The present study examined how empathy (affective and cognitive), basic psychological need satisfaction (autonomy, competence, and relatedness), and demographic factors (gender and academic achievement) jointly predict prosocial behavior during emerging adulthood. Grounded in Self-Determination Theory, this research explored whether relatedness need satisfaction mediates the relationship between empathy and prosocial tendencies. A total of N=889 undergraduate students from a large public university in the southeastern United States completed self-report measures assessing empathy, psychological needs, and prosocial behavior. Path analysis revealed that affective empathy and relatedness satisfaction were significant predictors of prosocial behavior. Relatedness also partially mediated the link between empathy and helping actions. Furthermore, gender and GPA contributed to prosocial outcomes, with female students and those with higher academic achievement reporting greater prosocial tendencies. These findings suggest that fostering emotional engagement and supporting students’ psychological needs—particularly the need for relatedness—may be key mechanisms for promoting prosocial development in educational settings during the critical stage of emerging adulthood.

This study investigated the relationships between conflict management strategies and family functioning among university students from diverse ethnic backgrounds in the multicultural context of Kosovo. A cross-sectional design was used with 362 university students (183 female, 179 male) comprising Kosovo Turks (58.6%), Albanians (23.8%), and Bosnians (17.7%). Data were collected using the Conflict Management Strategy Scale and Family Assessment Device. Path analysis was used to examine relationships between conflict strategies and family functioning dimensions. Students preferred compromising strategies most (M = 3.68) and withdrawing least (M = 2.98). Family functioning was healthy in problem-solving, communication, roles, affective responsiveness, and general functioning (scores < 2.0), but unhealthy in affective involvement (M = 2.29) and behavioral control (M = 2.12). Significant ethnic differences emerged in communication (F(2,144) = 3.158, p = .045, η² = .020) and behavioral control (F(2,149) = 4.109, p = .018, η² = .018), but not in conflict strategies. Path analysis revealed that withdrawing strategies negatively affected family functioning (β = .113-.143), while smoothing strategies had positive effects (β = -.139 to -.220). However, conflict strategies explained only 1.6-4.3% of the variance in family functioning (R² = .016-.043), indicating small effect sizes. While statistically significant relationships exist between conflict management strategies and family functioning, effect sizes are modest. Ethnic variations in these relationships emphasize the importance of cultural considerations for family counseling practices. The findings suggest that conflict management training may have a limited direct impact on family functioning, highlighting the need for comprehensive, culturally sensitive intervention approaches.

This study presents a comprehensive bibliometric and content analysis of research on autism and mathematics learning from 2010 to 2024. A total of 131 peer-reviewed articles were retrieved from the Web of Science (WoS) database using keywords such as autism, mathematics, learning, and intervention. Bibliometric analysis was conducted to quantitatively examine publication trends, leading authors, contributing countries, and co-authorship networks, offering a macroscopic overview of the field’s evolution. Visualisations generated using VOSviewer further illustrated keyword co-occurrence and thematic clustering. Complementing this, content analysis provided a qualitative synthesis of research themes and conceptual progressions across the literature. The findings revealed a clear thematic evolution. Early research (2010–2015) predominantly focused on behavioural interventions, structured instructional approaches, and basic numeracy development. Mid-phase studies (2016–2020) introduced inclusive pedagogies, social-emotional considerations, and differentiated instruction. Recent research (2021–2024) has shifted towards personalised, technology-enhanced instruction, Universal Design for Learning (UDL), and the integration of digital tools in mathematics education. Despite this growth, several gaps remain. Research remains limited in addressing cross-cultural diversity, long-term evaluations of digital interventions, and the adaptation of pedagogies in underrepresented regions. This study emphasises the need for future research to explore culturally responsive frameworks, the sustainability of technology uses, and equity in mathematics education for autistic learners.

Teachers' professional performance is strongly influenced by their psychological well-being, their ability to adapt to unstable and uncertain situations (especially in wartime), and their capacity to use effective strategies to manage and overcome stress. This study explored the relationships between teachers' psychological well-being, coping strategies, and intolerance of uncertainty. The Ryff Scales of Psychological Well-Being (PWB Scale), The Mental Health Continuum–Short Form (MHC-SF), The Intolerance of Uncertainty Scale–Short Form (IUS-12), Brief COPE Inventory (Brief COPE) were administered with a sample of 1936 teachers of primary and secondary school from Poland (n=927) and Ukraine (n=1009). The results showed that the psychological well-being of Polish and Ukrainian teachers is positively correlated with problem-focused coping (in particular, with active coping, positive reframing, planning, and use of instrumental support) and emotion-focused coping (such as the use of emotional support, humor, acceptance, and religion). A negative correlation was found between teachers' psychological well-being and avoidant coping (such as denial, substance use, behavioral disengagement) and intolerance of uncertainty (prospective anxiety, inhibitory anxiety). A multiple regression analysis was used to identify statistically significant predictors of psychological well-being for teachers in Poland and Ukraine. As a result, both common and distinct factors that influence teachers' psychological well-being were identified, considering the socio-cultural differences that arise from the unique characteristics of the education systems in each country and the sensitivity of teachers' well-being to various socio-political changes. The findings can be used in developing programs that support teachers' psychological well-being and create conditions conducive to enhancing their professional functioning.

Autism Spectrum Disorder (ASD) is a neurodevelopmental condition marked by persistent challenges in language acquisition, particularly in the lexical and semantic domains. This study examined the effectiveness of an adapted Applied Behavior Analysis (ABA) intervention in improving lexical and semantic language skills among preschool-aged children with ASD. A total of 3- to 6-year-old children participated, divided into experimental and control groups across two specialized centers. The experimental group received an adapted ABA-based program emphasizing discrete trial teaching, functional communication strategies, visual supports, and targeted reinforcement techniques. Pre- and post-intervention assessments were conducted using a structured methodology that evaluated active and passive vocabulary, semantic categorization, and contextual language use. Results from paired t-tests showed statistically significant improvements in the experimental group compared to the control group (p < .05). Despite these gains, generalization of language skills across social contexts remained limited. These findings highlight the value of individualized behavioral interventions and support their inclusion in early childhood programs for children with ASD.

This study aims to develop and validate the Teachers' Spiritual Leadership Questionnaire (TSLQ) to assess teachers' spiritual leadership from students' perspectives. Grounded in the principles of spiritual leadership—Vision, Hope/Faith, and Altruistic Love—the TSLQ explores how teachers inspire, influence, and guide students toward both academic and holistic development. The study addresses the lack of assessment tools in educational settings and introduces a structured validation process to ensure the instrument's accuracy and reliability. The questionnaire was developed and refined through several stages using expert input, literature review, and statistical validation methods. A total of 402 students participated, and their responses were analyzed using factor analysis to examine the tool's structure and effectiveness. Findings confirmed that the TSLQ is valid and reliable, with strong alignment between items and the three key dimensions of spiritual leadership. The results supported the model's overall strength, indicating that the questionnaire effectively captures the intended constructs. The study concludes that the TSLQ is a sound instrument for understanding spiritual leadership in the classroom and can help educators and researchers better assess its impact on students' academic and personal growth. Further research is recommended to test the tool in different cultural and educational settings and to explore additional dimensions of spiritual leadership. This new tool offers valuable insights for enhancing teaching practices and promoting a supportive and values-driven learning environment.

The current study sought to evaluate the impact of programs used to enhance the self-regulation and social interaction for children with Autism Spectrum Disorders (ASD), as perceived by their families. The descriptive approach was used to collect and analyze data and derive conclusions after developing the study instruments. The study sample consisted of 150 families of children with ASD enrolled in special education centers in Amman, Jordan. The study participants were purposefully selected to respond to the two provided measurement scales. To measure the impact of the intervention programs, the researchers developed the Self-Regulation Behavior Scale and the Social Interaction Scale, ensuring the validity and reliability of both scales. The results of the study indicated that from the families’ perspective, programs for children with ASD had a moderate impact on enhancing self-regulation and a high impact on social interaction. Additionally, the findings of the study revealed statistically significant differences in the degree of improvement in self-regulation and social interaction behaviors related to the child’s gender and the severity of their disorder. However, no statistically significant differences were found related to the child’s age and gender in their level of improvement in self-regulation and social interaction behaviors.

Our study examines the link between adolescents’ skills (mathematics, reading literacy, and physical fitness) and the frequency with which they participate in housework. We utilize a large longitudinal dataset of Hungarian adolescents (N = 37,461), making this, to our knowledge, the first European study on this topic. We use a rich set of background variables and fixed effects estimators to account for time-varying and time-invariant individual characteristics. Contrary to most of the literature we find cognitive skills to have no practically significant relationship with housework frequency. This discrepancy can be attributed to methodological choices (i.e., the use of the fixed effects estimator) or sociocultural differences in housework duties between the regions studied. Investigating heterogeneous effects on cognitive skills, we find girls’ literacy scores to be slightly affected by daily housework (-.02 SD), unlike boys’. The difference is more pronounced for children with highly educated parents and working mothers (-.06 SD). Substantially lower mathematics scores are detected for children who almost never participate in housework and have unemployed mothers (-.19 SD). Children who have chores to do almost every day and whose mothers are on parental leave also show signs of worsened mathematics ability (-.1 SD). Fitness levels of students who rarely engage in housework are significantly lower (-.04 SD), suggesting that some participation in household tasks contributes to physical well-being. This effect is pronounced for children of tertiary-educated parents (-.05 SD). Overall, findings suggest that household chores are cognitively neutral for most adolescents, have small physical-fitness benefits when performed in moderation, and become academically detrimental only at the extremes within specific family contexts.

This study examines the transformation of higher education through digital solutions, with a specific focus on developing a user-centered digital student handbook prototype for Surin Vocational College in Thailand, with potential scalability nationwide. Utilizing a mixed-methods approach, the research integrates qualitative and quantitative data to design a digital tool that enhances accessibility, usability, and personalization for students. The prototype features key components, including mobile accessibility, real-time updates, interactive notifications, and integration with academic tools, designed to enhance student engagement, career readiness, and academic performance. Data collection involved students, faculty, and experts to ensure a comprehensive understanding of user needs and preferences. The findings indicate that the digital format offers significant advantages over traditional paper-based handbooks, particularly in terms of accessibility, real-time content updates, personalized experiences, and environmental sustainability. However, variability in user feedback suggests areas for further refinement,  emphasizing that there must be continuous improvement. This research offers interesting perspectives on the role of digital solutions in higher education, contributing to the ongoing evolution of learning tools that support academic success, student engagement, and institutional sustainability.

The complexity of naming and writing structures of functional groups presents a challenge for many students, often leading to difficulties in mastering fundamental concepts in organic chemistry. This underscores the need for an innovative teaching tool to improve students' understanding and attitude toward the abstract concept of organic chemistry. This study examined the effect of an improvised molecular kit on students' academic performance and attitudes in organic chemistry, focusing on the concepts of alcohol, aldehyde, carboxylic acid, ester, ether, and ketone. A quasi-experimental pretest-posttest design was employed, comparing the control group (traditional teaching methods) with the experimental group (using the improvised molecular kit). Pretest results indicated that both groups initially "did not meet the expectation" in all topics. However, posttest scores showed significant improvement, with the experimental group achieving higher mean scores, while the control group remained at a level of "fairly satisfactory" to "satisfactory." Statistical analysis ANCOVA confirmed significant differences (p < .001) in learning gains, demonstrating the effectiveness of the molecular kit. Furthermore, students' attitudes toward the kit were positive, with strong agreement on its ability to enhance engagement, understanding, and visualization of molecular structures. These findings suggest that the improvised molecular kit is an effective instructional tool, improving conceptual retention and fostering a more interactive learning experience. Integrating hands-on learning strategies in organic chemistry could significantly enhance students' comprehension and overall academic performance.