Learning mathematics depends on an individual's emotion and environment. Emotion and environment play crucial roles in students' performance in mathematics, influencing both their ability to engage with the subject and their overall academic success. Emotions is a complex psychological state that is defined as the readiness of the mind in interpreting current situations and the thoughts that play in mind which involves experience, behavioural response and physiological response. In this context, the environment encompasses a range of internal and external conditions that shape how individuals perceive and engage with mathematics. Environment can be divided into several main components including educational environment, social environment, cultural environment, personal environment and physical environment. Understanding these environmental factors can help in developing strategies to manage and reduce mathematics anxiety. Creating a positive, supportive environment can make a significant difference in understanding how students experience and regulate anxiety associated with mathematics. Thus, the objective of this research was to assess the influence of emotional and environmental factors on student performance in mathematics through a regression analysis approach. In total, 325 students from selected higher learning institutions responded to the questionnaire voluntarily. The findings showed that there was a significant negative effect of both factors on student performance where the environment was a more significant factor (β = -.685, p = <.001) than emotion (β = -.246, p = <.001). This study concludes that more efforts need to be made to reduce the level of negative emotions towards mathematics by providing a better learning environment so that students show a high level of motivation and display enhanced self-assurance when engaging with mathematics.

Vocabulary plays a vital role in effective communication, academic success, and future opportunities, yet many students face difficulties in mastering a large number of words, understanding contextual usage, and pronouncing them correctly. With the rise of digital technology, language learning applications such as Duolingo have emerged as interactive and gamified tools that make vocabulary learning more engaging and accessible. This study aims to systematically review the studies on the effect or effectiveness of Duolingo in improving English vocabulary mastery among junior high school students through a systematic literature review. Using the PRISMA approach, twenty-four relevant experimental studies published between 2020 and 2025 were selected from databases such as Google Scholar and Semantic Scholar. The studies were analyzed descriptively to identify common patterns, methods, and outcomes related to the use of Duolingo in vocabulary instruction. The findings reveal that Duolingo consistently enhances students’ vocabulary achievement, motivation, and participation due to its game-based features and flexible learning environment. However, several studies highlight limitations such as the absence of comparative analyses with other learning tools and the limited exploration of long-term retention. Overall, the results confirm Duolingo’s potential as an effective supplementary tool for vocabulary learning, supporting educators in developing innovative and engaging English learning models. Further research is recommended to explore its integration into classroom settings and its impact on diverse learner groups.

The nutritional status of school adolescents is a determining factor that influences their present and future health, cognitive development, and academic success. This paper investigates the relationship between socio-demographic characteristics and nutritional status, as measured by body mass index (BMI), among school-going adolescents in Pokhara, Gandaki Province, Nepal. Using a cross-sectional survey research design, data were collected from 384 students aged 10 to 19 years. The sample included an equal number of male and female adolescents, with 54% from community schools and 46% from institutional schools. The study employed a structured self-administered questionnaire with closed-ended questions and anthropometric measurements, including height and weight. Descriptive statistics (i.e., central tendency and standard deviation) and bi-variate analysis (i.e., chi-square test) were utilized. The findings reveal that students’ age, grade, and fathers’ occupation were significantly associated with nutritional status (BMI) at p < 0.05 among adolescents. Results indicate that younger adolescents from community schools, aged 10-14 years, and those whose fathers were employed, are more likely to experience malnutrition, including both undernutrition and overnutrition. The study emphasizes the close relationship between socio-demographic variables (such as age group, grade, and parents’ occupation) and the nutritional status of school-going adolescents. It recommends school-based health promotion programs integrated with family environments to encourage healthy dietary behaviors and improve nutrition status.

Educational banking plays a crucial role in supporting the academic aspirations of students by providing financial aid in the form of student loans. Bank of Baroda, being one of India’s leading public sector banks, offers a range of educational loan schemes to support higher education in India and abroad. This study leverages Machine Learning (ML) and Deep Learning (DL) techniques to analyze, evaluate, and forecast the performance and impact of educational banking services provided by Bank of Baroda. By applying intelligent data-driven approaches, this research aims to extract meaningful insights from loan approval data, repayment patterns, customer satisfaction surveys, and academic success linked to financial assistance. The system developed can assist in predictive analytics, default risk assessment, and policy enhancement, making educational finance more efficient and targeted.This study aims to explore and evaluate the role of Bank of Baroda in providing educational banking services, particularly focusing on educational loan schemes, student financing mechanisms, and the technological advancements that facilitate access to education financing. With the growing demand for higher education and the rising cost of academic programs, the need for structured and accessible financial support has become more critical than ever. Public sector banks like Bank of Baroda play a pivotal role in bridging the gap between students and educational opportunities through tailored financial products.The research examines how effectively Bank of Baroda addresses the financial needs of students through its educational loan offerings, interest rate structures, repayment flexibility, and digital processing of applications. It also investigates customer awareness, satisfaction, and challenges faced in the loan approval process. In addition, the study integrates Machine Learning (ML) and Data Analytics perspectives, where applicable, to demonstrate how predictive models could enhance credit assessment, reduce defaults, and improve loan disbursement efficiency.

This article analyzes the reform of secondary education in Brazil, considering its impacts on students and teachers in the public school system. Presented as modernizing, flexible, and capable of expanding student agency, the reform, in practice, deepens the dualistic character of education, reinforces historical inequalities, and contributes to the precarization of teaching work. Through bibliographic and documentary research, based on the analysis of specialized literature and official documents, the study identifies the main implementation mechanisms of the New Secondary Education in public schools. Among the structural changes analyzed are the division of knowledge areas into Formative Itineraries, the incorporation of the technical-professional itinerary, the extension of the school day, the role of professionals with recognized expertise, the mandatory status of only Portuguese, Mathematics, and English subjects, and the regulation of Distance Education with differentiated percentages for different teaching modalities. The article also investigates the influence of international organizations, in formulating policies that promote the commodification and financialization of education and analyzes how these guidelines shape school and curricular practices in the country. It is observed that the reform not only reorganizes the curriculum, but also redefines the role of the school, shifting the responsibility for academic success onto students and teachers and making structural inequalities invisible. By restricting critical education and preparing working-class youth for subordinate positions in the market, while privileging elite access to higher education, the NEM constitutes itself as a class project, which consolidates educational segregation and compromises the emancipatory function of education.

There are many factors that influence the learning process of students with disabilities in higher education. This study aims to determine the factors that support the academic success of students with disabilities in inclusive universities. Researchers in this study used a qualitative approach. Data collection in this study was conducted using questionnaires and interviews. This study involved thirty-seven students with disabilities, consisting of students with visual disabilities, physical disabilities, mental disabilities, and Deaf students. They are students with disabilities who excel in academic and non-academic fields. Their success is achieved with hard work and help or support from others. The results of this study found that there are two factors that support the academic achievement of students with disabilities in inclusive universities, namely internal factors and external factors. Internal factors are factors that come from within students with disabilities, such as motivation, self-confidence, locus of control, mental strength, adaptability, intellectual ability, and communication skills. External factors are factors that come from outside students with disabilities, namely support from others, facilities and infrastructure, and learning tools.

This study examined the levels of epistemological and cultural beliefs and its influence their academic performance among respondents in the study area. These were with a view to ascertain the relative and joint effects of these beliefs on the academic performance of preservice teachers in Biology. The study adopted descriptive correlational research design as the population comprised all preservice teachers enrolled in the Department of Science Education, Faculty of Education at Obafemi Awolowo University (OAU), Ile-Ife, Nigeria, during the 2023/2024 academic session. One hundred (100) preservice teachers were selected through random sampling from the Biology education unit. Data were collected through a structured questionnaire, Questionnaire on Epistemological and Cultural Beliefs among Preservice Teachers in Biology (QECAP). QECAP was divided into sections that measured demographic information, epistemological beliefs, cultural beliefs, and academic performance. The reliability of the instrument was confirmed with a Cronbach's alpha coefficient of 0.79. Descriptive statistics, One-Way ANOVA, and multiple regression analysis were used to analyse the data. The findings revealed that the majority of the respondents held moderate epistemological beliefs (51.0%) and moderate cultural beliefs (48.0%), reflecting a balanced perspective in both areas. A significant positive influence of epistemological beliefs on academic performance was identified, with higher epistemological beliefs associated with better academic performance (F = 6.20, p = 0.003). Additionally, the combined effect of epistemological and cultural beliefs significantly predicted academic performance, explaining 49% to 52% of the variance (Adj. R2 = 0.49, R² = 0.52, F = 12.30, p < 0.05), with the interaction between beliefs showing a significant effect (B = 0.25, p = 0.015). The study concludes that epistemological and cultural beliefs are crucial determinants of academic success among preservice Biology teachers at OAU as fostering sophisticated epistemological beliefs and integrating cultural contexts in educational practices can enhance academic performance.

Recreational Reading Habits of the EFL Pre-Service Teachers in an Indonesian Islamic Higher Education. Objectives: This study aims to investigate the recreational reading habits of EFL pre-service teachers at Islamic universities, with a focus on the relationship between the duration of recreational reading and academic achievement. Furthermore, this study also examines differences in reading time based on gender, age, level of study, and students' reading preferences. Methods: This research employed a mixed-methods approach through a cross-sectional survey design and case study, involving 56 students from three classes of the English Language Education Study Program at UIN Datokarama Palu. Data were collected through an online survey, semi-structured online interviews, and document analysis. These data were then analyzed using descriptive and inferential statistics, as well as thematic analysis, to explore quantitative patterns and qualitative meanings in depth.­ Findings: The results of the study showed that involvement in recreational reading activities had a very moderate relationship with the academic achievement of the EFL preservice teachers, indicating that although recreation reading may increase their language awareness and learning motivation, its direct impact on academic achievement was still relatively limited. It was found that 50% of the respondents read for less than one hour per week, reflecting low levels of recreational reading engagement. Differences were also evident based on demographics, with female students and younger age groups tending to read more frequently and preferring digital texts and short reading materials such as online stories and motivational content. Despite limited reading time, students who regularly engage in recreational reading demonstrate better academic achievement, wider vocabulary mastery, and positive attitudes towards learning English. Conclusion: This study confirms the importance of recreational reading culture in supporting academic success, independent learning, and long-term intellectual development. Islamic universities are expected to foster a culture of reading for pleasure by integrating it into the curriculum, strengthening library facilities, and utilizing digital platforms. Keywords: pre-service EFL teachers, recreational reading habits, reading for pleasure.

A large academic library investigated the impact of food availability, access, and policy on student use of library spaces and services and support for academic work. Survey results reveal student strategies for accessing food, use of existing food support services, and perceptions of the impacts of library support for food access. Findings reveal positive perceptions of library support for food access on student academic success and use of library spaces. Results also articulate opportunities for academic libraries to connect with student needs for food information and develop programs to support food security.

This study examines the links between psychological trauma, educational performance, and social integration among Turkish-origin immigrant children in Vienna. Using Bronfenbrenner’s ecological systems theory and Berry’s acculturation model, it investigates how trauma histories shape academic outcomes and psychosocial adaptation. A mixed-methods design was applied, combining quantitative data from 60 children aged 10–15, collected through standardized PTSD scales and school performance assessments, with qualitative interviews involving students, parents, teachers, and counselors. Findings show that trauma disrupts cognitive and emotional processes central to learning. Most participants achieved at moderate performance levels, while children with high PTSD symptoms consistently scored lower. Language proficiency and sense of belonging emerged as key mediators of both academic success and social integration. School-based psychological support and teacher sensitivity improved adaptation, though their availability varied across institutions. Parental ambivalence toward mental health and intergenerational trauma also affected children’s well-being. Overall, the study highlights that academic achievement among Turkish-origin immigrant children in Vienna is closely tied to trauma-related stress and unequal systemic support. It calls for holistic, trauma-informed, and culturally responsive policies, including school-based mental health services, inclusive curricula, and stronger school-family cooperation to foster integration and educational equity.

Children with Attention-Deficit/Hyperactivity Disorder (ADHD) face continuous challenges in maintaining attention, regulating impulses, and managing emotions, which often affects their academic engagement and performance. Recent research emphasizes academic resilience—the capacity to recover and remain motivated despite difficulties—as a vital factor for academic success in ADHD populations. This review synthesizes empirical findings on two core predictors of academic resilience: cognitive flexibility and coping skills. Cognitive flexibility enables children to shift perspectives and adapt strategies in response to challenges, while coping skills transform these cognitive adjustments into sustained behavioral and emotional regulation. The review integrates evidence from global and emerging studies, highlighting that these constructs are malleable through intervention. Training programs that strengthen flexibility and coping, when combined with pharmacological or environmental supports, can significantly enhance resilience in children with ADHD. Future research should adopt longitudinal and neurocognitive approaches to clarify developmental mechanisms and optimize intervention design.

Introduction: Blended learning is a modern approach of teaching and learning that combines face-to-face learning with a virtual learning environment through digital learning activities. Aims: This phenomenological study explores students’ perceptions about blended learning at Khulna University with a focus on their experiences of teaching and learning activities as well as assessment processes. The study aims to explore students’ perceptions of the effectiveness of blended learning, the challenges they face, and the strategies they propose for further improvement. The study area for the study is Khulna University which was selected conveniently. Methodology: The study followed a qualitative research design where data were collected through in-depth interviews with 12 students by using purposive sampling. The data from the interviews are categorized, coded, and analyzed thematically. Results: The findings reveal that while students generally perceive blended learning as a modern and flexible approach, several challenges were identified which include the lack of structure in online sessions, limited opportunities for interaction, and difficulties in balancing online and offline classes. Students also raised concerns about the fairness of online assessments, citing issues such as inadequate monitoring and technological barriers, and expressed a preference for offline assessments due to their perceived reliability. To enhance the blended learning experience, participants suggested strategies such as establishing a more structured framework, increasing interactivity in online sessions, improving monitoring during assessments, and enhancing technological infrastructure. Conclusion: As blended learning evolves, fostering a supportive and equitable academic environment is crucial for enhancing students’ satisfaction and academic success. The findings of this study provide valuable insights for policymakers, educators, and administrators of Khulna University as well as other university, helping to refine and optimize blended learning practices to improve student engagement, learning outcomes, and assessment fairness.

The Motivated Strategies for Learning Questionnaire (MSLQ) was used. This study examined the relationships among the cognitive, metacognitive, and affective domains, their predictive value for self-efficacy, and their impact on academic motivation and performance among 363 students at Khalifa University. The results revealed a strong positive correlation between self-efficacy and motivation (r (361) = .893, p < .001) and a moderate positive correlation between cognitive strategy use and motivation (r (361) = .515, p < .001), highlighting the importance of cognitive engagement and self-belief in academic success. Regression analyses revealed that affective strategies, such as emotional regulation and anxiety management, had a small but significant effect on self-efficacy, F (1, 361) = 3.97, p = .047). Demographic variables, including GPA and academic standing, accounted for approximately 10% of the variance in self-efficacy, with GPA as the strongest predictor.

This article explores the relationship between the concepts of multiterritoriality and ethnomethods in the trajectories of students from lower socioeconomic backgrounds who enroll at the Federal University of Northern Tocantins. Through a qualitative approach and the principles of ethnomethodology, the study investigates how these students navigate multiple territories—both physical and symbolic—throughout their academic journey. The text highlights the everyday strategies they develop to overcome challenges and achieve academic success. The collected narratives reveal the importance of support networks and the construction of new territories of belonging within the university context.

BACKGROUNDDysfunctional beliefs about sleep may influence academic performance through their impact on sleep quality. Differences in chronotype can further moderate this relationship, particularly among students with irregular sleep patterns.AIMTo examine the indirect effects of dysfunctional beliefs about sleep on academic performance through sleep quality while considering individual differences in chronotypes among medical students.METHODSThe participants were categorized by chronotype and administered the Dysfunctional Beliefs and Attitudes about Sleep Scale and the Pittsburgh Sleep Quality Index and reported their grade point averages (GPAs). Mediation analysis was performed to examine indirect pathways through sleep quality.RESULTSDysfunctional sleep beliefs did not directly affect academic success but indirectly impaired GPA via reduced sleep quality, especially in evening-type students.CONCLUSIONChronotype moderates the relationship between sleep quality and academic performance, highlighting the need for targeted cognitive interventions.

Inclusive education ensures equal learning opportunities for all students, including those with disabilities, by fostering diverse and adaptive learning environments. This study explores effective strategies and practices for addressing the diverse educational needs of students with disabilities within inclusive educational settings. It examines key strategies such as individualized needs assessment, curriculum adaptation, teacher training, assistive technology integration, and collaborative partnerships among educators, families, and communities. The research highlights the importance of Individualized Education Plans (IEPs) in personalizing learning experiences and ensuring academic success. Additionally, curriculum modifications and differentiated instruction enhance accessibility, while assistive technology offers innovative tools for student engagement. The role of teacher training is emphasized, as well-trained educators are critical for implementing inclusive practices effectively. Furthermore, fostering strong school-community collaboration strengthens educational support networks and promotes sustainable inclusion. Despite progress, challenges such as limited resources, teacher preparedness, and societal perceptions remain significant barriers. However, the study identifies promising opportunities, including government initiatives, technological advancements, and public-private partnerships that enhance inclusive education in the UAE. This Paper underscores the necessity of policy-driven, evidence-based approaches to inclusive education, advocating for continued research, investment in professional development, and enhanced community engagement to create equitable and effective learning environments for all students.

School connectedness is essential for fostering a supportive environment that promotes adolescent mental health, emotional well-being and academic success. Psychological safety allows students to express themselves freely without fear of judgement, promoting open communication and resilience. This study highlights the limitations of focusing solely on social bonds, emphasising that positive relationships do not always mitigate challenges such as anxiety or depression, particularly amongst marginalised youth who often face discrimination. Strategies to enhance psychological safety, such as implementing anti-bullying policies, training staff in empathetic communication, establishing peer-led support programmes and encouraging student participation in governance, serve to deepen trust and emotional security within the school environment. By integrating these strategies, schools can create a more inclusive atmosphere, ultimately fostering both emotional resilience and improved educational outcomes for all students.

Widening participation in physics by widening choices: is a STEM-only choice of subjects at A level associated with an increased level of academic success on an undergraduate Physics degree?

Background. In recent years, increasing attention has been paid to the connection between physical activity and cognitive performance, especially in the academic context. The sedentary lifestyle of university students has raised concerns regarding both physical health and academic success. Previous research suggests that regular physical activity can enhance cognitive functions such as memory, attention, and executive control. Objectives. The purpose of this study was to explore the relationship between physical fitness and academic performance among undergraduate students from the University of Bucharest. The research aimed to determine whether higher fitness levels are associated with better academic outcomes. Methods. The study was conducted on a sample of students aged 19–21 who attended mandatory physical education classes. Physical fitness was assessed at the end of the first semester using standardized field tests: the Harvard Step Test (cardiorespiratory endurance), push-ups in 30 seconds (upper-body strength), sit-ups in 30 seconds (core endurance), and the Sit & Reach test (flexibility). Academic performance was measured based on students’ final grade point averages (GPA). A lifestyle questionnaire regarding sleep, study habits, and perceived energy levels was also applied. Statistical analyses included descriptive statistics and correlation tests (Pearson/Spearman) between physical fitness scores, questionnaire responses, and GPA. Results. Preliminary observations indicate that the overall fitness levels of participants were below the age-related average, particularly in cardiorespiratory endurance. A positive correlation is expected between higher physical fitness scores and higher academic performance, particularly in students who reported regular physical activity outside of class and better sleep habits. Conclusion. This study highlights the potential impact of physical fitness on students’ academic success. Promoting physical activity within university curricula may contribute to improved cognitive functioning and better academic outcomes. Further analysis will determine the strength and significance of these associations.

Purpose This study aims to examine how psychosocial competencies influence academic performance across multiple academic disciplines in higher education. The aim is to identify discipline-specific associations between psychosocial factors and first-year academic outcomes, providing evidence to inform targeted student support interventions. Design/methodology/approach The study analyzes data from 6,386 first-year undergraduate students at a multi-campus Chilean university. Seven psychosocial competencies were measured at university entry using the validated academic preparedness scale for higher education. Ordinary least squares models were estimated, controlling for prior academic preparation and program enrollment, to assess the differential association of psychosocial factors with academic performance across disciplines. Findings The results reveal substantial heterogeneity in the relevance of psychosocial factors across academic programs. While cognitive preparation remains a strong predictor, specific psychosocial dimensions – such as academic self-efficacy, emotional regulation, analytical anticipation and academic prospectiveness – are significantly associated with academic performance depending on the discipline. The findings underscore the need for discipline-sensitive institutional support strategies. Research limitations/implications The study is based on first-semester academic performance and cross-sectional data. Future research should incorporate longitudinal designs to explore the long-term effects of psychosocial factors on academic trajectories and estimate causal effects. Practical implications The results provide empirical guidance for designing early assessment and targeted student support services that align with the distinct psychosocial needs of students in different academic fields. Social implications By integrating psychosocial competencies into student success models, higher education institutions can enhance student retention, well-being and equity, particularly in expanding university systems within emerging economies. Originality/value This study contributes to the applied higher education literature by offering one of the few large-scale analyses of psychosocial predictors disaggregated by academic discipline within a Latin American context. The program-level approach provides actionable insights for institutional management and expands the understanding of non-cognitive factors in higher education beyond global north settings.