4th Students Research Articles

Imposter Syndrome among Undergraduate Medical Students in Baghdad

Background: Imposter syndrome is a psychological condition in which a person's fails to acknowledge and recognize their achievements regardless of having proof for fear they might come across as a fraud. Objectives: To find out the rate of imposter syndrome and its relation to grade and gender among medical students. Subjects and Method: A cross-sectional study conducted between December 2023 and February 2024, among a convenient sample of students from college of medicine, Al –Mustansiriyah University. Data was collected via self – administrated questionnaire based on Clance Imposter Phenomenon Scale (CIPS) to determine the prevalence of imposter syndrome. Results: Five hundred and fifty-three students enrolled in this study. According to Clance IP scale, 281(50.8%) of the study group were designated as moderate Imposter characteristics. The results showed that moderate Imposter characteristics was observed among 109 (46.58%) of male students and 172 (53.92%) of female students. Moreover, intense IP experiences was noticed more among male students (6.41%) in comparison to (4.39%) of female students. The results demonstrated that moderate Imposter characteristics was a shared complained among the four grades students enrolled in the study, as (47%,51.56%,53.41%& 51.85%) of the 2nd ,3rd ,4th and 5th students respectively. Furthermore, 5th grade students reported the highest rate (8.64%) of intense IP experiences in comparison to other grades. Conclusion: The imposter phenomenon exists in a meaningfully high rate among medical students. Both genders are at equivalent risk of having an imposter phenomenon. Medical college administrations need to implemented some interventions that can address this problem and improve the wellness of medical students.

Motor competence and compliance with physical activity recommendations in Chilean schoolchildren.

The development of motor competence is thought to be a crucial precursor to raising the trajectory of PA throughout a person's life. The objectives of this study are to determine motor competence and the daily time of moderate and vigorous physical activity of students in 5th and 6th grade elementary in Chile, and to establish whether there are differences in motor competence according to sex and compliance with physical activity recommendations. 368 schoolchildren (M = 11.10 years; 54.3% girls) participated. To assess motor competence, the MOBAK 5-6 test was used. Physical activity was measured using ActiGraph wGT3X-BT® accelerometers. Boys (M = 3.65, SD = 2.14) showed better performance than girls (M = 2.39, SD = 1.80) in Object Control (p ≤ 0.001, PS = 0.67). For Self-Movement, the girls (M = 2.72, SD = 2.14) performed better than the boys (M = 2.40, SD = 1.86); however, there were no significant differences between the two sexes (p = 0.257). Boys (M = 48.4, SD = 22.8) presented more daily minutes of moderate and vigorous physical activity than girls (M = 35.9, SD = 16.9), with statistically significant differences (p ≤ 0.001, PS = 0.67). About MC according to compliance with the physical activity recommendations, only in Object Control there is a statistically significant difference (p ≤ 0.001; PS = 0.29) between the students who comply with the recommendations (M = 4.28, SD = 2.12) and those who do not achieve the recommended minutes (M = 2.67, SD = 1.29). By contrast, an analysis of Self-Movement found no significant difference (complies: M = 2.73, SD = 1.97; does not comply: M = 2.54, SD = 2.04; p = 0.408) between the two groups. It is necessary to generate instances that develop motor competence in all its dimensions to promote higher levels of moderate to vigorous physical activity.

Stress among 4th year students majoring in general practitioner, Hanoi Medical University, academic 2022-2023 – the first course of the innovation program

Background: To describe the current state of stress among 4th students majoring in General Practitioner at Hanoi Medical University in school year 2022-2023 - The first course of the Innovation Program. Methods: A descriptive cross-sectional study was carried out among 353 fourth-year medical students by DASS-21 scales. Results: 70.2% of students experienced stress to varying degrees (mild: 18.4%, moderate: 22.9%, severe: 21.2%, very severe: 8.5%). Symptoms of stress include difficulty in falling asleep at night and fragmenting sleep (82.1%); Increased heart rate (78.1%); Overthinking and wandering thoughts (90%); and Difficulty in regulating emotions (79.7%). Causes of stress: Heavy curriculum (95.2%); Pressure on examinations and examinations (93.6%); Family expectations (34.3%)/self (67.3%). Effects of stress: Decreased health (88.0%) and academic performance (85.3%).Heavy coursework (95,2%), pressure of exams (93,6%), and Family (34,3%)/self-expectations (67,3%). Effects of stress: Health decline (88,0%) and reduced academic performance (85,3%). Conclusion: The rate of stress of students is very high in the 4th year of study in the Innovation Program with a variety of manifestations both physical and psychological, the cause of stress mainly comes from the learning environment and the students themselves Adjusting program content, teaching organization, appropriate assessment methods and strengthening mental health care activities for students is extremely necessary. Keywords: Stress, Medical student

초등학생의 공격성과 지각된 인기의 종단적 관계

Objectives This study investigated the prospective associations of aggression at the beginning of the school semester and perceived popularity at the end of school semester with the sample of 1,404 grade 3rd to 6th students in elementary school using Multi-Level Analysis. In addition, the study the contextual effects of peer community and friendship centralization in the prospective associations of aggression and popularity.
 Methods At student level, aggression and perceived popularity were measured through peer nominations. At classroom level, peer community consciousness was measured by aggregating the individual students’ a sense of peer community. Friendship centralization was measured by peer network survey.
 Results The results indicated that at the student level, relational aggression at the beginning of the semester was negatively related to perceived popularity at the end of the semester. At the class level, peer community was positively associated with perceived popularity at the end of semester, Moreover, peer community and friendship centralization moderated the prospective associations of relational aggression and perceived popularity.
 Conclusions According to our findings, higher peer community and lower friendship centralization mitigated the prospective associations of relational aggression and perceived popularity. This finding suggests that intimacy among peers and egalitarian friendship serves a crucial factor to foster health classroom peer ecology.

An Action Research to Enhance Students’ Classroom Engagement through Group Tasks among 8th Graders

This study investigated the effect of employing group tasks to improve student engagement in a classroom at the level of Grade VIII. Engaging students in the learning process presents a significant challenge for educators. This study examined how several group tasks affect student engagement in Grade 8th (A). The study incorporated a single-group pre-post experimental quantitative design; quantitative data was collected over ten weeks. Quantitative data encompassed the observation rating scale. The sample was based on 40 students who were selected through purposive technique from Government Boys High School Bagrian, Lahore. Descriptive and inferential data analysis techniques were used. Findings suggested a strong link between the implementation of group tasks and increased student engagement. Students who participated in group tasks showed active involvement and deeper engagement in the learning process. The analysis revealed the positive effect of group tasks on student engagement within the one grade and classroom. This research contributed by highlighting the importance of group tasks in creating an effective learning environment through engagement for Grade 8th students. The implications extend beyond academic performance to include the holistic development of adolescents, nurturing both cognitive and social skills.

Avaliação da Educação para paz e aprendizagem ética em uma escola

Abstract This article discusses Education for Peace based on Aristotelian virtues with children in situation of risk. The problem of the research is violence at school and the necessity of building peace there. The Hypothesis is the possibility of Education for Peace at areas of risk. The objective is that 4th grader students can learn and practice the virtue of Friendship. The locus of the research is a public Elementary School in an area of risk in the city of Rio de Janeiro, Brazil. The Living Peace project is the core concept for this research on Education for Peace. We concluded that the practice of Ethics and Education for Peace through Virtue is possible if the students learn to practice virtues as the basis of a Culture of Peace.

English Department Students’ Metacognition Awareness in Completing Mini-thesis

This paper investigated the metacognition of final semester students in completing their mini-thesis. The obstacles faced by English study program students in writing mini-thesis were assumed resulted from their lack of metacognition implementation. Metacognition is often described as knowledge and control over one’s cognitive processes. This research used mixed-method design. The instruments used were observation, interviews, and questionnaire. The subjects of this research consisted of 18 students of 8th, 9th as well as graduated students and 10 lecturers of English Study program of Universitas Muhammadiyah Tangerang. This study showed: firstly, students are quite hard to complete mini-thesis due to their strategy following the schedule is need to be pushed by their advisors. Secondly, most respondents have good metacognitive awareness, while few of eighth and ninth semester students need to improve planning, information management strategy and monitoring. Thirdly, metacognition can be the effective solution to encourage students in achieving their target.

교권 회복 및 보호에 대한 인식 연구

This study sought to find out the attitudes and perceptions of college students regarding the restoration and protection of their teaching rights and to make suggestions for establishing future policies and measures to protect their teaching rights. In the month of November 2023, a web-based survey, Google Questionnaire, was used to collect data with a total of 390 students in college located in "C"-do. Frequency, percentage, mean, standard deviation, independent sample t-test, and one-way analysis of variance were used to determine the perception of restoration and protection of teaching rights, and the LSD method was used for post-test. Significance was set at p < 0.05.
 The questionnaire used as a measurement tool consisted of general characteristics of the research subjects (8 questions), student human rights ordinance and teacher rights (12 questions), strengthening of teacher rights and protection of educational activities (11 questions), and communication system between student’s parents and teachers (11 questions). It consisted of a total of 43 questions, and a 5-point Likert scale was used. To determine the reliability of the questionnaire items, Cronbach’s α coefficient was calculated. As a result, the Cronbach’s α coefficients of all subfactors ranged from .943 to .977.
 As a result of examining the level of awareness according to the general characteristics of the research subjects, excluding the presence or absence of a teacher in the family within the 4th degree, gender, affiliation(teacher's college student/non-pedagogical college student), grade(1st to 4th college students), whether kindergarten, elementary and middle school students have part-time jobs, and whether or not they have experienced school violence while attending elementary, middle, or high school. There appeared to be a statistical difference (p<.05). Overall, the awareness of the Student Human Rights Ordinance and teachers' rights was highest among teachers' students and students who experienced school violence while attending elementary, middle, and high school.
 As a result of examining the awareness of the restoration and protection of teaching rights by section of the questionnaire, the results showed that students in teachers' colleges, 3rd and 4th grade female college students, students in kindergartens, elementary and middle school students, students with experience working part-time, and students with a teacher in their family within the 4th degree of kinship. Students who experienced school violence while attending elementary, middle, or high school had a high level of awareness. Among students who experienced school violence, victims had a higher level of awareness of the restoration and protection of school rights than perpetrators.

Analysis of shade-matching ability in dental students: a comparative study under clinical and correcting light conditions

BackgroundSelecting the ideal tooth shade is essential to the success of aesthetic dental restorations. Students’ cognitive abilities are involved in the multifaceted and intricate process of shade matching. Hence, the present study aimed to assess and compare the shade-matching ability of undergraduate dental students in various years of dental education under clinical and correcting light.MethodsThis comparative cross-sectional study was instigated amongst male 4th, 5th, and 6th-year students of the dental complex of King Faisal University, Kingdom of Saudi Arabia. A total of 72 male dental students assessed the shade under clinical (fluorescent light) and correcting light (handheld Dental Base Light) by using VITA Classical shade guides. Statistical analysis was done using SPSS version 23 (Armonk, NY, USA). The Chi-square test was used to evaluate the association between correct and incorrect shade matching under correcting and clinical light.ResultsOut of 72 male students, 22(30.6%) were from the 4th year, 26(36.1%) were from the 5th year, and 24(33.3%) were from the 6th year, with a mean age of 22.92 ± 1.01 years. The majority of the 6th-year students selected shade of anterior tooth # 11 correctly under clinical and correcting light, and 3(12.5%) students selected incorrectly under clinical and correcting light, with a statistically significant association among them (p = 0.004). As far as the shade selection of the posterior tooth is concerned, a statistically significant difference was observed under clinical light among all clinical students (p = 0.008).ConclusionThe clinical performance of dental students in shade matching improved with advancing years of dental education. Additionally, the shade matching ability of all groups of dental students was superior under correcting light compared to conditions under clinical light.

Endodontic Procedural Errors and Associated Factors among Undergraduate Dental Students: A Cross-sectional Study.

To assess the procedural errors committed by undergraduate students at RAK College of Dental Sciences, during root canal treatments and the factors associated with these errors. In this cross-sectional study, 180 self-administered questionnaires were distributed, each comprising 26 questions, among 4th and 5th-year students. Participants were requested to report their endodontic mishaps based on feedback from their supervisors. The questionnaire assessed the frequency and types of procedural errors, considering patient, operator, and tooth-related factors. Data were collected tabulated and analyzed using the Chi-square test. A total of 124 root canal-treated teeth exhibiting iatrogenic errors done by students were assessed. Out of which, 53% were performed by 5th-year students, and 69% were conducted by female operators. About 62% of errors occurred in the upper teeth and 68% in the posterior teeth. The most prevalent errors during the rubber dam isolation step were soft tissue trauma (21%) and isolation leakage (20%), significantly associated with limited mouth opening, excessive salivation, and tooth malalignment (p < 0.05). Apical blockage (15%) emerged as the most frequent error during instrumentation phase, showing a significant association with canal dimension and curvature (p < 0.05). For access cavity and obturation phases, under-extended cavity (9%), and under-extended filling (11%) were the most reported errors, respectively. Tooth isolation emerges as a particularly challenging aspect for dental students, particularly when dealing with patients exhibiting limited mouth opening and excessive salivation. Clinical instructors should caution the undergraduates about the heightened risk of endodontic procedural errors when dealing with patients exhibiting limited mouth opening, excessive salivation, tooth misalignment, and narrow canals. Addressing these challenges is crucial for enhancing the proficiency of undergraduate students in performing successful root canal treatments. How to cite this article: Elsayed MA, Islam MS, Saleh DR, et al. Endodontic Procedural Errors and Associated Factors among Undergraduate Dental Students: A Cross-sectional Study. J Contemp Dent Pract 2023;24(12):998-1007.

Stress experienced by dental students performing clinical training in different dental disciplines: a cross-sectional study.

To assess the stress level, the impact of stress factors, and discrepancies between fourth- and fifth-year undergraduate clinical students at the University of Jordan. A cross-sectional study was conducted in the academic year 2022/2023. The study group included fourth- and fifth-year dental students at the University of Jordan (n = 382) who were asked to voluntarily fill in an online dental environment stress (DES) questionnaire. Analysis was conducted using Mann-Whitney U test, independent t-test, χ2 test, and Spearman ρ rank correlations. Statistical significance was inferred when P < .05. Fourth-year students reported higher levels of nervousness before treating patients for the first time. Fifth-year students faced more difficulty, higher stress, and/or fear regarding the amount of assigned work, provided treatment, completed requirements, failing the course, time to finish assignments, patient comprehensive care, and financial expenses of the course. Comparison between groups revealed that the fifth-year students scored higher levels of stress on the total DES score and all partial DES scores. Furthermore, the total DES questionnaire scores were significantly correlated with grade point average (GPA) among the total study sample and the prosthodontics clinical course marks among the fourth-year students' group. The stress level among students in clinical courses was influenced by their academic performance, gender, year level, and the type and time needed for the provided treatment. Completing course requirements was among the most commonly faced stressors. Future research endeavors might be considered to study each clinical factor, its impact on students' stress level, and how to manage and positively improve these factors.

Reading Inside Out: A Resilience-Driven Mentoring Approach to Enhancing Reading Fluency for at-Risk Students of Color

This study investigated the effects of a mentoring program for atrisk students of color by integrating reading fluency instruction and resilience-building activities. Three 4th and 5th-grade students identified as having reading difficulties participated in the program, which involved college mentors providing one-on-one instruction for 30-40 minutes, two days per week, over 10 weeks. Resiliencethemed books were used during reading sessions to improve reading skills and resilience understanding. Data collection included pre- and post-assessments of reading fluency using the easyCBM assessment and the student resilience survey. Mentee interviews were conducted to gather additional insights. The easyCBM data of the three participants indicated that their participation in the mentoring program was effective in improving their reading fluency. The student resilient survey showed positive changes from preto posttest, implying the program’s effectiveness in enhancing students’ resilience. The outcomes of the study contribute to a deeper comprehension of the impact of mentoring initiatives coupled with resilience-focused reading instruction on at-risk students of color. Implications for future research are discussed.

Assessment/Evaluation of Dentistry Students' Perceptions of Distance Learning During the Covid-19 Pandemic Process: A Two Centers Study

Purpose: The present study aimed to comparatively evaluate the acceptance perceptions of satisfaction towards distance theoretical education of students studying at Tokat Gaziosmanpaşa University faculty of dentistry (new faculty), which is newly established and located in the countryside, and Ankara University faculty of dentistry (old faculty) located in a metropolitan, during the Covid-19 pandemic. &#x0D; Materials &amp; Methods: For this cross-sectional study, a questionnaire consisting of 5 parts and compatible with a Likert scale was prepared. The prepared questionnaire was sent online to the 3rd, 4th, and 5th-grade students at the end of the 2020-2021 academic year. Pearson chi-square analysis was applied to determine the difference between qualitative variables according to the groups. The appropriate chi-square test was used for comparison of categorical variables between groups. The statistical significance level was determined as p

Academic Use of Smartphones in Secondary Level Education in Bangladesh: A Non-Parametric Approach

This study aims to examine the use of smartphones for educational purposes and the acceptance of online learning among secondary students. To investigate the academic utilization of smartphones among secondary students in Bangladesh, a sample of 384 students from different districts of Bangladesh were surveyed. The survey was conducted using a selfadministered, semi-tailored computerized questionnaire. The collected data was analyzed using IBM SPSS statistics 26 and the Mann-Whitney U test. The findings indicate that male students used smartphones for educational purposes with greater confidence and less difficulty than female students. On the other hand, students in 8th to 10th grade classrooms reported a greater willingness to use smartphones for academic purposes, with urban students being more enthusiastic than their rural peers. The study’s findings have implications for the government, policymakers, educators, and non-governmental organizations (NGOs). They highlight the importance of ensuring equal access to resources and tools that support academic success, as well as addressing the adverse effects of excessive smartphone usage. In addition, the government and NGOs should prioritize the elimination of inequities between rural and urban areas and provide subsidies to rural students.

Proof of Concept for a Novel Social-Emotional Learning Programming: The B.E. M.Y. F.R.I.E.N.D. Framework

Despite the known benefits of social-emotional learning (SEL) for children, evidence-based, culturally sensitive, and multisensory SEL programs are limited. To address existing challenges in SEL for underprivileged youth, we developed the multicomponent B.E. M.Y. F.R.I.E.N.D. (BMF) framework that capitalizes on (1) cultural tailoring to foster acceptability, (2) tools and strategies to build healthy habits, (3) parental engagement using the Child-Mediated Health Communication Model, (4) social engagement of teachers via peer interaction during learning experiences, and (5) multisensory learning. Each letter (component) of the BMF stands for a unique SEL skill. To test the BMF framework, we developed a proof of concept (POC) focused on one component of the BMF—mindfulness and gratitude SEL (M-letter). The POC includes a description of immersive and interactive multimedia modules with tailor-made music, digital games, cartoons, and booster activities. The outcomes from the POC will inform the development of fully powered randomized studies of each component of BMF and, ultimately, the implementation and dissemination of the entire BMF program. The Multisensory Multilevel Health Education Model (MMHEM) guided the design of the program. In the POC, we used a learning management system (LMS) platform to facilitate program scalability. The modules encompassed culturally and age-relevant real-world examples and were digitized and integrated with traditional learning approaches. This article presents qualitative and quantitative data evaluating feasibility, preliminary acceptability, and preliminary outcomes from the mindfulness and gratitude modules (letter “M” of the BMF). The studies were conducted with 4th and 5th-grade students (Studies 2–4) attending a New York City public school-affiliated after-school program in the Bronx and Queens and their teachers (Study 1). Study #1 presents the focus group data on teachers and principals; Study #2 shows the focus group data on minoritized students; Study #3 presents data from the pilot testing of study-specific outcome measures; and Study #4 presents data on the preliminary efficacy of the BMF mindfulness and gratitude modules using a within-subjects repeated measures pre-posttest study design. Results suggest that the “M” component (mindfulness and gratitude) of the BMF framework is feasible and highly engaging among minoritized children, with high acceptability among teachers and students. We also found a positive impact of the intervention on measures of gratitude and life satisfaction (preliminary efficacy).

Perception of Undergraduate Students about Bedside Teaching: Experience at a Private Medical College

Introduction: Bedside teaching is an essential tool for clinical skill demonstration in undergraduate medical education. Recently, a shift away from bedside teaching has been seen, which can lead to a decline in students' clinical performance.Objective: To understand the student perception of bedside teaching among undergraduate medical students in their fourth and final year of MBBS.Methods: A cross-sectional study was done using an online Google form of a validated questionnaire after getting permission from authors from 4th and 5th-year MBBS students of Sharif Medical and Dental College, Lahore, in March 2023. The questionnaire tested the four domains, which included the physical environment and the patient’s comfort and attitude toward the patient, the teaching task of the teacher, and group dynamics. Each domain has further 5, 7, 9, and 4 questions using a Likert scale ranging from strongly agree to strongly disagree. Results: The age range of the participants was between 20 and 25. The response rate was 90% for 4th year and 93 % for the final year. The adequacy of the space and the noisy place were barriers in the physical environment. Patient comfort, attitude toward the patient, and bedside teaching ethics were followed adequately. Conclusion: Bedside teaching is an important skill to enhance clinical skill practice, communication skills, and management skills. The decline in bedside teaching can compromise patient management skills for future doctors. Appropriate steps should be taken to rectify the barriers to adequate provision of BST.&#x0D;

Features of teaching speaking in english for students of 8th- 9 th grades

Speaking English is one of the important skills necessary for successful communication [1, p. 46]. Education at any age is inextricably linked with the age characteristics of students. Understanding what a teenager feels and needs will make his learning more effective. However, today there are no works that would conduct a comprehensive comparison of the age of a teenager and methods of teaching English speaking that are effective for this age

Concept Understanding Level of Junior High School Students on Substance Pressure Material

Low concept understanding on students can cause students to experience difficulties in learning certain materials. To overcome this, it is necessary to identify understanding of the concept in students using the right method. This research aims to analyze the level of students' concept understanding using the five tier test method on substance pressure material. This research uses a quantitative approach with a survey type of research. The subjects in this research were students in 8th and 9th grade totalling 716 students. The sample used was students who had received substance pressure material consisting of 258 students. The instrument used a five tier test. Based on the results of the research, it can be seen that the percentage of understanding of the concept of the students for each indicator and sub concept of substance pressure is 16%, so it can be concluded that the level of understanding of the concept of substance pressure in students using the five-tier test method is included in the low criteria. Future research is expected to develop this research again, so that later it can be used as a reference for teachers in determining the right learning strategy to improve students' understanding of the concept of substance pressure.

An Evaluative Study to Assess the Effectiveness of Structured Teaching Program on Knowledge of Prevention of Worm Infestations through Child-To-Child Program among School Children Aged Between 8-12 Years in School, Rangareddy Dist

The Objectives of the Study: 1) Assess the knowledge regarding hook worm infestation among 6th class students and 4th class students. 2) Develop and administer the structured teaching program on knowledge of prevention of hook worm infestation among 6th class students. 3) Assess the knowledge regarding hook worm infestation among 4th class students taught by 6th class students in child-to-child program. 4) Compare the effectiveness of child-to-child programs and structured teaching programme about the prevention of hook worm infestation. 5) Associate the knowledge of school children with selected demographic variables. The study adopted the pre-experimental two group pre-test and posttest design with structured teaching programme on knowledge of prevention of worm infestations through Child-to-child program. The study was conducted on population consists of the school children who are studying 6th and 4th class in school, rangareddy dist. The sample size consists of 100 school children aged from 8 -12 years. The sample was selected through convenient sampling technique. The structured questionnaire was used to collect the data from school children; the instrument/tool was given for content validity to the experts in the field of nursing, community medicine, English, and Telugu. The reliability of tool was tested by test and retest method. The correlation co-efficient was calculated by using Karl Pearson formula and value of r= 0.9608 is of 6th class students and the 0.982 is of 4th class students was obtained. A pilot study was conducted on 6 subjects, and it was found that the tool was feasible, appropriate, and practicable. Pretest and structured teaching programme with help of lesson plan and A.V aids was conducted on the for the 6th class students. selected in the ratio of 1:5. One 6th class student was selected for five 4th class students. The investigator conducted a pre-test using structured questionnaire to 4th class students. After pretests, ...............

Level of Tax Knowledge and its Impact on Tax Culture in Students from 4th to 5th Grade of Secondary Level of the IEP "Colegio Nacional Imperial", Imperial District of Cañete

This study addresses the issue of the relationship between tax knowledge, attitudes towards taxes, and participation in community activities among 4th and 5th-grade students at the "Colegio Nacional Imperial." The overall objective was to examine how tax knowledge impacts students' attitudes and community participation. To achieve this, a quantitative approach was employed, and a questionnaire was administered to 376 students. The analysis of the results highlights a significant positive correlation (Rho = 0,658) between tax knowledge and attitudes towards taxes. Students with a higher level of tax knowledge tend to exhibit more positive attitudes towards taxes, recognizing their importance in funding essential community services. Additionally, a positive correlation between tax knowledge and participation in community activities was found (Rho = 0,524). Students who better understand tax concepts are more willing to engage in community initiatives, demonstrating their civic responsibility and contribution to local development. Furthermore, a positive correlation was identified between attitudes towards taxes and participation in community activities (Rho = 0,525). Students with positive attitudes towards taxes are more motivated to participate in community projects, recognizing the link between taxes and local improvements. These results underscore the significance of tax education in cultivating positive attitudes and promoting active student participation in the community. In conclusion, this study demonstrates the significant influence of tax knowledge on students' attitudes and community engagement. The observed positive correlations suggest that effective tax education can act as a catalyst for fostering positive attitudes towards taxes and inspiring active participation in community projects. These findings support the need to strengthen tax education in schools to shape informed, responsible, and community-minded citizens.