Adults with intellectual disabilities (IDs), particularly those who reside in community living arrangements (CLAs), are at high risk for these chronic diseases. Sedentary behaviour (SB) is an emergent, independent risk factor for several chronic diseases including cardiovascular and metabolic conditions. SB may represent a potent behavioural target to mitigate chronic disease risk in adults with ID who live in CLAs. Limiting the development of interventions to address SB is a lack of understanding of device-estimated SB patterns. Also not clear are the individual-level determinants of SB in this high-risk group of CLA residents with ID. The current study sought to address these knowledge gaps. A cross-sectional observational study design was used to characterize SB patterns and individual-level determinants of SB in adults with ID living in CLAs. Thirty-eight adults from 24 different CLAs wore activPAL devices for 1 week to enable device estimates of SB. activPAL data were processed, and the study outcomes of daily time spent in SB, SB bout lengths, sedentary breaks and prolonged SB were generated. Participants also completed an online survey to assess individual factors, which included demographics, independence, programming and health status. Univariate statistics were used to describe SB patterns and logistic regression models were used to ascertain the association between individual factors and SB variables. On average, the sample were aged 44.79 years (SD = 14.9), and 60.53% were male. The sample were highly sedentary: 47.37% engaged in prolonged SB, the daily average time in SB was 7.46 h (SD = 2.18), and an average of 32.4 daily SB bouts (95% CI = 28.9, 35.9) lasted 17.7 min (95% CI = 13.8, 21.7). Participants requiring more assistance with ADLs were more likely to have longer uninterrupted sedentary bouts (95% CI = 0.169, 1.721; β = 0.945; p = 0.018) and total daily duration of SB (95% CI = 4.58, 20.21; β = 12.394; p = 0.003). Those with less than a high school education had sedentary bouts that were ~15 min longer (95% CI = 3.21, 25.69; p = 0.013). Adults with ID living in CLAs spent almost 8 h of their waking day in SB. Those with lower levels of independence and education were more likely to have higher levels of SB. CLAs may represent a critical opportunity for targeted, place-based interventions to reduce time spent in SB.

ABSTRACT The purpose of this study was to investigate the mediating role of the commitment and in-depth exploration in the relationship between the competitiveness attitude for personal development and attitude towards entrepreneurship in a sample of adolescents in transition from school to work. The sample consisted of 678 adolescents, 438 males (64.6%) and 240 females (35.4%), aged between 18 and 20, attended high schools in Sicily, Italy. A path analysis was conducted to test the research hypotheses and confirmed the role of in-depth exploration as a mediator between the competitive attitude towards personal development and the positive attitude towards entrepreneurship. Results indicated a positive association between personal developmental competitive attitude, commitment, in-depth exploration and attitude towards entrepreneurship.

Breastfeeding is a critical component of infant nutrition, and breastfed infants are less likely to become stunted or obese reducing the risk of non-communicable diseases in adult life. Optimal breastfeeding practices remain a challenge worldwide; as adolescents are the mothers and fathers of tomorrow, integrating DOHaD-informed knowledge into school curricula is called for. However, research indicates adolescents have low awareness of the importance of the first 1000 days of life, only see specific elements as relevant to them, and gender-related differences exist in their comprehension. This study evaluated the impact on adolescents of an in-class presentation on parenting and the benefits of breastfeeding in high schools in 5 African countries. Pre- and post-intervention questionnaires were completed by 345 pupils (182 girls, 163 boys, mean age 17.9 years). Analysis indicated the education session impacted pupils' perceptions of parenting and changed which aspects of breastfeeding they viewed as most and least interesting. A statistically significant difference was evident between genders on the importance of cost-benefits; more boys saw relevance for fathers that no cost is incurred for formula. Boys also ranked the potential to reduce diabetes healthcare costs in adult life higher than girls. Girls preferentially ranked breastfed babies crying less, being easier to feed at night, and diaper changing being less gross as benefits for fathers. School-based education can engage adolescents and impact knowledge and attitudes about breastfeeding. Awareness of differences in girls' and boys' perceptions of relevance will enable educational content to be targeted to attract and inform both genders.

This study reports the design, implementation, and descriptive evaluation of “Codici del Futuro”, a STEM-oriented education pathway developed by the Italian National Research Council (CNR) to promote students’ interest in science and awareness of research-related careers and addressed to local high school students. The programme involved 167 high school students organised in 10 groups and combined an orientation session with hands-on workshops delivered in CNR research facilities (chemistry, biotechnology, artificial intelligence, eXdended Reality/Augmented Reality (XR/AR), and game design). The chemistry workshop will be described as a case study. The study addresses two research questions: (RQ1) What group-level outcomes (participation, engagement, interest, behaviour) are observed across the multidisciplinary pathway? (RQ2) What post-activity satisfaction and short-term knowledge outcomes are observed in the chemistry workshop as an embedded case study? Group-level outcomes were assessed through a facilitator-based evaluation grid, using four single-item indicators rated on a 10-point scale and including field notes. The chemistry case study included an anonymous post-activity questionnaire (satisfaction, prior experience, and an eight-item knowledge test). Results documented high levels of engagement, interest, and appropriate behaviour across groups, whereas participation showed greater variability. In the chemistry case study, students reported high satisfaction and moderate post-activity knowledge scores, with differences across knowledge domains. Overall, findings provide descriptive evidence on student responses within a research-centre-based, multi-workshop STEM pathway.

This study aims to analyze the management of Christian spiritual programs to improve students’ religious character at SMKS Multistudi High School, Batam. The research used a mixed methods approach with a sequential explanatory design. Quantitative data were obtained through questionnaires completed by 41 students, while qualitative data were collected through interviews with the principal, the vice principal for student affairs, the Christian Religious Education teacher, and the Rohkris advisor, as well as activity documentation. Quantitative analysis used descriptive statistics, while qualitative data were analyzed through data reduction, data display, and conclusion drawing. The research results showed that students’ religious character was in the good to very good category, indicated by increased discipline, responsibility, politeness, and social concern. The findings indicate that the improvement in religious character was influenced by program management, including structured planning, clear task distribution, habit-based implementation, and continuous evaluation. Programs integrated with Christian Religious Education strengthened the internalization of values in school life. Thus, the quality of spiritual program management became the main factor in the success of shaping students’ religious character, not simply the existence of religious activities

This phenomenological study examined the lived experiences of English teachers in utilizing microlearning activities to promote student collaboration in public secondary schools in Tagum City, Philippines. Grounded in Cognitive Load Theory, Constructivist Learning Theory, and Social Learning Theory, the study employed a qualitative research design, including in-depth interviews and focus group discussions with 14 purposively selected junior and senior high school English teachers. Thematic analysis revealed that microlearning supported collaboration through lesson chunking, time-bound tasks, peer interaction, and group-based activities, thereby increasing learner engagement and reducing academic anxiety. However, teachers encountered challenges related to limited technological access, unstable internet connectivity, classroom management issues, uneven leadership dynamics, and students’ time management difficulties. To address these challenges, participants implemented adaptive strategies, including flexible instructional delivery, offline learning materials, explicit role assignments, and structured classroom routines. The findings highlight microlearning as a context-responsive pedagogical approach for fostering collaborative learning outcomes. Keywords: Microlearning, English Teachers, Student Collaboration, Lived Experiences, Public Secondary Schools, Phenomenological Study, Tagum City Philippines

Recent advances in prophylaxis with clotting factor concentrates have enabled people with haemophilia (PwH) to participate in high-intensity exercises; however, this does not preclude them from sports-induced bleeding (SIB). To investigate factors influencing the recent occurrence of SIB among PwH. This retrospective study included 23 inhibitor-negative PwH born between 2000 and 2009. Patient information, including participation in sports and the frequency of bleeding, was investigated using medical records. Of the 23 patients, two and 18 participated in sports once or twice/week and at least three times/week, respectively, and only three did not regularly participate in sports. The top three sports were baseball, swimming, and soccer. A total of 57 SIB events were identified in 15 patients. The bleeding sites were the joints (20 times), intramuscular (24 times) and subcutaneous (13 times). SIB occurred more commonly among junior high school students (13-15 years old). The incidence of the SIB in PwH participating in sports at least three times a week was significantly higher than that in others (p = 0.033), whereas no association was observed between the severity of haemophilia or types of sports and the frequency of SIB. Sports participation frequency may be a risk factor for SIB in inhibitor-negative PwH, although the small sample size may make it difficult to generalise the results of this study. Regardless of disease severity, PwH-especially junior high school students-should regularly consult with their attending physician and receive individualised treatment based on activity level to prevent SIB. Haemophilia is a rare bleeding disorder that mainly affects boys and is caused by a lack of certain proteins (factor VIII or IX) that aid blood clotting. In the past, PwH were often told to avoid exercise because even normal activities could cause serious bleeding. However, modern treatments that prevent bleeding episodes (prophylaxis) enable PwH to participate in sports. In this study, we examined sports-related bleeding in 23 Japanese boys with haemophilia born between 2000 and 2009 to determine risk factors for bleeding. The findings showed that how often the boys played sports-particularly more than three times per week-was a stronger predictor of bleeding than how severe haemophilia was in our cohort. Regardless of sports type, most bleeding episodes happened during junior high school years, when physical growth, new sports participation, and intense physical activity are common. In our cohort of individuals with haemophilia, engaging in sports at least three times per week was associated with an increased risk of SIB, highlighting the importance of tailoring treatment plans to individual activity patterns.

Recently, educational assessment has shifted focus toward evaluating not only performance but also learners' attitudes and behaviors toward learning, known as competency assessment. Traditional methods, such as self-report sheets and teacher observations, are limited by bias and reliability. With the rise of ICT tools, learning trace data offer a promising solution for assessing learning processes more reliably. However, existing frameworks for competency assessment based on trace data lack flexibility in real-world applications, prompting the need for customization of the framework according to user needs. To address this gap, this study introduces YINSIGHT, a system that allows users to customize competency assessment indicators according to specific contexts and needs. We outlined the framework for creating these indicators, implemented the YINSIGHT system, and evaluated its effectiveness through semi-structured interviews within a scenario of self-regulated learning. The participants were two English and one math teacher from a high school in Japan. The thematic analysis of interviews revealed that while traditional competency assessments rely heavily on performance-based methods, teachers expressed expectations for YINSIGHT's ability to capture self-directed learning activities, particularly in extensive reading contexts. However, significant concerns emerged regarding system usability problems and compatibility with current practices. Teachers also provided constructive suggestions for gradual implementation and system improvements to address these barriers. This study thus contributes to the continuous improvement of learning and teaching from multiple perspectives on the activities that use the system.

This study aims to determine the effects of using the problem-based learning (PBL) model and live worksheet media on students' mathematical reasoning skills. The research method used was quantitative and quasi-experimental. The study included all Grade X students from a private high school in Jakarta who had relatively balanced math skills. The study sample comprised four classes (X.1, X.2, X.4, and X.6), which were randomly selected using random sampling technique and each received a different learning treatment; X.1 was taught using the TCL method with PPT, X.2 received PBL with PPT, X.4 received PBL assisted by Live Worksheets, and X.6 was taught using the TCL method assisted by Live Worksheets. A descriptive test, validated and pre-tested by experts, served as the instrument. The results of the ATS showed that there were no significant differences in the initial abilities between the classes. A mathematical reasoning ability test was conducted after the treatment and the data analysis was performed using non-parametric tests, as the data did not meet the requirements of parametric tests. The test results yielded an Asymp. Sig value of 0.000 <0.05, which implies the rejection of H0. This means that there is a difference in the students' mathematical reasoning ability between the four classes. The class that applied the PBL and live worksheet model achieved the best average result. This indicates that the combination of these methods effectively improves students' mathematical thinking ability.

The patterns of family-level mental health literacy (MHL) and their associations with adolescent depression and anxiety are not well understood. This study investigated the alignment of MHL between parents and children and its correlation with adolescent depression and anxiety, as well as identified factors linked to family MHL patterns. We conducted a cross-sectional survey of 4633 parent-child dyads using multi-stage stratified sampling across eight cities in Guangdong Province, China. Family MHL and adolescent depression and anxiety symptoms were measured. Multinomial logistic regression identified factors associated with family MHL patterns, while linear regression models examined associations between proficiency patterns and adolescent mental health outcomes. Only 4.73% of parent-child dyads were both proficient in MHL, with slight concordance (κ = 0.169, 95% CI 0.141-0.197) and adolescents exhibited higher proficiency rates than parents (18.52% vs. 13.27%). Being in senior high school grade and rural residence were associated with child-only proficiency patterns. The quality of parental relationships was associated with patterns of proficiency in parents only. Rural residence and the quality of parental relationships were associated with mutual non-proficiency. Compared to mutual proficiency, mutual non-proficiency and parent-only proficiency were associated with increased symptoms of depression and anxiety in adolescents. Interactions were found between family literacy patterns and the quality of parent relationships. Parents and children exhibit significant inconsistencies in MHL, with generational gaps present in most families. Interventions that focus on child-centered schools incorporating family involvement, could leverage adolescents' higher literacy and simultaneously enhance family relationships to foster better mental health. Little is known about parent-child dyadic patterns of MHL and their associations with adolescent depression and anxiety. Using population-based sample, this study found that family mental health literacy concordance is low. Parental mental health literacy deficits were associated with increased adolescent depression and anxiety risks .

Integrating a Card Game into High School Chemistry Instruction on Electron Configuration

Introduction: Adolescents remain vulnerable to HIV due to gaps in knowledge, attitudes, and digital health engagement. Cognitive, attitudinal, and digital factors may influence preventive behaviors, yet their combined effects remain underexplored, particularly as adolescents increasingly interact with AI-driven platforms that shape health information access. Objective: This study aimed to examine the associations of HIV literacy, HIV sensitivity, AI openness, and chatbot choice with HIV preventive behaviors among adolescents. Methods: A cross-sectional study was conducted among 910 senior high school and vocational students in Sleman Regency, Indonesia. Participants completed a validated questionnaire assessing HIV preventive behavior (low vs. high) and four predictors: HIV literacy, chatbot choice, AI openness, and HIV sensitivity. Chi-square tests were used to assess bivariate associations. Multivariate logistic regression identified independent predictors, with odds ratios (ORs) and 95% confidence intervals (CIs) reported. Results: Bivariate analyses showed that higher HIV literacy, greater HIV sensitivity, increased AI openness, and active chatbot choice were significantly associated with high-level HIV preventive behavior (all p < 0.001). Multivariate logistic regression confirmed all variables as significant independent predictors: HIV literacy (OR = 1.18, 95% CI: 1.12–1.24), chatbot choice (OR = 1.10, 95% CI: 1.05–1.16), AI openness (OR = 1.08, 95% CI: 1.02–1.14), and HIV sensitivity (OR = 1.10, 95% CI: 1.04–1.16). The model explained a meaningful proportion of variance in preventive behavior (Nagelkerke R² = 0.234). Conclusion: HIV literacy, HIV sensitivity, and engagement with AI-based digital tools significantly predict adolescents’ HIV preventive behaviors. Interventions that enhance knowledge, strengthen attitudes, and promote informed digital decision-making may reinforce HIV prevention efforts among adolescents.

Although active learning methods have been widely examined in educational research, the effect of the brainstorming method on learning outcomes in Islamic Religious Education (PAI) at the junior high school level, particularly in schools located in non-urban areas, remains relatively underexplored. This study aimed to analyze the effect of the brainstorming method on students’ learning outcomes in the Islamic Religious Education subject at SMP N 1 Gunuang Omeh Subdistrict. A quantitative approach was employed with a quasi-experimental design in the form of a Static Group Comparison Design, involving 40 eighth-grade students selected through total sampling. Data were collected using an objective multiple-choice test and analyzed with the nonparametric Mann–Whitney U test after normality and homogeneity tests were conducted. The results showed a significant difference between the experimental and control groups (p = 0.003 < 0.05), where the experimental group taught using the brainstorming method obtained a mean score of 83.40 with an 85% mastery level, while the control group taught using conventional methods obtained a mean score of 74.10 with a 55% mastery level. These findings reinforce constructivist and social learning theories in the context of Islamic Religious Education and confirm that the implementation of active learning strategies based on brainstorming is effective in improving students’ learning outcomes. The study recommends that Islamic Religious Education teachers further integrate the brainstorming method into classroom practice as part of developing student-centered learning, and encourages subsequent research to examine the impact of this method on affective and psychomotor domains.

Little is known about the association between direct pollen exposure and cognitive performance. The aim of our study is to investigate the effect of pollen exposure on performance in the Finnish matriculation examination. The study was conducted among students who participated in the national high school matriculation examinations in the metropolitan area of Helsinki and Turku in southern Finland between 2006 and 2020. Daily regional pollen counts of alder and hazel were monitored throughout the study period as part of the Finnish pollen monitoring network. Extensive data on matriculation examination results were retrieved from Statistics Finland, and air pollution and weather data from the Finnish Meteorological Institute. A fixed effect regression analysis was used to identify the effect of pollen exposure (as independent variables) on matriculation examination results (as dependent variable) controlling for student-semester fixed effects, pollutants and precipitation. The regression coefficients indicated that on average an increase of 10 pollen grains in alder and hazel reduced the matriculation examination score by 0.0034 (p<0.01) and 0.0144 (p<0.05) standard deviations (SDs), respectively. Increasing pollen exposure per additional unit (an increase of 10 pollen grains) especially dropped examination scores in mathematical subjects among males (alder -0.0118 (p<0.001) and hazel -0.0328 (p<0.05) SDs). The association between alder pollen exposure (low, moderate and abundant) and examination scores was inversely U-shaped. Exposure to pollen can hinder a student's performance in the matriculation exam, which strongly determines the future opportunities and emphasises early initiation of medication.

Teacher professional competence is the main determinant of the quality of vocational education and is crucial for State Vocational High Schools in Jepara Regency in facing the challenges of the modern era, especially related to competency renewal, creativity, and suboptimal technology adaptation among some teachers. This study aims to analyze the partial influence of principal leadership, teacher work motivation, and school culture on teacher professional competence, as well as the role of rewards as a moderating variable. Quantitative research methods were used with a population of teachers and a sample of teachers from State Vocational High Schools. Data collection was carried out through a questionnaire instrument, and analyzed using multiple regression, Moderated Regression Analysis, and partial t-test. The results showed that principal leadership, teacher work motivation, and school culture partially have a positive and significant effect on teacher professional competence, where work motivation shows the most dominant influence. An important finding is that rewards are proven to be able to moderate and strengthen the relationship between principal leadership and school culture on teacher professional competence, but do not moderate the effect of teacher work motivation. The coefficient of determination indicates that the variation in teachers' professional competence can be explained by the independent variables. This finding contributes to emphasizing the need for an integrated reward system to optimize the impact of organizational factors in improving teacher professionalism.

This study aims to analyze the relationship between leg muscle strength and the results of the precept in the game of sepak takraw. Football is one of the dominant basic techniques used in receiving, controlling, and passing the ball, so its success is greatly influenced by the components of physical condition, especially the strength of the leg muscles. This study uses a quantitative approach with a correlational design to test the relationship between the variable of leg muscle strength as an independent variable and the result of the discipline as a bound variable. The research sample amounted to 30 high school sepak takraw athletes who were selected through purposive sampling techniques with the criteria of actively participating in training and not injured. The measurement of leg muscle strength was carried out using a leg dynamometer to obtain maximum strength data, while the ability of the precepts was measured through a 1-minute skill test by counting the number of legitimate ball touches. The data obtained was analyzed using the Product Moment (Pearson) correlation test at a significance level of 0.05 after meeting the assumptions of normality and linearity. The results of the analysis showed that there was a positive and significant relationship between leg muscle strength and the result of syllabus (r = 0.62; p &lt; 0.05), which was in the category of strong relationship. These findings indicate that increasing leg muscle strength contributes to improving the ability of sepak sila techniques, so leg muscle strength development exercises need to be an important part of sepak takraw athlete coaching programs.v

Recent discussion of voting in US elections claims a strong movement of White working-class voters away from voting for Democrats, with much discussion focusing only on elections between 2012 and the present. We examine longer-term trends from 1980 to 2020 in how more and less privileged White voters-measured by household income, education, and occupational class-moved toward or away from voting Democratic. We also explore how these movements changed the shape of the relationships between these three socioeconomic indicators and voting Democratic. We find little evidence of a long-term movement away from Democrats among voters with lower income, less education, or working-class jobs, although there is some evidence of this after 2012. The clearest long-term trend is that voters in the highest decile of income, college graduates, and white-collar workers moved steadily toward voting Democratic across the 40 y. Thus, the change from negative to flat for income's relationship to voting Democratic, and from negative to positive for education's relationship to voting Democratic comes less from a movement of less privileged voters away from Democratic voting and more from a long-term movement of those in the top decile of income, college graduates, and white-collar workers toward voting Democratic. Whether the post-2012 movement away from voting Democratic among voters without a high school degree and in working-class jobs becomes an enduring trend or is idiosyncratic to Trump's candidacy is an important question for future research.

Reasoning is a skill that students must possess to improve their ability in solving mathematics problems related to everyday life. Meanwhile, self regulated learning skills is aims to increase their sense of responsibility for their own learning. This research aims to improve both of these abilities through the geogebra assisted the problem-based learning, so the students can be better understand about concepts that taught by the teacher, take responsibility, and build their self regulated learning. The researcher used a quasi-experimental design with a pretest-posttest approach involving both experiment and control groups, that each consisting of 25 student in eighth-grade from SMP EL Fitra Bandung. The first step that reseacher take is given a pretest to both of class, after that continue to give experiment class with geogebra assisted the problem based learning method and control class with a conventional method. The research instruments used were a mathematical reasoning essay test about system linear equation in two variabels (SPLDV) and a self regulated scale. The integration of geogebra software is in line with current technological advancements and make the student more interesting when learning many subject at school specially in mathematic program. The results showed that students who received geogebra assisted problem-based learning method performed better in reasoning ability compared to those who received conventional method. However, there was no significant difference in self regulated learning between the two groups, indicating that both the experimental and control groups experienced an increase in self regulated learning.

Introduction: The study investigates the relationship between nomophobia and occupational balance among high school students. Nomophobia, or the fear of being without a mobile phone, is increasingly prevalent among adolescents, potentially impacting their daily routines and well-being. This study aimed to examine the relationship between nomophobia levels and occupational balance among high school students. Methods: Sociodemographic data were obtained with a sociodemographic form. The Adolescent Occupational Balance Scale was used to measure occupational balance. The Nomophobia Questionnaire was used to determine nomophobia levels. A total of 258 students participated in the study. Results: Findings reveal that as nomophobia levels increase, students’ ability to manage time and participate in various activities significantly decreases. This study found that students with severe nomophobia showed lower scores in occupational diversity and harmony, indicating that excessive reliance on digital platforms may reduce participation in social and academic activities. Conclusions: The study suggests that high levels of nomophobia may limit individuals’ ability to engage in a variety of meaningful activities, thereby disrupting their occupational balance. Considering occupational balance in future research and intervention strategies is crucial for promoting healthier technology use and improving the overall well-being of high school students. Trial registration: Clinical trial number: not applicable.

Critical thinking is an essential component of mathematics learning, particularly when students are required to solve word problems that demand reasoning, interpretation, and systematic decision-making. However, evidence from previous studies shows that many junior high school students still struggle to apply critical thinking skills effectively, especially in the topic of Systems of Linear Equations in Two Variables (SPLDV). This study aims to analyze the types of errors made by students when solving SPLDV word problems based on indicators of mathematical critical thinking skills. This qualitative descriptive study involved 36 eighth-grade students from SMP Negeri 1 Ciranjang. The data were collected through five open-ended test items developed according to four indicators of mathematical critical thinking: interpretation, analysis, evaluation, and inference. Students’ written responses were scored using an established rubric, and the data were analyzed through the processes of data reduction, data presentation, and conclusion drawing. The findings show that students frequently experienced several types of difficulties, including: (1) failing to identify the known and asked information; (2) using unsystematic problem-solving procedures; (3) constructing incorrect or incomplete mathematical models; (4) applying inappropriate strategies; (5) performing inaccurate or incomplete calculations; and (6) being unable to draw conclusions aligned with the context of the problem. These results indicate that students’ mathematical critical thinking skills related to SPLDV remain weak and require improvement. Therefore, structured guidance, explicit reasoning instruction, and consistent practice are needed to strengthen students’ problem solving abilities.