This study examined the psychometric properties of the Test Anxiety Coping Skills (TACS) measure, a new self-report scale developed to assess strategies employed by school-age students to cope with test anxiety. TACS proposed a three-factor structure of test anxiety coping skills that correspond to the three major treatment methods identified across previous studies as important components of test anxiety intervention programs: cognitive strategies, behavioral strategies, and study and test-taking skills. The study was conducted among a sample of 228 secondary school students (Grades 8 and 9) in Singapore, who completed the TACS measure at two timepoints of data collection. TACS demonstrated good levels of overall internal consistency among all items at both timepoints. Confirmatory factor analysis showed that the three-factor model provided a good fit to data obtained at both timepoints. Together, results of this study provide preliminary support for the sound psychometric characteristics of the TACS measure. (PsycInfo Database Record (c) 2026 APA, all rights reserved).

The matric rewrite program in South Africa is a vital next step intervention that aims to tackle the academic performance of students who have failed the primary school leaving examination. A qualitative approach is used to investigate how the program serves as an instrument to support learners who have poor academic achievements in public schools located in the Capricorn South district of Limpopo Province. Social cognitive theory and Ubuntu philosophy were used to guide the study, which included a phenomenological research design to understand the learners' experiences and the views of educational stakeholders. 25 participants, including learners, teachers, and school administrators, were selected purposely, and they were engaged through semi structured interviews, focus group discussions, and document analysis. Thematic analysis showed that learners' participation in the program led to a rise in academic self-efficacy, the improvement of study skills, and the learner's toughness. On the contrary, results reveal that structural limitations, such as lack of resources, socio economic difficulties, and inadequate personalized academic support, still weaken the program's outcomes. Based on the study, the implementation of the program is dependent on the cognitive, instructional, and socio-cultural support components that the rewrite program has to offer. By emphasizing both individual and communal aspects of learning, this paper positions itself within the broader discourse on remedial education and offers evidence-based suggestions as to how policy and practice could be enhanced to lessen educational inequality in South African public schools.

This study aimed to examine the effectiveness of Problem-Based Learning (PBL) in improving eighth-grade students’ problem-solving skills in Social Studies at SMP Negeri 35 Bekasi. The study was motivated by students’ low problem-solving ability, which has been influenced by the dominance of conventional instruction. A quantitative approach was employed using a quasi-experimental Nonequivalent Control Group design involving 62 students, divided into an experimental group taught with PBL and a control group taught with conventional methods. Data were collected through a 20-item multiple-choice test validated by experts and confirmed reliable, supported by classroom observation. The data were analyzed using prerequisite tests, an independent samples t-test, and N-Gain. The results indicated that the experimental group achieved a higher posttest mean score (83.24) than the control group (75.32). The experimental group also demonstrated a moderate N-Gain and outperformed the control group in learning improvement. These findings confirm that PBL is effective as an alternative strategy in Social Studies to strengthen students’ problem-solving and critical-thinking skills.

IntroductionAcceptance and Commitment Therapy (ACT)-based interventions have proven effective in supporting student well-being. However, the change processes occurring during such interventions remain unclear. This study explored changes reported by university students participating in an ACT-based online course which also included study skills.MethodThe data included reflection journals and questionnaire responses on psychological flexibility, time and effort management, and study-related burnout at the start and end of the course.ResultsBoth qualitative and quantitative findings indicated numerous positive effects. Utilizing the transtheoretical model, we identified four change profiles among the students: No Change, Change in Thinking, Initial Change and Change in Behavior profiles. These profiles reflected varying levels of behavioral changes related to well-being and studying supported by differing processes of psychological flexibility. While profiles did not differ significantly at the beginning of the course, there was a significant overall increase in psychological flexibility and time and effort management skills, alongside a decrease in study-related burnout dimensions—except for Inadequacy, which increased in the Initial Change profile.DiscussionStudents in Initial Change profile may benefit from additional support to enhance their well-being and study practices. These findings provide insights into the diverse change processes among students, highlighting the need for tailored support to encourage behavioral change. Future research should examine individual differences to better target interventions for students at different stages of change.

ObjectivesThe study aimed to assess the impact of a study skills course on the prevalence and severity of depressive symptoms among third-year medical students.Depression in this population can affect their education and future clinical practice, making it crucial to address and explore ways to mitigate the impact of studying in medical school on depressive symptoms and mental health.MethodsAn experimental cohort study following two groups prospectively was conducted between January and May 2022. The Study Skills Inventory (SSI) measured study skills, while the Patient Health Questionnaire (PHQ-9) assessed depressive symptoms in both the index and control groups, before and after the course. Of the 69 participants, 36 were in the index group, and 33 were in the control group. A six-session study skills course was conducted virtually via the Zoom (Zoom Communications, San Jose, CA, USA) platform due to restrictions imposed during the COVID-19 pandemic. The course incorporated a variety of teaching and learning strategies, including interactive lectures, small group discussions, educational materials, and skill-building exercises. In addition to descriptive statistics, mean ranks of the pre-post test scores of the index and control groups were compared using Mann-Whitney U and Wilcoxon Signed-Rank tests, as appropriate.ResultsOverall, session attendance was low. No statistically significant differences in depressive symptoms or study skills were detected between the two groups, either pre- or post-intervention.ConclusionThis study concluded that the study skills course did not demonstrate a statistically significant reduction in depressive symptoms. Future research should evaluate similar interventions within more comprehensive curricula to assess their effects on psychological well-being.

This study examined the relationship between parenting styles and academic performance among first-year BSED- English students. Utilizing a descriptive-correlational design, data were collected from 106 respondents through complete enumeration. Statistical analysis revealed a high positive correlation between parenting styles and academic performance, indicating that students who perceived highly demanding yet responsive parenting tended to perform better academically, while permissive and authoritarian styles were linked to poorer outcomes. Findings also highlighted weaknesses in students’ study skills, emphasizing the need to strengthen effective parenting and learning practices. Given these results, educators should integrate study-skills training—such as time management, note-taking, and self-testing—into classroom instruction. Academic institutions are encouraged to foster family-school partnerships through parenting seminars and teacher development programs that promote authoritative approaches. Parents should balance structure with emotional support, while students are encouraged to develop discipline, resilience, and effective study routines. Guidance counselors may design interventions that enhance motivation, self-efficacy, and emotional regulation. Future researchers should further explore parenting styles that directly enhance students’ study skills.

This study aims to determine the influence of student characteristics on critical thinking skills in social studies for grade IX at Talitakum Private Junior High School in Medan. This research is quantitative and uses the survey method. The study was conducted at Talitakum Private Junior High School in Medan with a population of 25 students. The sample in this study was taken using the total sampling method. The data collection techniques used were documentation and questionnaires. The prerequisite tests used were normality test and homogeneity test, while the data analysis techniques used were descriptive statistical analysis, t-test (for partial hypothesis testing), and the coefficient of determination (R2). The research results indicate that visual (X1), auditory (X2), and kinesthetic (X3) learning styles have a partial effect on critical thinking skills (Y) with t-calculated values greater than the t-table values for the variabels (X1) (4.946>1.720), (X2) (4.768>1.720), and (X3) (1.686>1.720). Thus, it can be concluded that there is an influence of students' characteristics on critical thinking skills in social studies for ninth-grade students at SMP Swasta Talitakum Medan.

Diana Raleigh recounts a journey from early training to navigating sector reforms, evolving student needs, and the rise of AI, while sustaining a commitment to personalised support amid institutional change - with some sausages along the way.

NEW & NOTEWORTHY The proposed metacurriculum tackles the persistent "bioscience problem" by teaching students how to learn. It embeds self-regulated learning (SRL) strategies across all phases of the physiology learning cycle and uses low-stakes assessment and retrieval practice to reinforce learning. This approach is designed to improve self-efficacy, engagement, and achievement in bioscience.

Background: Education is a fundamental right, and effective study skills are vital for academic success. Key skills include textbook reading, note-taking, concentration, test preparation, memory, and time management. This study aimed to assess study skills among high school students and examine their relationship with academic performance. Methods: A cross-sectional study was conducted between December 2022 and May 2023 among high school students in Mysuru and Chamarajanagar to assess study skills and learning strategies. A sample of 382 students was selected using probability proportionate to size sampling. Data were collected using a pre-tested questionnaire, including socio-demographics, academic performance, and the Dennis Congos study skills inventory (DCSSI), covering six domains: textbook reading, note-taking, memory, test preparation, concentration, and time management. Domain-specific thresholds identified areas needing improvement. Data analysis was done using SPSS v24 with descriptive and inferential statistics. Ethical approval and informed consent were obtained. Results: Among 382 high school students, most were aged 14-15 years (65.1%) and belonged to the upper-middle socioeconomic class (58.3%). Academic performance showed that 62.9% scored between 61-80%, while only 6% achieved scores above 90%. Students demonstrated strengths in test preparation (98.4%), concentration (66.8%), time management (54.7%), and textbook reading (58.1%), but showed deficits in note-taking (19.6%) and memory skills (12.6%). Textbook reading was significantly associated with academic performance (p=0.005), while time management approached significance (p=0.063). Conclusions: Study highlighted that textbook reading impacts performance; note-taking and memory need improvement.

This study aims to examine the impact of implementing map-based worksheets on students' spatial thinking skills in Social Studies (IPS). The method used was quantitative with a two-group post-test only experimental design. This study was conducted at SMP Plus Al Fatimah Bojonegoro, Indonesia. The study sample consisted of two groups: an experimental group that used map-based worksheets and a control group that was not given the treatment. Data were collected through spatial thinking tests administered before and after the implementation of map-based worksheets. The results of the analysis using the Independent t-test showed a significant difference between the experimental and control groups (p = 0.002), with the experimental group showing a better increase in spatial thinking skills. The validity and reliability of the instruments used in this study also showed excellent results, and the prerequisite tests (normality and homogeneity of variance) met the requirements for the Independent t-test. This study concludes that the implementation of map-based worksheets is effective in improving students' spatial thinking skills in IPS learning, and it is recommended to implement it more widely in learning at school.

Homework is a key learning activity that promotes students' self-regulation, motivation, and academic achievement. Previous studies highlight the importance of parental and teacher autonomy support in fostering these outcomes, but the mechanisms underlying these relationships require further investigation. This study investigates the effects of parental and teacher autonomy support on students' self-regulation skills, mathematics homework completion, and academic achievement. Additionally, it examines whether gender moderates these relationships. The research was conducted with 530 middle school students from five public schools in Istanbul, covering 5th, 6th, and 7th grades. Data were collected on teachers' and parents' autonomy support in homework, students' self-regulation strategies, homework behaviors, and academic performance. Analyses were performed using SPSS 25 and AMOS 25 software, employing structural equation modeling (SEM) with mediation paths, multi-group path analysis, and correlation tests. The results indicate that both parental and teacher autonomy support positively influence students' use of self-regulation strategies, which in turn enhances homework completion and academic success. Self-regulation was found to mediate these relationships, confirming its crucial role in academic outcomes. However, gender did not significantly moderate these associations. This study advances the understanding of how parental and teacher autonomy support influence self-regulation, homework behavior, and academic achievement, contributing to the existing literature. By examining the mediating role of self-regulation and the moderating effect of gender, it provides in-depth insights into variations in homework engagement and academic outcomes. Findings highlight the importance of autonomy-supportive practices by parents and teachers to foster students' independent study skills. Future studies could extend these findings by examining subject-specific differences and longitudinal effect.

It is important for children with autism spectrum disorder (ASD) to learn how to respond successfully to safety threats. When given behavioral skills training (BST), children with and without ASD have demonstrated gains in safety responding skills. Although the prevalence of ASD has risen, few studies exist on the acquisition of fire safety skills for children with ASD. The purpose of this study was to evaluate if an intervention using BST for teaching a precursor fire alarm evacuation procedure was effective for children with ASD in acquiring, maintaining, and generalizing the procedure. This study built on current literature by utilizing a multiple baseline design across participants. Findings showed that the BST procedure was effective for three of four participants. Two participants demonstrated generalization of skills learned, and three participants maintained skills after 4 weeks. Overall, interventionists and parents found the study procedures and skills targeted meaningful, effective, and appropriate. Implications, future research, and limitations are discussed.

Online distance learning (ODL) is known to have its challenges, especially for students pursuing a professional accounting qualification course that has a high failure rate. This is due to its wide and in-depth syllabus coverage and higher order thinking examination demands that cause great challenges to the students. Thus, determining the best study skills for students pursuing this qualification is paramount so that they can complete the course within the programme duration despite the additional burden of ODL. This study aims to determine the best study skills set that could enhance students' ability to pass their professional accounting examination. This study employs a quantitative approach and collects data using a questionnaire survey. The respondents are students pursuing the professional accountancy programme, Association of Chartered Certified Accountants (ACCA) offered at University Teknologi MARA (UiTM). The results reveal that two of the most dominant study skills are organizing and processing information, followed by study aids and note-taking. The findings from this study provide input to learning providers and professional bodies in curating materials and support programs that could further enhance students' chances of passing the examination.

Drawing on the perspectives of planned behavior theory and the triple A theory, this study aims to investigate the association between college students’ strategic approaches and academic procrastination in English learning, as well as the mediating effect of neuroticism. A total of 1,169 college students completed surveys including the Approaches and Study Skills Inventory for Students, NEO Five-Factor Inventory, and Aitken’s Procrastination Inventory. The findings revealed a significant inverse correlation between strategic approaches and both neuroticism and academic procrastination in English learning. Additionally, neuroticism exhibited a significant positive correlation with academic procrastination. Further analysis confirmed that neuroticism significantly mediated the association between strategic approaches and English learning procrastination, accounting for 12.25% of the total effect. The findings suggest that neuroticism operates as a plausible, though not definitive, mechanism linking strategic learning behaviors to procrastination.

In helping to answer various very complex challenges in life in the 21st century, higher-order thinking skills (HOTS) in social studies learning are vital. Multiple intelligences (MI) and self-regulated learning (SLR) play an active role in shaping the creativity of HOTS mastery. Therefore, the essence of this study is designed to investigate the relationship between MI and SLR on students' HOTS abilities, especially in social studies learning. This study chose a quantitative approach with Structural Equation Modeling (SEM) and Partial Least Squares (PLS) techniques analyzed using SmartPLS 3 software. A total of 465 students at the junior high school level were selected as respondents in this study. The number of responses was selected using a multilevel sampling technique. This study used a questionnaire with a Likert scale to explore MI, SRL, and student learning motivation, and used a multiple-choice test to measure their HOTS abilities in social studies learning. The results of the study answered that there was a significant impact, both directly and indirectly, from MI and SRL on students' HOTS abilities in social sciences, with learning motivation as an intermediary variable. Further findings also revealed that female students' SRL showed a stronger influence on learning motivation compared to male students. The influence of SRL also had a broader impact on learning motivation in children who lived with their parents compared to those who did not. This study concluded that learning motivation is the main key for students in developing learning cognitive skills and strengthening their independence.

BackgroundAs medical education evolves, current teaching practices often remain misaligned with how today’s digitally native students prefer to learn. While the use of digital tools is widespread, there is limited clarity on students’ learning behaviors, particularly their preferences for self-paced, assessment-driven, and technology-supported strategies. This study explores these patterns using a mixed-methods approach to inform more responsive medical curricula.MethodsA mixed-methods, cross-sectional study was conducted among undergraduate medical students (n = 432) from three universities in the UAE and Jordan. A 23-item questionnaire, developed through literature review and expert validation, included both quantitative and qualitative components. Exploratory and confirmatory factor analyses (EFA and CFA) were used to establish construct validity. Free-text responses were analyzed using thematic analysis to complement and contextualize the quantitative findings.ResultsCFA supported a five-factor, 17-item structure with good model fit (χ² = 180.02, df = 102, χ²/df = 1.77, CFI = 0.97, RMSEA = 0.04, SRMR = 0.053). The identified dimensions were: self-paced learning, exam-oriented learning, partnership in learning, collaborative learning, and AI-enhanced learning. Thematic analysis of 218 qualitative responses revealed eight key themes: flexible learning options, enhanced formative assessment, active teaching, study skills development, collaborative learning, use of technology, clinically focused learning, and resource accessibility. These qualitative themes reinforced and expanded upon the quantitative constructs.ConclusionsMedical students in the AI era adopt a complex, multidimensional approach to learning that is personalized, flexible, and technology driven. The convergence of quantitative and qualitative data underscores the urgent need to align curricula with students’ preferences by promoting self-regulated, interactive, and AI-enhanced learning environments. These findings have critical implications for faculty development, curriculum reform, teaching, student assessment, and the future of learner-centered medical education.Supplementary InformationThe online version contains supplementary material available at 10.1186/s12909-025-08145-z.

The present study investigates the relationship between learning habits and academic adjustment among secondary school students in Faridabad, with a particular emphasis on comparing learners from government and private institutions. Secondary education, especially at the Class 10 level, represents a transitional stage where students face heightened academic pressures and developmental challenges that demand both effective study practices and adaptive coping strategies. Recognizing this, the study was designed to examine how institutional context influences students’ ability to cultivate regular study routines and adjust to academic demands. A purposive sample of 100 students was selected, comprising 50 students from government schools and 50 students from private schools. Data were collected through the administration of a standardized Study Habits Inventory and an Adjustment Inventory for School Students, complemented by self-developed items to capture context-specific details. Statistical analyses, including mean, standard deviation, and t-tests, were employed to compare the two groups. The findings revealed significant differences in both dimensions. Private school students displayed more systematic study habits, characterized by regular planning, effective time management, and consistent revision practices. In contrast, government school students demonstrated stronger academic adjustment, particularly in adapting to classroom environments, managing peer influences, and coping with examination stress. These results suggest that while institutional resources and parental involvement may support the development of disciplined study habits in private schools, the diverse challenges faced by government school students foster resilience and adaptability. The study concludes that both school types nurture distinct strengths, which, if integrated, can produce more holistic student development. It shows the need for targeted interventions such as study skills workshops in government schools and counseling or peer-support programs in private schools to balance study habits with adjustment abilities. The research not only contributes to the comparative literature on secondary education but also offers practical insights for teachers, parents, and policymakers seeking to enhance learning outcomes and student well-being in diverse schooling contexts.

Abstract This article attempts to reclaim Mark Twain’s literary practice of finding political value in obsessively reading the bylaws. The author argues that Christian Science and King Leopold’s Soliloquy serve as educational exercises in teaching us how we might apply those literary studies skills; these books meta-critically argue that when we do read the bylaws, we can be social critics too. Specifically, Twain describes the way corporations—from the Christian Science church to electric company monopolies to the Belgian monarchy—accumulate power via knowledge systems to the detriment of their publics. Though Twain himself dropped his Congo advocacy based on a sense of disillusionment and pessimism, his close reading tactics eventually produced some, albeit moderate, anti-imperialist change in American foreign policy.

In many elementary classrooms, social studies has little time allocated toward its instruction, meaning many preservice teachers (PSTs) report few opportunities to practice teaching the subject. Integrating social studies concepts and skills into time allocated for other subjects is one way to increase the amount of social studies taught in elementary classrooms. One effective way to integrate social studies is through inquiry. To find the most effective ways to support novice teachers in developing integrated inquiry projects, I used a collective case study approach to examine 355 PSTs’ inquiry projects (based on the Inquiry Design Model). Embedded analysis resulted in a variety of themes specific to parts of the inquiry process. Holistic analysis resulted in four themes: (a) variety of pathways, (b) investigative process, (c) alignment, and (d) connections. This study demonstrates teacher educators can support PSTs’ development of effective inquiry projects, by providing a variety of pathways, being clear on the investigative process, aligning the parts of the project together, and emphasizing curricular connections to students’ lives.