3163 papers
This qualitative study of 25 Chinese students in a multicultural classroom at a Chinese university reveals that their acculturative stress stems from the interrelated and intensifying co-occurrence of foreign language, social evaluation, and environmental uncertainty stressors, which are further shaped by individual differences such as English self-efficacy and face concern.
This study of 1,910 final-year science students across 20 public universities in Bangladesh reveals that academic performance is driven by distinct individual and institutional factors depending on whether students have an interest in their subject, with interested students benefiting more from personal habits and demographics while uninterested students rely more heavily on teaching quality and institutional support.
This longitudinal multilevel study of German ninth-graders reveals that teacher humour is not universally beneficial, as aggressive and course-unrelated humour negatively impact students' psychological well-being, while course-related and self-disparaging humour show no reliable long-term benefits.
This paper employs a sociological perspective and netnographic methods to reframe cyberchondria not merely as an individual act of anxious health searching, but as a collective process where users on digital platforms negotiate vulnerability, construct health knowledge, and share care through autobiographical storytelling and moral evaluation.
This paper proposes a structured, three-phase developmental framework to address the underrepresentation of Contextual Therapy in marriage and family therapy training by integrating didactic, experient, and reflective methods to enhance its teaching and clinical application.
This cross-sectional study of 356 Iranian high school students reveals that academic self-efficacy and academic resilience are significant independent predictors of academic performance, collectively explaining 45.4% of the variance in GPA among adolescents facing intense pressure from the national university entrance exam.
This study of 239 school principals in Ethiopia's Gedeo Zone reveals that while knowledge of competency-based education principles is necessary, it is insufficient on its own, as principals' consciousness skills are a critical moderator that significantly strengthens the translation of this knowledge into effective practice.
Using 2023 National Survey of Children's Health data, this study demonstrates that exclusionary state immigration policies significantly increase mental, social, and relational risks for children of immigrants, whereas inclusionary policies serve as a protective factor that mitigates these disparities.
This qualitative study reveals that disengagement among low-achieving Chinese engineering undergraduates in compulsory EFL courses functions not merely as a motivational deficit but as a contextually shaped self-protection strategy against anticipated failure and negative self-evaluation, suggesting that instructional approaches should prioritize enhancing perceived competence and relevance to foster safer participation.
This mixed-methods study demonstrates that reconceptualizing Multiple Intelligences Theory as an instructional heuristic significantly enhances argumentative writing skills, engagement, and self-efficacy among EFL undergraduates in Ethiopian higher education compared to traditional instruction.