Objective: Wearable sensor technology offers significant potential in physiotherapy and rehabilitation by providing new ways to monitor patient progress and assess interventions. Despite this, its integration into physiotherapy education is still emerging. This study evaluates the impact of interactive sensor training on the knowledge level of wearable sensor technology among physiotherapy students. Method: A total of 111 physiotherapy students from Fenerbahçe University's Faculty of Health Sciences participated in this study. The training involved hands-on sessions with Euleria Health's Riablo and XClinic products. The training session, focused on wearable motion sensors using Euleria Health's Riablo and XClinic products, was conducted to enhance students' understanding. Knowledge levels were assessed before and after the training using a specially designed 20-item Likert-type questionnaire. Results: Paired-samples t-tests and Pearson correlation analyses were conducted to evaluate the data. The results showed a significant increase in knowledge scores post-training, rising from 66.00±17.58 to 77.65±22.06 (p<0.001). Pearson correlation analysis indicated a positive relationship between students' CGPA (Cumulative Grade Point Average) and their pre- and post-training knowledge scores, with correlations of r=0.230 (p=0.018) and r=0.275 (p=0.005), respectively. Conclusion: The findings indicate that direct, interactive sensor training substantially improves physiotherapy students' understanding of wearable sensor technology. The observed positive correlation between academic performance and knowledge gains suggests that students with higher academic achievements may derive greater benefits from this training. Integrating such practical sessions into educational programs is essential for equipping future professionals with the skills needed to effectively implement emerging technologies in clinical practice.

The aim of the study was to determine the relationship between Academic Achievement and Career Decision of STEM-tertiary Students. It specifically addressed the following questions: 1. What is the level of academic achievement of STEM-tertiary students? 2. Is there a significant relationship between academic achievement and career decision in STEM? 3. Does type of secondary school graduated significantly influence career decision in STEM? Eighty-six (86) STEM-tertiary students served as respondents of the study. Collection of data was done through an online survey. The study's findings showed that students who choose STEM careers generally demonstrate high academic achievement during their SHS years. In addition, a significant positive correlation was found between academic achievement and career decision in STEM, ρ(84) = .716, p < .001, indicating that students with higher academic performance are more likely to make confident and well-informed decisions to pursue STEM-related careers. Lastly, the study found no significant difference in STEM career decision based on the type of secondary school attended, with a z-value of -0.95 and a p-value of 0.341, suggesting that the quality or category of school has little to no influence on students’ decisions to enter STEM fields.

ABSTRACT This study investigated whether immigrant and non-immigrant parents differ regarding their perceptions of the levels of their child’s school engagement, parental academic involvement and school performance expectations and whether these resources are associated with their child’s academic success and help to explain the immigrant achievement gap. In total, 798 parents (75% mothers, 18% immigrants) of adolescents attending grades 5 to 8 Austrian secondary schools (50% girls, Mage = 12.49) participated. Immigrant adolescents had lower levels of academic achievement compared to non-immigrants (d = 0.53). Immigrant parents reported higher performance expectations compared to non-immigrants (d = −1.48). The immigrant achievement gap disappeared when taking father’s education into account. When adolescents were younger, when fathers attained higher levels of education, when parents perceived more time investment for school and school liking but reported less parental academic involvement and performance pressure in school, adolescents had higher academic achievement. None of these resources were mediators for the immigrant achievement gap.

Abstract: In general entrepreneurship is the ability of the person covering his/her skill of employing innovation creation, imitation risk-bearing, leadership in the organized way. It provides opportunity to a person means of earning by giving self- employment and in providing employment to others. In the present scenario there is earnest need for attracting the educated youth towards in entering the of entrepreneurship instead of running behind the government jobs. In this reference the attitude towards entrepreneurship should be cared and studied empirically. Thinking on these lines in present investigation a comparison of male and female undergraduate students on their degree of attitude of towards entrepreneurship has been studied in relation to the level of academic –achievement on the sample of 1048 undergraduate students of Shri Rawatpura Sarkar University Raipur in the state of Chhatisgarh.The attitude of subject towards entrepreneurship was assisted was using self-developed tool. The studied that: Male high academic achiever for better than to those with low academic achiever. Whereas the finding are reversed in case female students. However the female students were found to have better attitude towards entrepreneurship to their male counter parts either high or low academic achievement.

English literacy at early childhood is a crucial foundation for language development, cognitive growth, and academic readiness. TK Desa Bagi 01, despite its high academic achievements, faces several challenges in teaching English, including a busy daily schedule, limited learning time, and restricted access to interactive learning media. This community service program was designed to address these challenges by introducing English literacy to young learners in a creative and engaging manner while simultaneously enhancing teachers’ skills in employing interactive and contextually relevant teaching media. The program employed several methods: observation of current teaching practices, planning and development of creative learning media such as flashcards, posters, storybooks, and puppets, implementation of learning activities through play-based approaches, and evaluation of student and teacher outcomes. The results indicate a significant increase in student enthusiasm, active participation, and comprehension of basic English vocabulary. Teachers also demonstrated improved creativity and confidence in using various teaching media to support literacy learning. This program shows that English literacy can be effectively fostered in early childhood using simple, locally relevant, and sustainable media. Furthermore, it highlights the importance of teacher development in enhancing the quality of English learning in rural school contexts. Overall, the initiative provides a practical model for integrating interactive English literacy education in early childhood settings with long-term potential for rural education improvement.

Academic achievement, depressive symptoms and learning difficulty have become globally important issues closely related to adolescents. However, there is currently limited understanding of the nature and direction of the relationship between academic achievement, depressive symptoms and learning difficulty, particularly in the context of Chinese education. Based on two-wave longitudinal survey data, this study examines the relationship between depressive symptoms, learning difficulty and academic achievement in a sample of Chinese middle school students (N = 8615). Using cross-lagged models, the results show that depressive symptoms significantly negatively predict academic achievement, and there is a significant bidirectional negative relationship between learning difficulty and academic achievement. This finding highlights the importance of low depressive symptoms and learning difficulty in predicting high academic achievement. The conclusions deepen our understanding of the relationships between these variables and provide empirical support for practical educational and psychological interventions.

This study investigates the effectiveness of explicit instruction in metacognitive strategies—planning, monitoring, and evaluating—on students’ academic performance and self-regulated learning. Forty undergraduate students participated in a six-week training program designed to enhance their awareness of learning processes. Results revealed that the experimental group significantly improved their academic performance, self-reflection, and strategic learning behaviors. The findings suggest that systematic metacognitive training fosters autonomous learning, critical thinking, and higher academic achievement. This research contributes to understanding how conscious regulation of cognition enhances lifelong learning and educational quality.

Background. In the context of the modernization of higher medical education, the formation of an individual educational trajectory for each learner is of particular importance, as it enables the adaptation of the educational process to the personal needs, interests, and professional goals of students. Elective disciplines (EDs) serve as a tool for implementing such trajectories. However, their impact on the academic performance of medical students and their preparation for the licensing exam remains insufficiently studied. Aim: to determine the relationship between participation in elective disciplines at the Department of Pathophysiology and the academic performance of medical faculty students in the core course “Pathophysiology,” as well as their performance on the relevant section of the licensing exam “Krok 1.” Materials and Methods. The study involved 404 students of the Faculty of Medicine No. 1 at Bogomolets National Medical University who, during the 2024/2025 academic year, took both the final exam in Pathophysiology and the Pathophysiology subtest of the integrated licensing exam “Krok 1.” The sample was divided into two groups: the “ED+” group (n=136), who had completed the electives “Introduction to Clinical Pathophysiology” and/or “Cytophysiology with Elements of Pathophysiology,” and the “ED-” group (n=268), who had not enrolled in any electives. Additional comparisons were made based on gender, form of study (state-funded vs. contract), source of prior education (secondary school vs. junior specialist diploma), and re-enrolment status. For statistical analysis, final scores in the Pathophysiology course (on a 200-point scale) and percentage scores on the Pathophysiology subtest of “Krok 1” were used. Results. Students who took EDs demonstrated higher scores in Pathophysiology (median = 158.5) compared to those who did not (median = 150; p<0.05). The positive effect was significant among male students, where the absence of EDs corresponded with the lowest results (Me=142; p<0.05). Higher academic achievement was observed among state-funded students, regardless of ED participation. Junior specialists who completed EDs performed at the same level as students who had entered after completing full secondary education (p>0.05), while junior specialists without EDs had significantly lower results (by 32.5 points; p<0.05). Among ED+ students, the median score on the “Krok 1” Pathophysiology subtest was 86.4%, while in the ED– group it was 81.8% (p<0.001). The proportion of unsuccessful test-takers (<64%) was 7.4% in the ED+ group versus 16% in the ED– group (p<0.05), with a 2.14-fold increased risk of failure in the absence of EDs. Conclusions. Studying elective disciplines at the Department of Pathophysiology contributes to improved academic performance in the core subject and reduces the risk of unsatisfactory outcomes on the licensing examination. EDs are particularly effective for students in at-risk groups (contract students and junior specialists), highlighting their value as a compensatory educational tool.

ObjectiveTo investigate the representation of women among the authors of top-cited articles published in the medical imaging literature.Materials and methodsThis retrospective bibliometric study queried the Web of Science database to identify the top-cited articles (citation number ≥ 300) in the medical imaging literature. The gender of the first and last (senior) authors was determined based on online databases. The year of publication, country of origin, document type, and subspecialty for each article were also collected. We analyzed the proportion of women authors and the relationships between author gender and article characteristics.ResultsAmong 596 top-cited articles, women accounted for 132 (22.1%) of first authors and 84 (14.1%) of last authors. Women as last authors were more likely to publish with women first authors compared to male first authors (odds ratio: 1.35). Women's first authorship was significantly more frequent in articles from South Korea (44.4%; phi = 0.095) and in radiation oncology (38.1%; phi = 0.106) and significantly less frequent in articles from France (0.0%; phi = −0.102). Women's last authorship was significantly more frequent in articles from the Netherlands (30.6%; phi = 0.120), in breast (38.9%; phi = 0.126), and in radiation oncology (28.6%; phi = 0.115), and significantly less frequent in nuclear medicine (4.3%; phi = −0.083).ConclusionWomen authors remain underrepresented in top-cited articles published in the medical imaging literature, with country of origin and subspecialty identified as factors of influence.Critical relevance statementWomen are still underrepresented among the authors of the top-cited articles in the medical imaging literature. The findings highlight the gender disparities in the highest academic achievement in this biomedical field and provide valuable insight into this ongoing issue.Key PointsWomen authors remain underrepresented in top-cited articles in the medical imaging literature.Women accounted for 22.1% of first authors and 14.1% of last authors.There were variations in the proportion of women authors between countries and subspecialties.Graphical

ABSTRACT In modern higher education, digital technologies have reshaped the learning environment, offering new opportunities to enhance student engagement and achievement. This study examines the impact of diverse digital tools and platforms on multiple dimensions of student outcomes. A quantitative research design was employed, using a structured questionnaire administered to students from four universities. Of the 500 distributed surveys, 406 valid responses were analyzed after excluding incomplete submissions. Data collection took place online over a three-day period, and statistical analyses were conducted using the Statistical Package for the Social Sciences (SPSS) to explore patterns and relationships. The results highlight the significant role of digital tools in enriching learning experiences and academic performance. Increased access to digital learning platforms correlated with higher academic achievement, while interactive tools were associated with improved student satisfaction. Collaborative platforms enhanced peer learning and knowledge sharing, and real-time feedback mechanisms in assessments supported better academic performance. Furthermore, multimedia resources facilitated deeper comprehension and critical thinking, while digital simulations strengthened practical skill acquisition. This research provides new insights into the value of digital interventions in higher education and proposes a practical framework for educators and institutions to maximize the benefits of technology-enhanced learning.

The increasing demand for computer science (CS) skills underscores the importance of integrating CS education into K–12 curricula to best prepare students for a digitally-driven society. Despite significant progress in expanding access to CS courses, disparities in participation persist, especially among historically underrepresented groups. This study examines the transition from 8th to 9th grade (occurring in the U.S. around age 15) as a pivotal juncture in CS education, analysing factors linked to 9th-grade CS course-taking among 5,505 students across eight diverse school districts in a northeastern state of the U.S. using logistic regression. Findings show that high academic achievers, male students, Asian students, and those with exposure to CS and Algebra 1 in middle school were more likely to enrol in 9th-grade CS courses. Conversely, participation is lower for females, English Language Learners, and students receiving special education services. These results point to persistent barriers to CS participation extending beyond access alone. We discuss practical implications for middle and high schools, emphasising the need for targeted outreach and early exposure to CS to foster a sense of belonging and applicability of CS. By identifying actionable strategies to address participation gaps, this study provides data-driven recommendations for advancing equity in CS education during the critical middle-to-high school transition.

Background: Although numerous studies have examined the relationship between learning styles and factors such as gender, academic performance, and participation, no research has been found that comprehensively investigates the interplay between learning styles, motivation (intrinsic and extrinsic), and academic performance across diverse educational activities. This study aims to explore the influence of different learning styles and motivations (intrinsic and extrinsic) on medical students' engagement and academic performance. Methods: Using a mixed-methods approach, the study combined quantitative data from 169 medical students with qualitative insights from focus groups and in-depth interviews with 27 participants. Quantitative data were analyzed using descriptive statistics and Chi-square tests, while qualitative data were thematically analyzed. Results: Findings revealed no significant direct relationship between learning styles and academic performance. However, intrinsic motivation was strongly associated with higher academic achievement. Female students showed a notable preference for visual and kinesthetic learning styles. Practical, hands-on educational activities, such as laboratory work and simulations, were linked to greater engagement, particularly for kinesthetic and visual learners. Students emphasized the importance of personalized feedback and diverse teaching methods in enhancing motivation. Conclusion: While learning styles alone do not predict academic performance, motivation, especially intrinsic motivation, plays a critical role in student achievement. The findings highlight the importance of using interactive and varied teaching methods that cater to different learning styles and foster motivation. Medical curricula should focus not only on accommodating diverse learning styles but also on strategies to enhance intrinsic motivation to improve academic outcomes.

Recent initiatives worldwide have promoted the "growth mindset" to improve educational outcomes. However, the effectiveness of this approach remains controversial. This research presents novel perspectives by investigating the natural effects of growth mindsets on students' academic performance trajectories from university entrance to completion. Longitudinal analyses involving 915 students, 6,918 student-term, and 33,607 student-course observations, reveal previously unexplored relationships. Transcending the dichotomized debate of whether growth mindsets are effective, our findings reveal that students with stronger growth mindsets initially outperform their fixed mindset counterparts; however, this advantage diminishes over time. Additionally, students with growth mindsets are more adept at navigating unfamiliar academic territories. Importantly, both growth and fixed mindsets are associated with higher academic achievement, but a lack of clear mindset is linked to poorer outcomes. Our study underscores the importance of considering these factors in educational institutions that aim to foster growth mindsets to enhance human capital development.

Intelligence is the ability to acquire and use knowledge in order to solve problems and adapt to the environment. A person's high intelligence should be accompanied by high academic ability as well, but in reality, high IQ does not necessarily guarantee high academic achievement or learning outcomes. At most, IQ contributes about 20% to the factors that determine success in life, while 80% is determined by other factors including emotional intelligence. This explains that a person's success is not only influenced by intellectual intelligence but also by emotional intelligence. Individuals with emotional intelligence are able to monitor their feelings well, and they can control their emotions, one of which is having a high level of empathy. Emotional intelligence is the ability of an individual to motivate themselves and persevere in facing frustration, control impulsive urges, which are urges that arise based on mood, and delay gratification, regulate their mood so that it does not affect their ability to think and empathize. The purpose of the research is to determine the effectiveness of rational emotive behavior counseling using role-playing techniques to enhance emotional intelligence and empathy. This study uses a one-group pretest-posttest design. The subjects in this study, totaling 14 people, were divided into 2 groups. The sampling method used is purposive sampling. Data were collected using emotional intelligence and empathy questionnaires. Data analysis used MANOVA statistical tests. The research results show that rational emotive behavior counseling using role-playing techniques is effective in enhancing emotional intelligence and empathy.

Purpose: In effective inclusive schools, principals must be adept at delivering high academic achievement outcomes and providing an inclusive education for students with and without disabilities. Leadership for effective inclusive schools is predicated upon principals’ inclusive consciousness, or a dogged determination to provide ethical and meaningful educational experiences to all students, but especially those with disabilities. The purpose of this study was to understand how four elementary-level public school principals acquired, developed, and demonstrated an inclusive consciousness that guided their leadership of effective inclusive schools. Research Methods/Approach: Data were collected from four effective inclusive elementary school principals in the southeastern United States using a basic qualitative methodology and included a series two of semi-structured interviews and field notes. Data were analyzed via the constant comparative and cross-case methods and coded using open, axial, and selective coding procedures. Findings: Findings indicated that how principals (a) exhibited a disposition for inclusion; and (b) engaged in effective and inclusive leadership behaviors determined their acquisition, development, and demonstration of an inclusive consciousness that guided their leadership of effective inclusive schools. Implications for Research and Practice: Findings underscore the need to develop and enrich principal preparation for special education to include inclusive leadership and instructional leadership capacity for students with disabilities. This study also identified the need to support current principals in special education policy and practice.

The current research aimed at to examine the impact of psychological stressors on academic achievement among university students in Khyber Pakhtunkhwa province of Pakistan. It was a quantitative survey study conducted in five public sector universities of KP. These universities were Hazara, Haripur, Gomal, Abdul Wali Khan and Malakand, which represented the southern KP, central KP and northern KP so that the results of the study could be generalized to the entire province. The respondents of the study comprised of BS students of four departments (Economics, Education, Botany and Zoology) from selected universities. Data has been taken from (n=400) bs university students, 80 respondents from each university and 20 respondents from each department were randomly selected. An adopted questionnaire (Lovibond & Lovibond, 1995) DASS 21 (depression, anxiety and stress), was used for data collection. A Multi stage random Probability sampling technique was used to select the sample. Causal predictive research design was adopted to achieve the objective. For the achievement of present research objective, data was composed by using an updated questionnaire and analyzed by SPSS. The following statistical methods were used: Chi square, frequency test, Pearson correlation test, multi regression analysis, independent sample t-test, linear regression analysis, scatter plots, normal curve figure and descriptive statistical analysis were used for analysis of data. Findings of the study revealed that majority of the students had moderate level of stress, anxiety and depression. Only 23 students 5.75% GPA remained in the range of 1.50 to 2.50 which is regarded as low academic achievement level. Similarly, 66 students 16.50% GPA remained in the range of 2.51 to 2.9 which is regarded as average level, while 311 students GPA remained in the range of 3.00 to 4.00 which is high academic achievement level among university students. The findings revealed that there was significant positive correlation between independent variables of depression, anxiety, stress, total Dass tool and academic achievement. In regression analysis the findings indicated that there was no statistically significant relationship between independent variables of total Dass tool and dependent variable of GPA. The study paves way for further investigation in the field in Pakistan.

Abstract Parental involvement (PI) in a child's education, both at home and school, is a well‐researched topic, but there is limited focus on gender differences in PI. The aim of this systematic literature review was to investigate how the gender of students, parents and teachers influences PI and student achievement. Eighty‐five databases within the EBSCO Discovery Service were searched for studies that were published in English, focused on at least one form of PI, examined the gender of at least one actor (student, parent, or teacher), focused on K‐12 education, and presented original empirical results. Following a quality assessment using the Mixed Methods Appraisal Tool, 43 studies were included, published from 1990 to 2024. The temporal, geographical and methodological characteristics of the studies were analysed, alongside thematic areas and the main findings. Findings revealed that most studies were from the global North, where mothers' involvement is typically higher, while in the global South, fathers' involvement tends to be greater. Single parenthood was associated with lower PI, although its impact on gender differences in achievement remains debated. Few studies examined teacher gender, and there was a significant lack of qualitative research on this topic, indicating areas for further investigation. Context and implicationsRationale for this study: This systematic literature review covers the temporal and geographical characteristics (year of publication, location, target group studied), methodological characteristics (sample size, variables, methodology), and the main results of studies published between 1990 and 2024 on parental involvement/engagement and the effects that the gender of different actors (parent, student, teacher) have on involvement and its outcomes. Furthermore, the review synthesises the results of the literature in the following topics: gender differences in parental involvement (PI); the interaction effect of family structure and gender on involvement, gender differences and the impact of involvement on achievement; the combined effects of parenting principles and involvement on child outcomes, and gender differences and the relationship between higher education choices and involvement.Why the new findings matter: Our findings highlight that the effectiveness of PI does not only depend on its intensity or frequency. The characteristics of effective forms of involvement are also linked to the gender of its main actors (parent, student, teacher), gender interactions and gender role expectations within the cultural context.Implications for researchers and policymakers: For researchers, the lack of research including teachers' gender as an independent variable may be an important implication, as it represents a significant blind spot in gender research on this topic. An important implication for policymakers or school administrators facing the introduction of institutional good practices to increase PI is that it is of paramount importance to explore the values and stereotypes of gender roles in a given socio‐cultural context before any new policy is introduced and that more intensive involvement is not always associated with higher academic achievement, so that the different forms and actors of involvement should be given special attention.

Students must have good self-management and have a strong will to be able to solve problems faced during college in an effort to achieve study success. The purpose of this study was to analyze the level of student self-management reviewed from the perspective of academic ability and gender. This study is a quantitative descriptive study. The respondents in this study were students of the Indragiri Rengat Institute of Technology and Business aged 18–24 years totaling 212 people. The findings of this study include: students' self-management ability for the self-motivation component in the good category. Students' self-management ability for the self-control component in the sufficient category. Students who have higher academic achievement have better self-management than students with low academic achievement. There are differences based on gender in aspects of self-management, especially in self-motivation and self-control. Men have higher scores than women in both aspects

Social and emotional learning (SEL) is an educational framework that helps individuals—particularly students—develop essential life skills to manage emotions, build healthy relationships, set goals, show empathy, and make responsible decisions. As education systems worldwide shift focus from purely academic outcomes to holistic development, SEL has emerged as a key component in nurturing emotionally intelligent, socially responsible, and mentally resilient learners. SEL encompasses five core competencies: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. These competencies are critical for students’ success both in school and beyond. Incorporating SEL into the classroom improves students’ emotional well-being, behavior, and academic performance. Research shows that students engaged in effective SEL programs demonstrate improved classroom behavior, increased motivation to learn, reduced emotional distress, and higher academic achievement. Teachers play a central role in promoting SEL by modeling positive behaviors, fostering inclusive classroom environments, and integrating emotional literacy into subject teaching. When embedded into the school curriculum, SEL provides a safe space for children to express themselves, understand others' perspectives, resolve conflicts peacefully, and build empathy and cooperation. Moreover, SEL contributes significantly to creating a supportive school climate that reduces bullying, aggression, and dropout rates. With rising mental health concerns among youth, especially in the post-COVID-19 era, SEL has gained renewed importance. It supports the emotional recovery of students, helping them cope with stress, anxiety, and uncertainty. In multicultural and diverse classrooms, SEL promotes respect for differences and helps in the development of global citizenship values. However, effective implementation of SEL requires trained educators, supportive policies, and consistent evaluation methods. Challenges include lack of teacher preparedness, resistance from stakeholders, and insufficient integration into educational standards. Therefore, SEL must be treated not as an additional subject, but as a foundational aspect of schooling integrated across all grade levels and learning domains. This paper explores the theoretical basis, practical implementation, and long-term benefits of social and emotional teaching and learning. It emphasizes the need for an inclusive, culturally responsive, and developmentally appropriate SEL framework that supports students’ academic, emotional, and social growth. Strengthening SEL in education systems is not just a pedagogical necessity—it is a moral and social imperative to build compassionate, competent, and conscious citizens.

Considerable amounts of research have discussed “No Excuses” charter schools preparing traditionally disadvantaged students for higher education. Yet, no scholarly work has identified or investigated U.S. academically intensive charter schools (AICS) that were founded to enable students to excel academically as much as their abilities and efforts allow. Here, we offer an exploratory study of AICS, defining them, describing the lived experience of an AICS principal, presenting the first national data comparing AICS campus and student characteristics to those of other charter schools, and assessing whether, nationally, AICS succeed on their own terms, with relatively high academic achievements. The data indicate that AICS resemble other charter schools in terms of measurable campus and student characteristics. Standardized, NAEP-adjusted Z-scores reveal that AICS consistently outperform other charter and district schools in literacy and mathematics across demographic groups, with differences expanding after the COVID-19 pandemic. We end with limitations and suggestions for future research.