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Social relationships in the school context – particularly teacher-student relationships and peer relationships – are related to students’ positive attitudes toward school, and consequently are of great importance regarding various aspects of learning and instruction. This can be concluded from studies that examine the influence of social integration on motivation, learning emotions, and positive attitudes toward school as an institution. Additionally, social relationships are closely related to the teacher’s style of instruction and student perceptions of the learning environment provided. However, there is little research so far, on the extent to which positive social relationships mediate correlations between aspects of teaching quality i.e., classroom management, and students’ positive attitudes toward school. Both classroom management and school-related social relationships are constructs that are assumed to be perceived similarly by students within one school, who experience similar conditions in regard to the intensity and frequency of common lessons. However, there are few research findings regarding shared assessments of classroom management and it’s correlations with teacher-student relationships by students within one school or class, and to date no results regarding the shared assessments of peer relationships. Therefore, the current study aimed to examine the correlations between students’ individual and aggregated assessments of social relationships in school and classroom management, with their positive attitudes toward school. The sample consisted of N  = 453 polytechnic school students in Upper Austria, from which a weighted dataset was derived. The findings from multilevel mediation analyses support the assumption of the mediating role of both teacher-student relationships and peer relationships regarding the correlation between classroom management and students’ positive attitudes toward school. However, significant correlations were found only at the individual student level.

Addressing river pollution and understanding the role of children in environmental conservation are essential for maintaining ecosystem health and sustainability. This study used positive discourse analysis to explore children's discourse about river pollution in Pasuruan, East Java, Indonesia. Data were collected using walk-and talk ethnographic interviews with 15 children aged 7 to 11 years. The findings reveal that these children employed five discursive strategies: (1) nomination: metaphor, comparison, and cultural practices; (2) predication: positive attitude in the forms of disposition and behavior; (3) argumentation: contrast and parallelism; (4) perspectivisation, involving a type of religious representation that includes references to the Creator, the Prophet, and hadith; and (5) intensification and mitigation: mood choice and expression of surprise. These strategies serve as persuasive tools implicitly communicated to various stakeholders to promote a culture of sustainable living. If implemented, they would provide clean water, locations for biodiversity exploration, and safe recreational areas. However, these findings cannot be generalized. Future research could expand upon this work by utilizing the list of questions developed in this study to focus on children from various age groups who may have different perspectives and cultural approaches to river pollution.

Purpose Many health-care professionals leave clinical practice temporarily or permanently. Interventions designed to facilitate the return of health-care professionals fail to consider returners’ psychosocial needs despite their importance for patient care. This study aims to evaluate the efficacy of a psychoeducational intervention in improving personal skills and well-being among UK-based health-care professionals returning to clinical practice. Design/methodology/approach In total, 20 health-care professionals took part in the one-day intervention and completed measures of demographics, self-efficacy, positive attitudes towards work and perceived job resources before and after the intervention. A baseline comparison group of 18 health-care professionals was also recruited. Findings Significant associations were detected between return-to-work stage and study group. Following the intervention, participants reported improvements in self-efficacy and, generally, perceived more job resources, whereas positive attitudes towards work decreased. While none of these changes were significant, the intervention was deemed acceptable by participants. This study provides modest but promising evidence for the role of psychoeducation as a tool in supporting the psychosocial needs of returning health-care professionals. Research limitations/implications Additional research is needed to clarify the reliability of intervention effects, its effectiveness compared to alternative interventions, and the impact across different subgroups of returning health-care professionals. Practical implications Return-to-practice interventions should address the psychosocial needs of health-care professionals in terms of their personal skills and well-being. Psychoeducation can increase self-efficacy and perceptions of job resources among returning health-care professionals. Originality/value This study sheds light on a relatively understudied, but fundamental area – the psychosocial challenges of health-care professionals returning to clinical practice – and further justifies the need for tailored interventions.

The research exploring the cumulative impact of influencing factors on teachers’ ICT integration ability is lacking. Additionally, the mediating role of internal factors on the relationship between external support and teachers’ ICT integration ability has not been adequately addressed. This gap hinders the comprehensive enhancement of teachers’ ICT integration ability. This study administered a questionnaire survey involving 9,591 teachers from 238 primary and secondary schools across the Ningxia Hui Autonomous Region in China, and structural equation model was utilized to systematically examines the cumulative effects of external and internal factors on teachers’ ICT integration ability and the mediating role of internal factors on the relationship between external support and teachers’ ICT integration ability in less developed areas. The questionnaire consisted of scales measuring external support, professional development, internal motivation, positive attitude, and ICT integration ability. The results demonstrated that the positive impact of external support on teachers’ ICT integration ability can be significantly enhanced through the serial mediation effects of teachers’ professional development, intrinsic motivation, and a positive attitude towards ICT. Furthermore, it was established that teachers’ ICT integration ability can also be enhanced by providing ICT-related professional development when there is enough external support. These findings deepen the understanding of the effects of interrelations among external support and internal factors on teachers’ ICT integration ability in less developed areas, and could benefit the enhancement of teachers’ ICT integration ability. Practical implications for governments, schools, and teachers were also discussed. Plain language summary The Impact of External Support and Internal Factors on Teachers' ICT integration ability in China's Less Developed Regions This study fills a gap in research by looking at how different factors affect teachers’ ability to integrate ICT into their teaching. It specifically examines how external support, like training and resources, and internal factors, such as a teacher’s motivation and attitude, work together to influence ICT integration. The research was done in less developed areas of China, where teachers may face additional challenges in integrating technology into the classroom. The study collected data from over 9,500 teachers in primary and secondary schools in the Ningxia Hui Autonomous Region. It used a structured survey to measure different aspects like external support, professional development, internal motivation, attitude, and ICT integration ability. The findings show that external support has a greater impact on teachers’ ICT integration when it is supported by professional development, internal motivation, and a positive attitude towards technology. This means that giving teachers training, resources, and encouragement to use technology can be even more effective when they are also motivated to do so and have a positive view of its benefits. Additionally, providing ICT-related professional development can further enhance teachers’ ability to integrate technology, especially when they have access to external support. The results help to understand how a combination of external and internal factors can affect teachers' ICT integration skills in areas where resources may be limited. This information can be used to improve the way technology is integrated into teaching, benefiting both teachers and their students. The study also discusses how these findings could be applied in practical ways by governments, schools, and teachers to support the use of technology in education.

What do HIV-positive women in Nigeria face as they seek meaningful lives with a deeply discrediting disease? Kathryn A. Rhine uncovers the skillful ways women defuse concerns about their wellbeing and the ability to maintain their households. Rhine shows how this ethic of concealment involves masking their diagnosis, unfaithful husbands, and unsupportive families while displaying their beauty, generosity, and vitality. As Rhine observes, collusion with counselors and support group leaders to deflect stigma, secure respectability, and find love features prominently in the lives of ordinary women who hope for a brighter future as the HIV epidemic continues to expand.

A reciprocal effects model linking emotion and achievement over time is proposed. The model was tested using five annual waves of the Project for the Analysis of Learning and Achievement in Mathematics (PALMA) longitudinal study, which investigated adolescents' development in mathematics (Grades 5-9; N=3,425 German students; mean starting age=11.7years; representative sample). Structural equation modeling showed that positive emotions (enjoyment, pride) positively predicted subsequent achievement (math end-of-the-year grades and test scores), and that achievement positively predicted these emotions, controlling for students' gender, intelligence, and family socioeconomic status. Negative emotions (anger, anxiety, shame, boredom, hopelessness) negatively predicted achievement, and achievement negatively predicted these emotions. The findings were robust across waves, achievement indicators, and school tracks, highlighting the importance of emotions for students' achievement and of achievement for the development of emotions. (ZPID).

This study explores university students’ perceptions of generative AI (GenAI) technologies, such as ChatGPT, in higher education, focusing on familiarity, their willingness to engage, potential benefits and challenges, and effective integration. A survey of 399 undergraduate and postgraduate students from various disciplines in Hong Kong revealed a generally positive attitude towards GenAI in teaching and learning. Students recognized the potential for personalized learning support, writing and brainstorming assistance, and research and analysis capabilities. However, concerns about accuracy, privacy, ethical issues, and the impact on personal development, career prospects, and societal values were also expressed. According to John Biggs’ 3P model, student perceptions significantly influence learning approaches and outcomes. By understanding students’ perceptions, educators and policymakers can tailor GenAI technologies to address needs and concerns while promoting effective learning outcomes. Insights from this study can inform policy development around the integration of GenAI technologies into higher education. By understanding students’ perceptions and addressing their concerns, policymakers can create well-informed guidelines and strategies for the responsible and effective implementation of GenAI tools, ultimately enhancing teaching and learning experiences in higher education.HighlightsThis study focuses on the integration of generative AI (GenAI) technologies, like ChatGPT, into higher education settings.University students’ perceptions of generative AI technologies in higher education were explored, including familiarity, potential benefits, and challenges.A survey of 399 undergraduate and postgraduate students from various disciplines in Hong Kong revealed a generally positive attitude towards GenAI in teaching and learning.Insights from this study can inform policy development around the integration of GenAI technologies into higher education, helping to create well-informed guidelines and strategies for responsible and effective implementation.

We reflect on our 2002 article and the impact this research report has had both within and beyond psychological science. This article was both one of the first publications to provide empirical support for hypotheses based on the broaden-and-build theory of positive emotions and a product of the genesis of positive psychology. We highlight empirical and theoretical advancements in the scientific understanding of upward spiral dynamics associated with positive emotions, with particular focus on the new upward spiral theory of lifestyle change. We conclude by encouraging deeper and more rigorous tests of the prospective and reciprocal relations associated with positive emotions. Such progress is needed to better inform translations and applications to improve people’s health and well-being.

Background Artificial intelligence (AI) is becoming increasingly important in healthcare, with a significant impact on nursing practice. As future healthcare practitioners, nursing students must be prepared to incorporate AI technologies into their job. This study aimed to explore the associated factors with nursing students’ intention to use AI. Methods Descriptive cross-sectional multi-centre design was used. A convenience sample of 1713 university nursing students from Bahrain, Egypt, Iraq, Jordan, Kuwait, Lebanon, Oman, Palestine, Saudi Arabia and the United Arab Emirates completed a self-reported online instrument divided into five sections covering: (1) demographic sheet, (2) knowledge, (3) attitude, (4) perception and (5) intention questionnaire. Results Most nursing students in Arab countries have moderate levels of knowledge, attitude, perception and intention towards the use of AI. There was a significant positive association between knowledge, attitude, perception and intention towards the use of AI. A multivariate regression analysis revealed that understanding of AI technologies, self-perception as tech-savvy, age, clinical performance in previous semesters and knowledge of AI were significant and positively correlated with intention. Conclusion The findings highlight the importance of targeted educational interventions and customised strategies to support AI integration within nursing education settings across Arab countries, equipping future nurses with the necessary skills and knowledge to use AI effectively in their practice.