Online sexual objectification experiences and academic achievement: Behavioral engagement as a mediator and emotional intelligence as a moderator.

Socioeconomic status (SES) is associated with adolescents' cognitive and academic outcomes, yet most research has focused on household SES in high-income countries. This study examined linear and canonical associations between family- and school-level disadvantage and cognitive-academic performance in 1296 Chilean adolescents (aged 10-14). Linear mixed models estimated associations between SES and continuous cognitive and academic scores, while canonical correlation analysis (CCA) characterized multivariate SES-cognition-achievement patterns. Findings showed that attending schools with a mid- or low School Vulnerability Index (SVI) was associated with higher scores in memory and problem solving (β = 4.3-7.4), whereas SVI was not related to grades; in contrast, parental university education and higher household income were linked to higher cognitive scores (β = 2.9-5.0) and better grades across subjects (β = 0.12-0.45). CCA identified two globally significant covariation modes. The first mode (r = 0.40) captured a broad socioeconomic dimension, driven primarily by family income and parental education, which correlated with generalized cognitive and academic performance. A second mode (r = 0.25) captured secondary variance in selected academic subjects and inhibitory control. However, individual SES indicators did not reach statistical significance on this component. These findings suggest a shared socioeconomic gradient driven predominantly by family resources underlies adolescent cognitive and academic outcomes. Alongside this global trend, school vulnerability is primarily linked to specific cognitive functions and family socioeconomic status is pervasively associated with academic achievement. Mitigating educational disparities would therefore benefit from multi-level policies targeting both environments. SUMMARY: A shared socioeconomic gradient driven by family resources underlies adolescent cognitive and academic outcomes. School vulnerability associates specifically with targeted cognitive functions. Family socioeconomic status pervasively associates with broad academic achievement. Effective mitigation of educational disparities involves targeting both home and school contexts.

This study investigated whether developmental states and changes in adolescence (i.e., Grades 7-10) predict central life outcomes at the age of 30 within and between domains. We focused on predictors and outcomes in three key developmental domains: academic-vocational development, social development, and intrapersonal development/well-being. We addressed academic achievement during adolescence and occupational prestige in adulthood for academic-vocational development, perceived peer acceptance in adolescence and perceived social integration in adulthood for social development, and self-esteem in adolescence, as well as life satisfaction and depression in adulthood, as indicators for intrapersonal development/well-being. We followed a large sample of German seventh graders (N = 10,503; 50.4% females; baseline Mage = 12.3) at four measurement points over a period of 18 years and estimated latent regression models as well as latent growth curve models. The results showed that earlier states and changes within one domain predicted outcomes within the same domain. Hence, the state of academic achievement and the degree of increase in academic achievement across adolescence predicted adult occupational prestige, the state of perceived peer acceptance in adolescence predicted perceived social inclusion in adulthood, and the state and change of adolescent self-esteem predicted life satisfaction and depression in adulthood. We highlight the important role that developmental processes in adolescence play as a precursor for developmental success later in life and the need for integrative research that takes a comprehensive perspective on development across the lifespan. (PsycInfo Database Record (c) 2026 APA, all rights reserved).

The impact of controlling teaching style on student engagement and academic achievement: Differences across varied motivation profiles

Integrated Childhood Activity and Nutrition (ICAN) study: Protocol for a randomized controlled trial to prevent summer learning loss and promote child health.

This study examines how Islamic Senior High Schools (Madrasah Aliyah) in Indonesia manage educational quality by systematically integrating academic achievement and character formation through the Plan-Do-Check-Act (PDCA) cycle within Total Quality Management (TQM) frameworks. Unlike previous research treating character education as supplementary, this study positions it as strategic management. Using a qualitative multiple-case study design, data were collected from three State Islamic Senior High Schools through interviews, observations, focus groups, and document analysis. The study investigated PDCA implementation in each school and patterns across institutional contexts. Findings reveal three management models: (1) structural-regulative (MAN X), emphasizing discipline through strict SOPs; (2) community-collaborative (MAN Y), integrating pesantren culture and parental involvement; and (3) innovation-capacity oriented (MAN Z), cultivating literacy and 21st-century skills. Cross-case analysis shows all schools applied PDCA principles—strategic planning (Plan), consistent implementation (Do), integrated evaluation (Check), and improvement (Act). Educational quality in faith-based schools is enhanced when academic and character dimensions are embedded throughout the management cycle. This research demonstrates how TQM-PDCA frameworks can be contextualized for faith-based schools in developing countries and identifies critical gaps in quality systems that require strengthening.

ABSTRACT Family engagement is essential to student success, yet schools continue to struggle to include family voices in consequential decisions. This conceptual, reflective practice article applies Ecological Systems Theory and Empowerment Theory to examine how school social workers can prioritize family perspectives to promote equity and improve student outcomes. The article identifies structural and attitudinal barriers that suppress family participation and offers practice-ready strategies for building family capacity, establishing two-way communication, and advocating for policy reform. These strategies align with the NASW Nine Competencies and are linked to measurable improvements in attendance, academic achievement, and family-school partnerships. The arguments are grounded in practitioner experience and theoretical analysis rather than empirical outcome research, highlighting the need for future studies examining equity-centered family engagement frameworks in school social work practice. The integrated theoretical framework and reflective vignettes constitute a contribution to practice-based scholarship. When school social workers center family voice, they transform engagement from a compliance requirement into the equity-driven, relational practice that social work values demand.

This study maps the development and intellectual structure of math learning anxiety research using a bibliometric approach. Data were obtained from the Dimensions database (indexed from Scopus) covering publications from 2020 to 2025. Following the PRISMA framework (identification, screening, eligibility), a total of 127 peer-reviewed articles were initially identified, of which 94 articles met the final inclusion criteria. VOSviewer version 1.6.20 was used to generate co-occurrence network, overlay, and density visualizations. Results show a consistent annual increase in publications. Network visualization reveals a strong association between math anxiety and learning outcomes, confirming its role as a significant affective factor. Overlay analysis indicates a thematic shift from early keywords (test, outcome, ability) toward more recent topics (engagement, performance, self-efficacy, academic achievement). Density visualization confirms that student, mathematics, and mathematics anxiety are the most dominant terms, while technology and engagement appear as emerging but low-density themes. These findings confirm that bibliometric visualization effectively maps research trends and intellectual structures, offering a strategic basis for future research agendas.

Twenty-first-century skills-such as critical thinking, problem solving, leadership, digital literacy, and innovation-are among the core competencies required for future health managers to function effectively within the complex and technology-driven structure of modern healthcare systems. The purpose of this study was to determine the 21st-century skill levels of undergraduate Health Management students in Türkiye and to examine whether these skills significantly differ according to demographic (gender, age, year of study) and academic (academic achievement and accreditation status) variables. This study employed a cross-sectional descriptive design. Data were collected via an online survey from 565 undergraduate Health Management students across Türkiye. The Multidimensional 21st Century Skills Scale, consisting of five subdimensions, was used as the data collection instrument. Descriptive statistics, independent samples t-test, one-way analysis of variance (ANOVA), and multiple regression analysis were performed to analyze the data. A significance level of p < .05 was adopted. The overall 21st-century skill levels of the students were found to be above average. The highest mean scores were observed in the Career Consciousness and Information and Technology Literacy dimensions, whereas the lowest means were obtained in the Entrepreneurship and Innovation and Critical Thinking and Problem Solving subdimensions. Regarding gender, a significant difference was found only in the Career Consciousness dimension in favor of female students (p < .05). In general, increases in age and year of study were associated with higher 21st-century skill levels. Academic achievement produced significant differences particularly in Information and Technology Literacy and Critical Thinking skills. While no significant differences were found regarding the official accreditation status of universities, students' perceived accreditation revealed significant differences in certain skill dimensions. Multiple regression analysis indicated that age and perceived accreditation were significant predictors of overall 21st-century skills. Health Management students demonstrated strong profiles in career awareness and digital competencies, yet showed areas for development in critical thinking, innovation, and leadership. The findings suggest the importance of revising Health Management curricula in alignment with 21st-century skills, expanding experiential and project-based learning opportunities, and designing educational strategies that foster students' innovation and entrepreneurship capacities.

Adolescence is a developmental stage in which social relationships become central, yet few studies have examined longitudinal links among social-domain variables such as social self-concept and communication competency. This study addresses this gap using a cross-lagged model. Predictors, including peer relationships and teacher–student relationships, and outcomes, such as well-being and academic achievement, were added to the model. The sample comprised 7,324 South Korean adolescents (50.5% girls; M age ≈ 11 years at baseline in grade 5). The results showed a reciprocal relation between social self-concept and communication competency for students in grades 8 to 10. Peer relationships predicted social self-concept and communication competency more strongly than teacher–student relationships. While both positively predicted well-being, social self-concept negatively predicted achievement. These findings highlight the interconnected development of adolescents’ social self-concept and communication competency, and suggest that strengths in the social domain may support well-being, while not uniformly translating into academic benefits.

Aim: To synthesize empirical evidence (2020–2026) regarding the impact of acute and chronic physical activity on cognition, academic achievement, and neurobiological mechanisms in healthy young adults. Materials and Methods: A comprehensive synthesis of systematic reviews, meta-analyses, and original articles from the PubMed database (2020–2026) using keywords related to physical activity, exercise types (aerobic, endurance), cognition, memory, and young adults/students. Results: Acute aerobic and resistance exercise moderately improves global cognition, specifically inhibitory control and cognitive flexibility. High-intensity protocols (HIIT, SIT) positively correlate with executive function, attention, and processing speed. Higher academic performance (GPA) is associated with physical activity, though mediated by sleep quality, stress regulation, and reduced sedentary behavior. Neurobiologically, exercise elevates BDNF and lactate concentrations (the latter predicting variance in executive tasks) and induces intensity-dependent increases in cortical oxygenation (HbO). Young adults show high sensitivity to intensity-dependent neuroplastic adaptations. Conclusions: Physical activity is a potent non-pharmacological strategy to optimize brain health and cognitive performance. While direct academic impacts are mediated by lifestyle factors, regular high-intensity exercise drives favorable neurobiological changes and enhances executive functions critical for complex learning.

ABSTRACT Guided by Developmental Systems Theory, this study examined how different trajectories of physical education (PE) participation relate to academic development among Chinese high school students. Using three-wave longitudinal survey data collected between October 2022 and November 2023, latent profile analysis and growth modeling were employed to identify PE participation trajectories and assess their associations with academic performance. It was hypothesized that students maintaining sustained or adaptive engagement in PE would demonstrate greater academic growth than those showing declining participation patterns. Three trajectories were identified: sustained high-investment, fluctuation—adaptation, and gradual disengagement. Students in the sustained high-investment group showed the largest academic improvement (growth = 0.320), followed by the fluctuation—adaptation group (0.123), whereas the gradual disengagement group exhibited minimal change (0.023). The advantage of sustained participation was particularly evident in mathematics performance (growth = 0.351 vs. −0.031). These findings challenge the academic priority paradigm by evidencing the systemic role that PE plays in holistic development, highlighting the value of consistent PE engagement in supporting students’ holistic development within educational contexts. This research advances policy optimization by translating sports-education integration from conceptual advocacy into evidence-based practice.

Children of parents with psychopathology generally perform less well in school than their peers. Parental symptoms might not, however, account for their lower achievement, as other familial factors might contribute. To examine the role of parental symptoms, we analyse data from 9,000 families in the Norwegian Mother, Father, and Child Study (MoBa). Parents reported their symptoms of anxiety, depression, ADHD, eating disorders, and alcohol use disorder during pregnancy and during their child's childhood. Children in 5th grade (aged 10) completed nationally-standardised tests of mathematics, reading comprehension, and English (as an additional language). Comparing children who are cousins (children-of-siblings design), we controlled for unmeasured factors shared among family members that confound the relationship between parental mental health and children's academic achievement. We found small associations between greater parental symptoms and lower scores in reading and mathematics (- 0.060 ≤ β ≤ -0.013). However, these associations were no longer significant when comparing cousins whose parents differ in mental health. Results suggest that parental symptoms do not exert a direct, clinically meaningful effect on children's academic achievement. Although non-significant, associations with parental symptoms measured close to the child's academic test are less attenuated than those measured during pregnancy. Notably, comparison between the overall MoBa sample and the children-of-siblings samples suggests ascertainment differences that hinder strong generalisations. Our findings underscore the importance of quasi-experimental family designs in identifying modifiable targets in intergenerational health and education research. Supporting parental mental health is crucial but its direct effect on children's achievement may be smaller than often thought.

This study examines associations between geocoded neighborhood conditions and health, neurocognitive, and academic outcomes among youth with spina bifida (SB). Addresses of youth with SB living in the Midwest (N = 130, Mage= 11.5 ± 2.5; 53.8% female; 51.5% non-Hispanic White) were geocoded based on census tracts and linked to state-normed Child Opportunity Index (COI) scores. Youth completed performance-based measures of attention, intelligence, working memory, cognitive flexibility, and academic achievement. Parents and teachers completed standardized questionnaires assessing attention, executive functioning, academic achievement, and academic competence. Parents also reported health complications (e.g., shunt revisions, urinary tract infections). Regression analyses controlled for age and lesion level. COI scores were significantly and positively associated with youth attention, working memory, intelligence, cognitive flexibility and academic achievement, but not with health complications or inhibition. Neighborhood factors were significantly associated with several neurocognitive and academic subdomains in youth with SB. These results highlight the importance of devoting resources to better serve youth with SB living in lower-opportunity neighborhoods and can be used to support systems and policies driving equitable outcomes for these youth.

Connected or exhausted? Deciphering potential influences of perceived overload and privacy invasion on poor academic achievement and subjective well-being among university students.

Mathematical ability is widely recognized as a core indicator of students' cognitive development and academic achievement. However, in classroom environments where artificial intelligence (AI)-supported instruction is increasingly integrated into routine teaching practices, how mathematics anxiety shapes the development of mathematical ability over time remains insufficiently understood. To address this gap, this study examines the longitudinal relationship between state mathematics anxiety and mathematical ability among primary school students in AI agent-supported instructional contexts, with particular attention to the moderating role of executive function. Using a convenience sampling approach, a total of 494 students from Grades 1, 3, and 5 participated in routine AI agent-supported mathematics instruction over a six-month period, with AI-supported lessons implemented approximately twice per week on average. A two-wave longitudinal design was adopted, and cross-lagged panel analysis was conducted to examine the directional relationships between the key variables. The results indicated an asymmetric relationship, in which mathematics anxiety significantly predicted subsequent mathematical ability, while the reverse effect was not supported. Specifically, higher levels of mathematics anxiety predicted subsequent declines in overall mathematical ability, mathematical computation ability, and logical-spatial ability, whereas prior mathematical ability and its subdimensions did not significantly predict later mathematics anxiety. In addition, executive function moderated the relationship between mathematics anxiety and mathematical ability outcomes in a domain-specific manner. Higher levels of executive function strengthened the negative association between mathematics anxiety and both overall mathematical ability and mathematical computation ability, but not logical-spatial ability. A similar pattern was observed for inhibitory control, whereas working memory and cognitive flexibility did not show significant moderating effects. This study contributes new longitudinal evidence on students' mathematical development in AI agent-supported classrooms and advances current understanding of how mathematics anxiety and executive function jointly shape learning outcomes, while also informing the design of more responsive instructional support.

ABSTRACT Against the growing global demand for market-oriented tourism professionals, Case-based Action Learning (CAL) has become an innovative teaching paradigm for cultivating applied talents in the undergraduate Tourism Marketing Course, with unique practical advantages. This study systematically elaborates on CAL’s theoretical basis and rigorously evaluates its implementation effectiveness by comparing it with traditional teaching methods in relevant courses of Chinese higher education. After clarifying the specific application framework of CAL in the Tourism Marketing Course and comprehensively assessing its learning outcomes, it further analyzes the teaching method’s theoretical contributions and practical values, clarifies its limitations, and proposes feasible future research directions. Empirical results show that CAL not only significantly improves students’ practical problem-solving abilities and collaborative literacy, but also deepens the effectiveness of university-enterprise cooperation, promotes the output of discipline competition achievements, and facilitates the formation of high-quality academic achievements, ultimately constructing a complete closed-loop teaching system of ‘theoretical construction – practical verification – industrial transformation’. By constructing an open classroom model, the evidence-based teaching plan formed in this study provides a replicable template for educators, and offers important reference for the innovation of undergraduate teaching methods and the improvement of teaching quality in the tourism management major.

We investigated racial and ethnic disparities in learning disabilities (LD) identification in U.S. elementary schools including before and after proposal and implementation of the federal Equity in IDEA regulations. We analyzed repeated cross-sectional data from large samples of U.S. fourth graders participating in the National Assessment of Educational Progress (N = 1,607,010; ns = 103,150 to 205,860) across 2003 to 2022. Multivariable logistic regression models adjusting for potential confounds including student academic achievement, English Language Learner (ELL) status, family economic background, and school contextual factors yielded consistent evidence of LD under-identification of students of color in U.S. elementary schools. These disparities have been largely stable over time, particularly for Black students (adjusted odds ratio [aOR] range = 0.50 to 0.69) and students of other races or ethnicities (aOR range = 0.47 to 0.82). Hispanic students (aOR range = 0.45 to 0.83), girls (aOR range = 0.64 to 0.90), and ELLs (aOR range = 0.32 to 0.59) have also been consistently less likely to be identified. The size of these disparities has decreased over time. We observed no evidence of LD over-identification of students of color to support the Equity in IDEA regulations.

Maternal perinatal depression is a well-established risk factor for adverse child developmental outcomes; however, its long-term association with academic achievement remains unclear. This study examined its association with children's academic performance across multiple stages of schooling. Data were drawn from the New South Wales Perinatal Data Collection, linked with the New South Wales Admitted Patient Data Collection and the New South Wales National Assessment Program - Literacy and Numeracy. Maternal perinatal depressive disorders were identified from hospital admission records using the International Classification of Diseases, 10th Revision, Australian Modification codes. Academic performance was assessed using the National Assessment Program - Literacy and Numeracy results in Grades 3, 5 and 7. Outcomes were classified as meeting or not meeting the national minimum standards in reading, spelling, writing, grammar and numeracy. Generalised estimating equations and propensity score matching were applied to examine associations. After adjustment and matching, maternal perinatal depressive disorders were associated with increased odds of children not meeting the national minimum standards in reading (odds ratio = 1.24, 95% confidence interval = [1.10, 1.41]), spelling (odds ratio = 1.28, 95% confidence interval = [1.13, 1.46]), writing (odds ratio = 1.32, 95% confidence interval = [1.19, 1.47]) and grammar (odds ratio = 1.18, 95% confidence interval = [1.06, 1.33]), but not numeracy (odds ratio = 1.10, 95% confidence interval = [0.96, 1.27]). Associations were more consistent for antenatal depression, while postnatal depression was associated with reading and writing only. Children of mothers with perinatal depressive disorders showed an association with suboptimal academic performance, particularly in literacy-related domains. The stronger associations observed for antenatal depression suggest that early gestational exposure may affect foundational cognitive and socio-emotional development, highlighting the importance of timely identification and treatment of maternal depression during pregnancy to support long-term educational outcomes.

BackgroundThere is a growing concern about the increasing number of young people who are not in employment, education or training (NEET) globally. This study investigates the impact of concurrent cognitive and socio-emotional development trajectories in childhood on NEET status in adolescence in a UK cohort.MethodWe analysed longitudinal data on 8368 children from the UK Millennium Cohort Study. Exposure trajectories of cognitive and socio-emotional development from age 3 to 14 years were characterised using group-based multi-trajectory models. We used Poisson regression to examine associations between developmental trajectories and NEET status at age 17, adjusting for confounders. Population-attributable fractions were estimated to quantify NEET proportions attributable to the developmental problems.ResultsAt age 17, 3.5% of participants were NEET, of which about one-third (38%) were not economically active. Children with persistent cognitive and socio-emotional development problems had a fourfold increased risk of being NEET (adjusted risk ratio (ARR) 3.5; 95% CI 2.3 to 5.3), and those with late socio-emotional problems had a threefold increased risk (3.0; 95% CI 2.1 to 4.3), compared with children in the no problem group. Early and resolving socio-emotional and cognitive problems were not associated with being NEET. An estimated 28% (95% CI 18% to 36%) of NEET cases were attributable to cognitive and socio-emotional behaviour problems in childhood.ConclusionChildhood cognitive and socio-emotional development plays a critical role in shaping pathways to education and employment in adolescence. Policies and strategies aiming to reduce NEET should target early social and emotional skills alongside efforts to support academic achievement.