Psychological Well-being Of Students Research Articles

The Comparison of the Effectiveness of Child-Centered Mindfulness Therapy and the Role of Acceptance and Commitment Therapy on Emotional-Cognitive Empathy of Students with Attention Deficit Hyperactivity Disorder Experiencing Bullying in Isfahan

Introduction: Attention Deficit Hyperactivity Disorder (ADHD) is considered a serious problem in educational environments and has significant negative impacts on the psychological well-being of students. The present study aimed to compare the effectiveness of child-centered mindfulness therapy and acceptance and commitment therapy on emotional-cognitive empathy of primary school students with ADHD experiencing bullying. Methods: This semi-experimental study was conducted in 2023 using a pre-test and post-test design with a control group and a two-month follow-up over a six-month period in Isfahan city. A purposive sampling method was employed, and 54 boy students aged 9-11 years meeting the inclusion criteria were randomly assigned to three groups of 18 participants including child-centered mindfulness therapy (N=18), acceptance and commitment therapy (N=18), and a control group (N=18). Data were collected using the child and adolescent empathy questionnaire. Participants in the first group received child-centered mindfulness therapy in 10 60-minute sessions, conducted twice a week, while participants in the second experimental group received acceptance and commitment therapy in 9 60-minute sessions, conducted twice a week. By the end of the study, 15 participants remained in each group. Data analysis was performed using repeated measures ANOVA and Bonferroni post-hoc tests, utilizing SPSS software version 26. Results: The results indicated that both child-centered mindfulness therapy and acceptance and commitment therapy were effective in enhancing emotional empathy (p<0/05) and cognitive empathy (p<0/05).This effectiveness was also maintained at the follow-up stage (p< 0/05). However, no significant differences were observed between the effectiveness of the interventions (p>0/05). Conclusion: The results of this study indicated that both child-centered mindfulness therapy and acceptance and commitment therapy significantly affected emotional and cognitive empathy in students with ADHD and can be utilized by therapists.

Evaluasi Rapor Pendidikan Di SMP Progressive Bumi Shalawat

The purpose of this study is to evaluate the education report card at Progressive Bumi Shalawat Junior High School, emphasizing the importance of education in encouraging the nation's intellectual growth. Through the implementation of the National Assessment, this school obtained report cards that reflect performance in various aspects, including literacy ability, numeracy, character, and safety conditions, diversity and quality of learning. The results of the evaluation showed that the students' literacy ability was above the minimum competency, with the majority of students reaching the advanced level. However, challenges remain, especially in the psychological well-being of students and the application of diversity principles, which require further attention. This study uses a qualitative-descriptive approach, analyzes data from interviews and documents, and provides recommendations for continuous improvement in the education system in schools. Thus, SMP Progressive Bumi Shalawat is committed to improving the quality of education and providing a better learning experience for all students.

Hubungan Fear of Missing Out (FoMO) dengan Kesejahteraaan Psikologi pada Mahasiswa yang Sedang Mengerjakan Skripsi

Completing a thesis is one of the challenges that students face during collage years. In this context, easy access to social media can be a distraction that contributes to internet addiction and FoMO. FoMO, although often perceived as a negative phenomenon, can also motivate social interactions that ultimately support pscyhological well-being.This study aims to explore the relationship between FoMO and psychological well-being in university students who are working on thesis. By using quantitative methods through non-probability sampling technique, this study involved 330 participants who were classified as active students who are working thesis. The measuring instruments chosen in this study are the Fear of Misisng Out Scale (FOMOS) and Ryff Scales of Psychological Well-Being. The results of the analysis with Spearman correlation showed a significant positive relationship between FoMO and psychological well-being (r=0.473, p=0.000) meaning, higher the perceived FoMO, the higher the level of psychological well being. This may be explained by the possibility that the drive to stay socially connected through social media may provide emotional support and a sense of engagement that is important during the thesis process. The findings open up opportunities for further research in identifying factors that may mediate or strengthen this relationship, as well as providing a basis for interventions that can be support students psychological well-being during the thesis period.

Investigating stress, anxiety, and coping strategies among higher education students in extreme contexts: insights from Romania during the COVID-19 pandemic

BackgroundUsing the perspective of the recent COVID-19 pandemic, which represents a public health challenge that also affects education and the psychological well-being of students, this paper aims to assess the vulnerability to anxiety and stress of the Romanian students from the Faculty of Administration and Business of the University of Bucharest pursuing their degrees in administration and business.MethodsOur study is based on the results of the survey that was administered to a sample of 422 students (39.6% females and 60.4% males) selected from the pool of 2000 recruited respondents. We employed the ANOVA/linear Dependent Dirichlet Process mixture model to explain the causes of stress and anxiety after various grouping variables represented by gender, specialisation, as well as labour market status.ResultsOur results revealed that more than 80% of the students in the sample yielded medium and high vulnerability to stress, while 64% of the respondents were affected by severe anxiety (high frequency of psychological, social, and physical problems that were difficult for them to control). The most important stressors were the fear of getting infected and social distancing, while self-control was considered the most effective coping strategy by 62.6% of employed students.ConclusionsThese results allow us to provide practical recommendations for effectively coping with stress and anxiety among students in Romania and beyond and to help stakeholders and policymakers design strategies for strengthening students’ resilience, mental health, and well-being in case of future pandemics or other extreme contexts.

The Inclusion Process of Students with Special Educational Needs in Grades 1–3 and Its Impact on Psychological and Social Well-Being. Perspectives of Students, Teachers, and Parents

This study aimed to examine the opinions of students, teachers, and parents regarding the inclusion process of children with special educational needs (SPE) in grades 1–3 of primary school. The research methodology was based on a diagnostic survey using questionnaires and interviews. The application of methodological triangulation contributed to obtaining a comprehensive view of the analyzed issue, which is crucial for drawing accurate conclusions and practical recommendations. This article presents an analysis of the obtained research results regarding the inclusion process, with a focus on the psychological well-being of students as described in the literature. The findings pertaining to the inclusion process in grades 1–3 of primary school enable a deeper understanding of the complex effects of this process and identification of areas requiring further support and improvement in educational practices. Due to the complexity of the issue, further research in this field is necessary.

An Experimental Study on the Impact of Positive Education on School Engagement and Psychological Well-being among Boarding School Students in China

Current researchers are paying more and more attention to the impact of school engagement and psychological well-being on the comprehensive development of adolescents in boarding schools, but how to improve them still needs further verification. This study explores the impact of positive education intervention on school engagement and psychological well-being of students in boarding schools in China. The study adopted an experimental design, with 167 middle school students as the research subjects. The experimental group received a 12-week positive education intervention, and the control group received regular mental health education. The results showed that compared with the control group, the school engagement and psychological well-being levels of the experimental group were significantly improved, which laid an empirical foundation for integrating positive education into various disciplines in the future.

A103: The Relationship Between Physical Activity, School Adjustment and Mental Health in High School Students

PURPOSE: School-adaptive behavior refers specifically to the positive and negative behaviors that individuals exhibit in the school environment and can be summarized in terms of both social competence and antisocial behavior. Research has demonstrated that physical activity contributes positively to an individual's physical and mental health and quality of life. It can also improve the adjustment difficulties of adolescents in school and indirectly enhance their school adjustment ability. This study aimed to examine the relationship between physical activity levels and school adjustment behaviors, the mediating role of mental health status, and gender differences among high school students in Shandong Province. METHODS: This study used the Physical Activity Questionnaire for Adolescents, School Social Behavior Scale, and the SCL-90 Symptom Self-Rating Scale to administer the questionnaire to 9,504 high school students in Shandong Province. The Cronbach's alpha coefficients of the questionnaires were tested to be above 0.9. We used descriptive statistics, independent samples t-test, correlation analysis, linear regression, and mediation effect tests to analyze the data. RESULT: The mean age of the respondents was 16.5 years and 47.7% were female. The results indicated that (1) the physical activity and social competence of high school students were statistically significant in terms of gender differences (p < 0.01); (2) The physical activity of the students was significantly and positively correlated with the students’ social competence, negatively correlated with psychological problems (r = 0.122, p < 0.01) (r = -0.115, p < 0.01) and the physical activity (β = 2.245, p < 0.01) (β = -4.489, p < 0.01) and physical activity was a significant and positive predictor of students' social competence and a significant negative predictor of psychological problems (β = 2.245, p < 0.01) (β = -4.489, p < 0.01). (3) The indirect effect of physical activity affecting social competence through mental health status (β = 0.517, 95% BootCI [0.019 – 0.034], p < 0.01), considering the mediating role of mental health status. So, the student's psychological well-being partially mediated the relationship between physical activity and social competence. CONCLUSIONS: The study showed that the physical activity of adolescents has an important positive effect on their mental health and school adaptation social competence dimensions, and physical activity affects the social competence of high school students not only directly, but also indirectly through psychological problems. Higher levels of physical activity help to reduce the emergence of psychological problems and, in turn, improve students' social competence. Therefore, encouraging physical activity behavior among adolescents contributes to the development of healthy psychological and personality traits and enhances school adjustment.

Revealing the Implementation of the Child-Friendly Healthy School Program and its Effectiveness on Health Literacy and Psychological Well-Being to Achieve the SDGs

Objective: This study aims to describe implementing the child-friendly healthy school program and its effectiveness in improving elementary school students' health literacy and psychological well-being to promote health and well-being in achieving the SDGs. Theoretical Framework: Health education provides learning experiences that influence thoughts, feelings, and actions to achieve life goals and become better, healthier, and more productive, leading to improved health literacy and psychological well-being. Method: Quantitative descriptive research is used to describe implementing a child-friendly, healthy school and calculate its effectiveness test. Respondents, including ten elementary school teachers and 360 elementary school students from various schools in Jakarta Province in Indonesia, tested it. Results and Discussion: The results showed a significant increase in knowledge about health literacy (36.5% before training; 68.7% after training; p <.05) and students' psychological well-being (49.8% before training; 86.05% after training. The responses of teachers and students showed that the child-friendly healthy school program was very good and succeeded in stimulating the Health Literacy and Psychological well-being of elementary school students. Research Implications: This child-friendly healthy school program can be a recommendation for teachers to instil self-awareness of physical and mental health in students and input for other educators to realize a comfortable and enjoyable child-friendly healthy school to achieve the SDGs. Originality/Value: The originality of this research is that the child-friendly healthy school program to achieve SDGs has yet to be done at elementary schools surrounding Jakarta Province in Indonesia.

Self-Attitude Parameters as Predictors of Psychological Well-Being in Students with Limited Health Capacities.

Psychological well-being is a system of optimal psychological qualities and states manifested as life strategy and a system of personal attitude to the world and oneself. Self-attitude is an intrapersonal phenomenon of individual projections in the field of self-awareness. In assessing psychological well-being, it acts as a guiding vector for self-development and self-actualization. In case of people with disabilities, psychological well-being largely depends on self-attitude as a predictor. This study featured the effect of self-attitude on psychological well-being in university students with limited health capacities. The study involved 60 students aged 18–25. The list of methodological tools involved Sentence Completion (J. M. Sacks, S. Levy), Subjective Well-Being Scale (adapted by M. V. Sokolova), and Personal Self-Attitude (V. V. Stolin, S. R. Pantileev). The study established differences in the assessment of psychological well-being by students with and without disabilities. Physically challenged students tended to demonstrate low self-esteem, associated with negative emotional and health experience. They also had specific parameters of self-attitude with a vector of positivity and trends towards personal growth. These parameters are a motivating component of social behavior that determines the general perception of psychological well-being by students with disabilities.

The Effects of Technology Utilization in the Learning Process on Students' Psychological Well-being: The Perspectives of Constructivism Theory

<span lang="EN-AU">This research aims to make a significant contribution to the understanding of constructivism in the context of education through an in-depth exploration of the use of technology in the learning process and its impact on the psychological well-being of students. The study employs a quantitative approach, utilizing structural equation modeling (SEM) and Partial Least Square (PLS) for analysis. The research participants consist of 100 university students in Malang, Indonesia, selected to complete an online questionnaire. The study results indicate that the integration of technology into the learning process has a positive and significant impact on students' psychological well-being. The application of constructivism theory as a conceptual foundation for understanding the influence of technology in learning demonstrates that students' interactive role in constructing knowledge has a substantial effect. The use of various platforms such as Google Drive, Google Docs, Microsoft Office, Zoom, Google Meet, Canvas, Moodle, Grammarly, and Mendeley creates a learning context that facilitates collaboration, active participation, and the development of students' social skills. In the context of students' mental well-being, technology helps alleviate burdens by providing flexibility in completing tasks, stimulating a sense of connection through collaboration, and offering psychological support.</span>

Features of student psychological well-being, self-organisation and motivation

Introduction. The article discusses the main approaches to the study of psychological well-being, gives a general idea of self-organisation and educational motivation as components of the leading educational and professional activity of students.Aim. The present research aimed to examine the levels of psychological well-being and their relationship with the motivation and self-organisation of students’ educational and professional activities.Methodology and research methods. The following methods were employed in the empirical study: Psychological Well-Being Scale developed by C. Ryff (adapted by N. N. Lepeshinsky), Self-Organisation of Activity (SOA) questionnaire by E. Y. Mandrikova, Style of Self-Regulation of Behaviour – SSRB-98 questionnaire by V. I. Morosanova, Motivation to Learn in Higher Education questionnaire by T. I. Ilyina, and Scale of Academic Motivation by T. O. Gordeeva, O. A. Sychev, and E. N. Osin. The Mann-Whitney U-test and the Spearman correlation coefficient (rs) were utilised to analyse the data.Results. Most undergraduate students exhibit an average level of psychological well-being, both on individual scales and in terms of the overall integral indicator. Low and high levels of well-being are characteristic of only a small portion of the sample. More than 90% of respondents demonstrate medium to high levels of self-organisation and self-regulation. Students are characterised by cognitive motivation, as well as motivation for self-development and achievement. External motivation, introjected motivation, and amotivation are minimally expressed among students.Scientific novelty. The study examines the features of motivation and self-organisation in the educational and professional activities of students with varying levels of psychological well-being. It also explores the relationship between psychological well-being and the self-organisation and motivation of students in their educational and professional pursuits.Practical significance. The results of the study offer valuable insights into modern students, which can be utilised to enhance the organisation of university education during the adaptation period and to implement a more individualised approach to student engagement.

Psychological impacts of AI use on school students: a systematic scoping review of the empirical literature

This systematic scoping review aimed to collate evidence assessing associations between AI use and psychological outcomes (including cognitive, emotional, and behavioural responses to these intelligent systems) for school students from preschool (age <5 years), primary school (age 5–11 years), middle school (age 12–14 years), to high school (age 15–18 years). Original empirical studies were identified in seven reliable databases (Scopus, Web of Science, PubMed, PsycINFO, ScienceDirect, IEEE, and ERIC), resulting in 189 eligible studies. From these, we have identified 24 relevant studies reporting students’ hands-on experiential learning outcomes on AI use. Findings revealed that the use of AI in schools can have both positive and negative impacts on the psychological well-being of students. Increased engagement, cognitive achievement, self-efficacy, learning autonomy, and decreased frustration are among the benefits of this strategy; nevertheless, over reliance, anxiety, stress, social isolation, unstable mental health, and moral dilemmas including privacy, bias, and justice are among its drawbacks. Overall, the psychological impacts of AI use among school students are multifaceted, context-dependent and across grades. By carefully considering the design, implementation, and ethical decorum of AI in school education, teachers and policymakers can maximise its benefits by mitigating potential risks in practicing technology enhanced learning.

Ornamental Flowers Induce Psychological Well-Being of University Public

Ornamental plants provide several advantages to individuals, including emotional and mental wellbeing, physiological health, social relationships, and economic and financial circumstances. The correlation between flowers and aesthetically pleasing plants has been widely acknowledged as having a favorable influence on psychological wellbeing throughout the history of humanity. This study investigates the role of ornamental flowers in the psychological wellbeing of students and staff. This descriptive study used a quantitative approach. The study sample was 350 (male =212, female=138), including students and employees at the University of Okara. The study revealed that Ornamental flowers in universities are linked to significantly reduced stress levels and enhanced mood in the university community. The benefits of this beautiful campus environment with ornamental flowers are a reduction in stress levels, improved mood, and a peaceful aesthetic appreciation for residents. More psychological wellbeing and economic benefits were discovered with the presence of flowers in males compared to females. Staff well-being, meanwhile, was perceived as higher than for students impeding the perception that ornamental plants may be generally more beneficial to professional roles within a setting. Their findings indicate that we need to integrate natural elements in our environments, specifically at the university level, to create an enriched learning experience and environment perfect for creating general wellbeing. Such research also can shed light on the value of ornamental plants and their ability to generate a sense of wellbeing and encouragement in campus ambience.

Favorite Lecturer Characters of Elementary Education Teacher Prospective Students

This research aims to discover the character aspects of lecturers most preferred by Elementary education students and the impacts and implications on the character of prospective teacher students. The method used in this research is qualitative field research with phenomena studies. Primary data were obtained from students through a questionnaire using a form instrument and unstructured interviews with an open pattern. The results showed that of the 13 aspects of lecturer character that were the most favored aspects of prospective Elementary School teacher students mapped from lecturer personality and educational competencies, namely lecturers who were able to place themselves, had high self-confidence, were tolerant, and understood students' character. The impact on students is increased motivation and self-confidence, more positive relationships, increased academic achievement, and development of student soft skills. The implications of the character of a favorite lecturer for the character of prospective teacher students are the formation of an Inclusive Learning environment, increased student psychological well-being, and strengthening of a positive academic culture.

Влияние преданности на психологическое благополучие студентов, состоящих в отношениях на расстоянии

<p>The phenomenon of long-distance relationships among students that have developed in this era is an opportunity that allowed them to thrive optimally in maintaining their relationships. However, in fact, LDR for students is still a challenge in itself because it requires a greater effort that can affect the achievement of individual psychological well-being. Psychological well-being is a necessary condition for individuals, including students who are in long-distance relationships so that they are able to maintain relationships optimally. Psychological well-being can be achieved by the presence of various factors, one of which is commitment. This study aims to determine the relationship between commitment and psychological well-being in students who are in long-distance relationships. The method used in this research is correlational quantitative. 587 students are undergoing long-distance relationships to become participants in this study with the accidental sample as the sampling technique. This study used two scales The Revised Commitment Inventory and the Ryff Scale of Psychological Well-being. The hypothesis test results with the Pearson correlation were 0,987 with sig = 0,000 (p<0,01), which means that the research hypothesis was accepted. Commitment contributed 97,4% to psychological well-being. This research shows that commitment is a very strong factor related to achieving psychological well-being in students who are in long-distance relationships. Commitment is essential in helping students to maintain relationships with existing different conditions while maintaining their psychological well-being and still carrying out their academic role optimally.</p>

Осознанное обучение: принципы и возможности применения в высшем образовании

<p>The article provides an overview of the principles of mindful learning in the context of higher education. Mindful learning is an approach in which students and teachers tune their attention to increasing value and awareness of what is happening in the surrounding context, to their experience and reflection about it. The relevance of the research is related to the interest in the effects associated with mindful learning: positive impact on psychological well-being, development of socio-emotional skills, as well as increasing intrinsic motivation, improving attentiveness and concentration of students. The article reviews research indicating the effectiveness of this approach for both learning outcomes and the psychological well-being of students and teachers in the educational process. The theoretical contribution of this research lies in highlighting the research agenda in the field of mindful learning: defining concepts of mindful learning and mindful teaching, identifying the main principles of mindful learning. These results provide a basis for further research of mindful learning in higher education. The practical contribution of the research lies in presenting a methodological basis for introducing mindful learning into university disciplines. The research may be of interest not only to teachers and methodologists but also to students and their parents due to the increased interest in the effects of mindful learning.</p>

Study Protocol for Mindfulness-Based Yoga Versus Physical Exercise on the Psychological Well-Being in Students With Early Visual Impairment: A Three-Armed, Multi-Centered, Randomized Controlled Trial.

Background People with visual impairment (VI) tend to face more psychological distress than normally sighted individuals due to mobility restrictions, fear of falling, and sleep disturbances. However, research to address these problems is rare. This study aims to investigate the effect of mindfulness-based yoga versus physical exercise on the psychological well-being of individuals with VI. Methods This study will be a single-blinded, three-armed, multicentered, randomized controlled trial (RCT). A total of 132 participants with VI (ages 15-25) will be recruited in the study and will be randomly assigned to either group 1 (mindfulness-based yoga), group 2 (physical exercise), or group 3 (wait-list control). Groups 1 and 2 will receive intervention for 40 hours (eight weeks, weekly five days, one hour/day), whereas group 3 will continue their daily activities as usual. The intervention will take place in the afternoon from Monday to Friday. The timing varies between 4-5 pm according to the different time schedules of the institutions of the blind. Three times, assessments will be conducted at T0 (baseline), T1 (eighthweek at the completion of the intervention), and T2 (sixthmonth following the completion of the intervention). ANOVA will be used to find out the differences between groups; repeated measures ANOVA will be used to check within-group changes. Trial status The study was first screened in December 2021. The recruitment of participants has been completed in two centers covering 62 individuals with VI, and intervention started in August 2022. The data collection is still ongoing due to the nature of the study design, a specific demographic, complex logistics, and administrative bottlenecks. The study incorporates three different groups and a substantial sample size (n=132). The specific demographic, people with visual impairments, are rare and difficult to locate. In addition, a six-month follow-up assessment contributes to complex procedures while coordinating between various institutions and securing necessary authorizations. Discussion This study will be the first comprehensive RCT to investigate the psychological well-being of the VI population with various psychophysiological and hormonal parameters in multiple centers. The presence of physical exercise and a wait-list control group will further elucidate the potential mechanism of Mindfulness-based yoga. Mindfulness-based yoga can be integrated into educational and rehabilitation systems to enhance the well-being of individuals with VI.

Relationship between cyberbullying, anxiety, and depression among university students in Jeddah, Saudi Arabia: A cross-sectional study.

Cyberbullying is online aggressive behavior that involves insulting or threatening others, and can cause severe psychological issues, particularly in students. This is often attributed to the frequency and anonymity of the bullying behaviors. Given the lack of research on this issue in Saudi Arabia, the current study sought to evaluate the prevalence of cyberbullying and its relationship with anxiety, depression, and stress among university students in Jeddah. This cross-sectional study involved administration of an online questionnaire to 877 university students in Jeddah. Cyberbullying and cybervictimization were assessed using the Revised Cyberbullying Inventory scale (RCBI-II) and the Depression, Anxiety, and Stress Scale - 21 Items (DASS-21). The majority of students had the experience of being a cyberbully (73%), while 54% had been a victim of cyberbullying. No significant association was found between gender and cyberbullying, with both males and females reporting high rates of cyberbullying. The majority of participants (n = 498) also reported significant depressive symptoms. A significant positive association was found between cyberbullying/cybervictimization and depression, anxiety, and stress. A considerable number of university students were found to be victims of cyberbullying, with a strong correlation between cyberbullying and anxiety, depression, and stress, indicating a potential impact on the psychological well-being of students. To address this issue, increased awareness of cyberbullying is needed, along with implementation of preventive measures such as educational campaigns and empathy-building activities among students.

Learners Mistakes from the Perspective of Educational Psychology -- An Opportunity for Growth

Learners mistakes are incorrect behaviours, answers or understandings that occur during the learning process. Currently, the mistakes are often misperceived and not well tolerated in current society, leading to a fear of error and failure, which affects students psychological well-being. However, there are important meanings and values behind mistakes or errors , such as providing opportunities for feedback and adjustment, stimulating critical thinking skills, reinforcing memory and understanding, and promoting the development of mental resilience and adaptability. As educators, we should cultivate a correct view of mistakes in school education; fully respect students and gradually guide them to move from wrong to right , to manage the learning mistakes and enhance innovative thinking on their own.

Influence of Pakistani Dramas on the Mental Health, Quality of Life and Psychological Well-Being of Female University Students

The history of the drama industry traces back to rich literature, notably beginning in 1964 when PTV emerged as the pioneering channel for broadcasts and transmissions. A recent study delved into the influence of Pakistani dramas on the mental health, psychological well-being and QOL(quality of life) in female university students. Using a cross-sectional research design with quantitative methods, the study recruited a sample of 300 participants through a purposive sampling technique. Data was collected by the application of a self-developed demographic sheet and standardized scales: the Young Mental Health Scale, Ryff's Psychological Well-Being Scale, and Jhon Flanagan's Quality of Life Scale. Both descriptive and inferential statistics were employed for data analysis, revealing a significantly positive correlation (r = .354, p < .000) among the studied variables. In conclusion, the study explored how Pakistani dramas impact mental health, well-being, and quality of life. Educators and mental health professionals can use these findings to better support students in managing developmental challenges and promoting overall well-being. Recommendations include integrating media literacy education into university curricula to empower students to critically engage with media content. Moreover, mental health programs should incorporate strategies to mitigate any potential negative effects of media consumption on students' well-being.