In learning, one of the fundamental motivating factors is self-efficacy. Therefore, it is crucial to understand the level of students’ self-efficacy in learning programming. This article presents a quantitative study on undergraduate students’ perceived programming self-efficacy. 110 undergraduate computing students took part in this survey to assess programming self-efficacy. Before being given to the respondents, the survey instrument, which included a 28-item self-efficacy assessment and 30 multiple-choice programming questions, was pilot-tested. The survey instrument had a reliability of 0.755. The study results show that the students’ self-efficacy was low when they solved complex programming tasks independently. However, they felt confident when there was an assistant to guide them through the tasks. From this study, it could be concluded that self-efficacy is an essential achievement component in programming courses and can avoid education dropouts.

E-learning has become an integral part of higher education, significantly influencing the teaching and learning landscape. This study investigates the impact of student characteristics such as gender, grade, and major on E-learning satisfaction. Utilizing Structural Equation Modeling (SEM) and collecting data through 527 valid questionnaires from Nanjing Normal University students, this research reveals the nuanced relationships between these variables and E-learning satisfaction. The findings indicate that gender, grade, and major significantly and positively impact student satisfaction with E-learning, highlighting the need for tailored E-learning resources to meet diverse student needs. The study underscores the importance of continuous improvement in E-learning resources and platforms to enhance student satisfaction. This research contributes to the understanding of effective E-learning strategies in higher education institutions.

This study fills a significant need in the literature by exploring the efficacy of wearable technologies as helpful aids for special needs students in Saudi Arabia. This 12-month quantitative study used a purposive sample of 150 kids representing a range of disability classifications. This study examines the effects of wearable technology, such as smartwatches and augmented reality goggles, on students’ concentration and performance in the classroom. Wearable technology offers great promise, as descriptive statistics show that the experimental group had better involvement and academic achievement. The experimental and control groups vary significantly in terms of academic performance and engagement, as shown by independent samples t-tests. Wearable technology’s distinct benefits are further shown by regression analysis, which shows a favorable correlation with academic achievement after the intervention. According to the results, wearable tech has great promise for inclusive education in Saudi Arabia. Strategic integration, teacher professional development, ongoing research, better accessibility, and wearable gadget customization are some of the suggestions. Stakeholders may use these recommendations as a road map to build a welcoming and technologically sophisticated classroom. This study adds to the growing body of knowledge on assistive technology, especially in Saudi Arabia, and has important implications for academics, politicians, and educators.

Sports competition is one of the important contents and forms of sports activities and physical education. It plays a full range of valuable functions in promoting the all-round development of college students. Specifically, it can better help college students enjoy fun, enhance their physique, and improve their physical fitness during physical exercise. Personality and tempering the will. Countries around the world attach great importance to youth sports competitions, and use national strategies as the top-level design and sports events as activity carriers to create a series of youth sports competitions such as graded competitions, championships, and campus events, providing more opportunities for young people to watch and participate in sports. Opportunities and platforms for competition. College student sports competitions are an important part of youth sports competitions and shoulder multiple missions such as physical health promotion, competitive talent training, and sports industry development. In recent years, the development of college sports competitions around the world has achieved remarkable results, and the scale and quality of Chinese college sports competitions have also been significantly improved. However, compared with developed countries, overall, there is still a weak awareness of participation, poor competition experience, and competitive competition. Prominent problems such as low levels and high activity withdrawal rates have, to a certain extent, restricted the high-quality development of college student sports competitions. In fact, it is not as easy as imagined for college students to participate in sports competitions regularly for a long time. In addition to requiring college students to possess certain basic conditions such as time, energy, and skills, it also requires support and promotion from all walks of life, especially It is inseparable from the material, spiritual and technical support provided by family, friends, coaches and other important groups. Just as the social ecological model believes that individual physical activity behavior is closely related to social support at the interpersonal level, especially social support from important groups such as family and friends has a positive impact on individual physical activity behavior. At the same time, although social support is very important, not all social support received can promote college students to form good sports competition behaviors. Self-determination theory emphasizes that only effective social support can regulate and optimize individual sports motivation by meeting the individual’s basic psychological needs, and ultimately promote the formation of positive, long-term sports behavior. However, most of the current sports academic circles continue the research context of traditional college student sports management, focusing on the contemporary value, practical issues, system construction, etc. of college student sports competitions. They are more subjective qualitative theoretical research and relatively lack the influence of social support. Empirical research on the sports competition behavior of college students, so that the internal mechanism of social support affecting the sports competition behavior of college students is not clear enough and understood. Therefore, from the perspective of social ecology, this study explores the internal mechanism of social support affecting college students’ sports competition behavior, in order to provide certain theoretical reference for improving the level of college students’ sports competition behavior.

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.

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.