Complex motor tasks that integrate cognitive demands may particularly enhance executive functions, which support school success. Yet few school-based trials have tested structured interventions combining motor complexity and cognitive challenge in early adolescence. Purpose: This study examined the effects of a gamified “Dual-Challenge Circuit” (DCC), integrating motor patterns with cognitive tasks, on executive functions, academic performance, motor skills, and physical fitness among middle school students. Secondary aims were to explore whether executive functions mediated academic gains and whether a dose–response relationship emerged. Method: A cluster-randomized controlled trial was conducted in four middle schools in Southern Italy with sixth- and seventh-grade students. Participants were assigned to either the DCC program or traditional physical education. The 12-week intervention included two weekly 60 min sessions. Outcomes were executive functions (Stroop, Digit Span backward, Trail Making Test-B), academic achievement (grades, MT tests), motor coordination (KTK), physical fitness (PACER, long jump, sit-and-reach), and adherence/fidelity. Results: The DCC group showed significantly greater improvements in all executive function measures and in mathematics and language grades (medium-to-large effects). Mediation analyses confirmed executive functions predicted academic improvements. Motor coordination and fitness also improved, with large effects in aerobic capacity and strength. Conclusions: The DCC effectively enhanced executive functions, academic outcomes, and fitness. Gamified, cognitively demanding physical education formats appear feasible and beneficial in real-world school settings.

Optimal nutrition in athletes can contribute to training adaptations, recovery, performance, and injury prevention in addition to supporting their overall health and well-being. Macronutrient intake and the link to role in athletic performance has been investigated by several studies, while micronutrient intake in athletes appears to be understudied. Therefore, the purpose of this study was to assess caloric and selected micronutrient intakes in female collegiate student-athletes across several sports. The participants from seven sports were instructed to complete 3-day food records; dietary intakes were compared to their individual nutritional needs. Results of this study indicated that average intakes of our participants for vitamin C (132.3%), vitamin K (110.5%), and sodium (173%) intakes were significantly above the recommended intakes. However, average intakes for calories (78.0%), calcium (63.1%), magnesium (68.7%), potassium (83.8%), and iron (80.8%) were all significantly below the recommended intakes. More specifically, indoor volleyball and golf athletes exhibited significantly lower vitamin A intake (53.3% and 43.6%, respectively), while iron insufficiency (% of recommendation) was more pronounced in the indoor volleyball (59.8%), golf (65.4%), and tennis (69.9%) teams. Chronic underconsumption of calories and micronutrients can lead to numerous health and athletic performance related consequences. Thus, recognizing and addressing inadequate intakes is imperative to help the student-athletes meet their needs in alignment with dietary guidelines through nutrition education and counseling, as well as dedicated funding and resources towards promoting their overall health, well-being, and athletic as well as academic performance and success.

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.

Professional skills training and academic success are key challenges for contemporary educational systems, particularly within higher education. The labour market increasingly demands well-prepared graduates with specific competencies that are still insufficiently embedded in university curricula. In this context, acquiring new professional skills becomes a decisive factor for students’ employability and competitiveness. At the same time, academic success remains a crucial indicator of educational quality, and its improvement is an urgent priority for universities. In response to these demands, our study evaluates cognitive-emotional competencies—emotional intelligence, creativity, and subjective well-being—in a sample of 300 university students from the Community of Madrid (Spain), analysing their influence on academic success with the aim of enhancing it. A non-experimental, cross-sectional research design was employed, using standardised self-report measures (TMMS-24, CREA, SHS, OHI, SLS, and OLS), innovative data mining algorithms (Random Forest and decision trees), and binary logistic regression techniques. The results highlight the importance of creativity, life satisfaction, and emotional attention in predicting academic success, with creativity showing the strongest discriminative power among the variables studied. These findings reinforce the need to integrate emotional and creative development into university curricula, promoting competency-based educational models that enhance training quality and students’ academic outcomes.

The central goal of education, particularly within universities, is to develop autonomous learners capable of directing and monitoring their own learning process. From this premise arises the interest in investigating the concept of self-directed learning, which constitutes the main objective of the present study. The research employed a mixed-methods approach: the qualitative component relied on a case study, using semi-structured interviews with six students identified as competent, while the quantitative component employed self-report instruments administered to fifty students. The results are presented through a categorical analysis that connects the theoretical framework derived from the literature review with the practical data obtained from the applied instruments. The study highlights the importance of fostering self-directed learning as a transversal competence essential for personal growth and academic success in higher education.

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.

Objective: To study Independent Influence of Sleep Quality, Daytime Sleepiness, and Chronotype on Mental Health and Academic Performance among MBBS Students Mirpur AJK Study Design: Cross-sectional studyPlace and Duration of Study: This study was conducted at the Department Of Community Medicine & Medical Education of MBBS Medical College, Mirpur AJK from 1st March 2024 to 30th February, 2025. Methods: Data were comprehensively collected through a validated questionnaire, which included the Pittsburgh Sleep Quality Index (PSQI) to accurately assess sleep quality, the Epworth Sleepiness Scale (ESS) to objectively evaluate daytime sleepiness, the Depression Anxiety Stress Scale (DASS-21) to precisely determine mental health status, and the Morningness–Eveningness Questionnaire (MEQ) to reliably identify chronotype. Academic performance was objectively measured using Grade Point Average (GPA). Statistical analysis was meticulously performed using SPSS version 21.0, and significance was appropriately set at p < 0.05. Result: Among 200 medical students, poor sleep quality was negatively associatively linked with academic performance, as those with poor sleep academically worse performed (mean GPA 2.93 ± 0.34) compared to goodsleepers (3.44 ± 0.27). Daytime sleepiness adversely associatively reduced GPA, progressively declining from normal alertness (3.38 ± 0.31) to moderate-to-severe sleepiness (2.78 ± 0.36). Mental health was statisticallysignificantly influenced by sleep quality, with poor sleepers more frequently reporting distress (p < 0.001). Chronotype correlatively varied, as morning types academically better performed (3.45 ± 0.28), while evening typesacademically worse performed (2.82 ± 0.35). Regression analysis independently demonstratively confirmed that poor sleep quality and higher daytime sleepiness negatively predictively and adversely associatively influenced GPA, collectively showing that disturbed sleep physiology strongly impactfully affected both academic performanceand mental health. Conclusion: Overall, reduced sleep quality, increased sleepiness, and late chronotype were negatively and substantially associated with academic success and mental wellness. Therefore, it is strongly suggested that healthy sleep habits and regular sleep schedules,

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.

This study explored the lived experiences of first-generation African American male Generation Z students and the factors that influenced their persistence toward graduation at two southern colleges. Using a qualitative research design grounded in Tinto’s student integration theory, the study sought to understand how pre-college characteristics, institutional experiences, and academic and social integration shaped the educational journeys of these students. Eighteen participants were interviewed, offering rich narratives that revealed both challenges and sources of resilience. Key themes that emerged included the importance of family expectations, financial and academic support, mentorship, a strong sense of belonging, and teacher-student interactions. Participants also emphasized the role of technology as a critical tool for academic success and connection. The findings indicated that institutional agents such as faculty, staff, and support services played a vital role in fostering persistence by creating affirming environments and addressing students’ academic, financial, and emotional needs. This study contributes to the body of knowledge on student persistence by centering the voices of a historically marginalized group whose educational outcomes are often overlooked. The results have implications for higher education policy, institutional practice, and future research aimed at improving retention and graduation rates among first-generation African American male students.

Inclusive assessment is essential in higher education to ensure that all students, regardless of background, ability, or circumstance, have equitable opportunities to demonstrate their learning. In high-stakes disciplines such as pharmacology and other medical sciences, where assessment outcomes significantly influence academic progression and professional qualification, embedding inclusive practices is particularly important. Equity, diversity, and inclusion (EDI) have emerged as central principles in shaping contemporary educational approaches, especially in how we design and deliver assessments. Integrating EDI into pharmacology assessment is critical for creating learning environments that are fair, accessible and responsive to the needs of a diverse student body, including individuals from varied cultural and socio-economic backgrounds, those with disabilities and neurodivergent learners. This review examines the theoretical underpinnings and practical applications of inclusive assessment within pharmacology and related health science disciplines and integrates practical examples to highlight innovative strategies that promote equitable and pedagogically sound evaluation of student learning. In doing so, the paper also acknowledges the systemic and institutional challenges that may impede implementation and proposes evidence-informed, actionable recommendations to address these barriers. The overarching aim is to support educators in advancing inclusive assessment practices that not only foster academic success and fairness but also contribute to the development of a diverse, capable health-care workforce equipped to navigate the complex health challenges of the 21st century.

This study examined the relationship between peer-assisted learning (PAL) and students’ mathematics achievement, focusing on the mediating role of students’ attitudes and the moderating effect of mathematics interest. The research was conducted in the Sekyere-Kumawu District, Ashanti Region, Ghana, with 350 students from Banko SHS and Dadease Agric SHS selected via stratified and simple random sampling. Using structural equation modeling (AMOS v23), results showed that PAL significantly predicted mathematics achievement. Students’ attitudes partially mediated the PAL–achievement link (bias-corrected confidence interval did not include zero). Mathematics interest significantly moderated the attitude → achievement path, strengthening the positive effect of attitude on achievement. The study recommends integrating structured PAL programs into the curriculum and promoting positive mathematics attitudes through motivational activities, reinforcement, and supportive classroom environments.

In the Philippines, English grammar proficiency plays a significant role in students' academic success and self-efficacy, yet many students face challenges in mastering this area of the language. This study aimed to examine the relationship between Filipino students' proficiency in English grammar which focused on tenses, subject-verb agreement, and punctuation and their self-efficacy in handling language-related tasks. Correlational and causal research designs were employed. A quantitative approach to gather data from 151 Grade 9 students selected through stratified sampling. The research instruments included a grammar competency test and a 5-point Likert scale self-efficacy survey. Statistical tools such as Mean, Standard Deviation, Pearson Product Moment Correlation Coefficient, and Multiple Linear Regression were used for analysis. Results revealed that student-respondents have Very Satisfactory result in Subject-Verb Agreement but Satisfactory in Tenses and Punctuation. They are undecided in their Self-Efficacy which signifies as Moderately Confident. Subject-Verb Agreement has inverse correlation to students’ self-efficacy. Other grammar competencies are not correlated. And no grammar competencies, included in this study influence students’ self-efficacy. Thus, grammar competency among students does not develop students’ efficacy. There may be other factors which are not included in this study that can improve the self-efficacy of the students. An intervention is introduced in this study to have more focused-on grammar exercises in their curriculum to boost students' efficacy.

In the field of education, academic engagement is widely considered an essential indicator of pupils’ academic success and a primary outcome of the educational process. This study aimed to determine the relationship between teaching practices and pupils’ academic engagement in selected schools within the West 1 District of the Division of Cagayan de Oro City. Employing correlational and causal research designs, the study explored how various teaching practices impact pupils’ academic engagement. A total of 255 Grade 6 pupils were selected through random sampling using Raosoft’s sample size calculator. Data were collected using a two-part adapted questionnaire. Statistical tools such as Mean, Standard Deviation, and Pearson Product Moment Correlation Coefficient and Multiple Linear Regression were utilized for data analysis. Results revealed that instructional materials, self-assessment, and organized classroom settings contribute significantly to academic engagement. It has low to moderate positive correlation. Classroom management is the only predictor to pupils’ academic engagement. It is concluded that teaching practices play a vital role in enhancing pupils’ academic engagement and classroom management. It is recommended that teachers may continue to use teaching practices that are effective to pupils. School administrators may continue to conduct professional training and seminars that will strengthen the teachers’ skills in classroom management practices and approaches for pupils’ academic engagement.

This 2024 CEC Conference Poster Proceedings manuscript was based on my systematic literature review (SLR). Students whose first language is not English, labeled English learners (EL; or some othering variation of that term), are disproportionately underrepresented in gifted/enrichment/advanced education. Despite this growing demographic representing approximately 10% of the student population, they only represent approximately 2% of gifted and talented programs. Based on articles identified for this SLR, I highlight components of the referral process for multilingual students to gifted/enrichment/advanced education, along with potential biases. Findings included the connection between academic success and access/support to and within advanced education, as well as how teachers hold an enormous responsibility as gatekeepers for opportunities to learn.

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.

In 2012, the Colorado Legislature passed the READ Act. Like many literacy policy interventions, the READ Act focused on phonemic awareness, phonics, and fluency. To support the Act, the state simultaneously established the Early Literacy Grant (ELG). The ELG targeted professional development, better use of assessment, and the implementation of approved materials, along with external consultants, to support applicant schools’ fidelity of implementation of science of reading strategies. ELG is now in the sixth cohort, having accepted 151 successful applicant schools across 64 districts for a total of nearly $53 million. We leverage the multi-year, multi-cohort implementation of the grant to measure the differential effects of treatment on Colorado Measures of Academic Success reading scores, the state’s federally aligned statewide testing regimen. We do so via a series of event study models for a total sample of nearly 20,000 grade-school-year observations. We present results for the aggregate main effect of ELG participation across all treated schools and time as well as ELG Cohort and grade-specific results. We find no statistically significant positive results for ELG participation across all analyses. After the conclusion of grant support, we find negative effects primarily driven by the performance of third graders.

Succeeding in entering higher education studies is influenced by motivation, procrastination, and how well students adjust to university life. By understanding these factors, better strategies for supporting students can be developed. This study aims to group university students based on their motivation, procrastination, and adjustment to university, and to examine how these groups relate to their Grade Point Average (GPA). 284 university students participated in this study, averaging 21.2 years old, of whome 36.2% were male and 63.4% female. Academic motivation was measured using the Academic Motivation Scale, procrastination with the Procrastination Assessment Scale Questionnaire, and adaptation with the Student Adaptation to College Questionnaire. A K-Mean cluster analysis and decision tree methods were used to identify student profiles and their link to GPA. Three profiles emerged: (a) Highly Motivated and Well-Adjusted (highest GPAs), (b) Moderately Motivated and Adjusted (average GPAs), and (c) Procrastinated and Poorly Adjusted (lowest GPAs). Managing procrastination, staying motivated, and adjusting well to university are key to academic success. Targeted interventions can improve these areas and boost student performance.

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?

IntroductionSucceeding in entering higher education studies is influenced by motivation, procrastination, and how well students adjust to university life. By understanding these factors, better strategies for supporting students can be developed.AimThis study aims to group university students based on their motivation, procrastination, and adjustment to university, and to examine how these groups relate to their Grade Point Average (GPA).Method284 university students participated in this study, averaging 21.2 years old, of whome 36.2% were male and 63.4% female. Academic motivation was measured using the Academic Motivation Scale, procrastination with the Procrastination Assessment Scale Questionnaire, and adaptation with the Student Adaptation to College Questionnaire. A K-Mean cluster analysis and decision tree methods were used to identify student profiles and their link to GPA.ResultsThree profiles emerged: (a) Highly Motivated and Well-Adjusted (highest GPAs), (b) Moderately Motivated and Adjusted (average GPAs), and (c) Procrastinated and Poorly Adjusted (lowest GPAs).ConclusionManaging procrastination, staying motivated, and adjusting well to university are key to academic success. Targeted interventions can improve these areas and boost student performance.

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.