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In recent years, the use of mobile devices for academic persistence has grown to be an indispensable element of students’ learning, highlighting the broad acceptance and adaptability of mobile technology in learning environments. The current study examines how college students in rural areas use mobile devices and how self-efficacious they are when seeking online information. Additionally, the study investigated the connection between mobile devices usage (MDU), mobile devices self-efficacy (MDSE) and online information seeking behavior (OISB) on the basis of demographic differences.

A quantitative research design was used by deploying a five-point Likert scale for measurement, Statistical Package for Social Sciences (SPSS) v.26 was used for data analysis. A variety of statistical methodologies, including t-tests, ANOVA and correlation coefficients, were conducted to inspect and assess MDU, MDSE and OISB across gender and age groups. Data from 331 students at the public sector college in a rural region was gathered using a questionnaire. A total of 315 legitimate replies were received.

The study's conclusions showed that the respondents used their mobile devices for educational purposes less frequently. Nonetheless, the respondents' degrees of MDSE and OISB appear to be high. Furthermore, a strong link was demonstrated among the MDU, MDSE and OISB. On the contrary, there was a negative correlation link between MDU and both MDSE & OISB, while a positive correlation between MDSE and OISB was found. The results also showed substantial variance in all research components based on age and gender, indicating that male and younger respondents performed more efficiently than female and adult respondents.

These results indicate that information literacy guidelines and a variety of educational initiatives should be put together by the government, educational policymakers, librarians and educators, with a focus on how to use mobile devices for learning and information seeking. This will make it possible for students to more efficiently find the information using their portable devices.

Today, individuals use social media to express their opinions and feelings, which offers a living laboratory to researchers in various fields, such as management, innovation, technology development, environment and marketing. It is therefore necessary to understand how the language used in user-generated content and the emotions conveyed by the content affect responses from other social media users.

In this study, almost 700,000 posts from Twitter (as well as Facebook, Instagram and forums in the appendix) are used to test a conceptual model grounded in signaling theory to explain how the language of user-generated content on social media influences how other users respond to that communication.

Extending developments in linguistics, this study shows that users react negatively to content that uses self-inclusive language. This study also shows how emotional content characteristics moderate this relationship. The additional information provided indicates that while most of the findings are replicated, some results differ across social media platforms, which deserves users' attention.

This article extends research on Internet behavior and social media use by providing insights into how the relationship between self-inclusive language and emotions affects user responses to user-generated content. Furthermore, this study provides actionable guidance for researchers interested in capturing phenomena through the social media landscape.

This research aims (i) to assess the level of customer satisfaction and loyalty to self-service technologies and Auchan Retail Portugal, (ii) to identify the determinants of customer satisfaction and loyalty to these technologies and also, (iii) to identify their influence on customer loyalty to this modern distribution retailer operating in Portugal.

A conceptual model was defined to meet the research objectives and to carry out the quantitative analysis applied to the random sample (n = 483) of customers. The data used where gathered via an online questionnaire survey, which covered all dimensions of the conceptual model, applied in 2021 in Portugal. To validate the hypotheses, Cronbach’s alpha and multiple linear regression models were used.

The results reveal that customer satisfaction with self-service technologies has a direct and positive effect on customer loyalty to Auchan Retail Portugal. Furthermore, results reveal that the technology utility factors significantly influence the customer technology experience which has an impact on perceived service quality and perceived risk. The findings of this research provide data on how to improve customer adoption and satisfaction with self-service technology and highlight that these technologies should be part of firm’s competitive strategy.

This study presents itself as a novelty for science, while granting important contributions to the retailer. It presents an innovative conceptual model that delivers to Auchan the basis for it to move toward smart retail technologies, aiming at the market trend of personalization. For future research, this study can be used as an instrument to evaluate the customer experience with self-service technology and to examine the determinants and effects of self-service technology separately.

The purpose of this study is to explore a gendered perspective on how learners' intrinsic psychological motivators: valence, technology-innovativeness, self-development and self-efficacy as well as extrinsic social and institutional motivators, such as social norms and management commitment, collectively influence learners' behavioral intention to adopt asynchronous EdTech tools such as MOOCs.

A theoretical model was developed by integrating insights from social cognitive theory (SCT) and the technology acceptance model (TAM). Data were collected from 622 Indian college students across different academic levels who had enrolled in at least one MOOC. Data analysis was performed using covariance-based structural equation modeling (CB-SEM). The bootstrapping method using IBM AMOS 23.0 software was adopted further for moderation analysis.

The study found that while intrinsic drivers were positively associated with behavioral intention, extrinsic drivers had a limited influence. The results of the moderation analysis showed that gender significantly influenced the relationship between self-development and perceived usefulness as well as the relationship between valence and perceived usefulness. Our study’s findings represent a significant contribution to theoretical advancements, indicating a notable shift in students' learning emphasis from social interactions to self-directed approaches. These results align closely with the principles of connectivism within the heutagogy theory framework, underscoring learners' responsibility in shaping their learning journey.

Our study findings hold significant practical implications for future applications. Based on our study’s findings on the positive impact of self-development and self-efficacy, it is crucial to offer structured and interactive learning options for guided experiences. Integrating digital skills training into MOOC curricula can enhance engagement across diverse learner levels, given the significant predictive power of technology innovativeness. Furthermore, emphasizing the benefits of MOOC certifications, such as career advancement or academic recognition, can increase their appeal and perceived value, considering the significance of “valence” as an influential factor.

Asynchronous EdTech tools, notably MOOCs, have emerged as potent catalysts for social change, providing unparalleled accessibility, flexibility and avenues for lifelong learning. Our study pioneers an investigation into the impact of valence and technology innovativeness on learners' perceptions, significantly influencing their willingness to adopt MOOCs positively. By exploring nuanced sociological dynamics across diverse societies, our research underscores the necessity of customizing EdTech solutions to encompass diverse gender perspectives.

This study examines learner satisfaction and success as mechanisms through which online learning quality translates into learners’ continuous intentions of use by extending DeLone and McLean’s information system success model. It also examines the moderating effect of perceived supervisory support and learners’ self-regulation on online learning quality in Higher Education Institutions.

Survey data were obtained from 540 students in both private and public higher institutions of learning in Ghana. The Partial Least Squares – Structural Equations Modelling (PLS-SEM) technique was used to test the hypothesised relationships.

The results revealed that system quality emerged as the single most important variable in the DeLone and McLean model, that influences learner success and satisfaction. Further, learner satisfaction has a significant positive effect on learner attitudes, whilst self-regulation was found to moderate the relationship between online learning quality and learner success as well as learner satisfaction.

The study appears to be among the first to explore the inter-relationship among online learning environment quality and learner attitudes and moderating factors perceived supervisory support and self-regulation. The study highlights insightful practical implications for students, faculty and administrators of higher institutions.

Depression and anxiety are common mental health issues among young adults, particularly exacerbated by the COVID-19 pandemic. Research indicates a notable increase in global prevalence rates, especially in this demographic. Despite their prevalence, factors like stigma, cost and limited accessibility often prevent individuals from seeking professional help. Therefore, there is a pressing need for innovative and accessible interventions to address these challenges. help. Therefore, there is a pressing need for innovative and accessible interventions to address these challenges. This study aims to assess the feasibility and acceptability of newly developed “AKBAY” self-help intervention workbook among university students in managing the symptoms of depression and anxiety.

Using a pilot study with a single-group design. A total of 33 university students voluntarily participated in the study. The primary outcomes, depressive symptoms and anxiety were measured using the PHQ-9 and GAD-7, respectively, at both pre-intervention and post-intervention (eight weeks following the preintervention assessment).

Results from Wilcoxon signed rank revealed significant reductions in both depression and anxiety symptoms following the intervention. Qualitative feedback from participants highlighted the perceived benefits of the intervention, including increased self-awareness, improved coping strategies and personal growth. All participants expressed intent to recommend the intervention to others.

However, further research using larger sample sizes, randomized controlled trials and long-term follow-up assessments is warranted to validate these findings and enhance intervention effectiveness.

These findings highlight the potential feasibility and acceptability of self-help interventions in reducing and preventing the worsening of symptoms of depression and anxiety among Filipino young adults.

The “AKBAY” intervention presents a feasible and accessible approach to reducing symptoms of depression and anxiety of Filipino young adults as well as the program’s potential usefulness. The findings of this study can serve as a foundation for a randomized controlled trial of the AKBAY self-help intervention.

Titanium(IV) oxide nanoparticles (TiO₂ NP) were deposited to cotton denim fabrics using a self-crosslinking acrylate – a polymer dispersion to extend the lifetime of the products. This study aims to determine the optimum conditions to increase abrasion resistance, to provide self-cleaning properties of denim fabrics and to examine the effects of these applications on other physical properties.

The denim samples were first treated with nonionic surfactant to increase their wettability. Three different amounts of the polymer dispersion and two different pH levels were selected for the experimental design. The finishing process was applied to the fabrics with pad-dry-cure method.

The presence of the coatings and the adhesion of TiO₂ NPs to the surfaces were confirmed by scanning electron microscope and Fourier transform infrared spectroscopy analysis. It was ascertained that the most appropriate self-crosslinking acrylate amount and ambient pH level is 10 mL and “2”, respectively, for providing increased abrasion resistance (2,78%) and enhanced self-cleaning properties (363,4%) in the denim samples. The coating reduced the air permeability and softness of the denim samples. Differential scanning calorimetry and thermogravimetry analysis results showed that the treatments increased the crystallization temperatures and melting enthalpy values of the denim samples. Based on the thermal test results, it is clear that mass loss of the denim samples at 370°C decreased as the amount of self-crosslinking acrylate increased (at pH 3).

This study helped us to find out optimum amount of self-crosslinking acrylate and proper pH level for enhanced self-cleaning and abrasion strength on denim fabrics. With this finishing process, an environmentally friendly and long-life denim fabric was designed.

This manuscript examines how university coaches can use the Classroom Check-Up (CCU; Reinke et al., 2008) to support continuous school improvement efforts around teacher practice within a PDS model and how collaboration between university faculty can increase their coaching self-efficacy.

The paper is conceptual in that it presents an innovative idea to stimulate discussion, generate new ideas, and advance thinking about supporting educator coaching efficacy in school-university partnerships.

The paper provides insights and ideas for using a collaborative faculty coaching model based on the CCU (Reinke et al., 2008). Each coach provides insight about adapting the model to fit teacher, school, and district needs. Moreover, coaches report on how collaborating impacted their coaching self-efficacy.

This paper fulfills an identified need to support continuous school improvement efforts amid a teaching shortage using a collaborative faculty coaching model. Moreover, the authors explore “coaching self-efficacy” as a rare but valuable construct that is impacted by peer feedback.

This study aims to investigate the associations between emotional regulation strategies, self-compassion and adaptive functioning in families of children with neurodevelopmental disorders (NDD) in comparison to families with typically developing (TD) children.

This cross-sectional study used a comprehensive set of validated measures to assess emotional regulation strategies, self-compassion and adaptive functioning. The study cohort consisted of 116 parents; 58 parents of children with NDD and 58 parents of TD children. The mean age of the children was 6.40 years (SD = 1.82).

The findings indicate that higher self-compassion is associated with improved adaptive functioning, evidenced by reduced levels of internalizing (depression, anxiety, withdrawal, somatic complaints) and externalizing (aggressive behaviors) problems. Parents of children with NDD reported greater levels of depression, anxiety and withdrawal compared to parents of TD children. Parents of TD children used cognitive reappraisal more frequently and exhibited higher levels of self-compassion, whereas the use of expressive suppression was more prevalent among parents of children with NDD.

These findings highlight the need for family-centered and tailored interventions that promote self-compassion and adaptive emotional regulation strategies to reduce internalizing and externalizing problems among parents of children with NDD. By providing comprehensive psychological support and accessible community resources, parental ability to cope with stress may be improved, fostering adaptive functioning that benefits both parents and children with NDD.

This study introduces a novel perspective on the importance of self-compassion and emotional regulation strategies in protecting and improving the mental well-being of parents with neurodevelopmental disorder children. It provides valuable insights for targeted interventions in NDD families, focusing on reducing the risk of mental health deterioration while promoting emotional resilience.

The purpose of this study is to assess psychological distress among parents of children with autism spectrum disorder (ASD), self-esteem as a predictor of such distress and the effect of coping strategies.

A descriptive correlational study design was conducted using a convenient sample of parents of ASD children (N = 93).

This study revealed that the parents of an ASD child experienced a high level of anxiety (M = 15.89), a moderate level of depression (M = 15.85) and a mild level of stress (M = 16.86). Parents of ASD children also reported a low self-esteem score (M= 13.27). Mothers of ASD children reported higher levels of psychological distress, lower levels of self-esteem and more frequent utilisation of maladaptive coping strategies than fathers of ASD children.

Parents of children with ASD experience a significant level of psychological distress; however, this may be improved by developing programmes and psychological interventions focused on improving parents’ self-esteem and using more active coping strategies.

To the best of the authors’ knowledge, this is the first study conducted in Saudi Arabia that predict the psychological status among family caregivers of an autistic child.