chidinma chikwe

This study aims to explore the relationship between athlete burnout, hydration status, and self-esteem. It hypothesizes that both hydration status and self-esteem significantly predict athlete burnout.

Methods and Materials:

 The study employed a cross-sectional design involving 230 athletes from various sports clubs and institutions. Participants were actively engaged in competitive sports for at least one year, aged between 18 and 35 years, and free from chronic health conditions. Athlete burnout was measured using the Athlete Burnout Questionnaire (ABQ), hydration status was assessed using the Urine Specific Gravity (USG) test, and self-esteem was evaluated using the Rosenberg Self-Esteem Scale (RSES). Data analysis involved Pearson correlation coefficients to assess relationships and multiple linear regression to evaluate predictive values.

Descriptive statistics indicated a mean score for athlete burnout of 3.10 (SD = 0.65), a mean USG for hydration status of 1.025 (SD = 0.004), and a mean score for self-esteem of 21.85 (SD = 4.72). Correlation analysis showed a positive correlation between athlete burnout and hydration status (r = 0.32, p < .001), a negative correlation between athlete burnout and self-esteem (r = -0.45, p < .001), and a weak negative correlation between hydration status and self-esteem (r = -0.15, p = .021). Regression analysis revealed that hydration status and self-esteem together explained 29% of the variance in athlete burnout, with both being significant predictors.

Parental involvement in education is widely recognized as a critical factor influencing children's academic success. This qualitative study seeks to explore the varied aspects of parental engagement and understand its direct and indirect effects on student outcomes. The objective is to delineate how different forms of involvement contribute to academic achievement and to identify the barriers that parents face in engaging with their children's educational processes.

The study employed a qualitative methodology, focusing exclusively on semi-structured interviews to gather comprehensive data from 24 participants, including parents, students, and teachers. The interviews aimed at achieving theoretical saturation and were analyzed using NVivo software to facilitate a thorough thematic analysis. The participant selection was purposive, ensuring a diverse demographic representation to capture a wide range of experiences and insights.

Three main themes were identified from the analysis: Types of Parental Involvement, Impact of Involvement on Student Outcomes, and Barriers to Parental Involvement. Under these themes, multiple categories were explored, such as Emotional Support, Academic Assistance, and Financial Support, which significantly enhanced academic performance and student well-being. Barriers identified included work and time constraints, economic factors, and cultural attitudes, which hindered effective parental engagement.

The study underscores the significant positive effects of diverse types of parental involvement on students' academic outcomes and emotional well-being. It also highlights several socio-economic and cultural barriers that can restrict parental engagement. Addressing these barriers is crucial for facilitating more effective parental involvement, which is essential for optimizing student achievement.

The objective of this study was to examine the relationship between hopelessness, cultural adaptation stress, and social competence among international students. The aim was to identify how these factors interact to influence the psychological well-being of this population.

This cross-sectional study involved 430 international students selected through stratified random sampling. Participants completed the Beck Hopelessness Scale (BHS), the Acculturative Stress Scale for International Students (ASSIS), and the Social Skills Inventory (SSI). Data analysis was conducted using SPSS version 27, employing Pearson correlation to explore bivariate relationships and linear regression analysis to investigate the predictive power of cultural adaptation stress and social competence on hopelessness.

Descriptive statistics revealed mean scores of 9.45 (SD = 3.27) for hopelessness, 70.34 (SD = 15.62) for cultural adaptation stress, and 80.23 (SD = 12.48) for social competence. Pearson correlation analysis showed significant positive correlations between hopelessness and cultural adaptation stress (r = 0.52, p < 0.001) and significant negative correlations between hopelessness and social competence (r = -0.48, p < 0.001). The regression model was significant (F(2, 427) = 238.29, p < 0.001), with cultural adaptation stress (B = 0.11, SE = 0.01, β = 0.45, t = 11.98, p < 0.001) and social competence (B = -0.10, SE = 0.01, β = -0.41, t = -10.86, p < 0.001) as significant predictors, explaining 53% of the variance in hopelessness (R² = 0.53).

The study demonstrates that cultural adaptation stress significantly increases hopelessness, while social competence serves as a protective factor reducing hopelessness among international students. These findings underscore the need for educational institutions to develop support systems that address cultural adaptation challenges and enhance social competence to promote the mental health and well-being of international students.

This study aims to evaluate the effectiveness of Acceptance and Commitment Therapy (ACT) on enhancing emotion recognition and strengthening the mind-body connection.A randomized controlled trial design was employed with 30 participants randomly assigned to either an intervention group (ACT) or a control group, each consisting of 15 participants. The intervention group underwent eight 60-minute ACT sessions over eight weeks, while the control group received no intervention. Data were collected at three time points: baseline, post-intervention, and four-month follow-up, using the Emotion Recognition Questionnaire (ERQ) and the Mindful Awareness and Body Connection Scale (MABC). Data analysis involved repeated measures ANOVA andBonferroni post-hoc tests, conducted using SPSS-27.Significant improvements were observed in the intervention group compared to the control group. For the intervention group, the mean ERQ score increased from 58.40 (SD = 6.85) at baseline to 72.30 (SD = 5.90) post-intervention, and slightly decreased to 70.50 (SD = 6.20) at follow-up. In contrast, the control group showed no significant changes, with mean ERQ scores of 57.90 (SD = 7.10) at baseline, 58.60 (SD = 6.95) post-intervention, and 57.80 (SD = 7.00) at follow-up. Repeated measures ANOVA revealed significant effects for group (F(1, 28) = 15.76, p < .001), time (F(2, 56) = 20.78, p < .001), and the interaction between time and group (F(2, 56) = 15.26, p < .001). Bonferroni post-hoc tests confirmed significant improvements in the intervention group from baseline to post-intervention (mean difference = -13.90, p < .001) and baseline to follow-up (mean difference = -12.10, p < .001).ACT significantly enhances emotion recognition and strengthens the mind-body connection. These improvements are sustained over time, highlighting ACT's potential as an effective intervention for these psychological domains.

Eating behaviors among college athletes are influenced by a complex interplay of psychological, social, and nutritional factors, which can significantly impact their health and performance. This study aims to elucidate these multifaceted influences, providing a deeper understanding of the factors that shape eating behaviors in collegiate sports environments. This qualitative study involved semi-structured interviews with 30 collegiate athletes from various sports disciplines across several universities. Theoretical saturation guided the data collection process until no new themes emerged. Data were transcribed verbatim and analyzed using NVivo software to conduct thematic analysis, focusing on identifying patterns related to psychological drivers, social influences, and nutritional knowledge. Three main themes were identified: Psychological Drivers, Social Influences, and Nutritional Knowledge. Psychological Drivers included Emotional Eating, Dietary Attitudes, and Motivation to Eat Well. Social Influences encompassed Peer Dynamics, Family Influence, Coaching Guidance, and Social Media Impact. Nutritional Knowledge was characterized by Understanding of Nutrition, Sources of Information, and Dietary Planning. Each theme and its categories were supported by specific concepts illustrating the complex and interconnected factors influencing athletes' eating behaviors. The study highlighted the significant role of psychological and social factors alongside nutritional knowledge in shaping the eating behaviors of college athletes. Interventions aimed at improving athletes' eating behaviors should consider these dimensions to effectively support athletes in managing their dietary habits in a way that promotes both optimal performance and general well-being.

This study aims to investigate the predictive relationship between empathy, adaptive behavior, and neurodevelopmental functioning in adolescents with Autism Spectrum Disorder (ASD). Understanding how these factors interplay can inform targeted interventions to enhance the quality of life and developmental outcomes for this population. The study employed a cross-sectional design with a sample of 330 adolescents diagnosed with ASD, aged 12 to 18 years. Participants were assessed using the Vineland Adaptive Behavior Scales, Third Edition (Vineland-3) for neurodevelopmental functioning, the Interpersonal Reactivity Index (IRI) for empathy, and the Adaptive Behavior Assessment System, Third Edition (ABAS-3) for adaptive behavior. Data analysis included descriptive statistics, Pearson correlation, and linear regression using SPSS-27. Descriptive statistics revealed mean scores of 85.45 (SD = 15.23) for neurodevelopmental functioning, 52.30 (SD = 8.57) for empathy, and 70.12 (SD = 10.34) for adaptive behavior. Pearson correlation analysis showed significant positive correlations between neurodevelopmental functioning and both empathy (r = .56, p < .001) and adaptive behavior (r = .67, p < .001). The regression analysis indicated that empathy (β = .38, p < .001) and adaptive behavior (β = .52, p < .001) significantly predict neurodevelopmental functioning, explaining 55% of the variance (R² = .55, p < .001). The study findings highlight the significant roles of empathy and adaptive behavior in predicting neurodevelopmental functioning in adolescents with ASD. Interventions focusing on enhancing these areas could positively impact the overall development and daily functioning of individuals with ASD. Future research should utilize longitudinal designs to further explore these relationships and examine the effectiveness of targeted interventions.