This study aims to explore the design and application of a learning achievement evaluation model, in order to improve the quality of teaching in the field of education and promote student development. This article starts with the importance of constructing a learning effectiveness evaluation model, and then clarifies the basic concepts and related theories of learning effectiveness evaluation, providing theoretical support for subsequent model design. In the model design section of learning effectiveness evaluation, propose the model design principles, indicator selection, and construction process to ensure the accuracy and comparability of the evaluation model construction. In the application and evaluation section of the learning effectiveness evaluation model, the application and evaluation methods of the main models in practical teaching were explored. Finally, the issues that need to be noted in the design process of the evaluation model were proposed in order to design a more high-quality evaluation system and promote the improvement of education quality.

This study focuses on the problems of imperfect internal control effectiveness, insufficient information transparency, and plummeting stock prices. The study selects the data of non-financial main board listed companies in China’s Shanghai and Shenzhen A-shares from 2012 to 2021 as a sample, and adopts an empirical research methodology, which reveals that the effectiveness of internal control is negatively related to the trend of share price crash, and efficient internal control is positively related to the transparency of corporate information environment. The findings suggest the impact of internal control on the risk of stock price crash at the individual stock level and provide empirical support for listed companies to manage their risks. This study has practical value in guiding listed companies to strengthen internal control, improve information transparency, mitigate the risk of stock price crashes, and provide a decision-making basis for the healthy and stable development of the capital market.

This study aimed to explore the indirect effects of appearance-related anxiety (ARA) on Instagram addiction (IA) through sequential mediators, namely social media activity intensity (SMAI) and Instagram feed dependency (IFD). The study also aimed to provide theoretical explanations for the observed relationships and contribute to the understanding of the complex interplay between appearance-related concerns, social media usage, and addictive behaviors in the context of IA. A sample of 306 participants was used for the analysis. The results of the sequential mediation analysis (SMA) revealed several important findings. Firstly, the mediation model demonstrated that SMAI mediated the relationship between ARA and IA. However, there was no direct relationship observed between ARA and SMAI. Secondly, the analysis showed that IFD acted as a second mediator in the relationship between ARA and IA. Both ARA and SMAI had significant direct effects on IA, indicating their individual contributions to addictive behaviors. Furthermore, the total effect model confirmed a positive relationship between ARA and IA. This finding suggests that ARA has a direct influence on the development of IA. The examination of indirect effects revealed that ARA indirectly influenced IA through the sequential mediators of SMAI, IFD, and ultimately IA itself. The completely standardized indirect effect of ARA on IA through these mediators was found to be significant. Overall, this study provides evidence for the indirect effects of ARA on IA and highlights the mediating roles of SMAI and IFD. These findings contribute to our understanding of the psychological mechanisms underlying the complex relationship between appearance-related concerns, social media usage, and the development of IA.

Reusable bags have been introduced as an alternative to single-use plastic bags (SUPB). While beneficial, this alternative is economically and environmentally viable only if utilized multiple times. This study aims to identify the determinants influencing the use of reusable bags (RB) over single-use plastic bags (SUPB) within the framework of ecological impact reduction, employing the Theory of Planned Behavior (TPB). The focus is on understanding how attitudes (AT), subjective norms (SN), and perceived behavioral control (PBC) collectively guide consumers towards adopting reusable bags as a pro-environmental choice. The focus is on understanding how attitudes (AT), subjective norms (SN), and perceived behavioral control (PBC) collectively guide consumers towards the adoption of reusable bags as a pro-environmental choice. Data were collected through a survey administered to 814 consumers in Lahore, employing both regression analysis and Structural Equation Modeling (SEM) to assess the impact of AT, SN, and PBC on reusable bag consumption (RBC). The TPB framework underpins the hypothesis that these three psychological factors significantly influence the decision to use RBs. Both regression and SEM analyses demonstrated that AT, SN, and PBC positively affect RBC, with significant estimates indicating the strength of each predictor. Specifically, PBC emerged as the strongest predictor of RBC (PBC2, β = 0.533, p < 0.001), highlighting the paramount importance of control perceptions in influencing bag use. This was followed by AT (β = 0.211, p < 0.001) and SN (β = 0.173, p < 0.001), confirming the hypothesized positive relationships. The congruence of findings from both analytical approaches underlines the robustness of these techniques in validating the TPB within the context of sustainable consumer behaviors. The investigation corroborates the TPB’s applicability in predicting RBC, with a clear hierarchy of influence among the model’s constructs. PBC’s prominence underscores the necessity of enhancing consumers’ control over using RBs to foster sustainable consumption patterns. Practical implications include the development of policies and marketing strategies that target the identified determinants, especially emphasizing the critical role of PBC, to promote broader adoption of RBs and contribute to significant reductions in plastic waste.

The present research focuses on researching the impact of the diverse communication media that facilitate or develop Student Motivation and Engagement in the educational systems of the states in the Gulf, especially Oman. The main goal of this work is to determine which type of method is most effective in encouraging students in view of cultural and technological factors present in the region. Comparisons using hypothesis testing and structural models which provided higher T value for Technology-Based Communication Methods (TBCM) and Human Face-to-Face Communication Methods (HFtFCM). Next, the research hypothesis H2 that TBCM has a direct positive relationship with SMaE was supported by the following regression coefficients: β = 0.177, t = 4.493; p = 0.000. On the other hand, there was no effect of HFtFCM on SMaE as indicated by a regression coefficient of 0.056 (p < 0.124) for this hypothesis and therefore, this hypothesis was rejected. The analysis using the mediator of Student Perception of Communication Effectiveness (SPoCE) only partly mediates TBCM and SMaE (β = 0.047, t = 3.737, p = 0.000). However, SPoCE was found not to moderate the relationship between HFtFCM and SMaE (β = −0.01, t = 1.125, p = 0.005). The present study underlines the efficiency of TBCM in the area of student engagement, while face-to-face conversation does not play significant part in this process. The obtain results conclude that, the traditional and technological evolution in the Gulf region supports the adoption of TBCM in educational systems. Such approaches support with the technological learning and likings of students, offering greater flexibility and engagement. Educational systems must highlight TBCM to better meet the growing needs of their student, while identifying that face-to-face remains important, though secondary, in energetic motivation.

This study investigates the application and effectiveness of modern teaching techniques in improving reading literacy among elementary school students in Kazakhstan. In the rapidly evolving educational landscape, the integration of innovative pedagogical strategies is essential to foster student reading skills and general literacy. This study aims to explore how these modern teaching techniques can be applied to improve reading literacy among elementary school students in Kazakhstan. The study sample includes 64 respondents to the research. The key modern teaching techniques explored in this study include the use of digital learning tools, interactive reading sessions, differentiated instruction, and collaborative learning activities. The findings reveal significant improvements in reading literacy among students exposed to these techniques, highlighting the potential of modern pedagogy to bridge literacy gaps and promote educational equity. Furthermore, the study discusses the challenges and opportunities to implement these techniques within the Kazakhstani educational system. The results provide valuable information for educators, policymakers, and stakeholders aiming to improve reading literacy through innovative teaching practices.