This study explores the integration of generative artificial intelligence (GenAI) in informal digital learning of English (IDLE) practices, focusing on its potential to enhance language learning outcomes and addressing the technological challenges language teachers face in utilising AI-based tools to facilitate second language acquisition. Based on the research context of IDLE and holistic learning ecology and drawing on the theoretical frameworks of technological pedagogical and content knowledge and social cognitive theory, we performed a mixed-methods investigation with an empirical experiment to assess the effectiveness of GenAI followed by semi-structured interviews. The results suggest that the GenAI-mediated IDLE practices effectively improve college students’ oral proficiency in English from both technological and humanistic perspectives. However, results also indicate that the GenAI conversational partner alone is not adequate to provoke continuous extramural GenAI-mediated IDLE practices. We discuss the theoretical and pragmatic significance of GenAI-mediated IDLE in educational equity and reformation.

This study aimed to examine the relationship between parental attachment, peer attachments, and automatic thoughts with adolescent mindfulness skills in Iranian adolescents, drawing on internal working models and social cognitive theory. The data was collected from a sample of Iranian adolescents in Tehran using standardized measurement instruments previously developed by researchers. The collected data was analyzed using both simple and multiple regression analyses. The results revealed a positive and significant association between parental attachment and peer attachments with adolescent mindfulness skills. Conversely, automatic thoughts were found to have a negative impact on adolescent mindfulness skills. These findings suggest that strengthening attachments can contribute to the enhancement of mindfulness skills in adolescents, while addressing automatic thoughts is crucial in preventing the erosion of mindfulness skills. Consequently, experts can design interventions that focus on improving attachments and addressing automatic thoughts to promote adolescent mindfulness skills.

The majority of supervisor organizational embodiment (SOE) research has focused on its role as an important boundary condition in the context of leadership and management studies. In a multi-source field study, we seek to extend this research stream by examining an antecedent and outcome of SOE. Specifically, we leverage social cognitive theory to develop and test a trickle-down model of organizational embodiment across three organizational levels (i.e., upper-level managers, middle-level supervisors, and lower-level employees). Subsequently, we propose and demonstrate that manager organizational embodiment (MOE) trickles down and positively impacts SOE. In turn, SOE trickles down and positively impacts employee organizational embodiment. Furthermore, supervisor neuroticism strengthens the relationship between MOE and SOE when supervisor neuroticism is relatively high compared to relatively low. The findings provide evidence for a trickle-down model of organizational embodiment. Theoretical contributions, practical implications, and future research are discussed.

Drawing on social cognitive theory (SCT), this study examines the effects of employee resilience, through well-being, on job productivity, and relational satisfaction among extraverted versus introverted workers in Croatia, Thailand, and the United States during the early period of the coronavirus disease 2019 pandemic. Participants included 832 working adults from various industries. Moderated mediation analyses revealed employee resilience positively predicted psychological well-being which, in turn, positively predicted both productivity and relational satisfaction. Regardless of culture, extraverted workers reported less productivity but greater satisfaction with coworkers compared to introverted workers. Also, resilience dampened the negative effects of introversion on relational satisfaction. The findings support the multilevel perspective of resilience and SCT assertion that behavioral outcomes are determined by an interaction between personal and environmental factors and highlight the need to promote employee resilience and well-being during times of crisis. Recommendations on how managers can support employees during this unprecedented global health crisis are provided.

Primary schools contribute to promoting healthy eating behaviour and preventing overweight and obesity by providing nutrition education. Research highlights the importance of improving teachers’ programme implementation to enhance intervention effectiveness. An integrative approach has been suggested to reduce time barriers that teachers currently experience in teaching nutrition. This scoping review explores use and effectiveness of integrative teaching in primary-school-based nutrition education programmes. Six databases were searched for primary-school-based interventions on nutrition education. Papers reporting on integration of nutrition topics within core curriculum were included. Abstracts and full texts of potentially relevant articles were screened to determine eligibility. Next, data were extracted and tabulated. Findings were collated and summarised to describe intervention characteristics, subject integration and effectiveness of the included programmes. Data describing integration of nutrition into the primary school curriculum were extracted from 39 eligible papers. Nutrition education programmes often involve lessons about food groups and are frequently embedded within the mathematics, science or literacy syllabus. Although articles report on the integration of nutrition, the use of this approach was not commonly described in detail. Only seven papers discussed student outcomes related to the integration of nutrition education within core subjects. The ability to draw strong conclusions about school-based nutrition intervention effectiveness is limited by the current lack of programme description and methodological issues. Hence, more research is warranted to inform evidence on effectiveness of integrative nutrition education for both teacher and student outcomes. Future studies that include greater detail regarding the integrative approach are needed.

Objective: The purpose of this research was to investigate outcome expectation and self-regulation measures within a sample of cancer patients and to explore relationships of these variables with benefit finding. The outcome expectation and self-regulation measures were evaluated for reliability and initial factor structure.

Method: A convenience sample of 141 cancer patients completed study measures while waiting for appointments at a cancer center.

Results: The measures demonstrated good reliability (alphas = .88 and .92, for outcome expectation and self-regulation respectively). Initial factor structure suggested six outcome expectation factors (managing symptoms, expressing emotions, talking about cancer, learning about cancer, managing self-image, and managing needs) and one self-regulation factor. Gender and treatment status were related to outcome expectations but not self-regulation. Outcome expectations and self-regulation were significant predictors of benefit-finding, F(8, 80) = 3.1, p = .005.

Significance of the research: Measures of outcome expectations and self-regulation are reliable, are related to gender and clinical variables, and may be useful as predictors of cancer patients' ability to find benefits in their cancer experience.

Objective: The purpose of this article is to evaluate an 8-week pilot intervention based on Social Cognitive Theory to improve quality of life for women with breast cancer.

Methods: A total of 32 breast cancer patients were randomized to either the intervention or standard care. Outcome variables included quality of life, mood, self-efficacy, outcome expectations, and self-regulation.

Results: Effect sizes were calculated to examine the impact of the intervention, with moderate to large effect sizes found for several subscales of the outcome expectations variable: learning about cancer and treatment (d = 0.85), having a positive attitude (d = 0.54), talking about cancer (d = 1.02), engaging in relaxation (d = 0.62), and setting goals (d = 1.58).

Significance of results: A nonparametric sign test was conducted, indicating that women in the intervention condition either improved more or showed less decline than the women in standard care, p = .034, two-tailed. Implications and suggestions for the content and delivery of future psychosocial interventions with cancer patients are reviewed.