Academic School Research Articles

Job stress and burnout affecting the mental health of Korean medical faculty members: constructing causality among latent variables.

This study aims to examine whether perceived levels of job stress, burnout, and mental health are different according to demographic characteristics and working conditions and to investigate the direct and indirect effects of job stress and burnout on the mental health of medical faculty members. The study sample consists of 855 faculty members in 40 medical schools nationwide in the 2020 Burnout of Faculty Members of Medical Schools in Korea data with a grant from the Korean Association of Medical Colleges. This study employed structural equation modeling to construct causality among latent variables in addition to t-test, analysis of variance, and correlation coefficients for bivariate analyses. Perceived job stress, burnout, and mental health levels of medical faculty members showed significant group differences by demographic characteristics and working conditions. Job stress directly affected mental health (β=0.215, p<0.01) and indirectly affected mental health via burnout (β=0.493, p<0.001). Thus burnout significantly mediated the relationship between job stress and the mental health of medical faculty members. This study found that job stress has direct and indirect effects on the mental health of medical faculty members, and burnout partially mediated this relationship. Further studies need to intervene in job stress and burnout to prevent the adverse mental health of medical faculty members and to introduce proper measures to improve working conditions affecting job stress and burnout.

Predictors of adherence in Austrian employees during the COVID-19 pandemic: results of an online survey.

Since the beginning of the pandemic in December 2019, Coronavirus disease 2019 (COVID-19) has been a significant challenge to health care systems throughout the world. The introduction of measures to reduce the incidence of infection had a significant impact on the workplace. Overall, companies played a key and adaptive role in coping with the pandemic. Cross-sectional data from an online-survey of 1,183 employees conducted during the COVID-19 pandemic in spring 2021 in Austria were used in the analyses. The influence of health beliefs (e.g., perceived severity), modifying factors (e.g., age) and time-dependent factors (e.g., corona fatigue) on individual adherence were evaluated. The conception of the questionnaire was based on the health belief model. The majority of respondents were female (58.3%), worked in companies with more than 250 employees (56.6%) and had been to an academic secondary school or had a university degree (58.3%). Overall, employees were adherent to most of the measures at their company (>80%), except for wearing FFP-2 masks when they were travelling in a car with coworkers (59.3, 95%CI 51.3-66.7%). Overall adherence was associated with high ratings for the meaningfulness of testing (OR: 2.06 95%CI: 1.00-4.22; p = 0.049), the extent to which social norms govern behavior (OR: 6.61 95%CI: 4.66-9.36; p < 0.001), lower perceived difficulties associated with the adoption of health-promoting measures (OR: 0.37 95%CI: 0.16-0.82; p = 0.015) and lower corona fatigue (OR: 0.23 95%CI: 0.10-0.52; p < 0.001). Adherence to four single measures was influenced by different predictors. The most important predictors (important for the adherence to three out of four single measures) were social norms and corona fatigue. The importance attached to testing and social norms, as well as lower perceived barriers to health-promoting measures and low levels of corona fatigue all increase overall adherence to Covid-19 protective measures in companies. Strategies to improve adherence should be adapted depending on the aim (to raise overall adherence or adherence to individual measures) and on the group of persons that is being targeted.

Neoliberalism and the barriers in inclusive education

Tensions exist between providing inclusive education in mainstream classrooms and market-driven neoliberal values such as academic success and school ranking. These values impinge on teachers’ responsibilities to teach students with disabilities. Schools are ranked based on students’ performance in national examinations and schools sometimes use unscrupulous methods to achieve good results. In a culture that ranks schools based on test results, the schools themselves find it hard to embrace the idea of inclusion and some will use a variety of means to exclude students with disabilities to maintain their high rating. In this article we explore how some key tenets of neoliberalism in inclusive education, such as testing mechanisms to leverage accountability and improvement, inter-school competition, marketisation of education and parental choice, among others, affect the provision of education to students with disabilities in Kenya. We highlight how neoliberalism has affected inclusive education in Kenya and explain how hegemonic neoliberal culture has changed the way schools operate and how teachers teach. We also show how neoliberal culture in schools helps exclude students who are different from the norm.

The Burden and Predictors of Early Sexual Initiation among School-Going Adolescents in Rural Settlements in Rivers State, Nigeria

Introduction. Early sexual initiation is the art of initiating sexual activity before age 15. This study aimed to identify the burden and predictors of early sexual initiation among school-­going adolescents in rural settlements in Rivers State, Nigeria. Materials and Methods. A cross-­sectional study was conducted among 420 school-­going senior secondary school adolescents of coeducational schools aged 15–19 from May 2023 to September 2023. A multi-­stage sampling procedure was used to select respondents from four senior secondary coeducational schools. Data were collected using a semi-structured interviewer-­assisted questionnaire. Frequency tables were generated and Logistic regression analysis was used to determine predictors of early sexual initiation at a 5% level of significance. Results. The mean age of respondents was 15.7 ± 0.8 years. The mean age at early sexual initiation was 12.2 ± 1.2 years. The burden of early sexual initiation and ever-had sex among the respondents was 46% and 54.8% respectively with poor academic performance, school dropout, STI infection, pregnancy, and HIV infection experienced as outcomes of first sexual initiation among the respondents. The statistically significant predictors of early sexual initiation were adolescents having worked for pay, currently working for pay, and adolescents’ age at first sexual partner (OR = 4.6; 95% CI = 1.6–12.7; P = 0.004, OR = 6.6; 95% CI = 1.9–23.7; P = 0.003 and OR = 3.1; 95% CI = 1.3–7.2; P = 0.009). Conclusion. Sexuality education and programmes aimed at encouraging school-­going adolescents to delay first-sex initiation should be encouraged.

Relevansi Hukum Kodrat Stoa terhadap Disrupsi Kecerdasan Buatan

Artificial intelligence begins to be treated as a conscious entity; it can feel guilty, and provide improvements for more perfect results in the future. I raises the important question: is human life still secure? This article discusses the relevance of Stoic natural law in regard with the disruption of artificial intelligence. This research was designed as a literature review. In the midst of the progress of artificial intelligence, this article aims to discuss human nature from the perspective of Stoicism's human philosophical thought, especially one of nature. The Stoics were one of the academic schools in the Hellenistic era that specifically paid attention to the concept of nature. The core of their moral teachings is found in the imperative "live according to nature". Stoic teachings about nature can be achieved by being a true human being, and choosing the right things in certain situations. By understanding the human nature, the disruption of the era of artificial intelligence does not need to be feared excessively. Human being is based on their conscience, an internal force that will direct them to choose what is morally good and not vice versa. An inner voice will never be possessed by artificial intelligence.

A School Leader's Acompañamiento: Identity and Belonging With Immigrant Families

Purpose:This study explores the community-building practices of a school leader at a middle/high school in a Latino/a and African American community. I analyze how the principal leveraged his immigrant identity and experiences to connect with immigrant families and adapt to their needs to form a sense of belonging in the school and neighborhood. I focus on the power of immigrant and BIPOC school leaders drawing from their cultural practices to lead efforts for family engagement. Methods: My study draws on a 3-year critical ethnographic study. Qualitative data sources include participant observation of school/community events; interviews with school faculty, parents, and community members; and participatory methods. I draw on the concepts of pedagogies of acompañamiento and critical care to theorize practices that educators employ to forge relationships with families and create humanizing spaces. Findings: I argue that the school's principal, a Latino immigrant, functioned as a “border broker” in helping families find a sense of belonging in the school and community. He embodied pedagogies of acompañamiento as he accompanied parents through marginalizing experiences and created spaces where they could share and participate in decision-making. Discussion: I highlight the possibilities of pedagogies of acompañamiento in school spaces and recommend practices for school leaders in designing engagement strategies.

Longitudinal Relationships Between School Climate, Academic Achievement, and Gaming Disorder Symptoms Among Chinese Adolescents.

Despite growing concerns regarding the development of gaming disorder symptoms among adolescents, the longitudinal relationship between school factors and gaming disorder symptoms remains far from being fully understood. This two-year longitudinal study examined the relationship between school climate perceptions, academic achievement, and gaming disorder symptoms among three distinct demographic cohorts: preadolescents (n = 1513; 46.9% girls, Mage = 10.64 years, SD = 0.56), early adolescents (n = 1771; 48.3% girls, Mage = 13.54 years, SD = 0.70), and late adolescents (n = 2385; 50.1% girls, Mage = 16.41 years, SD = 0.59). A four-wave study was conducted (six months apart) using random intercept cross-lagged panel models (RI-CLPMs) to separate the within-person (state level) from the between-person (trait level) effects. The results obtained from the RI-CLPMs indicated that fluctuations in school climate perceptions negatively predicted subsequent changes in gaming disorder symptoms among preadolescents at the within-person level, but not among early and late adolescents. Fluctuations relating to gaming disorder symptoms also negatively predicted subsequent changes regarding academic achievement in late adolescents, but not in preadolescents and early adolescents. The effect of school-related factors on gaming disorder symptoms varies across different developmental stages. While preadolescents may represent a particularly susceptible subgroup for gaming disorder in terms of being predicted by their school environment, late adolescents appear to be more vulnerable to predictors of gaming disorder symptoms. The current study also discusses the implications of school-wide programs aimed at improving school climate and preventing the development of gaming disorder symptoms during key developmental periods.

PENGARUH LINGKUNGAN KELUARGA DAN LINGKUNGAN SEKOLAH TERHADAP PRESTASI AKADEMIK SISWA DI INDONESIA: DATA PISA

&lt;p class="71isipaperparagraf2dst"&gt;&lt;span lang="EN-US"&gt;The study of family environment and school environment in relation to academic achievement is a topic that is often discussed. The quantitative research method in this study is secondary data analysis using data from the 2018 Program for International Student Assessment (PISA). This research was conducted in Indonesia with 8,268 respondents who filled out the questionnaire. The results of this study indicate that: (1) Family environment has a positive influence on student academic achievement. (2) Family environment has a positive influence on student academic achievement (3) Family environment and school environment together have a positive influence on student academic achievement. These findings explain that the family environment and school environment are important factors in shaping student academic achievement in Indonesia.&lt;/span&gt;&lt;/p&gt;

A systematic review and meta-analysis of the effects of universal school-based SEL programs in the United States: Considerations for marginalized students

The present study systematically reviewed and meta-analyzed the evidence for universal school-based SEL programming within the United States to understand nation-specific trends in SEL implementation and effectiveness, and provide specific recommendations for marginalized students- particularly those with minority gender-, racial- ethnic, linguistic-, and disability identities, within SEL. Analyzing the effects of 90 universal school-based social and emotional learning studies, reflecting 47 discrete SEL programs, and 20,626 students in grades K-12 in the United States, from January 1, 2008 through December 31, 2020, we report that students who participate in universal school-based SEL programs experienced significantly improved academic achievement, school functioning, social and emotional skills, attitudes, behaviors, and perceptions of school climate and safety. Furthermore, programs in the United States benefited students in elementary and secondary school equally, and had the strongest outcomes for students when teachers were the program implementors. SEL programs in the United States were varied in their program features, duration, and dosage, had limited engagement with families and community, and did not show evidence of an overall follow-up effect 6 months or longer after a program ends. SEL programs were found to be equally efficacious for boys and girls meta-analytically, and systematic review of available studies revealed preliminary evidence of differential and positive effects for students with marginalized racial and ethnic identities. Limited representation of marginalized linguistic, sexual, and ability identities inhibited exploration of additional effects analytically, and descriptive results, alongside opportunities for increasing reporting and analyses are discussed.

Influence of Parental Participation in School Academic Activities on Learners’ Motivation in Rwandan Public Primary Schools; A Case of Huye District

Influence of Parental Participation in School Academic Activities on Learners’ Motivation in Rwandan Public Primary Schools; A Case of Huye District

The Effects of Adult Separation on Children's Academic and Psychosocial Wellbeing at School: A Case Study of Senga Primary School in Gweru, Zimbabwe

This study investigated the lived experiences of children from a primary school in the Gweru region of Zimbabwe, whose parents were either separated or divorced. The study was undertaken to ascertain how these learners are psychologically and academically affected by their family situations. The data were gathered using narrative stories, personal narrative diary entries, and interviews. The study was qualitative in nature and aimed to achieve an in-depth understanding of the topic through studying 12 participants, who were purposely sampled. The data were transcribed and analysed using the open-coding technique and thematic analysis. The results revealed that even though the effects of the divorce and separation varied, the participants shared similarities with regard to their emotional states. They invariably experienced feelings of sadness, distress, abandonment, anger, helplessness, and stress. The results also indicated that divorce had a significant impact on the participants’ academic behaviour, school lives and integration at school. The researchers made recommendations which would improve the children’s plight.

Smartphone addiction and psychological wellbeing among adolescents: the multiple mediating roles of academic procrastination and school burnout

ABSTRACT Smartphone addiction adversely affects adolescent psychological wellbeing. However, little is known about the role of academic procrastination and school burnout in this relationship. The main objective of the current study was to examine the associations between smartphone addiction and psychological wellbeing, a multiple mediation analysis that included academic procrastination and school burnout. The participants consisted of 409 adolescents whose ages ranged between 13 and 19 years (M age = 16.024, SD = 1.674). Analyses revealed the serial mediating role of academic procrastination and school burnout between smartphone addiction and psychological wellbeing was accepted. Overall, these results suggested that the smartphone addiction is a risk factor for adolescents’ psychological wellbeing and that academic procrastination and school burnout also increase this risk.

Modern trends and innovative development areas of biological science in Belarus (To the 95th anniversary of the foundation of the National Academy of Sciences of Belarus)

An analysis of scientific publications and information materials on the main areas of academic biological scientific school activity is presented (for the National Academy of Sciences of Belarus). The principles, structure and system of fundamental and applied research design in the field of biology is shown. The obtained results, their implementation and significance for various economy sectors are discussed. Promising areas for innovative development of biological science based on interdisciplinary interaction have been identified.

Developmental predictors of mathematics achievement at the end of Year 1

Abstract: This study examined the predictive role of child cognitive, social, emotional, and behavioural dimensions assessed at the age of 4½, as well as of the traditional variables related to academic school readiness before the entry to primary school, on mathematics achievement at the end of Year 1. A sample of 58 Portuguese children and their parents participated in this longitudinal study. Initial correlations indicated significant associations between child intelligence quotient (IQ), inhibitory control, set-shifting, dysregulation profile, academic school readiness, and their subsequent performance in mathematics. A hierarchical regression analysis showed that inhibitory control at 4½ years significantly predicted mathematics achievement at the end of Year 1 over and above the effect of academic school readiness before entering primary school. These results add to the existing literature by highlighting the impact of child executive functioning assessed during the preschool years on subsequent mathematics performance in early school years.

ISODUS Application Design for Web-Based School Academic Administration Operational System Information. Case Study: Al Alaq Islamic Middle School

The aim of the research is to support technological independence in educational units in processing data archives and general finances at the Al Alaq Islamic Middle School and what are the obstacles encountered in implementing such a system. In addition, the authors hope that readers can understand the use of this academic administration information system application known as ISODUS. During the research, the authors found that the Al Alaq Islamic Middle School did not have a computerized academic administrative and financial data processing system so that it could help find information quickly and effectively. This is due to the lack of human resources who know about information systems. After conducting some research, the authors conclude that Al Alaq Islamic Middle School requires a computerized system so that it can assist teachers in making administration. The author tries to create an Academic Administration system using the PHP programming language.

Devising an impactful religious moderation workshop for teachers and principals: The practice of Ice Berg analysis and U theory perspective

In the academic setting, teachers and school principals are often faced with the problem of identifying and developing strategies to strengthen the atmosphere of religious moderation. Unfortunately, resources for training and support are scarce. Our study presents the design and assessment of a religious moderation workshop utilizing the problem-based discussion method, supported by Ice Berg and U theory perspective analysis. This two-session workshop aims to bolster religious moderation among school personnel. During the initial session, attendees were presented with strategies to empower religious moderation and state defense. In the subsequent meeting, attendees were encouraged to engage in problem-solving exercises focused on acts and behaviors of intolerance. Not to mention, the educators and administrators have acquired content and pedagogical expertise regarding religious moderation and state defense, which can be applied in classroom and school settings. Additionally, participants expressed a positive belief that the training effectively exemplified the integration of character-building subject matter, religious moderation, state defense, and instructional strategies. As a result, the workshop for teachers and school principals was deemed successful and effective.

School Connectedness and Academic Self-Efficacy During Pandemic Learning: A Mixed-Methods Study of Middle School Students’ Science Experiences

The COVID-19 pandemic resulted in dramatic changes to the experiences of school for young people around the world as youth and adults navigated changes to instructional format and means of engaging in teaching and learning. School connectedness during the pandemic served a potentially protective role for adolescents during this uncertain time. In this study, we investigate students’ ( n = 64) experiences of connectedness with their teachers and peers and examine how students’ perceptions of belonging relate to their science self-efficacy. We draw on mixed-methods with students at two middle schools using dramatically different instructional approaches. These multiple data sources provide insight into the importance of building and sustaining relationships and connectedness for students’ self-efficacy, specifically during the COVID-19 pandemic and beyond. Connectedness to one’s science teacher was the strongest predictor of science self-efficacy, and qualitative data describe how connectedness was fostered even when typical approaches were unavailable.

An Analysis of Early Childhood Mental And Character Education in Rural Areas in Indonesia

This study was based on the imbalance between early childhood education (ECE) in most areas in the West Part of Indonesia and the East Part of Indonesia. ECE in most places in the East Part of Indonesia shows low quality of ECE compared to the West Part of Indonesia. We aim to investigate the condition of rural and underdeveloped areas with the lowest GDP in two regions in the East part of Indonesia, Sula and Taliabu in North Moluccas Province. Secondary Data Analysis (SDA) draws from several government reports and non-governmental organizations (NGOs) on Early Childhood Education in Sula and Taliabu, which include the data on Teacher’s Academic qualifications, School Facilitation, and teacher-student ratio. We compared this data with published government regulations and recent studies regarding the Teachers' Academic Qualification, School Facilitation, and teacher-student ratio standard with the field data in Sula and Taliabu Islands. Findings and recommendations are presented. Results show that most teachers in Sula and Taliabu in North Moluccas Province are High School Graduates. Most schools only have one classroom, no library, a high teacher-student ratio, and poor internet access. These conditions are not only far from the standard of quality of ECE in Indonesia set by government rules and regulations but also not conducive to teaching and learning activities.

Tiered vocabulary and raciolinguistic discourses of deficit: from academic scholarship to education policy

Tiered vocabulary is a pervasive concept in academic scholarship, education policy, and schools. It involves placing individual words into hierarchically arranged tiers, based on their apparent simplicity, sophistication, utility, and complexity, with these categorisations used to determine which words carry value in the classroom. In this article I conduct a genealogy of tiered vocabulary and argue that it is a raciolinguistic ideology which frames the language practices of racialised and working-class children as deficient and requiring modification. I trace the ideological roots of tiered vocabulary to European colonial representations of the purportedly limited vocabulary of Black African communities. I then examine how tiered vocabulary emerged as a concept in 1980s US academic knowledge production, based on experiments led by white academics on predominantly Black children from low-income homes. I show how tiered vocabulary is descendant from deficit, anti-Black thinking which characterised mainstream educational linguistics in the 1960s. I then focus on how it has become normalised in England’s education policy in the 2020s, as part of a flawed theory of change which deems that the acquisition of academic language is a tool for enabling social justice. Ultimately, I show how tiered vocabulary is a flawed theory of language which ties together race and class in producing discourses of linguistic deficiency, and legitimises language policing which undermines the education of marginalised children.

Supporting Learning Differences: Effects of Cognitive Training on Cognitive Abilities in a School-Based Sample

A growing body of research demonstrates the effectiveness of computerized cognitive training (CCT) in building specific abilities (e.g., working memory) among school-age children. As a result, CCT is increasingly cited as a means to enhance and support students’ academic performance and school experience. However, many studies exploring CCT as an intervention have done so outside of the school setting, limiting its potential impact with regard to students who may benefit from it but cannot access such supports. This project examined the efficacy of a CCT program implemented within the academic day for all students attending a private school. The findings showed that two CCT programs resulted in improvements in working memory, cognitive flexibility, and/or processing speed among third graders through sixth graders (N = 95). Furthermore, this project demonstrates a model for the effective integration of CCT into a school day without interrupting the academic curriculum. The present results have important implications for the current ideological shift in education that focuses on how to more broadly address students’ learning differences.