This report outlines the development and validation of a sport-specific perceived competence scale tailored to ice hockey goaltenders. Drawing on previous research highlighting the multidimensional nature of perceived competence among athletes, our study aimed to conceptualize and validate perceived competence within the unique context of ice hockey goaltending. Following procedures from a previous extensive validation study, the three-phase study involved elicitation, development, and validation. In the first phase, expert coaches identified competencies essential for goaltenders’ success, resulting in a 17-item initial scale. Phase 2 demonstrated the scale’s temporal stability, with all items exhibiting acceptable test-retest coefficients. In the final validation phase, exploratory factor analysis identified three dimensions: technical abilities, coachability, and resilience. Rigorous factor analysis addressed problematic items, producing a refined 14-item Goaltenders’ Ice Hockey Perceived Competence Scale. Confirmatory factor analysis confirmed the model’s excellent fit, supporting the three-factor structure. The dimensions included technical abilities, coachability, and resilience, emphasizing the psychological aspects’ crucial role in goaltender competence. The study contributes to understanding perceived competence in a specialized sports context and provides a reliable measurement tool for practitioners to monitor ice hockey goaltenders’ development. Future research should explore the cross-cultural and linguistic invariance of the scale among ice hockey goalies. Overall, the Goaltenders’ Ice Hockey Perceived Competence Scale offers a valuable instrument for assessing and enhancing athlete development in the distinctive realm of ice hockey goaltending.

The modern university embodies the complexity of an organized society, with numerous internal and external stakeholders involved in decision-making. The inherent logic of modern university governance is: power restriction and rights protection, innovation of governance mechanism, and improvement of academic power are the core propositions of China’s modern university system construction. Governance modernization is a profound reform of the university system, which can effectively promote the reform and development of higher education on the macro level, and improve the management process of colleges and universities on the micro level. The construction of a modern university system in our country needs the support of a belief system. The Chinese road to modern university governance is a modern university that leads to order and freedom. The establishment and improvement of a modern university system with Chinese characteristics is a systematic project.

This study examines the influence of organizational justice at H University, Central China, on undergraduate students' professional commitment, with a focus on the mediating role of academic stress. Employing descriptive statistics, correlation and regression analyses, and structural equation modeling, the research validates its hypotheses. Results indicate that a lack of organizational justice at the School correlates negatively with students' professional commitment and positively with academic stress. Academic stress notably predicts professional commitment levels and partially mediates the relationship between the School's organizational justice and students' commitment. To boost professional commitment, enhancing students' professional recognition is vital, alongside adapting to future trends, improving interpersonal communication, and respecting student independence. Additionally, addressing academic stress from various angles, including internal and external environmental factors, is imperative for overall student well-being and commitment.

The current study aimed to examine the mechanism of the association between dispositional mindfulness and adolescent mental health (depression, anxiety, and stress) in a longitudinal design, considering the mediating effect of attentional control and the moderating effect of self-esteem. A sample of 1150 adolescents (M/SDage = 15.96/0.97 years, 55% female) completed self-report measures of dispositional mindfulness and mental health at T1, attentional control and self-esteem at T2, and mental health at T3 (baseline T1; three-month follow-up T2; six-month follow-up T3). After controlling for gender, age and mental health at T1, results showed that dispositional mindfulness at T1 negatively predicted depression, anxiety and stress at T3, and attentional control at T2 mediated this association. Furthermore, self-esteem at T2 moderated the pathway from attentional control at T2 to depression at T3 in the mediated model. Specifically, the association between attentional control and depression was stronger in adolescents with low self-esteem. Limitations and implications for prevention and intervention are discussed.

Federal and California laws provide legal protections to lactating students in higher education; little research has assessed the implementation of these policies. This study evaluated the availability and quality of lactation accommodations across California universities. A 73-item coding tool was developed to evaluate 14 domains across 32 polices at 32 universities. Each domain and total scale were scored on two dimensions: comprehensiveness and strength. Median scores varied by policy category and school type (CSU, UC, private), with several domains lacking strong policies. Private schools had a lower median percentage of comprehensiveness in access and lactation support policies compared to UC and CSU schools (p’s ≤ 0.02). The median proportion of strengths in these categories was higher in UC schools compared to CSU and private schools (p’s = 0.03). Though, California universities mention some lactation policies, a more comprehensive set of stated policies is needed overall.

As the use of service animals becomes more common in preK-12 schools, school administrators are realizing the need to develop more effective and legal policies and procedures (P&Ps) for their integration. A document analysis of 24 Office for Civil Rights complaints provides an overview of common incidents of discrimination that can help improve P&Ps. The most common discrimination found were the exclusion of animals with their handlers, extra standards of care, requiring prior permission, using intrusive questions, hostile environments, higher standards of documentation, and inadequate grievance policies. These common discriminations are used to give proactive recommendations for P&P integration.

To improve students’ lack of creative thinking and innovative approaches,this paper proposes to improve the cultivation of innovation ability in higher education institutions by using TRIZ（Teoriya Resheniya Izobreatatelskikn Zadatch,Theory of the Solution og Inventive Problems） innovation theory.Incorporating the ideas of TRIZ theory in the teaching of theory,to provide students with abilities to identify problems, analyse problems and solve them creatively in their studies or works, and to solve problems encountered in the practical design process.Create the corresponding “design model library” for the proposed problem base，designing innovative teaching solutions to provide additional solutions to teaching implementation and conceptual design.The main objective of this study is to demonstrate the practicality of TRIZ theory in teaching can improve teaching effectiveness and innovative entrepreneurial thinking.

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Programming education is gaining attention at the K-12 level. In the digital era, computational thinking is seen as a key skill. Students in the programming debugging process can not only fix code errors but also exercise and cultivate computational thinking. However, learners at the K-12 level lack confidence in debugging programming due to a lack of foundational knowledge and difficulty in obtaining effective feedback in a debugging environment. The emergence of large language models (LLMs) provides a new pathway for novice programming debugging training. This study applied the advantages of these models to programming debugging, and explored how they can help students in debugging skills, computational thinking, and self-efficacy. The research reveals that through interaction with these advanced models, students can solve programming problems more quickly and strengthen their computational thinking and problem-solving abilities in practice. More importantly, this type of interaction increased students’ confidence in their self-programming abilities and enhanced persistence and motivation in the face of challenges. This study provides educators with new perspectives, demonstrates the great potential of large language models in programming instruction, and provides valuable references for future educational practices.

This paper explores how to employ effective, community-engaged strategies to understand and address the underlying power asymmetries that fuel violence against women and children. Utilising Participatory Action Research and underpinned by Integral Activist Epistemology, the action research adopts a novel approach combining Theory U and Powercube frameworks to facilitate a comprehensive understanding and transformation of these power relations in Shinyanga district, Tanzania. The paper describes the journey of engaging the community in identifying and challenging the unwritten rules that perpetuate violence. Key to this process is the recognition of violence as a manifestation of deeply ingrained patriarchal power structures, which are sustained through coercion and social exclusion, yet paradoxically fragile due to the pain these norms inflict on the whole community, including men. This understanding leads to the development of practical, community-led interventions, or ‘prototypes’, aimed at reshaping these dynamics. Key messages from the action research highlight the critical role of local context in shaping interventions, the importance of reframing existing cultural practices so that they are more inclusive, and the necessity for long-term commitment from development actors for sustainable change. The implications extend beyond Shinyanga, offering insights for practitioners globally. This paper contributes to the academic discourse on violence prevention but also serves as a practical guide, providing tools and strategies for practitioners working towards creating safer, more inclusive communities.

During the COVID-19 shift to online education, challenges like internet disruptions and fear of missing out led to student burnout, particularly impacting learning outcomes. However, research on burnout in management or business education during this period is limited, despite extensive coverage on barriers in various fields. Few studies have explored the link between Nomophobia, FoMO, and burnout among students. Therefore, this study aims to assess student burnout’s psychological aspects during COVID-19 online learning, focusing on Nomophobia and FoMO as predictors. The study employed a quantitative approach with 700 questionnaires distributed to business and management students in Nepal. From the collected responses, 355 reliable responses were used for analysis, which involved PLS-SEM techniques encompassing measurement models and path analysis. Students experienced moderate burnout in online classes during COVID-19, marked by exhaustion, cynicism, and reduced academic efficacy. They also showed increased Nomophobia and moderate concerns about fear of missing real-time class interactions. The study found a significant relationship between Nomophobia, FoMO, and Student Burnout (SBO), where Nomophobia affects FoMO and SBO, while FoMO notably impacts SBO’s academic efficacy. FoMO partially mediates the Nomophobia-SBO relationship. Gender doesn’t moderate the relationship with SBO, indicating no distinction between male and female students. The study established the psychological impact of technology on student well-being in digital learning, highlighting the connection between Nomophobia, Fear of Missing Out, and Student Burnout, and suggests interventions for positive online engagement.

The objective of this research is to evaluate the validity and effectiveness of assessing the competencies of 10th and 12th grade students at SMAN 7 Yogyakarta in the Indonesian language using assessment instruments such as essays, multiple-choice questions, and quizzes. The study subjects were Indonesian language teachers at SMAN 7, Yogyakarta. The research utilized qualitative data. The results indicated that the use of assessment instruments in the Indonesian language subject on students' competencies is valid and effective, depending on each student's abilities, as not all students possess the same level of competency. Several factors must be considered for students, including the use of appropriate assessment instruments. According to the informants, this involves a system in which students provide feedback to one another. Students' work should not only be evaluated based on academic grades, but also on their attitudes. The assessment instruments at SMAN 7 Yogyakarta are currently providing efficient evaluations. In addition to essays, multiple-choice, and quiz instruments, other instruments used include books, pictures, video playback, and adapting the given subject matter. The assessment process involves enrichment for students who meet the minimum competency criteria and remedial measures for those who do not. The last factor influencing assessment is not only the students' ability to answer questions or solve problems, but also the neatness of their writing.

This study explores the backgrounds of members of boards of the directors to expand the literature on corporate misconduct, which has primarily drawn upon economic factors and governance structures. In particular, it examines the relative effects of directors from non-elite schools and directors with technical or legal backgrounds and sheds light on an organizational design that could restrain corporate misconduct. Based on panel data from 2007 to 2018 collected from Nikkei 225 indexed firms in Japan, the outcomes of population-average panel logit regression indicate that directors from non-elite schools decrease corporate misconduct, while directors with technical or legal backgrounds increase it. It is noteworthy that the effects on misconduct are especially significant when firms R&D investments are insufficient. This study suggests that firms should consider sociopolitical tensions on the board in order to design an appropriate board structure that reduces corporate misconduct.

Entrepreneurial Leadership (EL) is a flourishing area of study, but different disciplinary traditions have led to fragmentation and conceptual confusion. The purpose of this field-wide systematic review is to map the distinct traditions in EL research and their underlining assumptions, contributions and research potential to provide conceptual clarity and an agenda for future research. Based on an inductive approach to categorization, we analyze 96 journal articles (1991-2023) to present a framework that introduces four dominant perspectives on EL: disciplinary, attributes, contextual and process. These multiple perspectives constrain theory building, though each perspective offers future research opportunities and insights for practice.

To address the incongruity observed in prior research regarding the impact of helping behavior on recipients, we have integrated helping as status relations framework and the social function view of emotion to develop a theoretical framework that examines the differentiated responses on dependency-oriented help from the perspectives of recipients. Employing a round-robin research design from giver-recipient dyadic interaction perspective, we utilized five-wave data from 826 dyads consisting of 337 employees within 101 teams. Our results supported that dependency-oriented help was positively and indirectly related to workplace envy via status threat, and envy in turn produces two recipients' differentiated reactions. The present research elucidates the role of gratitude as a moderator in the relationship between workplace envy and self-improvement, as well as social undermining. Additionally, it sheds light on the incongruity observed in prior research findings, enhances understanding of the impact of dependency-oriented help on recipients' emotions, elucidates the mechanism un-derlying the diverse behavioral responses of recipients on dependency-oriented help, and of-fers theoretical guidance for the effective implementation of teammate-to-teammate help in-terventions.

The self-silencing theory explains how cultural norms expect women to maintain their relationships by silencing their self, which can restrict voice and power in relationships, thereby leading to depression. However, the literature regarding gender differences in self-silencing is inconsistent. In this study we aimed to investigate gender and cultural differences in self-silencing in an adult community sample. Iranians residing in Australia (men n = 60, women n = 58) and European Australians (men n = 53, women n = 59) completed measures of self-silencing, depression and self-reported gender. There were no cultural or gender differences in self-silencing. Aspects of self-silencing (i.e., divided self and externalized self-perception) were positively associated with depressive symptoms. Gender moderated the association between care as a self-sacrifice and depressive symptoms, with the association being negative for men but positive and significant for women. Cultural group was not found to moderate any of the associations. This cross-cultural study offers further insights regarding self-silencing in the context of depression and provides initial insights for clinical practice. Keywords: Self-silencing, gender, depression, culture

In this paper we problematise existing markers of entrepreneurial action in the early venturing process as being subject to conditions through the systematic review of sampling assumptions in empirical literature on early venturing over the past 15 years (2008-2022). We inductively develop four boundary categories, which issue from an analysis of operationalisations of entrepreneurial action, sources of participants and the epistemic positioning of the researchers and participants. Our findings reveal that there is a predominance of attributing action entrepreneurial status based on the following boundary categories: - Intention-driven; - Predefined Activities; - Inferred from context; - Retrospectively Constituted

This article explores creative lateral thinking in formulating digital social marketing strategies (DSMS) for Immigrant Entrepreneurs (IEs) in the UAE, considering capital-constrained contexts. Through qualitative methods, including interviews with 66 IEs and netnography analysis, two IE types emerge based on human-cultural capital and digital literacy. Type 1 (e.g., Transnational Asians, Arab immigrants) with high capital and IT literacy use entrepreneurial bricolage in mainstream and break-out markets. Type 2 (e.g., South Asian and East Asian) with low capital and IT literacy employ frugality and Jugaadi in immigrant enclave markets. The study introduces a 6-Cs model, providing nuanced insights into IE behavior.