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This study examines the test's predictive validity of English language performance and compares test constructs to identify the most effective predictors of English language performance.

Data were collected and analysed from test scores of students enrolled in the foundation year (N = 84) and level 2 (N = 127) in the faculty of English at a Saudi university using correlation and regression tests.

The findings revealed that the General Aptitude Test (GAT) is effective in predicting English performance for students in level 2 and that the error detection task is the most effective predictor of performance in English reading.

The study provides support for the validity of the GAT as a university admission requirement for English language courses in the Arabic-speaking world.

This study examines the GAT's power using a fine-grained approach by deriving scores from its breakdown constructs to predict the performance of English skills at the university level.

This paper seeks to investigate the differences in the teachers’ professional development (TPD) by mentorship in workplace. The authors examined the role of mentorship in the PD of teachers and conducted a meta-analysis of pertinent empirical data.

Using data from over 2,900 individuals, 66 experiments and 12 countries, the authors presented a meta-analysis of the association between workplace mentorship and TPD.

The authors concluded that mentoring activities could boost the TPD to some extent. It contributes positively to the discipline of science and language, kindergarten, individual mentoring and curriculum research. In addition, the periodicity should not exceed 1 year.

The results of the meta-analysis are restricted to short-term mentorship activities, and the sample size is modest. Building upon the findings from the literature review and meta-analysis, the authors delineated a research agenda for prospective investigations. This includes an imperative for further exploration into the nexus between mentoring and the PD of educators.

Based on the available literature and meta-analysis findings, the authors developed a framework for the “Experts in the classroom” TPD pattern.

This is the first meta-analysis evaluating the association between mentorship and TPD.

The purpose of this study is to address the mixed predictions about the relationship between general skills training and turnover intention of early career graduates by examining the mediating mechanisms of perceived organizational support (POS) and job satisfaction (JS) through which this relationship might be enacted. This study adopts organizational support theory as the guiding theory and examines the concept of POS as critical for predicting and explaining relationships in the conceptual framework.

A quantitative survey method was used on a sample of 147 Chinese early career graduate trainees. Analysis was conducted using partial least square-based structural equation modelling (PLS-SEM).

The main finding is that participation in general skills training (PGST) does not directly impact turnover intention, rather POS is a mechanism through which this negative relationship operates. This study also found significant evidence for serial mediation by POS on PGST and its relationship with turnover intention. Importantly, JS only has an effect on turnover intention when in the presence of serial mediation by POS.

Cross-sectional study of a small survey sample. Nonetheless, the findings have major implications for research theories on the relationship of general skills training with employee turnover.

PGST does not directly impact turnover intention, rather POS is a mechanism through which this negative relationship operates.

This research emphasizes the important role of POS in the relationship between early career graduate trainees’ PGST and their turnover intentions.

The purpose of this study is twofold. First, this research explores the level of Islamic financial literacy of customers in the context of Islamic banking. Second, this study examines the determinants of customer adoption of Islamic banking in Turkey.

This study gathered sample data from 409 participants determined using the purposive sampling method. In the study, first, the reflective measurement model is used to examine the reliability, validity and multicollinearity problems of the variables. Then, AMOS structural equation model (SEM) is used to reveal the relationship between Islamic financial literacy and Islamic banking services. Additionally, this study performed both descriptive and inferential analysis to understand customer literacy about Islamic banking and their adoption behavior of Islamic banking.

The results obtained from descriptive assessment indicate that Turkish customers of Islamic banking possess sufficient literacy about Islamic banking. Moreover, the results from SEM indicate that the adoption of Islamic banking by customers is significantly predicted by the role of Sharia Board management, Islamic banking and purpose of financial institution, religious factor and legitimacy of Islamic financial system.

This study focuses only on the level of knowledge and perceptions of customers who have accounts in Islamic banks or financial institutions in Turkey. It does not focus on the level of knowledge and perception of Muslims who do not have accounts in Islamic banks and financial institutions.

Previous studies on Islamic banking are mostly studies that investigate customers’ perceptions of the Islamic banking system and why individuals prefer Islamic banks. In particular, studies examining the relationship between individuals’ Islamic financial literacy level and Islamic banking preferences are limited. This study is considered to be an original study as it investigates the relationship between the Islamic financial literacy level of individuals and their adoption of Islamic banking services in Turkey.

This study investigates the following research question: What pedagogical strategies are necessary for the success of HyFlex course design? The findings to this question are based in new media literacies and help to further pedagogy in an emerging HyFlex model while also grounding in needed theorization.

This study uses design-based research (DBR) across two iterations and four doctoral, higher education courses, using mixed methods of data collection and analysis.

Six pedagogical strategies influential for HyFlex research are presented, each grounded in a new media literacy skill.

These six pedagogical strategies help practitioners grappling with the HyFlex or blended learning model merge traditional pedagogy with how this might be tailored for students entrenched in a participatory culture.

Consumer culture is promoting immediate gratification, and the rise of digital financial services is increasing the risk of indebtedness while debt reduces well-being and affects mental health. The authors assess the effects of consumer information provision, debt literacy, chronic debt and attitudes toward debt on the intent to purchase on credit.

An online survey including an experiment with a credit offer vignette was conducted in a representative sample of Estonia (n = 1204). Treatment conditions depicted either the total cost and duration of the credit agreement or the annual percentage rate.

Receiving modified information resulted in a 26 to 30 percentage points decrease in propensity to purchase on credit. Purchasing on credit was associated with attitudes towards credit and chronic debt, but not with debt literacy.

The findings reveal large effects of information provision and highlight the limited effects of debt literacy on credit decisions. Limitations may emerge from differences in financial regulation across countries.

The authors' results highlight the importance of applying behavioural insights in consumer credit information provision, both in the financial sector and policy. Testing the messages allows having evidence-based solutions that promote responsible purchasing on credit.

The findings call for changes in credit information provision requirements. Their effect is significantly larger compared to the literature, emphasizing the role of credit information provision in less regulated online markets.

Energy-related financial literacy (ERFL) which consists of energy literacy, financial literacy and lifecycle cost literacy, can play an instrumental role in addressing climate change by ensuring efficient energy consumption (macro level benefit) and promoting financial well-being (micro level benefit) of households. This study aims to highlight the ERFL level and its effect on the energy consumption of the sample households in the state of West Bengal, India.

The study used primary data on 155 sample households from the two districts, i.e. Hooghly and North 24 Parganas in West Bengal, India, surveyed from September 2022 to November 2022 using a structured questionnaire. The study used the conceptual framework suggested by Blasch et al. (2018) to measure the ERFL. Pertinent statistical techniques and the ordinary least square regression method were used to attain the objectives of the study.

The outcome of the study showed that the average ERFL score was found to be moderate (63%). The findings of the study also indicated that the ERFL exerts a positive influence on reducing energy consumption among the sample households in India.

There is a dearth of research studies on the topic of ERFL around the globe. The very few studies so far conducted are mostly in the context of European economies and Nepal. Perhaps, to the best of the our knowledge, this is the first study on the issue of ERFL in the Indian context. Therefore, the present study will make an original contribution to the small but growing scholarship on ERFL.

This study aims to examine the volume of ehealth literacy documents during 2006–2022, and the nature of citation of ehealth documents by country, organizations, sources and authors.

The study adopted a bibliometric approach. Bibliographic data was collected on citation of ehealth documents by country, organizations, sources and authors from Scopus and mapped and visualized the citations using VosViewer.

A total of 1,176 documents were produced during 2006–2022, indicating a high rate of document production in this sub-discipline. Among the 102 countries that contributed documents on the subject, 58 qualified for the analysis. The USA had the highest number of cited documents on eHealth literacy, followed by Canada and Australia. The average publication year for the USA was 2018, with 348 publications and an average of 24.12 citations. Canada had a high average citation count of 44.69. Furthermore, the document examined citations by organizations.

The research implications of the study suggest that eHealth literacy is an actively growing field of research, with a substantial impact on the academic community, and researchers should focus on collaboration with high-impact institutions and journals to increase the visibility and recognition of their work, while also paying attention to the need for more research representation from African countries.

The study’s findings indicate a high rate of document production and growing interest in eHealth literacy research, with the USA leading in the number of cited documents followed by Canada, while Canadian eHealth literacy research receives relatively higher citation rates on average than the USA.

The study’s originality lies in its examination of citation patterns and global contributions to eHealth literacy literature, offering valuable insights for researchers. It identifies key authors, high-impact journals and institutions, providing valuable guidance for collaboration. The research highlights a growing interest in eHealth literacy, underscoring its potential impact on public health and digital health interventions.

This study was carried out to examine the volume and annual growth pattern of research on e-health literacy research, investigate the open-access types of e-health literacy research and perform document production by country and by sources. The study also mapped the keywords used by authors to represent e-health literacy research and performed an analysis of the clusters of the keywords to reveal the thematic focus of research in the area.

The research was guided by a bibliometric approach involving visualization using VosViewer. Data were sourced from Scopus database using a syntax that was tested and verified to be capable of yielding reliable data on the subject matter. The analysis in this study was based on bibliographic data and keywords.

A total number of 1,176 documents were produced during 2006 and 2022. The majority of the documents (18.90%) were published based on hybrid open-access processes, and the USA has the highest contributions. The Journal of Medical Internet Research is the venue for most of the documents on the subject. The 1,176 documents were described by 5,047 keywords, 4.29 keywords per document, and the keywords were classified into five clusters that aptly capture the thematic structure of research in the area.

e-Health literacy has experienced significant growth in research production from 2006 to 2022, with an average of 69 documents per year. Research on e-health literacy initially had low output but began to increase in 2018. The majority of e-health literacy documents are available through open access, with the USA being the leading contributor. The analysis of keywords reveals the multifaceted nature of e-health literacy, including access to information, attitudes, measurement tools, awareness, age factors and communication. Clusters of keywords highlight different aspects of e-health literacy research, such as accessibility, attitudes, awareness, measurement tools and the importance of age, cancer, caregivers and effective communication in healthcare.

This study has practical implications for health promotion. There is also the element of patient empowerment in which case patients are allowed to take an active role in their healthcare. By understanding their health information and having access to resources that help them manage their conditions, patients can make informed decisions about their healthcare. Finally, there is the issue of improved health outcomes which can be achieved by improving patients' e-health literacy. Visualisation of e-health literacy can help bridge the gap between patients and healthcare providers, promote patient-centered care and improve health outcomes.

Research production on e-Health literacy has experienced significant growth from 2006 to 2022, with an average of 69 documents per year. Many e-health literacy documents are available through open access, and the USA is the leading contributor. The analysis of keywords reveals the nature of e-health literacy, including access to information, attitudes, measurement tools, awareness and communication. The clusters of keywords highlight different aspects of e-health literacy research, such as accessibility, attitudes, awareness, measurement tools and the importance of age, cancer, caregivers, and effective communication in healthcare.

The study aims to develop a validated scale to measure the workplace information literacy (WIL) skills of Quality Enhancement Cell’s staff based on the i-skills model.

To develop scale, a multi-stage scale development procedure was adopted. The comprehensive WIL scale was developed and validated in four phases. The first phase involved reviewing literature, content and face validity through experts. In the later stages, through survey method, the construct validity was tested with the application of the exploratory factor analysis and principal component analysis. The scale reliability further calculated through Cronbach’s alpha internal reliability coefficient. The SPSS was used to test and validate the designed scale.

A multi-dimensional, reliable 62-item scale classified into eight factors was developed. Results indicate that the designed scale achieved internal, face, content, construct validity and reliability. The refined scale has the potential to be used in similar context, however, can be modified for diverse contexts and situations.

To the best of authors’ knowledge, this is the first validated scale of WIL based on the i-skills model. Looking at the prior developed scales, this tool is unique in nature to focus on the skills of administrative staff.