Activities For Students Research Articles

THE ROLE OF PROJECT-BASED LEARNING IN SHAPING THE PROFESSIONAL INTERESTS OF 5TH GRADE GYMNASIUM STUDENTS IN UKRAINIAN LANGUAGE LESSONS

The article delves into the pivotal role of project-based learning in shaping the professional interests of fifth-grade students in gymnasiums during Ukrainian language lessons. It underscores how project-based learning is a catalyst for the development of communication skills, critical thinking, and student responsibility, empowering students to take charge of their learning. The main stages of implementing project-based learning are detailed, from organization to presentation of projects. The influence of projects on students’ professional self-determination is scrutinized, underscoring the significance of applying knowledge in real-life contexts. The benefits of student collaboration in groups are also explored, as it fosters the development of social skills and an interest in various professions related to the Ukrainian language. The problem statement is based on the need to adapt the educational process to the demands of the modern world and the significance of career guidance activities for students during the active formation of their personalities. An analysis of traditional teaching methods demonstrates their inadequacy in providing practical knowledge application, leading to low student motivation. Project-based learning, which focuses on integrating knowledge and practical activities, can enhance students’ interest and engagement in learning while fostering essential competencies such as responsibility, critical thinking, and communication. This approach also highlights the crucial role of educators in guiding students through their learning journey, making them feel valued and integral to the process. The article also examines the historical aspects of project-based learning development, starting from the concepts of John Dewey and W. Kilpatrick, and discusses contemporary research that supports the effectiveness of this method. Implementing project-based learning in Ukrainian language instruction allows students to work on real projects, thereby promoting the development of their professional interests and skills needed for future professional activities. This not only prepares them for the challenges of the modern world but also instills a sense of optimism about their future prospects.

Parameters of oculomotor activity and cerebral hemodynamics in students with different types of autonomic reactivity while performing cognitive tasks

BACKGROUND: At the current state of human development, with the high rates of knowledge accumulation and accelerated social and technical evolution, studying the psychophysiological features of cognitive activity within a limited time is essential. AIM: To examine oculomotor activity and cerebral hemodynamics parameters in students with different types of autonomic reactivity while performing cognitive tasks. MATERIALS AND METHODS: The study enrolled 110 students of the Northern (Arctic) Federal University named after M.V. Lomonosov (mean age, 19.0±0.5 years). To identify specific features of cognitive activity in various timing conditions, the type of autonomic nervous system reactivity was determined. Eye movements were tracked when solving cognitive tasks at various timing conditions. A rheoencephalogram was simultaneously recorded to assess cerebral hemodynamics. The efficiency of cognitive activity was assessed in various timing conditions with consideration of the identified individual typological features. RESULTS: The participants demonstrated different efficiency levels of cognitive activity when performing cognitive tasks at various timing conditions. Students with a sympathetic-tone type of autonomic reactivity revealed the most efficient and rapid processing of visual information under a time-constraint setting owing to the presence of a more stable relationship between oculomotor activity and cerebral hemodynamics parameters. Participants with parasympathetic-tone reactivity showed the lowest success rates in cognitive activity and the least stable relationships between oculomotor activity and cerebral hemodynamics. CONCLUSIONS: Young individuals with different types of autonomic reactivity exhibited general and specific alterations in cerebral hemodynamics and oculomotor activity when performing cognitive tasks under a time-constraint setting. They showed different efficiency levels of cognitive activity. Thus, human cognitive abilities under stress depend on the reactivity type of the nervous system. The specific changes in oculomotor reactions and cerebral hemodynamics parameters may be considered success markers of cognitive activity. The most successful cognitive activity under limited time conditions is ensured with a more stable statistical relationship between cerebral hemodynamics and oculomotor activity parameters. This is reflected in a stable factor model of visual cognitive activity, regardless of time limitations.

APLICATIVO UNIVERSITÁRIO DO BEM: DESENVOLVIMENTO DE TECNOLOGIA PARA GESTÃO DE ATIVIDADES COMPLEMENTARES EM INSTITUIÇÕES DE ENSINO SUPERIOR

This article aims to investigate and analyze the behavior profiles and preferences of undergraduate students in relation to complementary activities in order to propose technological alternatives to optimize this process. The research, of exploratory and descriptive character, adopted as a technical procedure the case study at Fumec University, a higher education institution located in the city of Belo Horizonte. Data collection took place through structured interviews, carried out with undergraduate students at Fumec University, from September 1 to 30, 2023. The results indicated the interest of students in using a mobile application as an alternative to the analog methods currently used by HEIs. In this way, the app called Universitário do Bem was developed, which aims to manage the complementary activities carried out in the HEIs. The implementation of the app can save time and resources, in addition to promoting the university extension activity, which is still undervalued in Brazil. With the increasing integration of mobile applications into daily life, the proposed solution has the potential to significantly facilitate the process of carrying out complementary activities for students. The project faced challenges such as slow application and delays in conducting tests due to the high turnover of responsible students. Proposed improvements include the use of a more robust server and code overhaul to optimize performance.

Longitudinal relationships between physical activity, body appreciation, and proactive coping in college students: A cross-lagged panel model

Previous studies have found a significant relationship between physical activity and proactive coping, but the directionality of the relationship and its underlying mechanisms remain unclear. The present study examined the longitudinal relationships between physical activity, proactive coping, and body appreciation. A total of 376 college students (265 males, 111 females; Mage = 22.55, SD = 2.26) were recruited for this three-wave survey. The results of cross-lagged panel models showed that physical activity positively predicted proactive coping in the future and that body appreciation had a positive reciprocal relationship with physical activity and proactive coping, respectively. However, the effect of proactive coping on physical activity was not significant. These findings provide support for helping adults cope with threats such as stress by recognizing the key role of physical activity.

A systematic review of delivery modes in school‐based adolescent social–emotional learning programs—Current perspectives and future directions

AbstractSocial–Emotional Learning (SEL) is a vital component of education, yet there is limited understanding of what is available specifically for adolescents, and the modalities in which SEL interventions are offered in the classroom. While there are many programmes available, they tend to focus on younger age groups, or specific mental health or behavioural areas, rather than being truly universal adolescent SEL programmes. This systematic review critically analyses a range of formats for universal, classroom‐based SEL programmes including standard delivery (i.e., manual‐based psychoeducation, delivered by a teacher with a range of paper‐based and physical activities for students to consolidate learning materials), and game‐based delivery, encompassing digital game‐based learning (DGBL), serious games (games specifically devised for non‐entertainment purposes), e‐learning tools, and gamified programmes (the application of game‐based mechanics in non‐game contexts). Searches were conducted utilising nine databases, yielding 31 studies spanning 2000 to 2023 which were included in the review. Studies were examined according to their intervention characteristics, core focus, theoretical basis, outcomes and measures, data analysis and summary. Both delivery methods demonstrated positive outcomes in enhancing students' social–emotional competence, however this review highlights the promise of gamification in SEL in providing an ability to overcome barriers to engagement and delivery. This review contributes a greater understanding of research in this area and encourages the impetus for further studies. Context and implicationsRationale of the studyThis study addresses the critical lack in understanding the delivery modes of Social–Emotional Learning (SEL) programmes, specifically for adolescents, an area that has been underexplored compared to younger age groups.Why the new findings matterThe findings highlight the promise of game‐based delivery modes in SEL, suggesting that gamification can enhance engagement and effectiveness, which is crucial for improving adolescent social–emotional competence in educational settings.Implications for practitioners and researchersPractitioners can leverage these insights to adopt more engaging SEL interventions, while researchers are encouraged to explore further the specific elements of gamification that maximise SEL outcomes. This study also calls for more robust empirical research to solidify the benefits of game‐based SEL interventions in schools.

The relationship between physical activity and school adjustment in high school students: the chain mediating role of psychological resilience and self-control

BackgroundAdaptive elements such as learning and interpersonal interactions of high school students need to be developed in the school environment. Thus, school adjustment is an essential developmental task in the academic growth of adolescent students. Based on the developmental task theory, combined with the conservation of resources theory and the strength model of self-control, this study aims to investigate the chain-mediated roles of psychological resilience and self-control in the physical activity and school adaptation of high school students, in terms of the internal development of the individual mentality.MethodsThe study utilized whole population sampling and selected 2054 first- and second-year students from eight high schools in four regions of Jiangsu Province (M = 16.45 years, SD = 0.72 years). The questionnaires included the International Physical Activity Questionnaire Short Form (IPAQ-S), Adolescent Psychological Resilience Scale, Self-Control Scale, and School Adjustment Scale for High School Students. Descriptive and correlation analyses were conducted for each variable, and a chain mediation model was constructed after controlling for the gender and region of the participants. Data were analyzed using SPSS and Process 4.0 macros.ResultsThe direct and indirect associations of physical activity on high school students’ school adjustment were significant, and the indirect associations included three pathways: first, the separate mediating association of psychological resilience; second, the separate mediating association of self-control; and third, the chain mediating association of psychological resilience and self-control.ConclusionThe study’s results revealed the relationship and mechanism of action of physical activity on high school students’ school adjustment, which provides essential theoretical and reference value for improving their school adjustment.

Interdisciplinary Aspects of Industry Innovations Use in Study Process Management at University

The paper provides an analysis and exposes the need for more intensive use of ICT in combination with modern sources of renewable energy for efficient implementation of modern control and management technologies. Some interdisciplinary aspects of renewable energy and IC technologies use at universities are analyzed. The objective of this paper is to outline the original approach to the connection of the study process at university in the field of applied knowledge and skills in scope of energy informatics with use of novel principles of energy use for infrastructure support and development. The use of innovation in energy and computer technologies for university infrastructure may guarantee the construction of very effective base for providing of practical training and R&D activities for students. Justification of the role of interdisciplinarity in form of energo informatics as provider of industry innovations use in study process at university is one of the tasks on the path to objective. Critical analysis of a concept, using the literature as data and hybrid discriptive method were implemented for assigned tasks realization. Concept of interdisciplinary approach at university in scope of innovative essence of energo informatics in theorethical and practical spheres will open not only new horizonts in educational process, but also provide a new technological solutions implementation in university study environment. The activities described in this article should be realized in the design and development of a complex, reliable, robust, and sustainable system for the interaction between different disciplines in the scientific field, in the field of education management, and also in the field of application of modern energy and IC technologies to ensure the sustainabiliy of the university infrastructure.

Relative age effect on the physical activity and sedentary behavior in children and adolescents aged 10 to 18 years old: a cross-sectional study in Japan

BackgroundFew studies have shown that relatively younger children and adolescents (those born later in the same school year) were less likely to engage in physical activity in a phenomenon termed the relative age effect. Although these studies mainly targeted elementary and middle school students, no study has reported on the relative age effect on physical activity in ordinary high school students. Moreover, the relative age effect on sedentary behavior might show an opposite association with physical activity. Therefore, we aimed to clarify the relative age effects on physical activity and sedentary behavior across different school stages in Japanese children and adolescents.MethodsA cross-sectional questionnaire survey was conducted with 21,491 children and adolescents (elementary, middle, and high school students aged 10–18 years) in various Japanese regions from January 2018 to July 2019. Overall, 18,281 children and adolescents (10,299 boys and 7,982 girls) were finally included in our analysis. Data on the birth month, frequency and duration of their physical activity (vigorous, moderate, and moderate-to-vigorous intensity), and sedentary behavior (weekday and weekend total sedentary time, television viewing, playing video games, and Internet use) were obtained. We utilized two-part model regression analyses. Statistically significant association with birth month indicated that a relative age effect was observed.ResultsThe relatively younger individuals were less likely to engage in physical activity (especially vigorous physical activity (VPA)); this association was observed in middle and high school students. Conversely, the relatively younger boys spent more time during weekends with sedentary behaviors and Internet use. Based on school stage, the relative age effect on VPA time was observed in middle school boys (average margin effect (AME) = -0.74, p < 0.01) and high school students (boys: AME = -0.69, p < 0.01; girls: AME = -0.53, p < 0.05). The relative age effect on sedentary behavior was observed during weekends with sedentary behaviors (AME = 3.55, p < 0.01), playing video games (AME = 0.72, p < 0.05) and Internet use (AME = 2.46, p < 0.01) for male high school students and on television viewing (AME = 1.12, p < 0.05) for female middle school students.ConclusionThe relative age effect on physical activity can persist after middle school, and the relatively younger individuals are more likely to replace physical activity with sedentary behavior.

Wild yeast isolation by middle school students reveals features of populations residing on North American oaks.

Features of the natural life cycle of the budding yeast Saccharomyces cerevisiae were crucial to its domestication as a laboratory experimental model, especially the ability to maintain stable haploid clones and cross them at will to combine alleles via meiosis. Stable haploidy results from mutations in HO, which encodes an endonuclease required for haploid-specific mating-type switching. Previous studies found an unexpected diversity of HO alleles among natural isolates within a small geographic area. We developed a hands-on field and laboratory activity for middle school students in Denver, Colorado, USA to isolate wild yeast from oak bark, identify species via DNA sequencing, and sequence HO from S. cerevisiae isolates. We find limited HO diversity in North American oak isolates, pointing to efficient, continuous dispersal across the continent. By contrast, we isolated the "dairy yeast", Kluyveromyces lactis, from a tree <10 m away and found that it represents a new population distinct from an oak population in an adjacent state. The outreach activity partnered middle school, high school, and university students in making scientific discoveries and can be adapted to other locations and natural yeast habitats. Indeed, a pilot sampling activity in southeast Texas yielded S. cerevisiae oak isolates with a new allele of HO and, from a nearby prickly pear cactus, a heat-tolerant isolate of Saccharomyces paradoxus.

Energy from Waste: Triboelectric Nanogenerators from Fully Fabric Materials for Smart Textiles. An Introductory Activity for Fine Arts and Design Students

Energy from Waste: Triboelectric Nanogenerators from Fully Fabric Materials for Smart Textiles. An Introductory Activity for Fine Arts and Design Students

Inclusive School Policies and Practices and the Well-Being of LGBTQ + Students in Portugal

Abstract Introduction The school context can be particularly problematic for youth who identify as lesbian, gay, bisexual, trans, and queer or who hold other sexual and gender-minoritized identities (LGBTQ +). To address this issue, LGBTQ + inclusive policies and practices have been implemented in many schools around the world. Methods A cross-sectional sample of 989 LGBTQ + and cisheterosexual high school students residing in Portugal completed an anonymous online survey in 2020/21. Participants were asked about their perceptions of LGBTQ + inclusive policies and practices in their school, namely, an inclusive curriculum, comprehensive policies, and information and support regarding sexual orientation and gender identity in their school. We further examined associations between these perceptions and LGBTQ + student well-being (depression, resilience, and self-esteem). Results Perceptions of the existence of an inclusive school curriculum were lower among LGBTQ + students compared to their cisheterosexual peers. In addition, LGBTQ + students who perceived the curriculum as less inclusive were more likely to report higher levels of depression and lower levels of resilience and self-esteem. Conclusions The findings suggest that LGBTQ + students perceive the school curriculum to be less inclusive, and this is associated with poorer well-being. Policy Implications Concrete policies and practices that improve school climate and promote the well-being of LGBTQ + students are paramount. These may include awareness-raising activities for students and discussion of LGBTQ + issues in the classroom. Therefore, cultural competency training for school staff is essential.

Exploring the factors’ effect on physical activity, academic self-efficacy, and depression among junior high school students in Shanghai

This study examines the relationship between factors (social support, self-esteem, emotional intelligence [EI], mindfulness, school PA program engagement [SPPE]), physical activity (PA), academic self-efficacy (ASE), and depression in Shanghai junior high school students. A nationwide offline survey was conducted in Shanghai between August and December 2023 using a purposive sampling design. A total of 432 questionnaires were administered to six seventh- and eighth-grade classes from six schools in Shanghai; 416 responses were included in the final analysis. SPSS software version 29, the Correlation and Multiple Linear Regression techniques were employed to analyze the collected data. Social support, self-esteem, EI, mindfulness, SPPE, PA, ASE, and depression were found to be correlated. None of the common factors significantly predict PA, as the p-values were more than 0.05. Social support, self-esteem, EI, and SPPE had a positive significant influence on ASE except for mindfulness. Social support, self-esteem, and mindfulness had a negative significant influence on depression among Shanghai junior high school students. This study highlights the interconnectedness of social support, self-esteem, EI, mindfulness, and SPPE with ASE and depression among junior high school students in Shanghai. While none of the factors predicted PA levels, social support, self-esteem, EI, and mindfulness emerged as important contributors to ASE, while social support, self-esteem, and mindfulness emerged as important contributors to depression.

PET-Recebe: health education in the teaching of parasitology

Health education is important for building knowledge and modifying behaviors in the school population, as well as contributing to a humanized and ethical academic formation. The PET-Parasitology Group conducts health education activities for high school and elementary students, aiming to fill gaps in the understanding of parasitology teaching. Through theoretical-practical workshops, students were instructed on the biology of parasites, their infections, transmission, prophylaxis, diagnosis, and treatment. The students reported popular knowledge that was addressed scientifically, revealing understanding of the topic and its preventions. The use of effective tools and teaching laboratory infrastructure are crucial for the success of health education actions, highlighting their importance in parasitology teaching and academic formation.

Biomechanical factors influencing mental health in college students and the role of physical activity in cognitive resilience

The Mental Health (MH) of college students is increasingly becoming a public health concern, with rising rates of depression, anxiety, and stress. This study aims to explore the relationship between Biomechanical Factors (BF), Physical Activity (PA), and MH outcomes in college students, addressing gaps in current research that frequently overlook the biomechanical features of physical well-being. A cross-sectional observational design was employed, involving 200 college students aged 18–24. SP underwent comprehensive assessments, including postural analysis, movement pattern evaluation, and MH screening. Physical activity levels and cognitive resilience were also measured to evaluate their roles in mediating and moderating the relationships between BF and MH. Key findings revealed that poor biomechanical alignment, such as forward head posture and movement asymmetry, were significantly associated with higher levels of depression, anxiety, and stress. Correlation analysis showed that forward head posture correlated positively with depression (r = 0.52, p &lt; 0.01) and anxiety (r = 0.47, p &lt; 0.01). Movement asymmetry was also associated with MH disturbances (depression: r = 0.45, p &lt; 0.01). PA mediated the relationship between BF and MH, with significant indirect effects via PA for forward head posture (0.18, p &lt; 0.05). Cognitive resilience emerged as a significant moderator, buffering the negative impact of biomechanical inefficiencies on MH outcomes. Within-subject comparisons indicated improvements in BF and MH scores over a one-month follow-up, with decreases in forward head posture (−2.2 ± 1.5 degrees, p &lt; 0.05) and depression scores (−1.5 ± 1.2, p &lt; 0.01).

Interprofessional Education in Neurology Intensive Care Unit: Learning Activity for Students Completing Clerkships and Field Experiences.

Teaching learners the benefits and challenges of interprofessional collaborative practice (IPCP) in acute care is best done in the context of authentic patient care rather than classroom settings. Yet differing clinical schedules of students and faculty as well as structured, controlled environments of intensive care units are not conducive to bringing multiple interprofessional learners to the bedside. We developed a 2.5-hour interprofessional education (IPE) activity based around neurology intensive care unit patients that was implemented using team-based learning (TBL) methodologies, including individual/team readiness assessments (iRAT/tRAT) and application activities comprising interprofessional student-led care conferences in which authentic patients and their unique, deidentified clinical parameters were discussed. Students represented medicine, nursing, chaplain, physician assistant, social work, respiratory therapy, pharmacy, physical therapy, and law programs. Two hundred ninety-three students participated online during the first year. Mean tRAT scores were 14.9 points higher than iRAT scores (39.5 vs. 24.6 of 44 possible). There was strong agreement from students that the session met educational objectives (all >4.0 on a 5-point Likert scale). Individualized feedback was provided to learners using a rubric; 276 students shared personal reflections of knowledge learned through interactions with other health professional students/faculty. IPE activities that use authentic patient chart data as the basis for student application exercises are useful learning tools since students must teach and learn from each other, interpret data, and propose care plans based upon their collaborations. This enables students to experience acute care IPCP in a low-stakes environment.

Relationships Among eHealth Literacy, Physical Literacy, and Physical Activity in Chinese University Students: Cross-Sectional Study.

eHealth literacy is critical for evaluating abilities in locating, accessing, and applying digital health information to enhance one's understanding, skills, and attitudes toward a healthy lifestyle. Prior research indicates that enhancing eHealth literacy can improve health behaviors such as physical activity (PA). Physical literacy (PL) refers to the ability to develop sustainable PA habits, taking into account various aspects of an individual. Notably, university students have shown a decline in PA and possess low PL levels. However, the connection between eHealth literacy and PL in this demographic has not been extensively studied, and it remains uncertain whether PA acts as a mediator between eHealth literacy and PL. This study examines the extent to which PA mediates the link between eHealth literacy and PL in Chinese university students and explores gender differences in these variables. In February 2022, a cross-sectional survey was administered to 1210 students across 3 universities in China. The instruments used were the Perceived PL Instrument, the International Physical Activity Questionnaire, and the Chinese version of the eHealth Literacy Scale. Correlations between eHealth literacy, PA, and PL were analyzed using Pearson product-moment correlation and multiple linear regression, while mediation models helped elucidate the interactions among the 3 variables. The response rate for the study was 92.9% (1124/1210). In the mediation analysis, eHealth literacy showed a significant direct effect on PL, with a coefficient of 0.78 (β .75, SE 0.02; P<.001). Moderate to vigorous physical activity (MVPA) accounted for 2.16% of the total effect, suggesting that MVPA partially mediates the relationship between eHealth literacy and PL. Additionally, male students outperformed female students in terms of MVPA (t636=4.94; P<.001) and PL (t636=3.18; P<.001), but no significant differences were found in eHealth literacy (t636=1.23; P=.22). The findings indicate that MVPA serves as a mediator in the link between eHealth literacy and PL among university students. Students with low eHealth literacy or limited PA are less likely to be physically literate. Thus, eHealth literacy plays a crucial role in enhancing PL and PA, especially when interventions targeting PL are implemented. Our results also suggest a need for targeted health education interventions aimed at improving MVPA and PL among female students, while also recognizing that eHealth literacy is comparable across genders at universities.

I reflect, therefore I am!, Exploring the use of a Voluntary Online Reflective Journal as a learning tool among postgraduate dental students.

Reflection is widely used in all aspects of teaching and learning in dental education and makes a fundamental part of all learning activities for dental students. However, reflective tasks are often used with a clear purpose; for example, in completing e-portfolios or dealing with critical incidences. This study explores the use of optional online journals that Postgraduate (PG) dental students were encouraged to use as part of their own development. To explore how PG dental students perceive the use of optional online journals. Data were collected via an anonymous questionnaire that included a word pool, Likert-scale statements and free text comment sections. Overall, 31 students (93%) responded to the questionnaire with high focus on the usefulness of the journal, with 58% selecting 'connecting with tutors' and 41% selecting 'keeping track' of their own learning and progress. The word 'reflection' was selected by 87% of participants when describing the use of the journal. Some participants, 29%, considered the journal as 'added pressure', and 41% felt it was 'extra work' as the journal, although voluntary, presented an added task to complete. All students made at least one entry in the online journal. The use of an optional online journal can be a useful tool in establishing connection between dental students and their tutors. Some postgraduate dental students valued the benefits of reflective journal without it being linked to assessments. Some concerns were reported around the time constraints as well as the added work related to taking part in such activity.

DEVELOPMENT OF DIVERGENT THINKING IN STUDENTS BY TEACHING METHODOLOGY OF STUDY LESSONS

In this article, we were able to determine the specific features of the purpose, content and process of students' creative activities. Specific forms, methods, and means of developing students' creative activities were determined in the course of individual-oriented education. The content of the process of developing students' creative activity skills is manifested as the content of individual-oriented learning situations, which serves to develop students' creative activity. The process of formation of creative activity in elementary school students is organized as specific educational situations and embodies the mechanisms of student personality development. As a result of introducing students to educational situations that develop creative activity skills, it is noted that they experience the formation of a positive attitude towards the educational process.

The influence of physical activity, interpersonal intelligence, emotional intelligence on physical education academic achievement of elementary school students

Background and Study Aim. Physical Education not only develops physical aspects but also critical thinking, reasoning skills, and affective aspects, including social skills and personal traits like caring and cooperation. The study aims to examine the effect of physical activity, interpersonal intelligence, and emotional intelligence on the academic achievement of Physical Education Elementary School Students. Materials and Methods. The research uses a quantitative, correlational approach. The study population consisted of 102 elementary school students aged 9-12 years (54 males, 48 females). The physical activity instrument used was the Physical Activity Questionnaire for Children (PAQ-C). The interpersonal intelligence instrument was adapted from the Anderson Social Insight, Social Sensitivity, and Social Communication dimensions. The emotional intelligence instrument was the “Emotional Quotient Inventory: Young Version (EQ-i: YV). The statistical analysis was conducted using SPSS (Statistical Package for Social Science) version 21 software. The level of statistical significance was set at p-value &lt;0.05. Results. The results showed that: (1) physical activity has a significant effect on the physical education academic achievement of elementary school students (p-value 0.006 &lt;0.05). (2) Interpersonal intelligence has a significant effect on the academic achievement of physical education elementary school students, (p-value 0.000 &lt;0.05). (3) Emotional Intelligence has a significant effect on physical education academic achievement of elementary school students, (p-value 0.005 &lt; 0.05). Conclusions. In particular, learners who exercise show greater intrapersonal and emotional intelligence, adaptability, and mood compared to those who do not exercise in an organized way. Physical education teachers are expected to assign physical activities for students to complete at home under parental supervision, with the results reported to the teacher for an additional assignment grade.

Understanding university English instructors’ assessment literacy: a formative assessment perspective

Formative assessment is a powerful approach to inform, direct, and enhance teaching and learning. To deploy it in classrooms, teachers are expected to be assessment-capable. However, few studies have explored the extent to which teachers are literate in formative assessment applications and their levels of literacy, especially in Chinese tertiary settings. This study examined Chinese university English instructors’ assessment literacy by investigating what three participants knew, thought about, and how they applied formative assessment. A knowledge-conception-practice framework was applied to explore assessment literacy in the four formative assessment processes (i.e., design, use, interpretation, and communication) to engage student learning. Individual interviews, classroom observations, and supplementary documents were adopted as instruments for data collection. Through iterative and comparative thematic analysis, findings revealed that notwithstanding variations, all three instructors possessed basic formative assessment knowledge and were willing to design and conduct formative assessment-related activities for students’ learning engagement and enhancement. However, they held product-oriented rather than process-oriented mindsets when designing, using, interpreting, and communicating formative assessment. They also lacked sufficient assessment knowledge and strategies to effectively engage students in self-regulated learning through learner-centered task design, success criteria, and process-oriented feedback. Lastly, the study discussed theoretical and pedagogical implications regarding how to conceptualize and develop English instructors’ formative assessment literacy in mainland China and beyond.