Navigating diversity among nationally diverse children in schools: Voices of teachers, counselors, and students.

This study aims to identify the application of positive psychology in Islamic Religious Education (PAI) learning in elementary schools and analyze its impact on students' spiritual well-being. Positive psychology, which focuses on developing happiness, gratitude, optimism, and empathy, is integrated into PAI materials to improve students' character and spiritual well-being. A qualitative research method with a case study approach was used to explore the experiences of students, teachers, and principals in implementing positive psychology in PAI learning. The results show that the application of positive psychology can increase students' self-confidence, learning motivation, and inner peace. Students involved in positive psychology-based learning demonstrate a more positive attitude, are able to manage their emotions, and have a greater sense of gratitude for their lives. Although there are challenges in implementation, such as differences in student backgrounds and limited learning time, a flexible and collaborative approach between teachers and parents can help overcome these obstacles. This research contributes to the development of an PAI curriculum that is more relevant and responsive to students' spiritual needs in the modern era

Expectation effects-particularly the Pygmalion, Galatea and Golem effects-are well recognized in educational psychology but have been insufficiently explored within surgical training. This narrative review examines how supervisor expectations and reputational labeling influence learning opportunities, entrustment, performance, and well-being among surgical trainees. Evidence from education and organizational psychology shows that expectations influence learners through four mechanisms: socio-emotional climate, instructional input, opportunities to demonstrate ability, and the nature of feedback. Emerging research in surgical education demonstrates similar patterns. Qualitative studies describe residents engaging in extensive impression management to meet perceived expectations, often suppressing help-seeking behaviors to avoid negative labels. Experimental work demonstrates that prior learner handover can significantly bias assessments; identical trainee performances are rated more favorably when preceded by a positive reputation. Informal faculty word-of-mouth remains a dominant source of trainee labeling, with implications for entrustment decisions and progression. Negative expectations can erode self-efficacy, heighten anxiety, contribute to burnout, complicate remediation, and may increase attrition. Conversely, high yet supportive expectations, combined with explicit performance goals and formative feedback, are associated with enhanced skill acquisition, motivation, and resilience. Expectation effects represent a powerful but modifiable influence within surgical education. Training programs should cultivate growth-oriented expectations for all learners, minimize prejudicial labeling in assessment and handover processes, and design remediation pathways that support rather than stigmatize struggling trainees. Creating a culture that emphasizes coaching, transparency, and psychological safety is likely to improve trainee development, well-being, and patient care.

ABSTRACT Contemporary educational approaches aim to ensure a high level of student engagement and motivation, which is particularly important in fields such as music education. One of the most widespread innovative models is the flipped classroom, which emphasises the development of student autonomy and active participation in the learning process. The purpose of this study was to examine the impact of the flipped classroom on students’ motivation to learn the violin from the perspective of educational psychology. The study involved 124 students from two Chinese universities. The participants, both undergraduate and graduate students, had an average of 6.3 years of violin training experience (SD = 2.1). Each participant received either traditional or innovative instruction. Data collection was conducted through surveys and interviews. From the practical standpoint, the findings establish the flipped classroom as an impactful instructional strategy that effectively enhances students’ intrinsic motivation, improves the educational environment, and contributes to the development of professional skills.

Abstract Inclusive education is a central topic in the field of education, fuelled by national and international policy and legislation. While there is no universally accepted definition of inclusive education in Ireland or elsewhere, it is widely recognised that collaboration among relevant stakeholders is a core principle underpinning inclusive practice. This paper explores Irish trainee educational psychologists' (TEPs) understanding of inclusive education, with a particular focus on the importance of meaningful collaboration with school staff and parents. A qualitative study was conducted with 33 TEPs, including 12 semi‐structured interviews and 21 responses to an online qualitative questionnaire. Five broad themes were constructed from the research; one of which will be discussed in this paper. Reflexive Thematic Analysis (RTA) identified five overarching themes, one of which—‘collaboration’—is the focus of the current article. As part of this theme, the discussion is structured around three sub‐themes: building ongoing school‐wide practices, fostering an inclusive school culture and respecting parental choice. The findings highlight the critical role of collaborative relationships in promoting inclusive practices and offer insights for supporting relevant stakeholders in embedding inclusion effectively.

The article reveals the relevance of the problem of professional training of a future primary school teacher, who must have psychological competence. The purpose of the article is to highlight the methodological aspects of teaching the academic discipline «Pedagogical Psychology» for future primary school teachers. In particular, the experience of professional training of first-year bachelor's degree applicants in the specialty A3 Primary Education of the Valentina Voloshyna Faculty of Preschool and Primary Education of Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University is presented. The goal and objectives of studying the academic discipline «Pedagogical Psychology» are revealed. The general didactic principles on which the methodology of teaching this discipline should be based are determined: scientificity, systematicity and consistency, the connection of theory with practice, consciousness and activity, etc. The topic of the theoretical and methodological block of professional training of future teachers is proposed. Attention is focused on non-standard organizational forms that contribute to increasing cognitive activity and developing professional thinking of higher education students: problem lectures, lecture-discussions, seminar-debates, seminar-press conferences. Significant importance is given to lectures of a problematic nature, which are characterized by high efficiency. Interactive learning technologies are identified as an important means of increasing the efficiency of teaching pedagogical psychology in pedagogical institutions of higher education. Among the effective methods of activating cognitive activity, analysis, modeling of specific situations, problem questions and tasks are noted. Practical situations are proposed that ensure a close connection between theoretical knowledge and real conditions of professional activity. Attention is focused on creative tasks that are oriented towards understanding and analyzing educational material. Individual initial research tasks are identified as an important type of extracurricular independent work of higher education students. The results of the study indicate that methodologically sound teaching of pedagogical psychology contributes to the assimilation of professionally significant psychological knowledge by future teachers, the formation of practical skills and abilities necessary for the effective organization of the educational process, and the support of the comprehensive development and well-being of younger schoolchildren.

Attention-deficit/hyperactivity disorder (ADHD) remains underidentified, underdiagnosed and undertreated in women and girls. Research exploring their diagnostic experiences across national contexts is limited, despite an urgent need for experience-based knowledge to address epistemic injustices in healthcare. Using a collaborative autoethnographic approach, this study examines the diagnosis journeys of a mother and daughter, both with ADHD. We focus on critical incidents in the daughter's ADHD/dyslexia diagnosis journey over a decade, spanning childhood to adulthood and two health systems: England and Aotearoa New Zealand. Findings reveal how limited understanding of ADHD in girls/women, combined with co-occurring conditions, contributed to repeated missed or misdiagnoses by teachers, education psychologists, psychiatrists, paediatricians and general practitioners. A network of professionals across health and education settings acted as gatekeepers, often unintentionally hindering access to support. Moreover, the experiential knowledge of both women was frequently sidelined, perpetuating epistemic injustice. We discuss implications for policy and practice and highlight the value of lived experience in addressing systemic barriers to ADHD diagnosis, recognition and understanding for women and girls.

ABSTRACT Generative artificial intelligence (GenAI) raises pressing pedagogical and ethical questions in higher education. We surveyed 87 UK psychology students about GenAI familiarity, study uses, attitudes, and the justification of questionable uses (neutralisation). 54% reported using GenAI to assist their studies, primarily via ChatGPT. Compared with non‐users, study users showed more positive AI attitudes and higher neutralisation scores. Across the full sample, AI attitudes modestly predicted neutralisation. The most common study uses were explaining concepts and generating ideas, and most users intended to use GenAI again. Non‐users were more likely to endorse restrictive views on GenAI in assessed work. Findings point to a tension between perceived learning value and risks of dependency and academic integrity. Students also reported a need for clearer institutional guidance. We recommend a balanced approach that supports responsible use, feedback literacy, and critical engagement with AI outputs, alongside continued student‐centred research to inform policy and assessment design.

Editorial: The interface between social psychology and educational psychology: interactional phenomena in educational settings

Perezhivanie: Origin, application, advantages, disadvantages, and impact on forensic medicine teaching.

This article presents an examination of the intersection between generative AI and psycho-educational assessments, offering a comprehensive overview of their integration. It begins by exploring the fundamentals of artificial intelligence, emphasizing the role of generative AI in Natural Language Processing (NLP) and its potential implications for psychological research and clinical practices. Concurrently, the manuscript delves into the intricate steps of a psycho-educational assessment for children, elucidating the multifaceted process encompassing cognitive, emotional, and academic evaluations. Through this integrated exploration, the article not only provides detailed guidelines, an ethical framework, and nuanced insights into potential challenges but also addresses the global shortage of trained clinicians. By examining how advanced technologies including Generative AI can assist in enhancing diagnostic efficiency, when outputs are interpreted and validated by trained professionals. Drawing on the perspectives highlighted by Duff and Roberts (2016) and insights from generative AI, the article proposes guidelines that streamline assessments, prioritize ethical considerations, and maximize the benefits of human expertise.

Applying an AI-human intelligence collaborative cognitive apprenticeship model in nursing psychology education: An explanatory sequential mixed-methods study.

In the field of education, the use of various teaching methods to enhance students’ academic achievement is increasing. It is important to examine whether new teaching methods are more effective than traditional methods in influencing students’ psychological, intellectual, and academic development. The objective of the present study was to examine the psychological impact of a new teaching method on students’ academic achievement. A sample of 30 students from Grade 10 was selected, and they were given special training for 15 days. An achievement test prepared by the researchers was used to measure students’ academic performance. Statistical analysis included Mean, Standard Deviation (SD), Independent Samples t-test, and Cohen’s d effect size. The findings revealed that the new teaching method resulted in a statistically significant improvement in students’ academic scores (t(28) = 3.20, p < 0.01). The effect size (Cohen’s d = 0.90) indicated a large practical impact. The mean score of the experimental group (Mean = 60) was higher than that of the control group (Mean = 50), demonstrating the effectiveness of the new method. The study concludes that new teaching methods are beneficial for students’ academic progress. Teachers should incorporate such methods to enhance students’ knowledge, understanding, and psychological development. This study provides useful guidance for future research in education and educational psychology.

In response to the rapidly evolving demands of twenty-first-century education, adaptive practices have emerged as essential for fostering effective teaching and learning across disciplines. This conceptual review integrates cross-disciplinary and policy perspectives to provide a comprehensive understanding of adaptive education. Drawing on evidence from educational psychology, instructional design, and organizational studies, the review examines foundational frameworks including constructivism, Self-Determination Theory, Universal Design for Learning, adaptive learning systems, and connectivism. The analysis demonstrates that adaptive practices enhance student engagement, motivation, and inclusion while promoting critical thinking, creativity, and resilience. Institutional policies, leadership support, and professional development are identified as key enablers for successful implementation, highlighting the interplay between individual educator adaptability and systemic structures. The review further explores implications for curriculum design, cross-disciplinary integration, and technology-enhanced learning, emphasizing strategies that prepare learners and educators to navigate complex, interconnected educational environments. By synthesizing theoretical and practical insights, this work provides a roadmap for advancing adaptive education in contemporary classrooms and institutions.

Against the backdrop of the popularization and digital transformation of higher education, the economic pressure and psychological development needs faced by the impoverished student group in colleges and universities are intertwined, becoming an important issue affecting educational equity and the quality of talent cultivation. Reading therapy, as an economical, safe and profoundly influential psychological aid, is increasingly highlighting its value. However, a single university library has limitations in terms of resource reserves and professional service capabilities, making it difficult to implement large-scale, personalized and continuous reading intervention for impoverished students. This research takes "sharing, precision and empowerment" as its core concepts, aiming to explore how to rely on the inter-library mutual assistance mechanism of digital and intelligent libraries in universities within the province to build a systematic, collaborative and intelligent reading therapy support system for impoverished students in universities. The article first analyzes the current situation and predicament of reading therapy services carried out by university libraries at present, especially those for students from poor families. Secondly, it expounds the necessity and feasibility of combining digital intelligence technology with inter-library mutual assistance. Furthermore, from four dimensions: the resource layer, the platform layer, the service layer, and the mechanism layer, the theoretical model and implementation framework of this support system were constructed in detail, and a closed-loop service process including precise demand identification, intelligent resource matching, dynamic process intervention, and scientific effect evaluation was designed. Finally, the guarantee strategies and future prospects for the implementation of the system were proposed, with the aim of providing theoretical references and practical paths for promoting educational equity, enhancing the accuracy and effectiveness of psychological education in colleges and universities, and driving the intelligent transformation and service innovation of libraries. This study contains an explanatory table on the "core components and functions of the support system".

In an era when adolescents’ linguistic practices and emotional lives are increasingly mediated by digital platforms, understanding how social media shapes both language learning and psychological wellbeing has become an urgent educational priority. Although prior research has examined social media in EFL contexts and, separately, adolescent mental health, few studies have integrated these dimensions within a single analytical framework, particularly at the junior high school level in Indonesia. Addressing this gap, the present study investigates how digital English exposure through social media mediates the dynamic relationship between motivation to learn English and students’ mental wellbeing. Adopting a descriptive qualitative design, the research involved 220 Indonesian junior high school students, three English teachers, and two psychologists. Data were collected through questionnaires and semi structured interviews and analyzed inductively using thematic analysis. The findings reveal that platforms such as TikTok and Instagram function as dominant motivational spaces by providing authentic input, multimodal engagement, and low-pressure opportunities for incidental learning. At the same time, social media exerts differentiated psychological effects, ranging from emotional relief and confidence building to fatigue and stress depending on patterns of use. Importantly, the study demonstrates a cyclical interrelationship in which positive emotional states reinforce motivation, while motivated engagement enhances wellbeing. By offering empirical evidence from an integrated qualitative framework, this study contributes to interdisciplinary scholarship at the intersection of applied linguistics and educational psychology and provides pedagogical insights for designing digitally responsive and psychologically informed EFL practices in broader global contexts.

This study examines, from athletes’ perspectives, the effects of coaches’ communication skills on athletes’ general self-efficacy and happiness. The sample consisted of 340 actively participating athletes, of whom 204 were team-sport athletes and 136 were individual-sport athletes. Data were collected using the Coach Communication Skills Scale, the General Self-Efficacy Scale, and the Oxford Happiness Questionnaire–Short Form. Four hypotheses (H1–H4) were tested using structural equation modeling. In addition, additional hypotheses (H5–H8) were explored through a comparative multi-group framework to examine potential sport-type (team vs. individual) differences in structural paths. Among team-sport athletes, all four main hypotheses were supported: coaches’ communication skills had significant positive effects on both general self-efficacy and happiness, and general self-efficacy positively influenced happiness and mediated the relationship between communication skills and happiness. These findings highlight the complex and multidimensional impact of coach–athlete communication in team sports. For individual-sport athletes, only two hypotheses were supported: coach’ communication skills positively affected both general self-efficacy and happiness. However, general self-efficacy did not directly affect happiness among individual athletes and did not mediate the relationship between communication skills and happiness. Regarding the additional hypotheses (H5–H8), the overall pattern of findings suggests potential sport-type differences; notably, the GSE-based mechanism (GSE→Happiness and CCS→GSE→Happiness) appears more evident among team-sport athletes in this sample. Overall, the results indicate that coaches’ communication skills significantly enhance athletes’ general self-efficacy in both sport types; however, the contribution of general self-efficacy to happiness emerges only in team sports. These differences underscore the critical role of coach communication and coach education in sport psychology.

Background: This study investigates how radically self-directed, democratic learning environments may relate to long-term development through autonomy and participation. Purpose: The research examines how everyday participation in community life within Sudbury schools is perceived by graduates as informing their personal, social, and professional capacities that persist into adulthood. Method: Drawing on cross-cultural interviews with 14 alumni from Sudbury schools in the Netherlands, Israel, and the United States, reflexive thematic analysis was used to explore graduates’ retrospective narratives of learning and development. Findings: Learning was described as developing through authentic engagement in meaningful activity, shared responsibility, and informal interactions with peers and adults—conditions that resonate with core principles of experiential education. Graduates described cultivating initiative, self-regulation, civic and organizational literacy, and confidence in communication. Implications: By situating Sudbury schooling within traditions of experiential education, Self-Determination Theory, and Evolutionary Developmental Psychology, this study suggests potential long-term associations between democratic participation, learner autonomy, and graduates’ reported developmental outcomes on learning, social development, and civic engagement. The findings suggest that educational pathways can be reimagined beyond formal instruction and standardized progression to foster lifelong adaptability, resilience, and social responsibility.

Humanizing psychology education through psychological literacy: (re)connecting the personal and the professional.

Teaching competence and emotional intelligence have become an important topic of study in the field of educational psychology and teacher development. This meta-analysis aims to examine the relationship between Teaching Competence and Emotional Intelligence. Employing systematic literature review 31 empirical studies were included. The relationship between teaching competence and emotional intelligence was investigated with the help of a random-effects model which revealed the pooled correlation coefficient (r =0.52) indicating a moderate positive association between these variables. There was a high degree of heterogeneity, which led an exploration of the moderating variables. Subgroup analysis indicated that secondary school teachers had the highest relationship while teacher educators and primary teachers had moderate relationships. The 95% prediction interval indicated a significant range in the effect sizes in further studies. The results of this study highlight the significance of emotional intelligence in teacher education programme.