JournalInformation Overload Effects in Sequential Information Acquisition for Investment Decision-MakingSSRN Electronic JournalThe effects of psychological trauma on psychopathy1 August 2019 | Forensic Update, Vol. 1, No. 131Sex differences in cardiovascular responses to orthostatic challenge in healthy older persons: A pilot studyPhysiology International, Vol. 106, No. 3National Culture and Bank DepositsSSRN Electronic JournalExamining the Impact of Audit Firms' Use of Skepticism Feedback in Auditor TrainingSSRN Electronic JournalA Contingent Perspective on Management Accounting Systems in Family FirmsSSRN Electronic JournalPredicting Delinquency through Psychosocial and Environmental Variables among Immigrant and Native-Born AdolescentsSSRN Electronic JournalUntersuchung Zum Zusammenhang Zwischen Heimtierbesitz Und Menschlicher Gesundheit Bei lteren Personen in Deutschland (Investigation of the Relationship between Pet Ownership and Health of Elderly People in Germany)SSRN Electronic JournalNational Culture and Bank Risk-TakingSSRN Electronic JournalBoard Processes, Cognitive Conflicts and Financial Reporting QualitySSRN Electronic JournalAuditor Sensitivity to Real Earnings Management: An Experimental InvestigationSSRN Electronic Journal Volume 27Issue 6December 2014ISSN: 1012-5302eISSN: 1664-283X InformationPflege (2014), 27, pp. 430-430 https://doi.org/10.1024/1012-5302/a000397.© 2014Hogrefe AGPDF download

Social science teachers play a crucial role in shaping students' understanding of the world and their place within it. They not only impart knowledge but also help students develop critical thinking skills, empathy, and a sense of civic responsibility. Passionate teaching and learning are critical elements of effective education. This paper examines the impact of passionate teaching on teacher retention and wellness, as well as student learning, achievement, and well-being. Passionate teachers are defined by their enthusiasm, engagement, creativity, commitment, and flexibility, and have a positive impact on student motivation and engagement. On the other hand, passionate learners exhibit persistence, creativity, and autonomy in their learning journey. The paper also discusses strategies for increasing teacher passion for teaching, including professional development and a supportive school culture, and fostering student passion for learning, including a positive and engaging learning environment and opportunities for autonomy. The results of this study suggest that enhancing both teacher and student passion has a positive impact on teacher retention, teacher well-being, student achievement, and student well-being.

Background. Physical inactivity is the fourth leading risk factor contributing to the rapid increase in global mortality. The number is increasing in all sectors, with higher education institutions no exception. As university lecturers and students’ issues related to health and well-being are becoming more prevalent, the need to engage more time in doing physical activity becomes more important. The purpose of this study is to estimate the current physical activity level of students and lecturers across faculties and majors. Materials and methods. A cross-sectional study was conducted among 2698 students and 355 lecturers in November 2021. They completed an online Global Physical Activity Questionnaire (GPAQ) and reported the number of days and duration of activities they spent on studying or working, travelling, and recreational activities. All responses as to the duration were converted from hours into METs. Statistical analysis and data entry was performed using SPSS version 21. Results. A significant difference was found in METs scores between lecturers and students in three majors: Economics, Sports Science, and Science Education (p < 0.05). Other findings showed that the PA level among students and lecturers was found in the moderate category, although the low level of physical activity was also higher. Lack of physical activity is a major risk factor for non-communicable diseases and has a negative effect on the quality of life and mental health. Conclusions. Therefore, the university needs to carefully design policies and strategies to promote and enhance the physical activity and well-being of students, lecturers, staff, and all people involved.

The state of students' psychological well-being has an impact on their mental health. In this study, the psychological well-being of students at the Faculty of Tarbiyah and Teaching Science (FTTS) at Salatiga State Islamic Institute. This study used a cross-sectional survey design and a descriptive quantitative methodology. The study's subjects were 142 students at FTTS, Salatiga State Islamic Institute, who were chosen using a simple random sampling process. The psychological well-being scale used in this study is an adaptation of Riff's Well-Being Scale. Based on the instrument's validity and reliability tests, the instrument's reliability (r) score was 0.867, and the r count validity score ranged from 0.231 to 0.652. These findings show that the instrument is reliable and valid. The IBM SPSS program was used for data analysis. The findings indicated that students at FTTS, Salatiga State Islamic Institute are generally categorized as moderate for their psychological well-being, and according to the t-test (p= 0.090 > 0.05), there is no statistically significant difference between the psychological well-being of male and female students. According to the study's findings, students' psychological well-being can be enhanced by using a variety of services, including counseling and mindfulness therapy provided by counselors.

The present special issue on mind, brain and education (educational neuroscience) contains four papers that employ a neuroscience-informed approach to educational phenomena, including dyslexia, academic self-concepts, bullying and the effect of mindset on learning. This commentary positions the papers with respect to the goals and methods of educational neuroscience, placing them on a continuum of approaches from basic research to applied intervention. We argue that a focus on the brain matters for teachers because it increases understanding of how learning works and the factors that influence learning outcomes and student well-being without being reductionist. Constraints on learning that arise from biology sometimes seem arbitrary outside a neuroscience framework (several examples are provided). A neuroscience perspective encourages a more holistic and developmental view of learning than a narrow cognitive (memory) oriented approach. Because educational neuroscience is an inherently translational field that relies on dialogues between researchers and practitioners, we argue it is important to understand how teachers view the field and how insights from the science of learning might usefully feed into their practice. We then assess the insights, strengths and limitations of the four papers, as well as the potential that their respective lines of work offer.