Academic Tasks Research Articles

THE EFFECTIVENESS OF PRIMARY SCHOOL STUDENTS' LEARNING MOTIVATION ENHANCEMENT BY SUCCESS SITUATIONS

The enhancement of learning motivation in primary school students plays a crucial role in fostering academic success and personal development. This study explores the effectiveness of using success situations to enhance the learning motivation of primary school students. Success situations are defined as instances in which students experience positive reinforcement, achievement, or recognition in their academic endeavors, leading to an increase in their self-confidence and intrinsic motivation. By creating environments that emphasize achievement, this approach aims to promote a more engaged, enthusiastic, and persistent attitude towards learning.The research investigates the impact of structured success experiences on student motivation through a quasi-experimental design involving two groups of primary school students. The experimental group participated in learning activities that incorporated frequent opportunities for success, such as praise, rewards, and personalized feedback. The control group, on the other hand, engaged in traditional learning methods without specific emphasis on achievement recognition.Pre- and post-study surveys measured students’ motivation levels using a standardized motivation scale, and qualitative observations were also conducted to assess changes in behavior and attitudes towards learning. The findings indicated that students in the experimental group showed a significant increase in motivation, demonstrating higher levels of participation, persistence, and enthusiasm in academic tasks compared to the control group. Furthermore, teachers reported improved classroom dynamics and increased student engagement.This study introduces a novel approach to enhancing primary school students’ learning motivation by systematically integrating "success situations" into the learning environment—scenarios in which students are guided to experience achievable academic success through scaffolded tasks and personalized feedback. While previous research has explored intrinsic and extrinsic motivation separately, this study uniquely focuses on how structured experiences of success can directly influence students’ self-efficacy and sustained engagement, particularly among early learners. The research contributes to the field by offering an evidence-based framework that blends psychological theory with practical classroom interventions, addressing a gap in how early academic success is operationalized and measured in primary education settings.

<b>ASSOCIATION</b><b> </b><b>BETWEEN</b><b> </b><b>SITTING</b><b> </b><b>POSTURE</b><b> </b><b>AND</b><b> </b><b>BACK</b><b> </b><b>PAIN</b><b> </b><b>IN</b><b> </b><b>COLLEGE STUDENTS IN KARACHI: CROSS SECTIONAL STUDY</b>

Background: College students typically experience back pain, which is frequently caused by extended sitting and bad posture. Inappropriate seating arrangements, prolonged study sessions, and electronic device use all contribute to musculoskeletal pain. This study highlights the need of awareness and preventive measures by examining the relationship between sitting position and back pain. Objective: The purpose of this study is to look into the relationship between college students’ back pain and their sitting position. It examines for typical postural behaviors, evaluates how they affect spinal health, and identifies risk factors for back pain. The study also aims to raise awareness and provide preventative measures to enhance students’ posture and reduce their discomfort. Method: This study explores the link between college students’ back pain and sitting posture through a cross-sectional survey and observation. Data is collected using questionnaires on sitting habits and self-reported pain. Posture assessments identify common postural changes. Statistical analysis is used to find correlations between posture and back pain. Result: The study identified a strong connection between poor sitting posture and back pain in Karachi college students. NMQ and VAS data showed a high prevalence of lower back pain in both short- and long-term durations. Correlation analysis linked specific pain regions to poor posture. Chi-square tests confirmed statistical significance by rejecting null hypotheses. Diagnostic assessments supported the reliability and accuracy of the findings. Conclusion: The research finds that bad sitting posture is a major cause of low back pain in Karachi’s college students, especially in younger and female students. Prolonged sitting during academic tasks is frequently linked to lower back and neck pain, according to NMQ and VAS data. These findings emphasize the biomechanical effects of bad posture on spinal health and stress the critical necessity to encourage preventive techniques, posture education, and ergonomic awareness in schools.

Model for Promoting The Learning Physical Education for Medical Students of Medical College In Hunan Province The People’s Republic of China

Background and Aim: Medical students are in an important stage of physical and mental development, while also shouldering heavy academic tasks and university pressure. Prolonged sitting and excessive nutrition have led to the occurrence of overweight and obesity in high school students. Tall students are the reserve force for building the motherland, and their physical health not only affects their learning and life, but also affects the progress and development of the entire society. Due to the professional characteristics of medical colleges, physical education teaching has its particularities. The main manifestation is that trained medical talents not only need to possess solid professional knowledge and skills, but also need to have certain knowledge and abilities in physical health care, to provide correct guidance for patients' rehabilitation training or healthy physical exercise in their future medical careers. The purpose of the research is to describe the factors of poor physical quality of medical students under the background of epidemic situation, explore the variables needed to improve physical education from every Angle as much as possible, to establish a strategy model suitable for physical education in Medical College of Hunan Province, and provide scientific basis for further targeted improvement of medical students’ physical health level. Materials and Methods: The research content of this research is to explore the reasons why medical students do not like physical education classes, and to construct a model to promote medical students' physical education learning, to verify the model of medical schools promoting medical students' physical education learning. The research sample comes from five universities and is divided into three groups. The first group consisted of 397 students and 17 respondents, the second group was consulted by 17 experts using the Delphi method, and the third group was evaluated by 9 experts on the improvement model of physical education courses. Results: (1) For student cultivation, it helps to cultivate medical talents with better physical and psychological qualities. To provide a reference for the reform of physical education courses in other medical colleges in course development. In terms of the integration of sports and medicine, it can promote the development of interdisciplinary fields such as sports rehabilitation; (2) The achievements of improving the physical education curriculum model in medical schools have broad prospects for future development; and (3) Improving the physical education curriculum model in medical schools can enhance the quality of talent cultivation and discipline construction. Conclusion: Improving the physical education curriculum model in medical schools can deepen the integration of medical and physical education teaching, enhance students' professional qualities, improve their health management abilities, and promote the development of the sports industry. Therefore, improving the physical education curriculum model in medical schools has broad prospects for future development.

Prevalence and genetic predisposition to myopia among medical university students

Background. Myopia is one of the most prevalent eye disorders worldwide and can lead to visual disability in young people of working age. The main contributing factors include socioeconomic status, prolonged visual load, and genetic predisposition. However, the sustained near work associated with the educational process makes this condition particularly relevant among university students, including those in medical programs. Long periods of reading, working with electronic sources, laboratory research, and other academic tasks promote the onset and progression of myopia, requiring timely detection and preventive measures. Purpose: to assess the prevalence, structural characteristics, and hereditary component of myopia among medical university students. Material and methods. A questionnaire-based study was conducted from September 2023 to June 2024 among third- to fifth-year students of Orenburg State Medical University, Ministry of Health of the Russian Federation. A complete enumeration sampling method was used. The total sample size included 407 respondents. The questionnaire was based on the REGINA registry tool for patients with hereditary retinal dystrophies associated with confirmed biallelic mutations in the RPE65 and RLBP1 genes, and was supplemented with questions on place of residence, ethnicity, comorbid conditions, disability status, social background, daily visual load, presence and degree of myopia, disease progression, surgical treatment, and age at diagnosis. Results. Myopia was identified in the majority of respondents (56%), with bilateral involvement in 90.3% of cases. Among them, 53% had low myopia, 36% moderate, and 11% high myopia. Myopia onset occurred between ages 12 and 17 in 55% of cases, and between ages 6 and 11 in 30%. The degree of genetic predisposition was not significantly associated with the age at diagnosis. However, a statistically significant relationship (p = 0.035) was found between the strength of the hereditary component and the degree of myopia, with the highest hereditary contribution observed in individuals with myopia of ≥6.0 D. Conclusion. A link was established between parental inheritance of myopia and the severity of the genetic component, which correlates with the degree of myopia. The strongest hereditary contribution was observed in cases of high myopia.

Motivational Barriers to Use Information and Communication Technology: Tribhuvan University Teacher’s Perception

The integration of Information and Communication Technology (ICT) into higher education has revolutionized teaching and learning, offering opportunities for greater engagement, innovative pedagogy, and efficient management of academic tasks. However, despite the growing digital infrastructure and policy emphasis on ICT, university teachers often encounter several barriers that hinder its effective utilization. Among these barriers, motivational issues stand out as significant factors impacting the willingness and readiness of educators to incorporate ICT into their professional routines. Understanding university teachers' perceptions of these motivational barriers is crucial to developing strategies that can foster a more supportive environment for ICT adoption. This study aims to examine the motivational barriers hindering ICT use among economics teachers at Tribhuvan University. Employing a quantitative research method with a descriptive research design, data were collected through a cross-sectional survey of 404 teachers using structured Likert scale questionnaires. Data were analyzed using both descriptive and inferential statistics. Mean, standard deviation, t-test and ANOVA were examined. Ethical considerations were taken into account throughout the research process. The study found significant barriers related to the absence of a teaching model, insufficient localized content, rigid schedules, lack of administrative support, and n ICT-friendly curriculum. Significant differences in barriers were observed based on campus category and level of education of teachers. Teachers in a community faced more substantial motivational barriers. Similarly, teachers with PhD and Post-Doc qualifications reported the higher motivational barriers compared to those with MPhil and master’s degrees. Addressing these barriers through increased support, curriculum development, localized content, professional development, and clear ICT policies is essential for effective ICT integration in higher education.

EXPLORING THE IMPACT OF USING INTELLIGENT TUTORING SYSTEMS (ITS) FOR BIOLOGY LEARNING ON HIGHER SECONDARY STUDENTS LEARNING MOTIVATION AND ACADEMIC ACHIEVEMENT IN BIOLOGY

In the evolving landscape of digital education, Intelligent Tutoring Systems (ITS) have emerged as a powerful innovation that harnesses artificial intelligence to deliver personalized, adaptive instruction. These systems emulate human tutors by offering real-time feedback, diagnostic support, and individualized learning pathways-features that are particularly beneficial in science education. Science subjects, such as Biology, often involve complex, abstract concepts and require deep understanding and application based learning, which traditional teaching methods may not fully support for all learners. The integration of ITS inBiology education presents a promising avenue for enhancing conceptual clarity, sustaining learner engagement, and promoting self-regulated learning.Learning motivation, defined as the internal desire and drive to engage meaningfully in academic tasks, is a key determinant of student success in science. Motivated learners are more likely to persist through academic challenges, actively explore scientific phenomena, and develop lasting interest in the subject. In the context of Biology-an empirical, content-heavy discipline-maintaining learner motivation is particularly critical for achieving academic outcomes.This study investigates the effect of ITS usage on the learning motivation and academic achievement of higher secondary students in Biology. The sample comprised 257 students from Class XI, affiliated with CBSE and CISCE boards in the southern districts of West Bengal. Standardized tools were developed and administered to assess the usage of ITS, motivation toward Biology, and academic performance in the subject. Data were analyzed using descriptive and inferential statistics, including correlation and t-tests.The findings revealed a positive and statistically significant relationship between ITS usage and both learning motivation and academic achievement in Biology. Students who regularly engaged with ITS showed greater interest in Biology, improved problem-solving skills, and higher achievement scores. Differences across gender and board affiliation were also examined, offering nuanced insights into learner diversity and technological impact. These results highlight the potential of ITS to transform Biology education at the secondary level by fostering personalized learning environments that support both cognitive and affective aspects of learning. The study suggests integrating intelligent digital tools into mainstream pedagogy to enhance science learning outcomes and promote equitable, future-ready education.

Prestasi Akademik Mahasiswa Aktivis Organisasi Kemahasiswaan pada Prodi D3 Kebidanan Fakultas Kedokteran Undiksha

Students have a strategic role in shaping the future of the nation, and in addition to academic activities, they are often involved in student organizations that provide benefits in developing leadership skills, time management, and social abilities. Students who are active in organizations often face a dilemma in dividing time between organizational activities and academic tasks that must be completed, which can interfere with concentration in learning. Methods: This study used a descriptive method with a quantitative approach, with the subject of active students in the student organization of the Midwifery Study Program of FK Undiksha. Determination of research subjects using purposive sampling technique, with a total sample of 94 respondents. Data were collected through interviews with questionnaires and documentation of students' Achievement Index (IP). Data is processed simply by using percentile techniques. Results: almost all students (99%) joined the organization because of their own desires, and most (55%) had previous organizational experience. All parents supported students' involvement in organizations (100%), and most parents had also been involved in organizations (57%). During the exam quiet week, the majority of students (76%) chose not to participate in organizational activities. Most students (95%) chose their majors based on their own desires, and 29% performed well in high school. In addition, 61% of students reported an increase in their grade point average (GPA) while being active in the organization. Conclusion: student involvement in student organizations has a positive impact on self-development and academic achievement. Family support is a very important factor in motivating and managing time between academic and organizational activities.

Responsible ChatGPT Use Among STKIP Muhammadiyah Pagaralam Students

General Background: The integration of artificial intelligence (AI) in education has transformed students' approaches to learning and task completion. Specific Background: One of the most prominent AI tools, ChatGPT, offers rapid assistance with academic work, yet raises concerns about over-reliance and ethical misuse. Knowledge Gap: Despite growing global discourse, there remains limited empirical research on AI usage in smaller, non-urban institutions in Indonesia. Aims: This study investigates how students at STKIP Muhammadiyah Pagaralam utilize ChatGPT to complete assignments, examining usage patterns, benefits, ethical awareness, and dependence. Results: Based on responses from 353 students, 95.8% reported using ChatGPT, primarily for essays and reference gathering. While 92.8% found it helpful for efficiency, 91.1% cross-verified its content, and 61.2% claimed continued task capability without it. Novelty: Unlike prior studies with conceptual or qualitative scopes, this research provides the first quantitative insight into ChatGPT's academic role in a Muhammadiyah institution. Implications: The findings highlight a balanced integration of AI, underscoring the need for institutional policies that encourage ethical use while fostering digital literacy and independent learning.Highlight : ChatGPT is widely used (95.8%) but students remain critical—91.1% verify its outputs with other sources. Most students benefit from faster task completion and improved understanding without over-relying on the tool. Ethical awareness is high—83.4% recognize plagiarism risks and support responsible AI use in education. Keywords : ChatGPT, Artificial Intelligence, Academic Tasks, Technology Dependence, Academic Ethics

UniTask: Task Management System for UNIMAS Students

UniTask is a task management web application created for students at the University of Malaysia, Sarawak (UNIMAS). Unlike general task management tools, it is designed for a university setting. It includes features like group project management, schedule integration, and personalized reminders. The system focuses on multitasking and efficiency. It tracks deadlines and prioritizes tasks automatically. This gives students a simple way to handle coursework, assignments, and project deadlines. The development process involved engaging with UNIMAS students, including surveys and focus groups, to ensure the system meets their specific needs. Through employing Agile methodology, UniTask prototype was improved step by step using feedback from users, ensuring adaptability and ease of use. The system’s customization options allow students to align UniTask with their personal study habits and preferences, enhancing individual productivity. As a result, UniTask empowers students to organize academic tasks more efficiently, supports collaboration on group projects, and ultimately aims to improve academic performance by allowing for automated deadline tracking and task prioritization, establishing itself as an essential tool for success at UNIMAS.

The Role of Artificial Intelligence in Enhancing Human Longevity

This article studied the influence of artificial intelligence on alleviating cognitive load and promoting cognitive longevity in master's mathematics students at the Catholic University of Ghana. Stress in academic programs, time constraints, and burnout are rising issues, particularly in postgraduate programs in STEM. Therefore, this study examines the impact of AI apps such as ChatGPT, WolframAlpha, and Grammarly on providing cognitive support and emotional sustenance in academic environments. The study is guided by Cognitive Load Theory (Sweller, 1988), Allostatic Load Theory (McEwen, 1998), and Socio-Technical Systems Theory (Trist, 1981) and follows a mixed-method approach consisting of survey data from 100 master's students and in-depth interviews. The survey revealed that 78 percent were moderately to highly cognitively overloaded, while 65 percent utilized AI to work on their academic tasks. A notable negative relationship was found between AI use and perceived stress (r = -0.42, p < 0.01), with more confidence in academic work and improved time management. ANOVA revealed significant differences in stress levels among the different frequencies of AI use (F = 4.56, p < 0.05). Qualitative analyses generated the core themes of "AI as a cognitive assistant," "digital dependency," and "emotional assurance." Their reports indicated that they used AI to help them understand complex mathematical ideas, organize their academic writing, and calm their nerves about presentations. However, they voiced worries about becoming overdependent on it, issues of academic integrity, and ethics concerning AI's role in learning. The end product maintains that AI is a reasonable tool for easing cognitive load, encouraging mental well-being, and enhancing cognitive longevity. These findings have policy implications for the inclusion of AI literacy in both academic and national digital educational frameworks. AI implementation strategies could disappear into the topping of teaching success while serving the broader public health agenda of student mental health and human capital development.

Unlocking Academic success through translanguaging: Summary writing at a South African University

Summary writing is a core academic activity essential for success in higher education. Proficiency in this skill is crucial for students to perform various academic tasks. However, summary writing poses significant challenges for multilingual students in South Africa, particularly in contexts where monolingual practices prevail. This qualitative study investigates the impact of translanguaging on the summary writing skills of multilingual students at a South African university. Eight participants, who wrote summaries of an English text in English and their home languages, were interviewed in semi-structured interviews. The findings reveal that translanguaging enhances comprehension and engagement with texts, as it allows students to use multiple languages freely. Consequently, this paper recommends implementing language policies that treat all languages equally and encourage the use of students’ home languages as learning resources. Future research should focus on incorporating texts in multiple languages for reading and summary writing in literacy education.

Peran Dukungan Sosial dalam Mengatasi Stress Akademik pada Mahasiswa: Pendekatan Penelitian Kualitatif

Academic stress is a common phenomenon experienced by students in their higher education journey. Pressure from academic tasks, exams, and achievement demands can have a negative impact on students' mental health and academic performance. This study aims to explore the role of social support in helping students cope with academic stress through a qualitative approach. This study uses a qualitative approach with a phenomenological design. Data were collected through in-depth interviews with 7 students from various faculties who experienced high academic stress. The results showed that social support played a significant role in reducing students' academic stress levels through four main dimensions: emotional support, informational support, instrumental support, and appraisal support. Social support was shown to be an effective protective factor in coping with students' academic stress, with family and peers as the main sources of support.

Enhancing autonomous learning through flipped classroom and virtual education: a strategic approach to SDG 4

This study examines the impact of the flipped classroom model and virtual learning environments on the development of autonomous learning among university students, focusing specifically on key dimensions such as self-motivation, self-management, and self-regulation. Grounded in the theoretical underpinnings of Self-Determination Theory (Deci & Ryan, 1985), Constructivist Learning Theory (Vygotsky, 1978), and the Technology Acceptance Model (Davis, 1989), the research explores how learner-centered, technologically mediated settings foster autonomy. Employing a quantitative, non-experimental, cross-sectional, and causal-comparative design, the study surveyed a sample of 208 fourth-semester university students. Data were collected through three validated instruments designed to assess perceptions of flipped learning, virtual education, and autonomous learning capacities. The results indicated that 49.0% of students were at an intermediate level in adopting flipped learning strategies, while 25.5% were in the initial stage and 25.5% had reached mastery. Regarding virtual learning, 44.2% were in the process stage, 29.8% at the beginning level, and 26.0% had achieved full integration. Similarly, with respect to autonomous learning, 46.6% were progressing, 26.9% remained at the initial stage, and 26.4% had attained mastery. These findings provide compelling evidence that both flipped classroom practices and virtual learning environments positively influence the development of learner autonomy. They help cultivate students' ability to manage their own learning processes, sustain motivation, and effectively regulate academic tasks. The study highlights the critical role these models play in modern higher education and underscores the need to institutionalize such approaches to support autonomous learning more effectively. Furthermore, the research emphasizes the importance of providing structured guidance, enhancing digital literacy among students, and delivering continuous professional development for educators to optimize the integration and pedagogical effectiveness of flipped and virtual learning models. These strategies are essential for equipping learners with the competencies needed to thrive in increasingly digital and independent learning contexts.

Factors Influencing Satisfaction and Continued Use Intention of ChatGPT in the Academic Context: Analysis Using Structural Equation Modeling

Artificial intelligence tools like ChatGPT have transformed higher education by facilitating academic tasks and improving autonomous learning. However, their acceptance and continued use depend on factors such as compatibility, efficiency, satisfaction, and intention to use. This study applies Structural Equation Modeling (SEM) to evaluate these relationships. To analyze how these factors influence user satisfaction and continued use intentions of ChatGPT among university students. Study involved 210 students from Ecuadorian universities. Validated surveys were used to assess six constructs: compatibility, efficiency, perceived ease of use, perceived usefulness, satisfaction, and continued use intention. Data were analyzed using Exploratory and Confirmatory Factor Analysis, followed by SEM for model adjustment. The findings identified a four-factor structure explaining 63% of the variance. Fit indices were acceptable (CFI = 0.876, SRMR = 0.064), with significant factor loadings (p<0.001). However, high correlations among factors suggested conceptual redundancy. ChatGPT is perceived as a useful, satisfying tool aligned with students' learning styles, promoting its continued adoption. Nonetheless, refining the factor structure could improve the model.

Effectiveness of a Peer-Mediated Intervention During iPad-Based Academic Tasks on Social Behaviors of Four Students with Autism Spectrum Disorder.

The present study aimed to examine the effectiveness of a peer-mediated pivotal response treatment implemented during iPad-based academic tasks on the social behaviors of children with autism spectrum disorder (ASD) and typically developing (TD) peers. Four children with ASD and four TD children attending mainstream school settings participated. A multiple baseline design across dyads was used to measure the effects of the intervention on the social behaviors of participants. After the intervention, all children increased their rates of social responses, one child with ASD increased his rate of social initiations and three TD children increased their rates of social initiations. Additionally, inappropriate social behaviors decreased for three children with ASD. The improvements were maintained for all participants. These findings suggest that a PMI-PRT implemented during iPad-based academic tasks may be a viable option for targeting the inclusive education of students with ASD, especially for promoting positive social relationships with peers.

Master Students’ Perceptions of How ChatGPT Influenced Critical Thinking in Academic Writing at The Industrial University of Ho Chi Minh City

ChatGPT is an artificial intelligence (AI) tool adapted to various fields, including tertiary education. Typically, some postgraduate students might recognize this state-of-the-art technology as a useful aid to improve critical thinking skills in their academic courses, while some recognize the limited creativity and critical thinking skills. Therefore, this study aims to discover the perceptions on whether ChatGPT use can enable Master students to promote or restrict critical thinking abilities in academic writing output at IUH, Vietnam. The researchers will integrate quantitative and qualitative methods to gather opinions from 28 postgraduate students using ChatGPT in their writing work, simultaneously applying semi-structured interviews to get in-depth sharing on how ChatGPT affects the development of their critical thinking and potential drawbacks in academic tasks when utilizing this tool. The study highlights the positive effect of utilizing ChatGPT on students' critical thinking in the context of academic writing. However, it also emphasizes that overreliance on this tool may lead to analysis limitations and plagiarism issues. As a result, educators must consider applying a balanced pedagogical approach to this tool to foster students' writing work and their critical thinking skills.

Percepción, uso y utilidad de la inteligencia artificial en la formación del futuro profesorado de lenguas extranjeras

This study explores the perception, use, and usefulness of artificial intelligence (AI) among future foreign language teachers who specialize in English teaching. The main objective was to analyze how these future professionals perceive and use AI in their undergraduate teaching training program. Furthermore, to identify the most well-known and frequently used AI tools in their classes, assignments, or projects. To achieve this, a descriptive quantitative study was conducted, gathering information using a Likert scale based on the questionnaire developed by Ayuso-del Puerto and Gutiérrez-Esteban. The sample consisted of 243 teachers in training from a Honduran university. The results show that most future teachers have a positive perception of AI, considering it clear and useful for learning, although there is a gap between this perception and its practical application. ChatGPT and Grammarly protrude as the most well-known and frequently used tools by teachers in training, while others are less utilized. Moreover, a positive trend toward AI use was identified, though additional training is needed to maximize its implementation in academic tasks. In conclusion, while AI is well-perceived among future teachers, its practical use faces challenges, particularly in prompt writing, suggesting the need for specific training programs and greater promotion of diverse AI tools in the educational environment.

Students’ Academic Motivation and Empowerment and its Influence on their Overall Well-Being

This study examined the relationships between Grade 10 students' academic motivation, sense of empowerment, and overall well-being at Valencia National High School in Valencia City, Bukidnon, during the 2024–2025 academic year. The study used self-assessment questionnaires for academic motivation, empowerment, and overall well-being through validated tools measuring various factors in gathering quantitative data from 312 students chosen through purposive random sampling using a descriptive-correlational research method. Pearson-Product Moment correlation coefficient and regression analysis were used to analyze the relationships between these variables. Findings revealed that students exhibited high academic motivation, particularly in using information and self-challenging but demonstrated lower levels of discovery-based learning. Their sense of empowerment was strong, as they felt capable of managing academic tasks and contributing meaningfully. However, empowerment had a minimal impact on overall well-being. Although students’ well-being was adequate, more focus was required in areas like relational well-being and psychological resilience. The most important predictor of students’ overall well-being was self-challenging, with motivated students demonstrating more emotional stability and resilience. The study concluded that although academic motivation and empowerment have a beneficial impact on overall well-being, other important aspects like peer interactions and institutional support are also important. To improve students' overall growth and well-being, educational institutions should prioritize encouraging self-directed learning, mental health support, and greater social ties.

Internet Addiction and Students’ Academic Motivation at Higher Education Institutions

Excessive internet use can lead to feelings of distress, impair self-regulation, and impact the academic Motivation of students in higher education. This study aims to check the level and prevalence of internet addiction and the significant association of internet addiction with academic Motivation among university students. The study, based on the Self-regulation Theory and the Cognitive Behavioral Theory, suggested that students' Motivation may be a significant predictor of their performance. Data were collected from 500 respondents, comprising 66.4% male and 33.6% female students, through a survey method. The empirical findings reveal internet addiction exists at mild, moderate, and severe levels among university students, but the majority were reported at moderate levels. Moreover, a positive association was found between internet addiction and academic Motivation, suggesting that some internet usage may support academic tasks. These findings underscore the importance of distinguishing between productive and problematic internet use in educational contexts.

Development of academic vocabulary knowledge during English-medium instruction

In many contexts of English-medium instruction (EMI), the development of English language proficiency is an often-hoped-for outcome. Existing EMI research measuring English proficiency development reports gains in specific areas of English but not others. This study examines the growth of academic vocabulary knowledge among tertiary-level students studying in EMI. Academic vocabulary is crucial for effective academic communication, not least reading, and serves as a significant predictor of academic achievement. Hence, investigating its development is pertinent. The study was guided by three research questions: (i) What is the size of tertiary-level EMI students’ receptive (reading) academic vocabulary?; (ii) Does their academic vocabulary knowledge develop over time?; and (iii) if so, do certain students experience more development than others? A small longitudinal sample of EMI students enrolled in MSc programs in Sweden took a test of receptive academic vocabulary knowledge during the first and second year of their studies. Considerable variation in academic vocabulary size was observed. Some students had small academic vocabularies sizes, potentially impacting their engagement in academic tasks. Significant gains in receptive academic vocabulary knowledge occurred. The greatest vocabulary development was observed for those students who initially had smaller academic vocabularies. Implications are discussed for EMI learning environments.