The online version includes supplemental materials, which are accessible at this location: 101007/s12571-023-01361-9.
Anticipated environmental, social, and economic shocks will overwhelm the resilience of global food supply chains in the years to come. The price-setting process of commodities is significantly altered by these shocks, resulting in corresponding shifts in consumer food choices and consumption patterns. Market conditions and enhancements in precision agricultural techniques are responsible for increased production and consumption. Nonetheless, there has been a lack of acknowledgement of consumer behavior's potential to lessen such shocks by reducing consumption and minimizing waste. To potentially affect commodity markets, the SAPPhIRE model of causality was used to design sustainable and environmentally embedded futures derivatives. Artificial intelligence, edge computing, and multi-agent systems were integrated to deliver the required functionality. Tucatinib A case study of the war's impact in Ukraine was presented to exemplify the design of consumer food choice derivatives. The aggregation of consumer compassion and sustainability in commodities markets created a mechanism to mitigate food security shocks. The implementation of food choice derivatives necessitates careful attention to ensuring that consumer food choices are rational and aligned with individual nutritional needs and financial circumstances, while concurrently protecting the legitimate interests of agri-food businesses.
The pandemic, COVID-19, has inflicted upon the world changes that are unprecedented in their scope and impact. Brain biomimicry The depth of this impact on student learning makes it imperative to assess the repercussions for student academic performance. Hence, the present study investigated a holistic model connecting adolescent mental health, self-regulated learning strategies, and academic outcomes during the pandemic. A total of 1001 senior high school students, hailing from China, comprised the participant pool. The average age was 17.00 years (standard deviation = 0.78 years), and 48.7% of the sample were female. The correlation between students' mental health and academic results proved insignificant, but the connection between academic performance, mental health, and self-regulated learning was clearly positive. Analysis of structural equation models revealed a complete mediation of the effect of mental health on academic achievement, through the lens of self-regulated learning. The combined results of this study powerfully suggest the need for developing self-regulated learning approaches during public health emergencies. This necessitates both clinical and educational considerations in the design of psychological interventions promoting mental health and improving academic outcomes.
Past studies have established peer support as essential for promoting adaptable academic and psychological well-being; however, a dearth of research has addressed the prospective directional link between peer support and student adaptation within college settings. Longitudinal analyses were conducted to examine the interconnectedness of peer support, academic abilities, and anxiety in U.S. college students. Students at a diverse four-year U.S. university (N=251, 75% female, 24% male, and less than 1% other) completed validated questionnaires to evaluate peer support, academic skills, and anxiety levels during their sophomore fall and senior spring semesters. Studies showed a positive correlation between peer support and academic competence over time, whereas future anxiety remained independent of peer support. Monogenetic models Although academic skill did not predict peer assistance or anxiety, future academic capability was negatively correlated with anxiety levels. These findings analyze how social relationships impact academic motivation and anxiety levels within educational settings over an extended period of time.
Self-control and eudaimonic orientation were assessed for their association with the incidence of both learning burnout and internet addiction risk in this investigation. Our results show that learning burnout has a considerable and positive consequence on IAR. In the interplay between learning burnout and IAR, the impulse and control systems act as parallel mediators. The connection between learning burnout and IAR is shaped by eudaimonic orientation's moderating influence. In conclusion, the impulse system's mediating effect on learning burnout and IAR is influenced by the degree of eudaimonic orientation. Based on these findings, our study unveils the mediating influence of impulse and control systems on learning burnout and IAR, and the moderating effects of hedonic and eudaimonic orientations. Beyond its contribution to IAR research, our study further delivers practical insights for intervention programs aimed at IAR in middle school students.
The COVID-19 pandemic's impact on K-12 teachers within a large U.S. public school system was critically examined through the eyes of mentees, highlighting the significance of the mentor-mentee connection. A case study using semi-structured interviews investigated the experiences of 14 early career teachers (mentees) within a formal mentoring program, which took place during the 2020-2021 academic year, employing a phenomenological approach. By factoring in the single most impactful and transformative moment within modern K-12 public education, this study explored the intricacies of mentor-mentee relationships. The impact of COVID-19 on the mentor-mentee dyadic experiences of first- and second-year teachers engaged in a mentoring relationship was highlighted by three findings from the analysis. The results show that (a) e-mentoring facilitated the use of avoidance strategies by mentors, (b) successful mentoring relies on the cultivation of personal bonds between mentors and mentees, and (c) peer and reverse mentoring became prevalent during the COVID-19 pandemic. Public school systems can adapt these research findings to cultivate positive mentor-mentee connections that surpass traditional dyads, reducing stress in crisis situations while developing a culture that lessens superiority bias. Mentoring literature, through research implications, should consider temporal factors during high-stress environments to better understand mentorship roles, cultural influences, and social interactions in mentor-mentee dynamics.
Is it advantageous for immigrant school students to have an immigrant teacher who can convey the nuances of their minority cultural background? Four experimental video conditions were employed to investigate how preservice teachers (Study 1; Mage=26.29 years; 752% female), school students (Study 2; Mage=14.88 years; 499% female), and immigrant students' learning gains (Study 2) perceived a teacher. These conditions involved a female teacher with either a Turkish or German name, instructing students on a task while either highlighting or obscuring any perceived discrepancies in learning outcomes between immigrant and non-immigrant students. Preservice teachers in Study 1, irrespective of their cultural heritage, judged the Turkish-origin educator to be less prejudiced, even when she articulated a stereotype, and more motivating for students overall compared to their German-origin counterpart. Study 2's conclusions suggest that the minority educator was not viewed as less prejudiced than the majority teacher, within the school student population. Turkish-heritage immigrant students, more than their German counterparts, voiced greater concern over possible teacher bias, regardless of the instructor's background. Surprisingly, the distinctions observed among students originating from different backgrounds lessened significantly upon the teacher's declaration that immigrant and non-immigrant student learning achievements differed. Non-Turkish immigrant students, excluding those of Turkish descent, experienced setbacks in their education when taught by a teacher of Turkish background who presented stereotypical beliefs. We delve into the ramifications for teacher recruitment.
Teachers' perceived digital literacy, occupational self-efficacy, and psychological distress were the central focus of this study. The study sample encompassed 279 Romanian teachers, whose ages ranged from 20 to 66 (mean = 31.92, standard deviation = 1172) years. These educators had professional experience spanning from 1 to 46 years (mean = 890). The research investigated a moderated mediation model with occupational self-efficacy as the mediator of the connection between perceived digital literacy (modulated by gender, and controlling for age and professional experience) and levels of psychological distress. The research highlighted a positive relationship between perceived digital literacy and occupational self-efficacy, which contributed to a decrease in psychological distress. The interplay of gender influenced this relationship, as indirect effects were apparent for both males and females, but were more impactful in male participants. Our research's outcomes are examined in terms of their application to teacher wellness and professional life, considering the perspectives following the COVID-19 pandemic.
First-generation college students (those whose parents did not earn a bachelor's degree) demonstrate less instructor interaction than continuing-generation students, whether by email or direct contact. Qualitative research on FG students reveals a tendency toward less help-seeking when facing challenges, often opting for passive methods like waiting passively for assistance, unlike CG students, who demonstrate a preference for proactive, diverse approaches to seeking help. The current laboratory study's design provided an avenue for students to pursue academic and non-academic assistance, evaluating their proactive engagement in help-seeking. We sought to ascertain whether having a common identity with a support person could cultivate more active help-seeking by FG students. The results of the study showed that FG students had a decreased propensity to seek academic help.