Articles
Publication Date: 2026
Language Testing in Asia (22290443)16(1)
This study aimed to develop and culturally adapt a Compassion Scale for young learners in an English as a Foreign Language (EFL) context, addressing the paucity of culturally appropriate assessment tools in language education. Recognizing compassion as a multifaceted construct integral to emotional development and social behavior, peer interaction, and classroom climate, the research emphasized the significance of cultural context in shaping expressions of compassion among children engaged in foreign language learning. A total of 463 EFL learners aged 9 to 15 years were recruited from language schools in Gonbad Kavous. Following rigorous translation, back-translation, and cultural adaptation processes, a 23-item Compassion Scale for EFL children was developed and validated. Psychometric analysis, including exploratory and confirmatory factor analyses, supported a three-dimensional structure: Compassion Toward Others, Compassion Toward Oneself, and Compassion Toward Other Living Things. The scale demonstrated strong model fit (comparative fit index = 0.95, Tucker-Lewis’s index = 0.94, root mean square error of approximation = 0.050) and high internal consistency (Cronbach’s alpha = 0.91). The findings indicated significant correlations between compassion scores and demographic variables (age and gender), with older children and females exhibiting higher levels of compassion. In addition, socioeconomic status showed a moderate positive association. This study not only fills a critical gap in compassion research among youth in non-Western EFL contexts but also provides practical applications for language educators, curriculum developers, and school psychologists aiming to nurture compassion i.e. supportive, empathetic, and resilient learning environments among young EFL learners in Gonbad Kavous, highlighting the importance of culturally sensitive psychological tools. © The Author(s) 2026.
Publication Date: 2025
International Journal of Adolescence and Youth (02673843)30(1)
This study examines the influence of academic vitality and academic self-regulation on students' career aspirations. A structural equation modeling (SEM) approach is employed to analyze data collected from 310 students in grades 7−9. The findings demonstrate that both academic vitality and academic self-regulation exert positive and significant effects on career aspirations. However, academic self-regulation has a stronger influence compared to academic vitality. Additionally, a marginal indirect effect suggests that self-regulation might indirectly impact career aspirations through academic vitality. These results highlight the importance of fostering both academic vitality, characterized by intrinsic motivation and enjoyment of learning, and academic self-regulation, encompassing skills for goal setting, managing workload, and navigating academic challenges. By supporting these factors, educators and parents can empower students to develop clear and ambitious career aspirations. © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
Szczygieł, M.,
Hunt, T.E.,
Sarı, M.H.,
Milovanović, I.,
Asanjarani, F.,
Gunčaga j., ,
Osaďan, R. Publication Date: 2025
European Educational Research Journal (14749041)
Math-related affective characteristics of primary school teachers are important for students’ mathematical emotions, attitudes, and achievements. However, many previous studies have been conducted with pre-service teachers, often involving small samples. To fill this gap, we tested 1153 primary school teachers in the U.K., Poland, Slovakia, Serbia, Türkiye, and Iran, to explore mean levels and correlates of math anxiety, math teaching anxiety, and math attitudes. We observed that, in general, teachers were characterized by low-to-moderate math anxiety and math teaching anxiety, and neutral-to-positive math attitudes. We also observed relationships between all the variables in accordance with expectations. Our study allows for a more systematic view on the domain-specific characteristics of primary school teachers across several countries. This represents an important step in understanding commonalities in math-specific emotions and attitudes among primary school teachers. Further to this, we provide insight into measurement considerations and discuss the importance of identifying and supporting future, and existing, teachers who experience anxiety in relation to math and the teaching of it. Beyond averages, the data indicated high math (teaching) anxiety and negative math attitudes among some teachers, representing a need to address this multi-nationally. © The Author(s) 2025
