Despite the importance of the school environment for mental health outcomes, there is little research on how the school context during adolescence may impact depressive symptoms among Asian Americans ...(AAs) over time. The purpose of this study was to investigate (a) the long-term effects of perceived prejudice from peers and teachers on school belonging and depressive symptoms in adolescence, early young adulthood, and young adulthood among AAs and (b) the mediating effects of school belonging and two early depressive symptoms on the associations between perceived prejudice from peers and teachers and young adulthood depressive symptoms. The data came from the National Longitudinal Study on Adolescent Health. The present study used a subsample of 689 AAs who completed interviews during adolescence, young adulthood, and adulthood. The major data analysis strategy was structural equation modeling. The structural equation modeling results indicated that the major path coefficients from school context to depressive symptoms at the three time points for AAs were statistically significant, except for the path from adolescent depressive symptoms to young adulthood depressive symptoms. There were three significant mediating effects of school belonging and two early depressive symptoms on the association between perceived prejudice from teachers and young adulthood depressive symptoms in AAs. The results emphasize the importance of identifying school contextual risk factors leading to mental health disparities and developing culturally appropriate intervention strategies for AAs. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)
Building on person-supervisor fit and signaling theory, this study explores the joint effects (i.e., congruence) of supervisor and subordinate proactive personality on subordinate voice behavior ...through subordinate perceived psychological safety. We examined our hypotheses using cross-level polynomial regressions and response surface analyses. The results indicated that supervisor-subordinate congruence in proactive personality led to higher levels of subordinate perceived psychological safety. Additionally, subordinates in the congruent dyads with high proactive personalities perceived higher levels of psychological safety than those in the congruent dyads with low proactive personalities. Furthermore, supervisor-subordinate congruence in proactive personality had an indirect effect on voice via subordinate perceived psychological safety. Theoretical implications for proactive personality, voice, and person-supervisor fit literatures are discussed. This study highlights that organizations should focus more on creating conditions, perhaps through supervisor-focused changes, that engender psychological safety as opposed to focusing attention exclusively on proactive traits exhibited by employees.
In recent years, many institutions have announced the significance of software development for countries, societies, and individuals. In developing software, various unpredictable problems are often ...encountered, especially in developing large-scale and complex software. To reduce the possibility of these problems occurring, it is important for students to apply software engineering technology to scientifically define the criteria, models, and procedures needed in the software development process. Therefore, it is important to cultivate students to learn software engineering concepts and technologies. However, since the course duration is limited by the semester, most teachers can only conduct a teacher-centered learning environment to teach theoretical concepts to students. Most students cannot achieve high-order thinking skills and apply software engineering technology to solve practical problems after learning in this environment. As mentioned above, the aim of this study is to apply an innovative pedagogy, called a flipped classroom, to conduct a learner-centered learning environment in a software engineering course. Moreover, a smart learning diagnosis system was developed to support this pedagogy in this course. An experiment was conducted on a software engineering course at a university in Taiwan to investigate the effectiveness of the proposed approach. The students in the experimental group learned with the flipped-classroom learning approach, while the students in the control group learned with the traditional-classroom learning approach. The experimental results show that, in comparison with the traditional-classroom learning approach, the proposed approach significantly improved the students' learning achievement, learning motivation, learning attitude, and problem solving ability.
•This study proposed a flipped classroom with a smart learning diagnosis system.•An experiment was conducted in a software engineering course.•The proposed approach is helpful to students in improving learning performance.•Most students showed positive perceptions toward the usage of the proposed system.
Children, like adults, can suffer from various mental health issues, but they are rarely recognized. This research aims to create early detection guidelines that can be used by those closest to ...children, such as parents and teachers in schools. The methods used by the team were narrative review, data analysis, preparation of guidelines, expert judgment, and dissemination. Three experts carried out the preparation of the guide. Furthermore, the dissemination was carried out at SDN Girimoyo 02 Karangploso, Malang Regency. The guideline contains six points, namely 1) definition of mental health, 2) description of the child's mental health issues, 3) description of instruments that can be used for screening or early detection, 4) various considerations that need to be considered when conducting screening or early detection, 5) referral system and flow, and 6) the role of teachers in schools and their urgency. Furthermore, the result of the dissemination activity is the increased understanding of teachers in schools regarding the early detection of student's mental health problems so that teachers can be more sensitive to the conditions of their students.
Purpose
The purpose of this paper is to create a better understanding of how entrepreneurial education research has evolved with regard to pedagogy over the past decades.
Design/methodology/approach
...The authors employed systematic review methodology to enable an in-depth analysis of the literature in a process that was both replicable and transparent. Guided by the research purpose, the systematic review of 395 articles published between January 1980 and December 2018 was influenced by a configurative approach aimed at interpreting and understanding the phenomenon under study.
Findings
The analysis suggests that the scholarly discourse on pedagogy in entrepreneurial education research has developed over time from teacher-guided instructional models to more constructivist perspectives. A shift in the literature was also observed, where scholarly discussions moved from addressing the issue of teachability to a greater emphasis on learnability. Contemporary discussions centre on the theoretical and philosophical foundations of experience-based teaching and learning.
Originality/value
The study illustrates how entrepreneurial education has evolved into a distinct research theme, characterized by a practice-oriented research agenda that emphasizes the need to connect teaching to “real-world” environments. The practice-oriented agenda has led to continued societal interest in promoting entrepreneurial education, while at the same time creating low academic legitimacy.
Public health authorities have been paramount in guaranteeing that adequate fresh air ventilation is promoted in classrooms to avoid SARS-CoV-2 transmission in educational environments. In this work ...it was aimed to assess ventilation conditions (carbon dioxide, CO2) and suspended particulate matter (PM2.5, PM10 and UFP) levels in 19 classrooms – including preschool, primary and secondary education – located in the metropolitan area of Ciudad Real, Central-Southern Spain, during the school’s reopening (from September 30th until October 27th, 2020) after about 7 months of lockdown due to COVID-19 pandemic. The classrooms that presented the worst indoor environmental conditions, according to the highest peak of concentration obtained, were particularly explored to identify the possible influencing factors and respective opportunities for improvement. Briefly, findings suggested that although ventilation promoted through opening windows and doors according to official recommendations is guaranteeing adequate ventilation conditions in most of the studied classrooms, thus minimizing the risk of SARS-CoV-2 airborne transmission, a total of 5 (26%) surveyed classrooms were found to exceed the recommended CO2 concentration limit value (700 ppm). In general, preschool rooms were the educational environments that registered better ventilation conditions, while secondary classrooms exhibited the highest peak and average CO2 concentrations. In turn, for PM2.5, PM10 and UFP, the concentrations assessed in preschools were, on average about 2-fold greater than the levels obtained in both primary and secondary classrooms. In fact, the indoor PM2.5 and PM10 concentrations substantially exceeded the recommended limits of 8hr-exposure, established by WHO, in 63% and 32% of the surveyed classrooms, respectively. Overall, it is expected that the findings presented in this study will assist the establishment of evidence-based measures (namely based on ensuring proper ventilation rates and air filtration) to mitigate preventable environmental harm in public school buildings, mainly at local and national levels.
•26% of the classrooms presented inadequate ventilation conditions (CO2 > 700 ppm).•63% and 32% exceeded WHO guidelines for indoor PM2.5 and PM10 levels, respectively.•Secondary schools presented higher CO2 levels than pre and primary schools.•Preschools were the educational environments with higher PM2.5, PM10 and UFP levels.•Ventilation and PM source control/air filtration-based measures need to be addressed to reduce health risks.
Restoration involves individuals' physical, psychological, and social resources, which have diminished over the years in the process of meeting the demands of everyday life. Psychological restoration ...can be provided by specific environments, in particular by natural environments. Studies report a restorative effect of nature on human beings, specifically in terms of the psychological recovery from attention fatigue and restored mental resources that were previously spent in activities that require attention. Two field studies in two Italian primary schools tested the hypothesized positive effect of recess time spent in a natural (vs. built) environment on pupils' cognitive performance and their perceived restorativeness, using standardized tests. In Study 1, children's psychological restoration was assessed by measuring sustained and selective attention, working memory, and impulse control, before and after the morning recess time. Team standardized playtime was conducted in a natural (vs. built) environment, and the perceived restorativeness was measured after each recess time. Results showed a greater increase in sustained and selective attention, concentration, and perceived restorativeness from pretest to posttest after the natural environment condition. In Study 2, the positive effect of free play recess time in a natural (vs. built) environment was assessed during the afternoon school time on sustained and selective attention and perceived restorativeness. Results showed an increase in sustained and selective attention after the natural environment condition (vs. built) and a decrease after the built environment break. Higher scores in perceived restorativeness were registered after the natural (vs. built) environment condition. Team standardized playtime and individual free play recess in a natural environment (vs. built) support pupils' attention restoration during both morning and afternoon school times, as well as their perceived restorativeness of the recess environment. Theoretical and practical implications are discussed in terms of nature's role both for the school ground design or redesign and for the organization of the school's activities.
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