ABSTRACT Ostracism is known to result in a range of negative psychological consequences for those who perceive they have been socially excluded. Given the importance of social inclusion and belonging to academic and psychosocial success and good mental health at university, the present study aimed to examine the strongest predictor of perceived university student ostracism from theoretically relevant variables (rejection sensitivity, attachment orientation, social anxiety, and self-esteem) across the literature on social exclusion. A cross-sectional correlation design was employed with university students (N = 127). Contrary to expectations, in a multiple linear regression it was found that the only significant predictor of perceived student ostracism was attachment avoidance. The findings underscore the importance of further investigating the psychological precursors of perceived ostracism in students, particularly given that seemingly theoretically important individual difference variables such as rejection sensitivity and social anxiety did not predict perceived student ostracism in our sample. We suggest that it is crucial that higher education institutions continue to foster socially inclusive academic environments, particularly for students with avoidant attachment styles.

This study aims to explore the experiences of working students in undergoing hybrid learning, which is increasingly being implemented in higher education institutions. Working students often face challenges in dividing their time between work and study, which can lead to dual role conflicts. This study uses a qualitative approach with a phenomenological method. Data were collected through semi-structured interviews and documentation, then analysed using thematic analysis to identify relevant patterns of experience. The results show that the main challenges faced by working students include time management, limited access to technology, and schedule conflicts between work and lectures. However, support from the work environment and campus institutions, as well as strategies such as online group learning, help them overcome these obstacles. These findings emphasise the importance of inclusive campus policies, flexible class schedules, and the provision of asynchronous learning materials. In practical terms, this study recommends collaboration between the world of work and higher education to create a learning environment that supports the academic success of working students without disrupting their professional performance.

Postgraduate nursing students' motivation for learning: A mixed-method study exploring changes in academic motivation.

The Influence of High School Rankings on Academic Success in Pharmacy Education

The research examined the mental health implications due to the DE program's academic pressure on students. The available literature demonstrates that the DE program is associated with a large number of students entering colleges, academic success in college, and self-confidence development. Nevertheless, the DE program exerts some pressure on the high school learners in terms of their mental health. Besides managing the high school curriculum, DE students are supposed to complete the relevant degree courses in the DE program. This leads to duplication of academic classes that strains the work-life balance, leading some students to encounter high levels of stress and anxiety. The existing evidence also found that the unequal access and outcome of the DE programs result in low confidence, high levels of anxiety, and poor resiliency. Furthermore, the institutional support gaps are detrimental to the mental state of DE students. Practice implications include training of qualified counselors to contribute significantly towards monitoring mental problems of learners and the application of culturally sensitive interventions. The varied DE modalities are beneficial in solving the problems by means of social integration, while providing support and integration of DE and career and technical education. The implication for future research is that longitudinal studies would be more helpful to grasp the long-term mental health consequences of the DE program. Qualitative exploration may provide first-hand experience, while equity-oriented research may be more reflective of the effect on the disadvantaged learners.

The self-esteem of orphaned pupils plays a critical role in their academic performance, social development, and emotional resilience. In Nairobi County, Kenya, where a significant number of children in public junior schools have lost one or both parents, it becomes imperative to understand the role educators play in shaping their psychological well-being. Among various teacher characteristics, teaching experience is presumed to influence how effectively educators support emotionally vulnerable learners. This study sought to investigate the relationship between class teachers’ teaching experience and the self-esteem of orphaned pupils in public junior schools in Nairobi County. Guided by Rosenberg’s Self-Esteem Theory (1965), Harter’s Self-Perception Profile (1985), and Self-Determination Theory by Ryan and Deci, the study employed a correlational research design targeting 192,113 orphaned pupils across 237 public junior schools. A stratified random and purposive sampling technique was used to select a sample of 400 orphaned pupils and their respective class teachers. Data were collected through structured questionnaires and analyzed using both descriptive statistics and Pearson’s chi-square tests. The findings revealed a statistically significant relationship between teaching experience and the self-esteem of orphaned pupils (χ² = 169.93, p = 0.009), leading to the rejection of the null hypothesis. Experienced teachers, particularly those with over 10 years in service, were found to foster higher levels of self-esteem among orphaned pupils. These teachers demonstrated greater emotional competence, consistent behavior, and adaptive classroom management styles that provided a sense of stability and reassurance for their learners. In contrast, teachers with limited experience were less effective in responding to the psychosocial needs of orphans, resulting in comparatively lower self-esteem levels among these pupils. These findings emphasize that teaching experience transcends content delivery; it contributes to relational trust, emotional guidance, and the creation of inclusive classroom environments. The study recommends that teacher training programs and education policies should prioritize equipping novice teachers with psychosocial support skills, particularly in multicultural and socioeconomically diverse settings like Nairobi County. Additionally, mentorship programs pairing less experienced teachers with seasoned educators can foster the transfer of affective teaching strategies essential for supporting vulnerable learners. Ultimately, addressing the emotional and psychological needs of orphaned students through experienced and empathetic teaching can significantly enhance their overall development and academic success.

Adolescent academic stress and exam anxiety in schools in the wake of the COVID-19 pandemic.

Structured research training in orthopaedics: A systematic review evaluating its role in career development and academic success.

Given its significant impact on students' cognitive, emotional, and social development, teacher empathy has emerged as a key area of study in the field of educational psychology. The results of twenty peer-reviewed studies that examined how instructors' empathy affects the learning process at the elementary, secondary, and tertiary levels of education that were published between 2010 and 2025 are included in this review. With a focus on intervention, controlled, and cross-sectional research designs, pertinent literature was found using databases such as ERIC, ResearchGate, Springer, Elsevier, and Google Scholar. Intervention studies provided evidence that programs including social-emotional learning (SEL) seminars, mindfulness exercises, and empathy training successfully increased teachers' responsiveness and empathy, which in turn improved students' motivation, engagement, and emotional well-being. Controlled research provided more evidence that teacher empathy promotes prosocial behaviour, builds classroom relationships, and enables inclusive educational environments. Cross-sectional studies also showed learners who believe their teachers are sympathetic are more likely to be resilient, feel like they belong, and be more satisfied with their education. When combined, these studies show empathy as a teachable and crucial element of efficient pedagogy that promotes academic and emotional success, but there are still concerns about how long these benefits last and how well empathy-based approaches can be translated across cultural and contextual boundaries. To further understand how empathy works in teaching and learning, future research should employ mixed-method and longitudinal designs.

BackgroundSome adolescents can achieve academic success and maintain well-being despite their engagement in video gaming. Social factors may play a role in their vulnerability to mental health problems.AimsThis study examined the role of perceived peer support and childhood experiences of optimal parenting in the association between video-gaming duration and depressive symptoms in adolescents.MethodA sample of 1071 adolescents (mean age 13.62 years, s.d. = 0.95) completed a questionnaire on video-game usage. Their perceptions of parental care and support since childhood were assessed using the Parental Bonding Instrument, whereas their perceived peer friend support was assessed using the friend support subscale of the Multidimensional Scale of Perceived Social Support. Their depressive symptoms were measured using the depression subscale of the Depression Anxiety Stress Scales. Moderated mediation analysis was conducted to examine the associations of these variables. Family socioeconomic status and symptoms of attention-deficit hyperactivity disorder were included as covariates.ResultsLonger durations of video gaming were associated with higher levels of depressive symptoms. The role of perceived peer support in this association was moderated by childhood experiences of optimal parenting. Specifically, the mediating role of perceived friend support was significant only for adolescents who lacked optimal parenting.ConclusionsThe relationship between frequent video gaming and depressive symptoms in adolescents is complex and may depend on the levels of peer and parental support. Lacking support from both parents and peers can increase adolescents’ risk of depression associated with frequent video gaming.

Parents and adolescents can differ in their perceptions of parental involvement, yet most research relies on a single informant, potentially overlooking important discrepancies. Using data from 89,448 fifteen-year-olds (50.3% female) and their parents (78.2% female) across 13 economies in East Asia, Latin America, and Europe, this study examined how parent-adolescent congruence and incongruence in two forms of parental involvement-academic socialization and general involvement-were associated with adolescents' academic achievement. Multilevel polynomial regression and response surface analyses revealed a significant curvilinear relation, suggesting that adolescents achieved higher scores when both parents and adolescents were congruent at moderate levels of parental involvement. However, this pattern varied by culture and gender, with East Asian girls achieving higher academic performance from congruence at high levels of parental involvement. In contrast, mismatches between parent and adolescent reports on parental involvement were consistently linked to lower academic performance across regions and genders. These findings underscore that both the degree and alignment of parental involvement matter and that cultural and gender contexts shape how parental involvement influences academic success.

Despite the recognized benefits of reading for academic success, the understanding of the mechanisms linking reading and academic achievement during adolescence remains limited. This study investigated the mediating role of learning strategies in the relationship between reading (i.e., reading attitudes and reading behaviours) and academic achievement (i.e., Korean, mathematics and English) during adolescence. Using longitudinal data, mediation analyses were conducted with a sample of Korean middle school students ( N = 3,558; grades 7–9). After controlling for previous academic achievement and other covariates, the results indicated that more positive attitudes towards reading were directly and indirectly associated with improved academic achievement through the use of learning strategies. Furthermore, more engaged reading behaviours were indirectly associated with improved academic achievement through the use of learning strategies. These results were consistent across different academic subjects, highlighting the explanatory role of learning strategies in connecting reading to academic achievement. Our findings underscore the importance of improving attitudes and behaviours towards reading, as well as enhancing learning strategies, to support adolescents in their academic achievement.

Background: Supporting graduate nursing students' well-being is a priority. Meaningful support begins with knowledge of students' health and self-care activities as they begin graduate education. Studies show RNs may suffer from burnout and poor health. These stressors can influence academic success. This pilot study investigated the health and self-care practices of newly enrolled graduate nursing students and identified potential health care needs. Method: Using an anonymous online survey, this descriptive study explored students' health status, mental health, and self-care practices. Results: A total of 74 students completed the survey. Anxiety and depression were the most frequently identified chronic illnesses. Approximately half of the students screened positive for depression and anxiety, and more than half experienced burnout symptoms. Lack of exercise and sleep were common. Students lacked knowledge of university health resources. Conclusion: Results inform the need for nursing programs to provide enhanced, ongoing physical and mental health support for graduate nursing students.

This paper explores the factors contributing to moderate academic performance and the strategies that enhance students' performance in taxation courses. Using qualitative empirical research with a phenomenological approach, data were collected through semi-structured interviews with Bachelor of Accountancy students who performed moderately in taxation courses. The study uncovered instructional delivery, course and content complexity, and personal characteristics as factors affecting student moderate performance. Instructional delivery issues included a preference for traditional teaching methods and challenges with online learning. Course complexity involved difficulties with understanding intricate tax laws and frequent updates. Personal characteristics encompass varied learning preferences, study habits, and external stressors such as family responsibilities and social environments. In addition, the study suggests several strategies to enhance student performance, including engaging teaching and learning techniques, assessment and evaluation improvement, and a holistic approach to academic success. This paper extends prior research by addressing moderate academic performance. In contrast, the existing body of research on educational outcomes has predominantly focused on the academic performance of high and low achievers.

Development of a Course to Equip Students with Strategies for Academic Success

Supporting graduate nursing students' well-being is a priority. Meaningful support begins with knowledge of students' health and self-care activities as they begin graduate education. Studies show RNs may suffer from burnout and poor health. These stressors can influence academic success. This pilot study investigated the health and self-care practices of newly enrolled graduate nursing students and identified potential health care needs. Using an anonymous online survey, this descriptive study explored students' health status, mental health, and self-care practices. A total of 74 students completed the survey. Anxiety and depression were the most frequently identified chronic illnesses. Approximately half of the students screened positive for depression and anxiety, and more than half experienced burnout symptoms. Lack of exercise and sleep were common. Students lacked knowledge of university health resources. Results inform the need for nursing programs to provide enhanced, ongoing physical and mental health support for graduate nursing students.

<p>Abstract <strong>Context and relevance. </strong>Mathematics academic performance, attitude, and English learning achievement are essential components of 21st-century education, shaping students' cognitive and problem-solving abilities. Although existing studies have explored the relationships between these domains, research on their interconnected impact remains limited, highlighting the need for further investigation.<strong> Objective. </strong>This study examines the relationship between English learning academic performance, attitudes towards mathematics, and mathematics achievement among Indonesian college students. <strong>Hypothesis. </strong>(1) There will be a positive relationship between English learning achievement and mathematics academic performance among Indonesian students. (2) There will be a positive relationship between attitude towards mathematics and mathematics academic performance among Indonesian students. (3) English learning achievement will mediate the relationship between attitude towards mathematics and mathematics academic performance among Indonesian students. <strong>Mathods and materials. </strong>The participants included 381 mathematics students, with an average age of 19,82 years and <em>SD</em> = 0,55 from four universities in Indonesia. The study employed self-report measures to assess English learning and mathematics achievement, as well as an attitudes towards mathematics questionnaire. Structural equation modeling was applied for data analysis. <strong>Results. </strong>The study found significant links between English proficiency, attitudes toward mathematics, and math performance among Indonesian college students. Higher English skills were associated with better math achievement, while negative attitudes toward math and lower socioeconomic status negatively affected performance. Additionally, English learning achievement mediated the relationship between math attitudes and performance.<strong> Conclusions. </strong>The results revealed that there were significant associations between these variables, highlighting the importance of considering multiple factors in understanding academic success. These implications underscore the importance of creating inclusive and supportive learning environments that cater to the diverse needs of students, ultimately fostering academic success in mathematics.</p>

Academic success within teacher education programs bears a significant, positive correlation with a graduate's subsequent performance on the professional licensure examination. This report provides a comprehensive analysis of the performance of Bachelor of Elementary Education (BEED) graduates from Northern Iloilo State University (NISU) - Main Campus in the Licensure Examination for Teachers (LET) from 2019 to 2024 employing time series trends analysis. The findings reveal a consistent and significant outperformance by NISU graduates against the national passing percentage across all examination periods. A clear and upward trajectory in overall passing rates is evident, particularly from late 2022 onwards. This period of sustained high performance coincides directly with the institution's elevation to university status in April 2022. The analysis highlights a notable disparity in performance between first-time takers and repeaters. The consistently high passing rates of first-time examinees—culminating in a perfect 100% in March 2024—serve as a strong testament to the quality of the core academic program and pre-service training. In contrast, the performance of repeaters is volatile and markedly lower, signaling a critical gap in post-graduation support and a significant opportunity for institutional intervention. Based on these findings, it is recommended that the university focus on developing targeted support programs for repeater cohorts. These programs should be data-driven and aim to address specific challenges faced by this group, such as unpreparedness and lack of structured guidance.

Mental health concerns among college students have surged in recent years, with anxiety emerging as one of the most prevalent issues. In urban academic settings like Jaipur, increasing academic pressure, digital stress, and career uncertainty contribute significantly to elevated anxiety levels among youth. While pharmacological interventions are available, there is growing interest in holistic, non-invasive alternatives such as yoga. Rooted in ancient Indian traditions, yoga integrates physical, mental, and spiritual practices and is widely recognized for its stress-relieving and mind-calming effects. The present study investigates the effectiveness of a structured yoga intervention in reducing anxiety among college students in Jaipur. The study was conducted on a stratified sample of 250 undergraduate and postgraduate students from various academic streams and colleges in Jaipur. A pre-test post-test quantitative research design was adopted. Data were collected using the Beck Anxiety Inventory (BAI) before and after a 6-week yoga intervention program that included asanas, pranayama, and meditation. A pilot study ensured feasibility and reliability of the tool. Statistical techniques including paired sample t-tests, regression analysis, and gender-based comparisons were employed using SPSS. The findings revealed a statistically significant reduction in anxiety scores, with the average score decreasing from 69.98 (pre-intervention) to 59.90 (post-intervention). The paired t-test yielded a t-value of 19.84 (p < 0.001), confirming the effectiveness of the intervention. Regression analysis showed a high predictive value (R² = 0.792) of pre-scores on post-scores, indicating that students with higher baseline anxiety benefited the most. Gender-based analysis showed slightly higher reductions among female students, but this difference was not statistically significant (p > 0.05), supporting the hypothesis that yoga is equally effective across genders. In conclusion, the study affirms that yoga is an effective, low-cost, and inclusive intervention for reducing anxiety among college students. It supports the integration of yoga-based mental health modules within higher education frameworks. Based on these outcomes, the paper recommends: (1) institutionalizing yoga sessions in college curricula, (2) setting up campus wellness centers, (3) incorporating regular mental health screenings, (4) training peer mentors and faculty in basic yoga, and (5) collaborating with national wellness agencies for standardized program delivery. These steps can holistically support students’ mental well-being and academic success.

BackgroundPhysical fitness and body composition are foundational to the training and academic success of sports sciences students. However, baseline physical profiles may vary across institutions and countries, reflecting differences in cultural, educational, and physical activity environments. This study aimed to compare physical fitness levels and anthropometric characteristics of first-year sports sciences students from three European institutions in France and Portugal.MethodsA cross-sectional study was conducted with 172 first-year university students (121 males, 51 females) enrolled in sports sciences programs at one French (UMLP) and two Portuguese institutions (IPB and IPG). Participants completed a standardized physical fitness test battery assessing aerobic capacity (estimated VO₂max), upper- and lower-body strength (handgrip, isometric mid-thigh pull), explosive power (standing long jump), flexibility (sit-and-reach), and balance (standing stork test). Anthropometric measures included body mass, fat mass, and lean mass. Group and gender differences were analyzed using ANOVA and effect sizes.ResultsStudents from UMLP displayed significantly higher performance in estimated VO₂max (IPB vs UMLP d = 1.08; IPG vs UMLP d = 0.81), strength (isometric mid-thigh pull [IPB vs UMLP d = 0.65; IPG vs UMLP d = 0.73]), flexibility (IPB vs UMLP d = 0.61; IPG vs UMLP d = 0.69), balance (IPG vs UMLP d = 0.91), and body composition (higher lean mass [IPB vs UMLP d = 0.19; IPG vs UMLP d = 0.28], lower fat mass [IPB vs UMLP d = 0.22; IPG vs UMLP d = 0.31]) compared to their Portuguese peers. IPG students outperformed the other groups in the standing long jump test (IPB vs IPG d = 0.51; IPG vs UMLP d = 1.38). Males consistently outperformed females across all fitness domains except flexibility. Significant group-by-gender interactions were observed for flexibility and strength measures.ConclusionsThis study highlights substantial differences in physical fitness and body composition among first-year sports sciences students across institutions in France and Portugal. These findings underline the importance of assessing students' physical readiness at university entry and suggest that institutional and cultural factors may influence physical health trajectories. Targeted interventions may be warranted to ensure baseline fitness equity and promote academic and athletic success.