This paper aims to explore the impact of V-Girls APP on the improvement of female college students' Health literacy and its mechanism. Using a questionnaire survey method, the survey subjects were female students from a certain university. The results showed that using the V-Girls app can significantly improve the health knowledge level, health behavior habits, and mental health status of female college students. Further analysis reveals that the impact mechanisms of V-Girls APP mainly include cognitive mechanisms, social support mechanisms, and behavioral guidance mechanisms. The results of this study provide new ways and ideas for improving female college students' Health literacy.

This study employed a qualitative approach to examine tertiary students’ perspectives on leveraging Social Studies in the fight against corruption in Ghana. A purposive sampling technique was used to select 21 students from a distance training institution. Some of the variables investigated were causes of corruption and the extent to which students perceived Social Studies as a potential force to combat corruption. The semi-structured interview guide was used to collect data from research participants while thematic analysis was adopted. Data from the study revealed that corruption in Ghana is caused by factors such as weak institutions, greed, poverty-related issues and cultural practices. The results also indicated that Social Studies could significantly help curb corruption. Beside Social Studies, other measures including strengthening institutions, meting out severe punishment to culprits and moral education can also reduce corruption. It was, therefore, recommended that the Ministry of Education through the Ghana Education Service should retool the Social Studies subject, and make it compulsory at all levels of education since it has the potential to reduce corruption.

This research presents an in-depth examination of the emotional effects of synchronous hybrid education on undergraduate university students at a pioneering private institution in educational innovation. The study had encompassed all courses that were delivered in a synchronous hybrid format, covering 16 courses and involving 241 students. Each student had been observed and recorded on two separate class sessions, with each recording lasting approximately 30 min. This comprehensive data collection had resulted in 409 recordings, each approximately 30 min in duration, translating to nearly an hour of observation per student across the classes, totaling close to 205 h of recordings. These recordings were subsequently processed using neuroscience software tools for advanced statistical analysis, effectively serving as a comprehensive survey of courses within this modality. The primary focus of the research was on the emotions experienced during both face-to-face and online classes and their subsequent influence on student behavior and well-being. The findings reveal higher emotional time ratios for positive emotions such as joy and surprise in face-to-face students. Notably, both groups exhibited comparable ratios for negative emotions like anger and sadness. The research underscores the emotional advantages of face-to-face interactions, which elicit stronger emotions, in contrast to online students who often feel detached and isolated.

The potential role of self-regulated learning as mediator has been deeply investigated by researchers in recent years. There is limited systematic literature review being done to investigate the role of self-regulated learning as mediator in the students’ academic learning. Therefore, searching studies in the databases WOS (Web of Science), SCOPUS, APA (American Psychological Association) PsycInfo, and ERIC (Education Resources Information Center), the present study conducted a systematic literature review on 32 studies published between 2015 and 2024 to summarize what kind of psychological factors influence students’ academic performance through self-regulated learning and assess the potential mediating role of self-regulated learning in this process. The results show that self-efficacy, emotions and motivation are significant predictors of academic achievement and self-regulated learning act as an important mediator in this relationship. An important implication was obtained that researchers can probe into the influence of specific dimensions of self-efficacy on learning performance through self-regulated learning and the influence of positive emotions such as resilience on learning outcomes with self-regulated learning as mediator.

This study seeks to explore the uses, behaviors and perceptions of university students regarding mobile phones to help elucidate whether there is a relationship between the use of mobiles and the academic performance of university students. A quantitative approach based on an ad hoc questionnaire, applied before the pandemic, was used to gather evidence in this regard, which revealed the uses and educational visions of mobile phones in a convenience sample of 314 university students from nine different degree courses in two Spanish universities. Three major conclusions are formulated as part of future lines of development. First, although there is frequent use of mobile phones, the image of the mobile as a learning resource in the university classroom does not reach one-third of students. Second, although this study does not determine the causal relationship, there is a statistically significant negative relationship between average grades achieved and hours of dedication to the mobile phone. Finally, students who are unable to spend more than one hour without checking their phone obtain a significantly lower average mark than those who can stay more than one hour without checking their phone.

Objective: This study assessed the prevalence of psychological disorders and their correlation with health-promoting lifestyles among Chinese college students. Method: We used the Chinese version of the Depression Anxiety Stress Scales-21 (DASS-21) and the Health Promoting Lifestyle Profile II (HPLP-II) questionnaires. Gender and major differences were analyzed with the chi-square test, and multiple logistic regression explored the relationship between HPLP and psychological disorders. Results: Among 17,636 students, low prevalence rates were observed for stress (4.0%), depression (7.2%), and anxiety (15.4%). Females and students in humanities and social sciences reported higher rates of multiple psychological disorders. Higher HPLP scores were inversely correlated with depression (OR = 0.479, 95% CI: 0.376–0.609), anxiety (OR = 0.480, 95% CI: 0.408–0.565), and stress (OR = 0.821, 95% CI: 0.636–1.060) after adjusting for confounders. Conclusions: The study found low overall prevalence of psychological disorders, with higher rates among females and humanities/social sciences majors. Higher HPLP scores, particularly in interpersonal relationships and nutrition, are associated with a lower risk of mental disorders.