The learning of English academic vocabulary has been the focus of numerous studies from the time Coxhead(2000)developed the academic word list to the present day.Various researchers have emphasized the importance of p...The learning of English academic vocabulary has been the focus of numerous studies from the time Coxhead(2000)developed the academic word list to the present day.Various researchers have emphasized the importance of possessing academic vocabulary knowledge for academic success.Recognizing this importance,it is crucial for researchers,teachers,and learners to understand the progress made in academic word lists.This systematic review first identifies,describes,appraises,and synthesizes the development of academic word lists from 2000 to 2020.It then examines the methods used by researchers in developing academic word lists among 56 studies that meet the pre-established criteria.The word lists were classified based on some criteria such as word counting units,corpora types/sizes,and exclusion criteria.Limitations,suggestions for further study,and implications are also discussed.Additionally,recommendations for future word list establishment are provided to help advance the field of word list development.展开更多
Background:Academic stress is a critical factor influencing university students’well-being.However,research has shown that stress is not a unidimensional construct;different types of stressors(challenge vs.hindrance)...Background:Academic stress is a critical factor influencing university students’well-being.However,research has shown that stress is not a unidimensional construct;different types of stressors(challenge vs.hindrance)may lead to distinct outcomes.This study constructed a structural equation model(SEM)to examine the relationships between challenge and hindrance academic stressors and students’well-being,as well as the mediating mechanisms.Methods:Data were collected from 836 undergraduates at six universities in China(58.4%female,41.6%male;Mean age=20.47±1.46 years).Descriptive statistics,Pearson correlations,and SEM with 5000 bootstrap resamples were conducted to test hypothesized paths and mediating effects.Results:Direct path analysis revealed that challenge stressors positively predicted meaning in life(β=0.329,p<0.001)but not academic self-efficacy(β=-0.004,p=0.915),while hindrance stressors negatively predicted meaning in life(β=-0.371,p<0.001).Meaning in life strongly predicted academic self-efficacy(β=0.543,p<0.001)and well-being(β=0.301,p<0.001),and academic self-efficacy further contributed to well-being(β=0.190,p<0.001).Bootstrapping confirmed that meaning in life significantly mediated the effects of both challenge(β=0.099,95%CI[0.063,0.144])and hindrance stressors(β=-0.112,95%CI[-0.162,-0.076])on well-being.The serial mediation pathway was also significant for both models(challenge:β=0.034,95%CI[0.019,0.049];hindrance:β=-0.038,95%CI[-0.057,-0.024]).Conclusions:This study partially validates the dual-pathway model of academic stress in higher education and highlights the pivotal roles of meaning in life and academic self-efficacy in the stress-well-being relationship.展开更多
BACKGROUND Renal cell carcinoma(RCC)is treated with surgical resection as the gold standard,as it is notoriously resistant to systemic therapy.Advancements with targeted therapies contribute to declining mortality,but...BACKGROUND Renal cell carcinoma(RCC)is treated with surgical resection as the gold standard,as it is notoriously resistant to systemic therapy.Advancements with targeted therapies contribute to declining mortality,but metastatic RCC(mRCC)survival remains poor.One possible factor is treatment at academic centers,which employ advanced providers and novel therapies.This study compared outcomes of mRCC in patients treated at academic/research facilities compared to those treated at non-academic centers.AIM To compare survival outcomes of mRCC and their various etiologies between academic and non-academic centers.METHODS The National Cancer Database was used to identify mRCC patients including all histology subtypes and stage IV disease.Descriptive statistics and Kaplan-Meier curves measured survival outcomes for user file facility types sorted into a binary academic/research and non-academic research variable.Multivariate logistic regression and Cox proportional hazard testing generated odds ratio and hazard ratio.Data was analyzed using Statistical Package for the Social Sciences version 29.0 using a significance level of P<0.05.RESULTS Overall,academic facility patients experienced greater 5-year and 10-year overall survival than non-academic facility patients.Treatment at non-academic facilities was associated with increased odds of death that persisted even after controlling for age,tumor size,sex,and distance traveled to treatment center.In comparison,nonacademic facility patients also experienced greater risk of hazard.CONCLUSION Patients with mRCC treated at academic/research facilities experienced increased survival compared to patients treated at non-academic facilities,were more likely to be younger,carry private insurance,and come from a large metropolitan area.They also were significantly more likely to receive surgery and adjuvant immunotherapy.展开更多
CNKI has published the ＂Annual Report for International Citation of Chinese Academic Journals＂ since 2012. In the past three years, it has provided comprehensive data on the international impact of Chinese academic ...CNKI has published the ＂Annual Report for International Citation of Chinese Academic Journals＂ since 2012. In the past three years, it has provided comprehensive data on the international impact of Chinese academic journals. Using the clout index （CI） to rank the Chinese academic journals, ＂the Highest International Impact Academic Journals of China＂ and ＂ the Excellent International Impact Academic Journals of China＂ are announced every year. By introducing the rating criteria of the ＂Annual Report for International Citation of Chinese Academic Journals＂, the characteristics of high impact journals are discussed. Especially, the status of the pharmaceutical journals is discussed. We found that there are increasing numbers of Chinese journals that are included in the SCI, and some of them are high impact journals. However, journals published in Chinese are still facing difficulties to be included in SCI, even though they show higher impact than journals published in other non-English languages. The Chinese Pharmaceutical journals need to enhance their international impact, but Journals on Chinese Medicine show high impact.展开更多
Teacher–student relationships play a vital role in improving college students’academic performance and the quality of higher education.However,empirical studies with substantial data-driven insights remain limited.T...Teacher–student relationships play a vital role in improving college students’academic performance and the quality of higher education.However,empirical studies with substantial data-driven insights remain limited.To address this gap,this study collected 3278 questionnaires from seven universities across four provinces in China to analyze the key factors affecting college students’academic performance.A machine learning framework,CQFOA-KELM,was developed by enhancing the Fruit Fly Optimization Algorithm(FOA)with Covariance Matrix Adaptation Evolution Strategy(CMAES)and Quadratic Approximation(QA).CQFOA significantly improved population diversity and was validated on the IEEE CEC2017 benchmark functions.The CQFOA-KELM model achieved an accuracy of 98.15%and a sensitivity of 98.53%in predicting college students’academic performance.Additionally,it effectively identified the key factors influencing academic performance through the feature selection process.展开更多
The traditional academic warning methods for students in higher vocational colleges are relatively backward,single,and have many influencing factors,which have a limited effect on improving their learning ability.A da...The traditional academic warning methods for students in higher vocational colleges are relatively backward,single,and have many influencing factors,which have a limited effect on improving their learning ability.A data set was established by collecting academic warning data of students in a certain university.The importance of the school,major,grade,and warning level for the students was analyzed using the Pearson correlation coefficient,random forest variable importance,and permutation importance.It was found that the characteristic of the major has a great impact on the academic warning level.Countermeasures such as dynamic adjustment of majors,reform of cognitive adaptation of courses,full-cycle academic support,and data-driven precise intervention were proposed to provide theoretical support and practical paths for universities to improve the efficiency of academic warning and enhance students’learning ability.展开更多
Historically,"big pharma"did most central nervous system drug discovery R&D in-house.Yet,in modern times their"management reductionism"resulted in disappointing pipelines and pharma resided to(...Historically,"big pharma"did most central nervous system drug discovery R&D in-house.Yet,in modern times their"management reductionism"resulted in disappointing pipelines and pharma resided to(late)development,regulatory approval,and marketing(Thong,2015).This had significant consequences for financing and executing research,resulting in a larger role for funding by governments and patient-organizations and a shift of research to academia(Mazzucato,2013).展开更多
The biggest influence on my career choice was my father,Peter L.Scardino,a Hopkins-trained urologist who loved his practice more than anything except his family.As a child,I spent time in his office.Later,he broughtme...The biggest influence on my career choice was my father,Peter L.Scardino,a Hopkins-trained urologist who loved his practice more than anything except his family.As a child,I spent time in his office.Later,he broughtme to the OR as an observer,and I was hooked.展开更多
BACKGROUND The impact of mental health,including anxiety,on academic performance has been studied in several countries,but few data exist for Sudan.AIM To investigate the correlation between anxiety scores and academi...BACKGROUND The impact of mental health,including anxiety,on academic performance has been studied in several countries,but few data exist for Sudan.AIM To investigate the correlation between anxiety scores and academic performance among adolescent schoolchildren in Northern Sudan.METHODS This cross-sectional study was carried out during the 2021–2022 academic year among schoolchildren from randomly selected schools in Almatamah locality,River Nile State,Northern Sudan.A questionnaire was used to collect the parti-cipants’sociodemographic data.Anxiety levels were assessed using the ques-tionnaire tools of the General Anxiety Disorder 7-item scale.Students’academic performance scores were obtained from school records.Multivariate linear regression was performed.RESULTS A total of 328 students participated in this study,comprising 156 boys(47.6%)and 172 girls(52.4%).The median[interquartile range(IQR)]age of the students was 14.9 years(13.9–15.6 years).The median(IQR)of the students’academic scores was 27.6%(22.2%–48.1%).The median(IQR)of the students’anxiety scores was 0(0–3).In univariate linear analysis,anxiety scores were positively associated with academic performance scores(coefficient=1.19,P value<0.001).In multivariate linear analysis,after controlling for age,sex,parental education,occupation,and body mass index-Z-score,anxiety scores were positively associated with academic performance scores(coefficient=0.60,P value<0.001).CONCLUSION The current study revealed a positive correlation between anxiety scores and students’academic performance scores.However,the association between mental health disorders,including anxiety,and academic performance is a complex issue.Therefore,further studies are recommended.展开更多
In October 2024,high-quality academic journals from Shanghai University,together with the Shanghai University biography Shanghai University:a Centennial Photobiography made their debut at the 76th Frankfurt Internatio...In October 2024,high-quality academic journals from Shanghai University,together with the Shanghai University biography Shanghai University:a Centennial Photobiography made their debut at the 76th Frankfurt International Book Fair,drawing worldwide readers’attention to the history of Shanghai University and the university-run academic journals.展开更多
Despite the increasing enrolment in higher education in sub-Saharan Africa,the systematic understanding of students’academic major satisfaction in these contexts has not received significant research interest.We exam...Despite the increasing enrolment in higher education in sub-Saharan Africa,the systematic understanding of students’academic major satisfaction in these contexts has not received significant research interest.We examined the academic major satisfaction of students in the Nigerian context by the sense of autonomy,competence,and relatedness.Participants were 452 students from Fine and Applied Arts(FAA,n=207,32.9%female,mean age=20.86,SD=3.40)and philosophy(n=245,42.9%female,mean age=21.43,SD=3.38 years)at a large Nigerian public university.They completed the Basic Needs Satisfaction Scale and the Academic Major Satisfaction Scale,as well as a socio-demographic questionnaire.Results following regression analysis and post-hoc t-tests indicated that while FAA students were more satisfied with their major than those in philosophy overall.Philosophy students reported significantly higher relatedness than the FAA students.FAA students did not rate autonomy and competence higher than Philosophy students.Within academic majors,high autonomy was associated with greater academic major satisfaction for only FAA students,whereas FAA and Philosophy students with high competence and relatedness reported increased academic major satisfaction.Findings suggest students self-determine their academic major satisfaction in the Nigerian educational setting by primarily autonomy and competence considerations.展开更多
BACKGROUND Dysfunctional beliefs about sleep may influence academic performance through their impact on sleep quality.Differences in chronotype can further moderate this relationship,particularly among students with i...BACKGROUND Dysfunctional beliefs about sleep may influence academic performance through their impact on sleep quality.Differences in chronotype can further moderate this relationship,particularly among students with irregular sleep patterns.AIM To examine the indirect effects of dysfunctional beliefs about sleep on academic performance through sleep quality while considering individual differences in chronotypes among medical students.METHODS The participants were categorized by chronotype and administered the Dysfunctional Beliefs and Attitudes about Sleep Scale and the Pittsburgh Sleep Quality Index and reported their grade point averages(GPAs).Mediation analysis was performed to examine indirect pathways through sleep quality.RESULTS Dysfunctional sleep beliefs did not directly affect academic success but indirectly impaired GPA via reduced sleep quality,especially in evening-type students.CONCLUSION Chronotype moderates the relationship between sleep quality and academic performance, highlighting the need for targeted cognitive interventions.展开更多
With the continuous advancement of artificial intelligence(AI)technology,personalized learning systems are increasingly applied in higher education.Particularly within STEM(Science,Technology,Engineering,and Mathemati...With the continuous advancement of artificial intelligence(AI)technology,personalized learning systems are increasingly applied in higher education.Particularly within STEM(Science,Technology,Engineering,and Mathematics)education,AI demonstrates significant advantages through adaptive learning pathways,instant feedback,and individualized resource allocation.However,current research predominantly focuses on the technical architecture and application effectiveness of such systems,with insufficient exploration of how AI-enabled personalized learning systems influence university students’learning motivation and academic achievement through educational psychological mechanisms.This paper adopts an educational psychology perspective to construct a causal mechanism model linking“learning motivation-learning behavior-academic achievement.”Findings indicate that AI-powered personalized learning systems enhance learning autonomy,boost self-efficacy,and optimize feedback mechanisms.These effects collectively stimulate university students’learning motivation in STEM disciplines,thereby promoting academic achievement.Building upon empirical research,this paper proposes implications for educational practice and policy formulation,emphasizing the necessity of advancing higher education reform through the dual influence of technology and psychological mechanisms.展开更多
As a follow-up to the successful International Conference on Biomaterials,Bio-Design and Manufacturing(BDMC)held at the National University of Singapore in 2023[1]and at the University of Tokyo in 2024[2],BDMC2025 too...As a follow-up to the successful International Conference on Biomaterials,Bio-Design and Manufacturing(BDMC)held at the National University of Singapore in 2023[1]and at the University of Tokyo in 2024[2],BDMC2025 took place at the University of Oxford in the UK from August 8th to August 10th this year.After the meeting,a participant from the University of Cambridge described his experience of attending BDMC2025 on the social media platform LinkedIn in the following terms:“Many thanks to the organizers for a fantastic event bringing together nearly everyone at the interface of Biofabrication,Materials Science,and Biomedical Engineering”[3].The conference was held on the campus of the University of Oxford and 190 researchers from 55 academic institutions across 10 countries and regions attended(Fig.1).展开更多
Background:With the rapid growth of digital learning environments,esports has emerged as a popular form of school-based activity that promotes teamwork,motivation,and engagement.However,limited research has examined h...Background:With the rapid growth of digital learning environments,esports has emerged as a popular form of school-based activity that promotes teamwork,motivation,and engagement.However,limited research has examined how participation in esports relates to students’psychological and academic development.To address this gap,the present study identified structural relationships between perceived psychological well-being,social support,academic engagement,and school-life satisfaction among students participating in school-based esports activities.Methods:We surveyed 588 students who competed in on-campus esports tournaments across 15 secondary schools in Gwangju Metropolitan City,South Korea.Psychological well-being,social support,academic engagement,and school-life satisfaction were measured using five-point Likert scales.Confirmatory factor analysis and structural equation modeling(SEM)were employed to test the hypotheses,and mediation effects were assessed via bootstrapping(1000 resamples,95%confidence interval)and competing model analysis.Results:The results showed that psychological well-being has significant positive effects on social support(β=0.899,p<0.001)and academic engagement(β=0.427,p<0.01).Social support positively predicted school-life satisfaction(β=0.804,p<0.001).Psychological well-being did not directly influence this outcome;instead,it exerted an indirect effect via social support(indirect effect=0.676,95%confidence interval[0.549,0.782]),indicating that social support functioned as a full mediator.Conclusion:Overall,the results demonstrate that school-based esports activities may serve as educational contexts that enhance students’overall satisfaction with school experiences through increased social support.Importantly,these findings highlight the unique psychosocial mechanisms of esports participation,including digital identity,online belonging,and virtual collaboration,which extend beyond traditional educational activities.Because the impact of academic engagement may depend on the quality of participation,future esports programs should incorporate support systems that foster autonomous and collaborative engagement and include digital-citizenship education.展开更多
Advanced artificial intelligence technologies such as ChatGPT and other large language models(LLMs)have significantly impacted fields such as education and research in recent years.ChatGPT benefits students and educat...Advanced artificial intelligence technologies such as ChatGPT and other large language models(LLMs)have significantly impacted fields such as education and research in recent years.ChatGPT benefits students and educators by providing personalized feedback,facilitating interactive learning,and introducing innovative teaching methods.While many researchers have studied ChatGPT across various subject domains,few analyses have focused on the engineering domain,particularly in addressing the risks of academic dishonesty and potential declines in critical thinking skills.To address this gap,this study explores both the opportunities and limitations of ChatGPT in engineering contexts through a two-part analysis.First,we conducted experiments with ChatGPT to assess its effectiveness in tasks such as code generation,error checking,and solution optimization.Second,we surveyed 125 users,predominantly engineering students,to analyze ChatGPTs role in academic support.Our findings reveal that 93.60%of respondents use ChatGPT for quick academic answers,particularly among early-stage university students,and that 84.00%find it helpful for sourcing research materials.The study also highlights ChatGPT’s strengths in programming assistance,with 84.80%of users utilizing it for debugging and 86.40%for solving coding problems.However,limitations persist,with many users reporting inaccuracies in mathematical solutions and occasional false citations.Furthermore,the reliance on the free version by 96%of users underscores its accessibility but also suggests limitations in resource availability.This work provides key insights into ChatGPT’s strengths and limitations,establishing a framework for responsible AI use in education.Highlighting areas for improvement marks a milestone in understanding and optimizing AI’s role in academia for sustainable future use.展开更多
Purpose:This study aims to analyze academic research on Artificial Intelligence(AI)applications and tools in academic libraries,focusing on publications from the Scopus database between 2014 and 2024.Design/methodolog...Purpose:This study aims to analyze academic research on Artificial Intelligence(AI)applications and tools in academic libraries,focusing on publications from the Scopus database between 2014 and 2024.Design/methodology/approach:The study adheres to the PRISMA protocol,using VOSviewer,Bibliometrix,and Rstudio’s Biblioshiny function for bibliographic analysis and visualization.Findings:The study highlights how the potential of AI in academic libraries may be increased by changing user needs and technical advancements.It comprises four thematic clusters:foundational technologies(machine learning,natural language processing,and automation),emerging innovations(generative AI),user-centric applications(chatbots),and the importance of AI literacy.It also reveals research gaps in automation and strategic AI integration,providing recommendations for improving library services.Research limitations:The study is limited to articles published between 2014 and 2024 in the Scopus database,potentially excluding previous foundational work and research from other sources.Practical implications:The study offers policymakers and library practitioners insightful information on effectively utilizing AI tools.This may result in overlooking earlier foundational work and research from multiple sources.Originality/value:The study discovers the role of artificial intelligence(AI)in modernizing academic libraries,identifying research gaps,and providing strategic insights to improve technology and user experience.展开更多
Background:Academic achievement is an important indicator of student development,and its pursuit should be considered alongside students’mental health and overall quality of life.Traditional martial arts,as an educat...Background:Academic achievement is an important indicator of student development,and its pursuit should be considered alongside students’mental health and overall quality of life.Traditional martial arts,as an educational activity that emphasizes self-discipline,communal values,and positive emotional experiences,may support key psychological factors related to learning,such as optimism,school belonging,and well-being.However,how these factors are connected to academic achievement has not been fully examined.Therefore,this study investigated the associations between these psychological resources and academic achievement among students participating in traditional martial arts training.Methods:Data were collected from 331 elementary school students in South Korea who were enrolled in school-based traditional martial arts(taekkyeon)classes.The survey was administered on-site between August and November 2024.Confirmatory factor analysis and structural equation modeling with 5000 bootstrap resamples were performed to evaluate the measurement model and test the hypothesized relationships.Results:The measurement model showed acceptable fit,and the structural model supported most of the hypothesized relationships.Optimism showed significant positive associations with school belonging,well-being,and academic achievement;well-being was positively related to academic achievement.However,the direct relationship between school belonging and academic achievement was not statistically significant,suggesting that its influence may operate indirectly through well-being.Conclusion:The findings indicate that participation in traditional martial arts training is related to positive psychological processes and academic outcomes.This study underscores the broader contributions of traditional martial arts to students’well-being and academic adjustment,highlighting their relevance for school-based programs.展开更多
文摘The learning of English academic vocabulary has been the focus of numerous studies from the time Coxhead(2000)developed the academic word list to the present day.Various researchers have emphasized the importance of possessing academic vocabulary knowledge for academic success.Recognizing this importance,it is crucial for researchers,teachers,and learners to understand the progress made in academic word lists.This systematic review first identifies,describes,appraises,and synthesizes the development of academic word lists from 2000 to 2020.It then examines the methods used by researchers in developing academic word lists among 56 studies that meet the pre-established criteria.The word lists were classified based on some criteria such as word counting units,corpora types/sizes,and exclusion criteria.Limitations,suggestions for further study,and implications are also discussed.Additionally,recommendations for future word list establishment are provided to help advance the field of word list development.
文摘Background:Academic stress is a critical factor influencing university students’well-being.However,research has shown that stress is not a unidimensional construct;different types of stressors(challenge vs.hindrance)may lead to distinct outcomes.This study constructed a structural equation model(SEM)to examine the relationships between challenge and hindrance academic stressors and students’well-being,as well as the mediating mechanisms.Methods:Data were collected from 836 undergraduates at six universities in China(58.4%female,41.6%male;Mean age=20.47±1.46 years).Descriptive statistics,Pearson correlations,and SEM with 5000 bootstrap resamples were conducted to test hypothesized paths and mediating effects.Results:Direct path analysis revealed that challenge stressors positively predicted meaning in life(β=0.329,p<0.001)but not academic self-efficacy(β=-0.004,p=0.915),while hindrance stressors negatively predicted meaning in life(β=-0.371,p<0.001).Meaning in life strongly predicted academic self-efficacy(β=0.543,p<0.001)and well-being(β=0.301,p<0.001),and academic self-efficacy further contributed to well-being(β=0.190,p<0.001).Bootstrapping confirmed that meaning in life significantly mediated the effects of both challenge(β=0.099,95%CI[0.063,0.144])and hindrance stressors(β=-0.112,95%CI[-0.162,-0.076])on well-being.The serial mediation pathway was also significant for both models(challenge:β=0.034,95%CI[0.019,0.049];hindrance:β=-0.038,95%CI[-0.057,-0.024]).Conclusions:This study partially validates the dual-pathway model of academic stress in higher education and highlights the pivotal roles of meaning in life and academic self-efficacy in the stress-well-being relationship.
文摘BACKGROUND Renal cell carcinoma(RCC)is treated with surgical resection as the gold standard,as it is notoriously resistant to systemic therapy.Advancements with targeted therapies contribute to declining mortality,but metastatic RCC(mRCC)survival remains poor.One possible factor is treatment at academic centers,which employ advanced providers and novel therapies.This study compared outcomes of mRCC in patients treated at academic/research facilities compared to those treated at non-academic centers.AIM To compare survival outcomes of mRCC and their various etiologies between academic and non-academic centers.METHODS The National Cancer Database was used to identify mRCC patients including all histology subtypes and stage IV disease.Descriptive statistics and Kaplan-Meier curves measured survival outcomes for user file facility types sorted into a binary academic/research and non-academic research variable.Multivariate logistic regression and Cox proportional hazard testing generated odds ratio and hazard ratio.Data was analyzed using Statistical Package for the Social Sciences version 29.0 using a significance level of P<0.05.RESULTS Overall,academic facility patients experienced greater 5-year and 10-year overall survival than non-academic facility patients.Treatment at non-academic facilities was associated with increased odds of death that persisted even after controlling for age,tumor size,sex,and distance traveled to treatment center.In comparison,nonacademic facility patients also experienced greater risk of hazard.CONCLUSION Patients with mRCC treated at academic/research facilities experienced increased survival compared to patients treated at non-academic facilities,were more likely to be younger,carry private insurance,and come from a large metropolitan area.They also were significantly more likely to receive surgery and adjuvant immunotherapy.
基金Project for Enhancing International Impact of China STM Journals(2013–2015)the High Quality Scientific Journals Project(2014–2015Chinese Association for Science and Technology)
文摘CNKI has published the ＂Annual Report for International Citation of Chinese Academic Journals＂ since 2012. In the past three years, it has provided comprehensive data on the international impact of Chinese academic journals. Using the clout index （CI） to rank the Chinese academic journals, ＂the Highest International Impact Academic Journals of China＂ and ＂ the Excellent International Impact Academic Journals of China＂ are announced every year. By introducing the rating criteria of the ＂Annual Report for International Citation of Chinese Academic Journals＂, the characteristics of high impact journals are discussed. Especially, the status of the pharmaceutical journals is discussed. We found that there are increasing numbers of Chinese journals that are included in the SCI, and some of them are high impact journals. However, journals published in Chinese are still facing difficulties to be included in SCI, even though they show higher impact than journals published in other non-English languages. The Chinese Pharmaceutical journals need to enhance their international impact, but Journals on Chinese Medicine show high impact.
文摘Teacher–student relationships play a vital role in improving college students’academic performance and the quality of higher education.However,empirical studies with substantial data-driven insights remain limited.To address this gap,this study collected 3278 questionnaires from seven universities across four provinces in China to analyze the key factors affecting college students’academic performance.A machine learning framework,CQFOA-KELM,was developed by enhancing the Fruit Fly Optimization Algorithm(FOA)with Covariance Matrix Adaptation Evolution Strategy(CMAES)and Quadratic Approximation(QA).CQFOA significantly improved population diversity and was validated on the IEEE CEC2017 benchmark functions.The CQFOA-KELM model achieved an accuracy of 98.15%and a sensitivity of 98.53%in predicting college students’academic performance.Additionally,it effectively identified the key factors influencing academic performance through the feature selection process.
基金supported by the Basic Ability Improvement Project of Young and Middle-Aged Teachers in Colleges and Universities of Guangxi(2022KY1922,2021KY1938).
文摘The traditional academic warning methods for students in higher vocational colleges are relatively backward,single,and have many influencing factors,which have a limited effect on improving their learning ability.A data set was established by collecting academic warning data of students in a certain university.The importance of the school,major,grade,and warning level for the students was analyzed using the Pearson correlation coefficient,random forest variable importance,and permutation importance.It was found that the characteristic of the major has a great impact on the academic warning level.Countermeasures such as dynamic adjustment of majors,reform of cognitive adaptation of courses,full-cycle academic support,and data-driven precise intervention were proposed to provide theoretical support and practical paths for universities to improve the efficiency of academic warning and enhance students’learning ability.
基金funded by the FWO(1S34321N)the Fondation Charcot Stichting(to TV and RS)。
文摘Historically,"big pharma"did most central nervous system drug discovery R&D in-house.Yet,in modern times their"management reductionism"resulted in disappointing pipelines and pharma resided to(late)development,regulatory approval,and marketing(Thong,2015).This had significant consequences for financing and executing research,resulting in a larger role for funding by governments and patient-organizations and a shift of research to academia(Mazzucato,2013).
文摘The biggest influence on my career choice was my father,Peter L.Scardino,a Hopkins-trained urologist who loved his practice more than anything except his family.As a child,I spent time in his office.Later,he broughtme to the OR as an observer,and I was hooked.
文摘BACKGROUND The impact of mental health,including anxiety,on academic performance has been studied in several countries,but few data exist for Sudan.AIM To investigate the correlation between anxiety scores and academic performance among adolescent schoolchildren in Northern Sudan.METHODS This cross-sectional study was carried out during the 2021–2022 academic year among schoolchildren from randomly selected schools in Almatamah locality,River Nile State,Northern Sudan.A questionnaire was used to collect the parti-cipants’sociodemographic data.Anxiety levels were assessed using the ques-tionnaire tools of the General Anxiety Disorder 7-item scale.Students’academic performance scores were obtained from school records.Multivariate linear regression was performed.RESULTS A total of 328 students participated in this study,comprising 156 boys(47.6%)and 172 girls(52.4%).The median[interquartile range(IQR)]age of the students was 14.9 years(13.9–15.6 years).The median(IQR)of the students’academic scores was 27.6%(22.2%–48.1%).The median(IQR)of the students’anxiety scores was 0(0–3).In univariate linear analysis,anxiety scores were positively associated with academic performance scores(coefficient=1.19,P value<0.001).In multivariate linear analysis,after controlling for age,sex,parental education,occupation,and body mass index-Z-score,anxiety scores were positively associated with academic performance scores(coefficient=0.60,P value<0.001).CONCLUSION The current study revealed a positive correlation between anxiety scores and students’academic performance scores.However,the association between mental health disorders,including anxiety,and academic performance is a complex issue.Therefore,further studies are recommended.
文摘In October 2024,high-quality academic journals from Shanghai University,together with the Shanghai University biography Shanghai University:a Centennial Photobiography made their debut at the 76th Frankfurt International Book Fair,drawing worldwide readers’attention to the history of Shanghai University and the university-run academic journals.
文摘Despite the increasing enrolment in higher education in sub-Saharan Africa,the systematic understanding of students’academic major satisfaction in these contexts has not received significant research interest.We examined the academic major satisfaction of students in the Nigerian context by the sense of autonomy,competence,and relatedness.Participants were 452 students from Fine and Applied Arts(FAA,n=207,32.9%female,mean age=20.86,SD=3.40)and philosophy(n=245,42.9%female,mean age=21.43,SD=3.38 years)at a large Nigerian public university.They completed the Basic Needs Satisfaction Scale and the Academic Major Satisfaction Scale,as well as a socio-demographic questionnaire.Results following regression analysis and post-hoc t-tests indicated that while FAA students were more satisfied with their major than those in philosophy overall.Philosophy students reported significantly higher relatedness than the FAA students.FAA students did not rate autonomy and competence higher than Philosophy students.Within academic majors,high autonomy was associated with greater academic major satisfaction for only FAA students,whereas FAA and Philosophy students with high competence and relatedness reported increased academic major satisfaction.Findings suggest students self-determine their academic major satisfaction in the Nigerian educational setting by primarily autonomy and competence considerations.
文摘BACKGROUND Dysfunctional beliefs about sleep may influence academic performance through their impact on sleep quality.Differences in chronotype can further moderate this relationship,particularly among students with irregular sleep patterns.AIM To examine the indirect effects of dysfunctional beliefs about sleep on academic performance through sleep quality while considering individual differences in chronotypes among medical students.METHODS The participants were categorized by chronotype and administered the Dysfunctional Beliefs and Attitudes about Sleep Scale and the Pittsburgh Sleep Quality Index and reported their grade point averages(GPAs).Mediation analysis was performed to examine indirect pathways through sleep quality.RESULTS Dysfunctional sleep beliefs did not directly affect academic success but indirectly impaired GPA via reduced sleep quality,especially in evening-type students.CONCLUSION Chronotype moderates the relationship between sleep quality and academic performance, highlighting the need for targeted cognitive interventions.
文摘With the continuous advancement of artificial intelligence(AI)technology,personalized learning systems are increasingly applied in higher education.Particularly within STEM(Science,Technology,Engineering,and Mathematics)education,AI demonstrates significant advantages through adaptive learning pathways,instant feedback,and individualized resource allocation.However,current research predominantly focuses on the technical architecture and application effectiveness of such systems,with insufficient exploration of how AI-enabled personalized learning systems influence university students’learning motivation and academic achievement through educational psychological mechanisms.This paper adopts an educational psychology perspective to construct a causal mechanism model linking“learning motivation-learning behavior-academic achievement.”Findings indicate that AI-powered personalized learning systems enhance learning autonomy,boost self-efficacy,and optimize feedback mechanisms.These effects collectively stimulate university students’learning motivation in STEM disciplines,thereby promoting academic achievement.Building upon empirical research,this paper proposes implications for educational practice and policy formulation,emphasizing the necessity of advancing higher education reform through the dual influence of technology and psychological mechanisms.
文摘As a follow-up to the successful International Conference on Biomaterials,Bio-Design and Manufacturing(BDMC)held at the National University of Singapore in 2023[1]and at the University of Tokyo in 2024[2],BDMC2025 took place at the University of Oxford in the UK from August 8th to August 10th this year.After the meeting,a participant from the University of Cambridge described his experience of attending BDMC2025 on the social media platform LinkedIn in the following terms:“Many thanks to the organizers for a fantastic event bringing together nearly everyone at the interface of Biofabrication,Materials Science,and Biomedical Engineering”[3].The conference was held on the campus of the University of Oxford and 190 researchers from 55 academic institutions across 10 countries and regions attended(Fig.1).
文摘Background:With the rapid growth of digital learning environments,esports has emerged as a popular form of school-based activity that promotes teamwork,motivation,and engagement.However,limited research has examined how participation in esports relates to students’psychological and academic development.To address this gap,the present study identified structural relationships between perceived psychological well-being,social support,academic engagement,and school-life satisfaction among students participating in school-based esports activities.Methods:We surveyed 588 students who competed in on-campus esports tournaments across 15 secondary schools in Gwangju Metropolitan City,South Korea.Psychological well-being,social support,academic engagement,and school-life satisfaction were measured using five-point Likert scales.Confirmatory factor analysis and structural equation modeling(SEM)were employed to test the hypotheses,and mediation effects were assessed via bootstrapping(1000 resamples,95%confidence interval)and competing model analysis.Results:The results showed that psychological well-being has significant positive effects on social support(β=0.899,p<0.001)and academic engagement(β=0.427,p<0.01).Social support positively predicted school-life satisfaction(β=0.804,p<0.001).Psychological well-being did not directly influence this outcome;instead,it exerted an indirect effect via social support(indirect effect=0.676,95%confidence interval[0.549,0.782]),indicating that social support functioned as a full mediator.Conclusion:Overall,the results demonstrate that school-based esports activities may serve as educational contexts that enhance students’overall satisfaction with school experiences through increased social support.Importantly,these findings highlight the unique psychosocial mechanisms of esports participation,including digital identity,online belonging,and virtual collaboration,which extend beyond traditional educational activities.Because the impact of academic engagement may depend on the quality of participation,future esports programs should incorporate support systems that foster autonomous and collaborative engagement and include digital-citizenship education.
基金supported by Competitive Research by the University of Aizu.
文摘Advanced artificial intelligence technologies such as ChatGPT and other large language models(LLMs)have significantly impacted fields such as education and research in recent years.ChatGPT benefits students and educators by providing personalized feedback,facilitating interactive learning,and introducing innovative teaching methods.While many researchers have studied ChatGPT across various subject domains,few analyses have focused on the engineering domain,particularly in addressing the risks of academic dishonesty and potential declines in critical thinking skills.To address this gap,this study explores both the opportunities and limitations of ChatGPT in engineering contexts through a two-part analysis.First,we conducted experiments with ChatGPT to assess its effectiveness in tasks such as code generation,error checking,and solution optimization.Second,we surveyed 125 users,predominantly engineering students,to analyze ChatGPTs role in academic support.Our findings reveal that 93.60%of respondents use ChatGPT for quick academic answers,particularly among early-stage university students,and that 84.00%find it helpful for sourcing research materials.The study also highlights ChatGPT’s strengths in programming assistance,with 84.80%of users utilizing it for debugging and 86.40%for solving coding problems.However,limitations persist,with many users reporting inaccuracies in mathematical solutions and occasional false citations.Furthermore,the reliance on the free version by 96%of users underscores its accessibility but also suggests limitations in resource availability.This work provides key insights into ChatGPT’s strengths and limitations,establishing a framework for responsible AI use in education.Highlighting areas for improvement marks a milestone in understanding and optimizing AI’s role in academia for sustainable future use.
文摘Purpose:This study aims to analyze academic research on Artificial Intelligence(AI)applications and tools in academic libraries,focusing on publications from the Scopus database between 2014 and 2024.Design/methodology/approach:The study adheres to the PRISMA protocol,using VOSviewer,Bibliometrix,and Rstudio’s Biblioshiny function for bibliographic analysis and visualization.Findings:The study highlights how the potential of AI in academic libraries may be increased by changing user needs and technical advancements.It comprises four thematic clusters:foundational technologies(machine learning,natural language processing,and automation),emerging innovations(generative AI),user-centric applications(chatbots),and the importance of AI literacy.It also reveals research gaps in automation and strategic AI integration,providing recommendations for improving library services.Research limitations:The study is limited to articles published between 2014 and 2024 in the Scopus database,potentially excluding previous foundational work and research from other sources.Practical implications:The study offers policymakers and library practitioners insightful information on effectively utilizing AI tools.This may result in overlooking earlier foundational work and research from multiple sources.Originality/value:The study discovers the role of artificial intelligence(AI)in modernizing academic libraries,identifying research gaps,and providing strategic insights to improve technology and user experience.
文摘Background:Academic achievement is an important indicator of student development,and its pursuit should be considered alongside students’mental health and overall quality of life.Traditional martial arts,as an educational activity that emphasizes self-discipline,communal values,and positive emotional experiences,may support key psychological factors related to learning,such as optimism,school belonging,and well-being.However,how these factors are connected to academic achievement has not been fully examined.Therefore,this study investigated the associations between these psychological resources and academic achievement among students participating in traditional martial arts training.Methods:Data were collected from 331 elementary school students in South Korea who were enrolled in school-based traditional martial arts(taekkyeon)classes.The survey was administered on-site between August and November 2024.Confirmatory factor analysis and structural equation modeling with 5000 bootstrap resamples were performed to evaluate the measurement model and test the hypothesized relationships.Results:The measurement model showed acceptable fit,and the structural model supported most of the hypothesized relationships.Optimism showed significant positive associations with school belonging,well-being,and academic achievement;well-being was positively related to academic achievement.However,the direct relationship between school belonging and academic achievement was not statistically significant,suggesting that its influence may operate indirectly through well-being.Conclusion:The findings indicate that participation in traditional martial arts training is related to positive psychological processes and academic outcomes.This study underscores the broader contributions of traditional martial arts to students’well-being and academic adjustment,highlighting their relevance for school-based programs.
