Educational Outcomes Research Articles

Are physical education teachers’ autonomy-supportive behaviors related to high-school students’ actual game-play performance?

ABSTRACT Background Although studies based on self-determination theory have shown a relation between teachers’ autonomy-supportive teaching behaviors and students’ positive outcomes in physical education (PE), only a few studies have tested the relation between autonomy support and students’ actual game-play performance in a PE context. Purpose The purpose of this study was to examine whether physical education (PE) teachers’ autonomy-supportive behaviors would predict high school students’ actual game-play performance in PE activities. Method A total of 286 students (M age = 15.24, SD = 3.99) reported on their perceptions of their teachers’ autonomy-supportive behaviors, their experience of need satisfaction, and their autonomous motivation toward learning PE activities questionnaires. Teachers (N = 7, female = 3, M age = 38.57) and an expert rater measured students’ actual game-play performance with a comprehensive behavioral assessment tool. Results The results revealed that teachers’ autonomy support correlated positively with students’ psychological variables of need satisfaction, and autonomous motivation. Need satisfaction and autonomous motivation positively correlated with game performance either measured by teachers or measured by the expert rater. A path analysis showed that autonomy support positively predicted actual game performance measured by the expert rater (β = .05; p < .05) through need satisfaction and autonomous motivation. Conclusion The results suggest that PE teachers’ autonomy-supportive teaching styles promote not only students’ need satisfaction and autonomous motivation in PE activities, but also their actual game-play performance.

Cognitive reserve is associated with education, social determinants, and cognitive outcomes among older American Indians in the Strong Heart Study

Cognitive reserve, a component of resilience, may be conceptualized as the ability to overcome accumulating neuropathology and maintain healthy aging and function. However, research measuring and evaluating it in American Indians is needed. We recruited American Indians from 3 regional centers for longitudinal examinations (2010-13, n = 818; 2017-19, n = 403) including MRI, cognitive, clinical, and questionnaire data. We defined cognitive reserve by measuring the residual from individual regressions of cognitive tests over imaged brain volumes, adjusted for age and sex. Analyses examined three different metrics of cognitive reserve against sociodemographic, clinical, and longitudinal cognitive data in causal mediation models. Better cognitive reserve was significantly associated with more education, higher income, lower prevalence of depression, lower prevalence of diabetes, and lower prevalence of kidney disease, but we found no statistically significant evidence for an association with plasma biomarkers for Alzheimer’s disease and related dementias, APOE e4 carrier status, alcohol use, body mass, or hypertension. Better cognitive reserve was associated with better cognitive function over mean 6.7 years follow-up (range 4-9 years); and the association for education with cognition over time was mediated in part (15-24%) by cognitive reserve. Cognitive reserve, although challenging to measure, appears important for understanding the range of cognitive aging in American Indians.

A systematic review of the impact of artificial intelligence on educational outcomes in health professions education

BackgroundArtificial intelligence (AI) has a variety of potential applications in health professions education and assessment; however, measurable educational impacts of AI-based educational strategies on learning outcomes have not been systematically evaluated.MethodsA systematic literature search was conducted using electronic databases (CINAHL Plus, EMBASE, Proquest, Pubmed, Cochrane Library, and Web of Science) to identify studies published until October 1st 2024, analyzing the impact of AI-based tools/interventions in health profession assessment and/or training on educational outcomes. The present analysis follows the PRISMA 2020 statement for systematic reviews and the structured approach to reporting in health care education for evidence synthesis.ResultsThe final analysis included twelve studies. All were single centers with sample sizes ranging from 4 to 180 participants. Three studies were randomized controlled trials, and seven had a quasi-experimental design. Two studies were observational. The studies had a heterogenous design. Confounding variables were not controlled. None of the studies provided learning objectives or descriptions of the competencies to be achieved. Three studies applied learning theories in the development of AI-powered educational strategies. One study reported the analysis of the authenticity of the learning environment. No study provided information on the impact of feedback activities on learning outcomes. All studies corresponded to Kirkpatrick’s second level evaluating technical skills or quantifiable knowledge. No study evaluated more complex tasks, such as the behavior of learners in the workplace. There was insufficient information on training datasets and copyright issues.ConclusionsThe results of the analysis show that the current evidence regarding measurable educational outcomes of AI-powered interventions in health professions education is poor. Further studies with a rigorous methodological approach are needed. The present work also highlights that there is no straightforward guide for evaluating the quality of research in AI-based education and suggests a series of criteria that should be considered.Trial registrationMethods and inclusion criteria were defined in advance, specified in a protocol and registered in the OSF registries (https://osf.io/v5cgp/). Clinical Trial number: not applicable.

Offspring education and cognitive health: A comparison between Hispanic and White older adults in the United States.

We compared the relationship between offspring education and cognitive health outcomes among Hispanic and White adults. We used data from Hispanic and White (1998-2018) United States (US) Health and Retirement Study (HRS) participants (n=17,484). We assessed cognitive function and decline using episodic memory scores in linear mixed models and incident cognitive impairment with no dementia (CIND) or probable dementia using the Langa-Weir 27-point-scale in Cox proportional hazards models. Higher offspring education (>12 years) was associated with higher baseline cognitive scores and faster cognitive decline. Higher offspring education was also linked to a reduced risk of CIND or probable dementia, particularly among Hispanic participants. Among Hispanic participants, associations with cognitive decline but not incident CIND or probable dementia were of larger magnitude for foreign-born versus US-born participants. We found limited evidence of heterogeneity in the association between offspring education and cognitive aging by Hispanic ethnicity and nativity. Higher offspring education was associated with higher baseline cognitive scores regardless of ethnicity or nativity. We found some evidence of an association between higher offspring education and faster cognitive decline, though this association varied by ethnicity and nativity. Higher offspring education was associated with a reduced risk of incident CIND or dementia for Hispanic and White participants but of slightly larger magnitude for Hispanic participants.

Influence of Electronic Monitoring and Evaluation on Administrative Decision-Making in the Educational Sector

This study investigates the essential role of Electronic Monitoring and Evaluation (EMAE) in enhancing the elementary education sector. EMAE frameworks offer systematic methodologies for assessing educational programs, fostering accountability, and facilitating data-driven decision-making. This research serves as a case study of the primary education authority in Bauchi Local Government, with a particular focus on their teachers. According to the 2023 Annual School Census, there are 4,226 staff members, from which 367 were sampled using the Yamane formula. The sampling frame was stratified to reach the target respondents effectively. Data were collected using a structured questionnaire comprised of closed-ended questions that were designed and validated, achieving a Cronbach’s Alpha of 0.83. Based on 358 completed questionnaires, the responses were analyzed using descriptive and inferential statistics. The findings emphasize how effective EMAE practices can lead to improved educational outcomes by identifying successful teaching strategies and fostering continuous enhancement. Additionally, the involvement of diverse stakeholders—including educators, parents, and community members—strengthens collaboration and ensures that educational reforms remain relevant and sustainable. The results highlight the significance of EMAE in aligning national education systems with global standards, such as the Sustainable Development Goals (SDGs). Ultimately, this research underscores that robust EMAE practices are essential for cultivating an effective, responsive, and equitable educational environment, ensuring that all students receive a quality education.

Risk Factors of Chronic Offending: Maltreatment and Education

ABSTRACT There have been a host of risk factors that are associated with chronic offenders. Maltreatment and poor educational outcomes are two of these risk factors. However, there have been inconsistencies in the significance of these two risk factors. Using a sample of chronic and non-chronic offenders from Mississippi, the current analysis examined the association between maltreatment and poor educational outcomes. The findings indicate that poor educational outcomes are the strongest indicators of chronic offending. In particular, being regularly absent from school is highly associated with chronic offending. Maltreatment was not associated with chronic offending. However, when examining different types of maltreatment, being physically abused was a risk factor for chronic offending.

Intercultural Communication in Second/Foreign Language Education Over 67 Years: A Bibliometric Review

ABSTRACT This bibliometric review analyzed 2,429 publications on intercultural communication in second/foreign language education from Scopus over 67 years. Findings highlight the growing integration of intercultural competence (IC) into curricula, with digital tools like telecollaboration and e-learning playing significant roles. Keywords such as “intercultural competence,” “students,” and “teaching” underscore IC’s pivotal role in shaping pedagogical strategies. The USA and China lead research output, while emerging trends include gender dynamics and technology-mediated learning. These findings stress the need for professional development, culturally responsive materials, and IC-focused learning outcomes in language education.

Eco-humanism and Democratic Culture in the Transformation of Education for the Wellbeing of Engineering Students

This study explores the transformative role of AI-driven applications in engineering education and their impact on student wellbeing. With the rapid advancement of emerging technologies, there is an urgent need to understand how AI can enhance educational outcomes while promoting holistic development among engineering students. Utilizing a mixed-methods approach, this research combines quantitative surveys and qualitative interviews to assess the effectiveness of AI tools, including intelligent tutoring systems and adaptive learning technologies. The findings reveal that AI applications significantly improve learning outcomes and enhance student wellbeing by providing personalized learning paths, reducing cognitive load, and fostering engagement with educational materials. Furthermore, adaptive technologies support emotional resilience and a sense of belonging, which are critical for student success. This research emphasizes the importance of integrating AI with student-centric pedagogical strategies to create a more adaptive and supportive educational environment, ultimately contributing to sustainable transformations in engineering education.

THE EFFECT OF THE INDEPENDENT LEARNING POLICY ON STUDENT ACHIEVEMENT THROUGH TEACHER PERFORMANCE AS A MEDIATING VARIABLE

This study examines the impact of the Independent Learning Policy on student achievement, focusing on the mediating role of teacher performance. Utilizing a quantitative research approach with Partial Least Squares Structural Equation Modeling (PLS-SEM) analysis through SmartPLS 4, the study analyzed data collected from a sample of 196 grade 9 students from three junior high schools in Situbondo Regency. The results indicate that the Independent Learning Policy significantly influences both teacher performance (path coefficient = 0.668, T-statistic = 19.174, p &lt; 0.000) and student achievement (path coefficient = 0.414, T-statistic = 7.741, p &lt; 0.000). Teacher performance was also found to have a substantial direct impact on student achievement (path coefficient = 0.558, T-statistic = 9.900, p &lt; 0.000) and acted as a critical mediator, amplifying the policy's effect on student outcomes (indirect path coefficient = 0.373, T-statistic = 8.273, p &lt; 0.000). The adjusted R² values further reinforce the model's robustness, with 44.3% of teacher performance variance and 78.9% of student achievement variance explained by the Independent Learning Policy and teacher performance. These findings emphasize the necessity of empowering teachers through professional development and resource allocation to maximize the effectiveness of educational policies. This study contributes to the theoretical understanding of policy implementation in education and offers practical recommendations for enhancing educational outcomes in junior high schools.

What is the learning effect of video review in postgraduate medical education: a systematic review

BackgroundVideo review is a feasible, commonly used learning tool, but current literature lacks a comprehensive review of its impact on learning in postgraduate medical education. This systematic review aims at examining the learning effect of video review of resident performance in clinical practice during postgraduate medical education.MethodsA systematic literature search was conducted from May 2023 to July 2023 with an update on 12/12/2023. Databases of MEDLINE (Pubmed), Web of Science, Embase and ERIC (through Webquest) were searched. Eligible articles had to describe the learning effects of video review in clinical practice in postgraduate medical education. The videos had to be actively recorded in a setting where a camera was not normally used for standard patient care. The investigated effect needed to be classified at least as a Kirkpatrick level 2. We iteratively developed a standardized data extraction form to extract study characteristics. The methodological quality of the individual studies was assessed using the Medical Education Research Quality Instrument.ResultsOut of 9323 records after deduplication, 11 studies were included. The designs were randomised controlled trials (n = 4) and single-group pre-test post-tests trials (n = 7). The studies had outcomes related to knowledge and skills (n = 5), resident behaviours (n = 5) and patient outcome (n = 1). All studies reported outcomes regarding learning effect.ConclusionsVideo review appears to have a positive impact on residents’ learning outcomes in postgraduate medical education. However, it is mostly not tailored to the specific learning needs of residents, and there is a lack of information regarding its optimal integration with other learning methods and within distinct clinical contexts. The heterogeneity observed among the included studies makes it challenging to formulate clear recommendations in the use of video.

Life expectancy and years of life lost for adults with diagnosed ADHD in the UK: matched cohort study.

Nearly 3% of adults have attention-deficit and hyperactivity disorder (ADHD), although in the UK, most are undiagnosed. Adults with ADHD on average experience poorer educational and employment outcomes, worse physical and mental health and are more likely to die prematurely. No studies have yet used mortality data to examine the life expectancy deficit experienced by adults with diagnosed ADHD in the UK or worldwide. This study used the life-table method to calculate the life-expectancy deficit for people with diagnosed ADHD using data from UK primary care. A matched cohort study using prospectively collected primary care data (792 general practices, 9 561 450 people contributing eligible person-time from 2000-2019). We identified 30 039 people aged 18+ with diagnosed ADHD, plus a comparison group of 300 390 participants matched (1:10) by age, sex and primary care practice. We used Poisson regression to estimate age-specific mortality rates, and life tables to estimate life expectancy for people aged 18+ with diagnosed ADHD. Around 0.32% of adults in the cohort had an ADHD diagnosis, ~1 in 9 of all adults with ADHD. Diagnoses of common physical and mental health conditions were more common in adults with diagnosed ADHD than the comparison group. The apparent reduction in life expectancy for adults with diagnosed ADHD relative to the general population was 6.78 years (95% CI: 4.50 to 9.11) for males, and 8.64 years (95% CI: 6.55 to 10.91) for females. Adults with diagnosed ADHD are living shorter lives than they should. We believe that this is likely caused by modifiable risk factors and unmet support and treatment needs in terms of both ADHD and co-occurring mental and physical health conditions. This study included data from adults with diagnosed ADHD; the results may not generalise to the entire population of adults with ADHD, the vast majority of whom are undiagnosed.

Enhancing wellbeing among pre-service teachers through a mindfulness-based social and emotional learning curriculum: a quasi-experimental study in China

BackgroundIntegrating mindfulness practices and Social and Emotional Learning (SEL) into teacher education can significantly enhance educators’ wellbeing, resilience, and effectiveness. However, the cultural specificity of such interventions, particularly in the Chinese educational context, requires careful adaptation and examination.ObjectiveThis study aims to design, implement, and evaluate a culturally adapted MBSEL curriculum for Chinese pre-service teachers. It investigates the program’s effectiveness in improving mindfulness, self-compassion, and life satisfaction, contributing to the literature on integrating mindfulness and SEL in teacher education within a specific cultural setting.MethodsEmploying a quasi-experimental design, the study involved a sample of 41 Chinese pre-service teachers divided into an experimental group (n = 22) and a control group (n = 19). The MBSEL program’s impact on participants’ mindfulness, self-compassion, and life satisfaction was assessed using pre- and post-intervention measures.ResultsThe results of repeated measures analyses of variance indicated significant improvements in mindfulness, self-compassion, and life satisfaction among participants in the experimental group compared to the control group. These outcomes underscore the effectiveness of the culturally adapted MBSEL program in enhancing key aspects of pre-service teachers’ wellbeing and professional readiness.DiscussionThe study demonstrates that a culturally adapted MBSEL curriculum effectively enhances mindfulness, self-compassion, and life satisfaction among Chinese pre-service teachers. This emphasizes the necessity of cultural sensitivity in developing mindfulness and SEL interventions for teacher education. Moreover, the success of the MBSEL program suggests its potential for global integration, urging policymakers and educators to prioritize culturally tailored approaches to enhance teacher wellbeing and educational outcomes.

The role of economic planning in harmonizing the outputs of higher education and the requirements of the labor market in Iraq after 2003

This research aims to know the role of strategic planning in harmonizing the outcomes of Iraqi university education and the requirements of the labor market and ways to bring about this compatibility. Work, this is due to the lack of prior planning for what the labor market needs from these graduates, and in the light of which a number of solutions and proposals have been developed. On the other hand, to ensure that graduates get job opportunities suitable for their specializations and qualifications.

The Making of a Champion Leader: Insights from the Diploma in Educational Leadership and Management Program in Uganda, West Nile Region

Purpose: The purpose of this study was to examine the educational leadership development of 35 headteachers who participated in the Diploma in Educational Leadership and Management (DELM) program, a collaboration between Aga Khan University and Muni University under the Foundation for Learning (F4L) project. The study aimed to identify the professional development needs essential for enhancing leadership capacities in low-resource educational settings in Uganda. Methodology: We employed a mixed-methods approach using purposive sampling and transformational leadership theory as the framework. Quantitative data were collected through structured questionnaires capturing demographic characteristics, professional experiences, and participation in professional development. Qualitative data were obtained from semi-structured interviews, which were transcribed and thematically analyzed to explore the DELM program's impact on leadership practices. Findings: Findings revealed that DELM participants demonstrated significant alignment with transformational leadership principles, including improved communication skills, inclusive practices, and the ability to inspire professional development within their schools. The DELM program addressed critical gaps by equipping headteachers with practical skills in mentorship, gender sensitivity, and strategic succession planning. However, challenges such as resource limitations, resistance to change, and dual responsibilities highlighted the complexities of implementing these principles. Despite these hurdles, headteachers exhibited resilience and innovation, fostering collaborative, ethical leadership practices that promise lasting impact on school culture and student outcomes. Unique Contribution to Theory, Practice and Policy: Thus, we recommend for structured mentorship programs and succession planning to support the continued adoption of transformational leadership practices. Further, we recommend for continuous professional development opportunities tailored to the challenges of low-resource settings and policy interventions promoting leadership development. These measures will sustain and expand the impact of the DELM program, contributing to improved educational outcomes and broader leadership reforms in similar contexts.

Comparing the efficacy of live vs. video instructional demonstrations in dental education: a systematic review and meta-analysis

BackgroundThis systematic review and meta-analysis were conducted to investigate the effects of live and video demonstrations of various dental procedures on undergraduate students’ performance and satisfaction scores.Materials and methodsA comprehensive search was conducted across multiple databases, including MEDLINE (OVID), PubMed, Scopus, and Web of Science, supplemented by a manual search of bibliographic references from retrieved articles. The aim was to identify relevant randomized controlled trials and quasi-experimental trials that compared live demonstrations to video demonstrations in dental education, specifically focusing on undergraduate students’ performance and satisfaction scores assessed using practical assessment rubrics and satisfaction questionnaires. The quality of included studies was assessed using the modified Downs and Black quality assessment tool.ResultsA total of 3686 studies were identified, of which 2222 studies remained following duplicate removal. Based on title and abstract screening 2188 studies were excluded and full text of 34 studies were comprehensively appraised for eligibility. This resulted in the inclusion of 10 studies in the systematic review, nine of which were classified as good, while one study was considered as fair. Of these, 8 studies were included in the meta-analysis.Students’ feedback reveals distinct preferences, with video demonstrations being commended for repeatability and clarity, while live demonstrations were valued for real-time interaction and guidance. Meta-analysis revealed that video-based learning significantly enhanced educational outcomes across various measures, including knowledge acquisition and practical skills over live demonstrations.ConclusionVideo demonstrations emerge as viable alternatives to live demonstrations in dental education for teaching clinical procedures. Video demonstrations offer distinct benefits, including accessibility and repeatability, while live demonstrations provide essential interactive opportunities that contribute significantly to the learning experience in dental education.

Unveiling the Potential: Artificial Intelligence's Negative Impact on Teaching and Research Considering Ethics in Higher Education

ABSTRACTHigher education has witnessed remarkable technological advancements; however, the rapid rise of generative artificial intelligence (Gen AI) presents substantial challenges for teaching and research. This growing reliance has expanded educators' roles, underscoring the need for ethical and selective AI integration while preparing students and researchers for an AI‐driven future. Adopting an argumentative perspective, this article analyzes core insights from comparative literature and key reports that highlight Gen AI's potential to diminish critical thinking and negatively impact educational outcomes. Although Gen AI holds transformative promise, its swift expansion raises significant concerns about its long‐term implications for education. This research emphasises the need to address Gen AI's drawbacks, advocating for greater awareness and equitable educational practices that support both teaching and learning in academic contexts. Ultimately, the article calls for professional development to equip educators with responsible AI skills, fostering a balanced and ethical approach to Gen AI integration in higher education.

Bridging Gaps: Creating a Digital Toolkit to Support Pregnant and Parenting Youth.

Despite declines in teen pregnancy, pregnant teens remain at risk for poor health and educational outcomes due to a lack of care coordination and access to resources. The purpose of this project was to develop and launch a care coordination toolkit to provide resources to pregnant and parenting youth (PPY) at a large urban school district. School personnel were trained on the use of the toolkit and completed pre- and posttraining surveys to evaluate changes in knowledge and confidence. Youth were given immediate access to resources via posters with a trackable, yet anonymous, Quick Response (QR) code piloted in 10 schools. Thirty-three staff participated. Knowledge increased by 66.1% posttraining. Confidence improved by 46.9%. In one month, the trackable QR code was scanned 37 times. This evidence-based practice project is in alignment with NASN's School Nursing Practice Framework and harnesses the expertise of nurses to protect the health of PPY.

Parental Separation and Children’s Education—Changes Over Time?

The association between parental separation and children’s education has been widely studied, but mainly at a single time point and for marital dissolution only. We examine whether the (generally negative) association has changed across cohorts for several educational outcomes and whether the association differs by parental union type (marriage, cohabitation) and socioeconomic family background (parental education).We use Finnish total population register data. We focus on child cohorts born between 1987 and 2003 (N = 967,242) and analyse grade point averages, secondary education and tertiary education using linear regression and linear probability models with standard errors clustered within families.The association between parental separation and educational achievement is negative and has remained similar across the birth cohorts. Differences according to parental union type and socioeconomic family background are rather small. The stability of the association over time suggests that the consequences of parental separation on children’s education have not changed over time, and they do not depend much on parental union type or family background.

The Implementation of Internet of Things (IOT) In Education to Improve The Quality of Learning

The rapid development of the Internet of Things (IoT) has transformed various industries, and education is no exception. The implementation of IoT in education presents significant opportunities to enhance the quality of learning by creating interactive, connected, and personalized educational environments. This paper explores the potential benefits and challenges associated with integrating IoT technologies into educational systems. By leveraging smart devices, sensors, and real-time data, IoT can improve learning experiences, increase student engagement, and optimize classroom management. IoT-enabled solutions, such as smart classrooms, remote learning tools, and personalized learning pathways, provide real-time feedback and insights, helping educators track student progress and tailor instruction to individual needs. Additionally, IoT enhances collaboration and communication among students, educators, and educational institutions. However, the successful integration of IoT requires overcoming challenges related to infrastructure, security, and privacy concerns. This paper discusses the current trends in IoT applications in education, examines case studies, and provides recommendations for effectively implementing IoT to improve educational outcomes. Ultimately, the adoption of IoT has the potential to revolutionize learning by making it more interactive, efficient, and student-centered.

Russian language and literature lessons strategies for the formation of reader literacy

Reading has always played an important role in the history of human development. This is one of the main ways to socialize a person, his development, upbringing and education. As scientists have found, about 200 factors affect a student’s academic performance. Factor № 1 is reading skill, which has a much stronger impact on academic performance than all of them combined. But recently there has been a decrease in the level of reading literacy, a decrease in interest in reading, skills and abilities to work with both scientific and artistic texts. At the same time, the number of information flows and the volume of information itself are increasing in the modern world. All this creates objective difficulties in selecting, understanding, storing and transmitting information. And as a result, there are difficulties in preparing and passing the OGE and USE in various subjects. And reading in the modern information society is «meta-objective» or «over-objective » in nature, and reading skills belong to universal educational activities. Reading is the foundation of all educational outcomes outlined in the Federal State Educational Standard. Russian Russian literature The purpose of this article is to consider the main forms and strategies for the formation of reader literacy in the lessons of the Russian language and Russian literature. They are discussed in detail in the article. The authors emphasize that creative work of students plays an important role in the formation of reader’s literacy: writing essays and expositions, where the text of the presentation is detailed during work, a plan is drawn up, a retelling is created, and the element of the composition makes one deeply comprehend the text, analyze it, interpret it. Based on the results of the conducted research with elements of including practical experience in it, the necessary conclusions have been drawn.