Educational level (EL), an important component for socioeconomic status, can potentially influence health, disease or mortality. Unfortunately, the detailed relationship between educational level and all cause or disease specific mortality in general population has not been elucidated, especially in Americans, which could impact public health policy. Here we analyzed association of EL with mortality in a nationally representative cohort from NHANES. This cohort study used National Health and Nutrition Examination Survey data from 1999 through 2018 and linked mortality information until 2019. Data were analyzed from April 1 through July 15, 2024. This study included 34,673 American adults aged 20-80 years old. During a median (IQR) follow-up of 9.9 (5.2-15.2) years, 5663 deaths were recorded. We found that higher EL was associated with mortality reduction in all cause, CVD, diabetes, Chronic Lower Respiratory Disease (CLRD), cancer and kidney disease mortality. Stratified analysis revealed that in subgroups <65 years, protection of higher EL was greater for all cause, CVD and cancer mortality. Higher EL was associated with reduction in male, while a risk factor in female for Alzheimer Disease, Influenza and Pneumonia Mortality. Higher EL was associated with mortality reduction in <65 subgroup, while a risk factor in ≥65 for Accidents Mortality. We found higher EL was associated with reduction in all cause, CVD, diabetes, Chronic Lower Respiratory Disease (CLRD), cancer and kidney disease mortality in a representative cohort in U.S. This study proved clear association between education level and disease specific mortality in a large nationally representative cohort in U.S., which may impact future public health policy making.

This study employed a questionnaire survey to collect multi-source data from 745 pairs of junior high school students and their parents, exploring the relationship between parent-adolescent discrepancies in educational expectations and students' academic burnout, characterized by boredom and fatigue due to disinterest or overwhelming workload. The primary focus was on the mediating effect of students' academic self-efficacy, which reflects an individual's confidence in their ability to manage academic tasks. To precisely address the matching and discrepancy in parent-adolescent educational expectations, as well as to quantify the mediating role of academic self-efficacy, polynomial regression and response surface analysis techniques were employed. Response surface analysis is a statistical technique specifically designed to examine how (mis)matching predictor variables relate to outcome variables, visualizing their relationship in three-dimensional space. The results showed that when parent-adolescent educational expectations were aligned, an increase in both levels could lead to decreased academic burnout through elevated academic self-efficacy. Conversely, when there was a discrepancy between parent and adolescent expectations, higher expectations from the child compared to the parent could further reduce academic burnout by enhancing academic self-efficacy. These results underscored the significant mediating effect of academic self-efficacy between parent-adolescent discrepancies in educational expectations and academic burnout. These findings provide a reference framework for parents and educators to develop targeted interventions and prevention strategies for adolescent academic burnout, focusing on harmonizing parental and adolescent educational expectations and enhancing academic self-efficacy.

Construction project teams operate in demanding and high-pressure environments, necessitating the development of team psychological resilience to achieve project goals effectively. Using the conservation of resource theory, we propose team-level servant leadership as an enabling style that facilitates team resilience development, subsequently affecting project success (team-level) and organizational citizenship behavior (individual level). The multi-level data was collected from 70 construction teams with 549 members. The multi-level analysis was performed using Mplus. The results of our study reveal a positive and significant connection between servant leadership, project success, and organizational citizenship behavior. Additionally, team resilience mediated the link between servant leadership and project success and organizational citizenship behavior. This research offers practical insights for project managers to nurture sustainable work practices within the construction industry through servant leadership.

This study explores the efficacy of somatosensory interactions in enhancing mental health care by examining the deployment and impact of these technologies. Based on a scoping review of 46 research studies, our analysis reveals that traditional mental health interventions often fail to align with prevalent technological trends. However, somatosensory interactions bridge this gap by creating immersive and engaging experiences. Our findings show considerable variability in the effectiveness, user engagement levels, and application methods of somatosensory technologies. Certain technology designs are particularly effective in promoting emotional well-being and reducing stress. Nonetheless, the diverse outcomes among the studies highlight the influence of factors such as design quality and user demographics. This variability underscores the need for more targeted studies to refine the application of somatosensory technologies, ensuring their effectiveness across different population segments. Ultimately, our insights emphasise the need to develop robust guidelines for integrating these technologies into comprehensive mental health strategies, thereby enhancing the related overall outcomes.

Emotional education helps to develop emotional intelligence skills and to bolster teachers' overall well-being.

To evaluate the efficacy and safety of acupuncture as a supplementary treatment for mild to moderate depression in hemodialysis patients.

The current study evaluated psychometric properties and network analysis of the Parental Acceptance and Action Questionnaire (PAAQ) among Arab parents of children with and without dyslexia.

The purpose of this research includes analyzing the interaction between online English learning motivations, digital readiness, academic engagement, self-regulated English learning attainment, and technology self-efficacy. These interactions were examined based on data gathered from learners in online English courses through the method of structural equation modeling. Analysis found that online English learning motivation has a significant impact on the learners' level of digital readiness and levels of academic engagement, thereby underlining its importance in getting learners ready for meaningful navigation of the digital environments with emphasis on specific academic tasks. Moreover, digital readiness and academic engagement mediate the link between online English learning motivation and online self-regulated learning, thus signifying the role of these variables in achieving translation of motivation into efficient self-regulation. Moreover, online English learning motivation exerts an indirect impact on digital readiness and academic engagement through the moderation of technology self-efficacy; in particular, the high level of self-efficacy strengthens the positive effects of motivation. This basically emphasizes the confidence in technology usage as a fundamental dimension to the effectiveness of online learning. Hence, based on these findings it can be concluded that increasing online English learning motivation, readiness for digital learning environments and academic engagement as well as the technology self-efficacy is important in order to achieve the greatest learning success in the field of online English learning. Although the study has its drawbacks like the use of self-reported data and cross-sectional research design, the study present implications that would be useful to educators and policymakers in the improvement of the online education strategies. The next steps in the research should involve following up the participants over a long period and using both qualitative and quantitative methods to augment these results.

The experience of widowhood and that of living alone are significant life events that are strongly associated with depressive symptoms in older adults. Nevertheless, few studies have examined the relationship between widowhood, living alone, and depressive symptoms among Chinese older adults, particularly with regard to the duration of widowhood. This study included 4,644 older adults aged 65 and above from the 2015, 2018, and 2020 China Health and Retirement Longitudinal Study (CHARLS). Linear regression models were used to examine the relationship between widowhood, living alone, and depressive symptoms. Unlike previous studies, our findings indicate that living alone instead played a buffering effect on the relationship between widowhood and depression among urban older adults, especially for short-term and long-term widowhood. However, this result did not appear in the rural sample. Our study highlights the significance of considering the role of living alone in the relationship between widowhood and depressive symptoms in older adults, as well as the need to distinguish between residence and duration of widowhood.

This paper outlines our approach to one city's opportunity landscape. The opportunity landscape involves collecting systems-driven data sets corresponding to organizations, places, barriers and supports that collectively shape the opportunities available to youth, families, and educators. Understanding and utilizing this landscape is crucial to fully accounting for youth progress along STEM pathways. Such awareness is vital as stakeholders often operate in silos and may not fully grasp how their impact areas within the ecosystem intersect with others. For example, how do school-based out-of-school time opportunities affect programming at local parks and libraries? How does reduced bus fare impact kids' ability to move around the city after school and on weekends? How do employers create pathways for entry-level staff? Our work aims to create a cohesive landscape that brings together stakeholders, their insights, and affordances and creates opportunities for all. This paper describes the design efforts that led to one city's summer 2023 youth STEM learning opportunities. We discuss the phases of our work and approach to collaborative design with community and organizational partners to apply insights and create opportunities that increase youth freedom of movement and access to resources. We provide specific examples to illustrate the impact of our design.

Australia's population is ageing, with forecasts indicating that individuals aged 65 years and over will account for >20 % of the total population by 2066. Ageing is strongly linked with a significant decrease in cognitive capabilities. This study aimed to explore the association between cognitive impairment and four types of health outcomes among older Australians.

To deliver high-quality courses across various instructional environments, instructors must consider variations in learner engagement. However, limited attention has been paid to whether online and in-person teaching approaches differ in terms of their effects on learner engagement in language learning environments. To fill this void, we aim to investigate the differences in overall and three specific types of engagement between online and in-person classrooms. The study is based on 168 learners in China who attended online and in-person English as a foreign language (EFL) course, respectively, across two semesters. This research utilized the mixed methods approach, involving the quantitative and qualitive strands. Firstly, t-tests revealed that, although participants positively rated their engagement in online and in-person courses, they evaluated online instruction less favorable in terms of overall engagement, emotional engagement, and cognitive engagement compared to in-person instruction. They also reported similar levels of behavioral engagement. Secondly, an open survey and interviews revealed these differences were primarily caused by the limited interaction, learners' insufficient digital skills, their lack of self-regulation, and instructors' inadequate technological pedagogical content knowledge online, while the flexibility of online learning likely compromised the behavioral engagement difference. We discussed the findings in light of self-determination theory (SDT), drawing pedagogical implications for language teaching and policymaking for delivery of engaging offline, online, and hybrid language programs in the future.

Thanks to the development of digital technology, short-videos have become fully integrated into users' daily lives. Time, as an intangible yet important environmental variable, subtly influences individuals' cognition and behavior in various ways. Among the existing studies on short-video platforms, there has been limited focus on the impact of temporal landmarks on social media users' behavior and preferences. To address this gap, this paper examines how beginning or ending temporal landmarks in short-videos activate a sense of starting or finishing within a social media context. It explores the mechanisms of user preferences for personal branding under different temporal perceptions and further examines the boundary role of users' personal traits. The results show that the main effects of temporal landmarks on personal brand preferences, as well as the mediating role of attributional needs and uniqueness needs and the moderating role of self-construal, are significant. Specifically, for users with independent self-construal, those activated by beginning temporal landmarks show a higher preference for competence-based personal brands; for users with interdependent self-construal, those in scenarios with ending temporal landmarks exhibit a stronger preference for warmth-based personal brands. This paper enriches research on user behavior related to temporal landmarks in social media, expands the applicability of the stereotype content model in personal branding, and provides suggestions for short-video social media platforms to attract, convert, and monetize user traffic. It also offers marketing insights for businesses on arranging activities according to consumer traits and temporal factors.

The Triarchic Psychopathy Measure (TriPM) assesses the Boldness, Meanness, and Disinhibition dimensions of psychopathy. This study evaluated the psychometric properties of the Persian TriPM in university students (n = 941, aged 18-67, M = 28.36, SD = 9.09; 39.1 % male) and a male clinical sample (n = 188, aged 18-65, M = 35.05, SD = 10.75) in Iran. Exploratory Structural Equation Modeling (ESEM) supported the original three-factor model only in the clinical sample, though with notable instances of poor item functioning (e.g., low loadings and high cross-loadings). In the students' sample, Exploratory Factor Analysis (EFA) identified a four-factor model: Leadership, Callousness, Impulsivity, and Antisocial which also fit in the clinical sample and demonstrated acceptable internal consistency across both samples. Furthermore, the Meanness and Disinhibition dimensions and their equivalent domains in the four-factor model yielded expected associations with external correlates in both samples. However, the Boldness and Leadership domains showed inconsistent associations with external correlates in the clinical sample, unlike the hypothesized correlations observed for Leadership in the student sample. Overall, findings highlight inconsistencies in the TriPM's alignment with the triarchic model of psychopathy and suggest a need for further refinement of the measure based on theoretical and empirical insights. We discuss directions for future research.

The study aimed to explore the relationship between intrinsic spirituality, emotion dysregulation, resilience, and PTSD in Turkish university students who were earthquake survivors. In addition, the validity and reliability of the Brief Emotion Dysregulation Scale (BEDS) were evaluated among Turkish university students who were earthquake survivors.

The study uses social exchange theory to examine how social relationships affect individual involvement in creativity at work and innovative behavior, mediated by psychological safety. The study disentangles the social relationships at work as informal and formal relationships in terms of two plausible theoretical variables, workplace friendliness and perceived affective climate respectively, for the above purpose. Over a period of three-months, data collection was conducted in the IT and ITeS industry, with a sample of 515 participants and 105 team leads, using a two-pronged approach involving data from both team leads and their subordinates. The findings indicate a positive association between workplace friendliness (informal) as well as perceived affective climate (formal), and employee involvement in creativity with psychological safety as mediator, further leading to innovative behavior. The study suggests that fostering a positive, conducive formal work environment and workplace friendships can enhance employees' psychological safety, which enables them to put their creative ideas into action, which can help organizations get a competitive edge by finding novel ways of solving business challenges.

Happiness has been of importance in different cultures because of its importance for biopsychosocial development in humans. Therefore, it is relevant to identify factors that can promote happiness, such as optimism, gratitude, mental health and psychological well-being. This study's aim was to test predictors of happiness in a Mexican sample.

This study aims to investigate the effect of different implicit and explicit instructions on learning a fundamental motor skill (throwing task) in autistic children with a high propensity for reinvestment. A total of 48 male volunteer students with special educational needs aged between 7 and 9 years old were conveniently selected to practice a novel throwing motor task (slingerball). The study includes a 1-week the acquisition phase with five phases of measurements involving four groups: a) analogy, b) explicit instruction, c) errorless, and d) errorful paradigms. It was conducted in five phases: pre-test, acquisition, retention, transfer, and dual-task, using a quasi-experimental design. The task in this study was to throw a slingerball' towards a horizontal target on the ground. Mixed-design analysis of variance (ANOVA) and LSD post-hoc test performed to determine the interaction and main effects on throwing accuracy. The results indicated that participants in the analogy and errorless instruction groups had higher throwing accuracy in all phases of acquisition, retention, transfer and dual task compared to the explicit and errorful instruction groups (P ≤ 0.05). Moreover, both implicit learning groups performed more accurately in the dual task test than the explicit group (P ≤ 0.05). The results of this study support the theoretical framework that implicit practice can improve motor skill learning in children with autism spectrum disorder more than explicit practice. So, the application of errorless learning and analogy instruction is recommended for developing of motor performance and learning as implicit learning methods in educational environments.

Flow is an optimal state of absorption that may be experienced in appropriately challenging and intrinsically motivating activities such as sports. Flow may be an important concept for understanding the emergence and role of sport in society, yet theoretical explanations of flow have had limited success explaining, predicting, and facilitating flow in sport. Here, we use the ecological dynamics framework, seeking to resolve foundational issues in an explanation of flow, building towards a theory of flow in sport. To address this challenge, we highlight the utility of ecological conceptualisations of experience, intention, skill, attention, information, and temporality, in explanations of flow experiences in sport, before discussing some novel empirical predictions motivated by the theory. We suggest that a multiscale ecological dynamics approach is well equipped to explore flow in performer-environment systems that display interaction-dominant dynamics and conclude by outlining avenues for future research created by an ecological dynamics theory of flow in sport.

Terror Management Theory (TMT) holds that mortal threats bolster people's desire to support their worldviews, which may contribute to increased outgroup bias. In 2020, two events likely increased mortality salience and death anxiety: COVID-19 and the Black Lives Matter (BLM) protests that followed George Floyd's murder. We used Project Implicit data to investigate their impact on implicit anti-Black bias, controlling for demographic variables. Study 1 (N = 82,639) found a decrease in anti-Black bias from April 1-May 20, 2020 compared to the same period in 2019, indicating that increased mortality salience amid the pandemic failed to increase anti-Black bias. Study 2 (N = 96,957) examined anti-Black bias and death anxiety across two seven-week periods prior to (April 1-May 20, 2020) and during the BLM protests (May 27-July 15, 2020). Death anxiety increased during the protests, while anti-Black bias decreased. Conservatives showed no link between death anxiety and anti-Black bias, yet showed a decrease in bias once the protests began. Liberals showed the TMT-predicted relation between death anxiety and increased bias, however this relation weakened during the protests. Notably, these attitude changes in the context of a mass social movement differ from predominant conservative shift and worldview defense patterns in prior work on attitude change amid social crisis. Collectively, our results failed to link mortality salience with outgroup bias but suggest a role for other factors including social movements, intergroup empathy, and social solidarity in reducing bias.

This study explored the relationship between negative emotions, engagement, and artificial intelligence (AI) readiness among 323 music students. The researchers employed SPSS (version 27) and AMOS (version 24) for analysis using the Emotion Beliefs Questionnaire (EBQ), the Students' Engagement Questionnaire, and the Artificial Intelligence Readiness Scale. Structural Equation Modeling (SEM), along with reliability analysis, correlation, and Multiple Linear Regression, was applied to understand the data. Findings indicate that negative emotions and AI readiness are interrelated with student engagement. Music's emotional impact can influence how students manage their feelings and engage with AI technologies. For instance, individuals who are more prepared for AI integration may leverage these tools to manage their emotions more effectively, which in turn could lead to enhanced music performance, though the specific mechanisms connecting these factors need further clarification. Consequently, high AI readiness can lead to greater engagement with digital learning platforms, potentially benefiting emotional regulation and academic achievements.