A child’s educational achievements are based on multiple factors, including their family, their family’s behavior, socioeconomic status, their behavior toward their parents, etc. The main objective of the study is to establish the relationship between the socioeconomic background of the children and their educational achievements and how it impacts their psychology. A descriptive survey research design was used to conduct this study. The target population was 50 students and either of their parents. The target was selected through random sampling. Focus group discussions, in-depth interviews, and different types of observation techniques were implied while collecting the data. The study concluded that most of the students with low socioeconomic status had poor achievements in their academics, which led them into the labor market at an early age. It has been found that parents with low socioeconomic backgrounds were less interested in educating their children. Kids from low socioeconomic backgrounds are more focused on employment instead of pursuing their studies after completing their secondary education. Such students end up in unskilled or blue-collar jobs. This study recommends free-of-cost vocational and technical education to such children to provide them with better livelihood opportunities. There is a need for parental education and awareness programs as well conducted by schools/universities and other concerned authorities.

Regarding the popularity of TED Talks which are freely accessible online, we were encouraged to examine the impacts of this online resource on Indonesian EFL learners’ listening skills. The Oxford Quick Placement Test (OQPT) was used to recruit 70 Indonesian intermediate respondents for the research. They were then split into two groups: one experimental group (EG) and one control group (CG). After that, a listening test was administered to both groups. After that, the EG participants watched TED Talks via mobile devices, and the CG participants practiced listening skills via DVDs and CDs of the course textbook for 13 sessions. When the treatment ended, a posttest of listening skills was administered to the participants of both groups, and the collected data were analyzed via running paired samples and independent samples -tests. The results indicated that both groups had better listening performances in their listening posttests, but the EG outperformed the CG after the treatment. Overall, the results showed that using TED Talks was more advantageous for listening development than using DVDs and CDs of the course textbook. The implications of this study can encourage EFL teachers to integrate TED Talks into their English classes.

Coronavirus disease 2019 (COVID-19) first appeared in China in late 2019 and since then it has become a pandemic. Various countries, in accordance with their cultures, have adopted different approaches to deal with the spread of this disease. The dimensions of this disease and its global spread are such that it will certainly have enormous effects on various aspects of human life for many years. One of these issues is examining the approach of religious countries in dealing with this crisis. The issue of science and religion is one of the main issues in the philosophy of religion. A historical event that human society is struggling with today is the COVID-19 crisis. The issues of religion and science were intertwined during the COVID-19 outbreak, contrary to what some thought. This shows that the opposition between religion and science is not real but aims to attack religion without a valid reason. Given the importance of the subject, this article addresses two aspects of people’s exposure to religion during the COVID-19 period. On the one hand, the researchers’ field observations indicate that group of citizens has turned towards religious teachings since the beginning of the COVID-19 crisis. On the other hand, another group of citizens have distanced themselves from religiosity, raising the duality of science and religion.Contribution: This article describes the dual attitude of citizens towards religiosity due to the occurrence of COVID-19, which has not been previously considered in research.

This research paper aimed to examine the academic performance of teenagers, the role of schools, and causes of the antisocial behavior. Our relationship between antisocial behavior and the sample consisted of 127 participants from different schools in the USA aged 13–15. A cross-sectional research design was used. We used primary data to conduct our research. The results suggested that there is a negative relation between antisocial behavior and the academic performance of teenagers. However, there was a significant difference between male and female students’ academic performance. Male children were involved more in antisocial behavior compared to female students. Therefore, we would like to recommend further research works that need to be done on this topic; teachers should closely monitor the behavior of their teenage students as these are the most vulnerable years in a kid’s life. Parents, teachers, and counselors must work together to implement modification strategies to help minimize teenagers’ behavioral problems. This will ultimately result in improving their behavior and also academic performance.

This study examines the educational and psychological need for learning English and understands various anxieties. The first section, a literature review, examines the theoretical underpinnings of educational and psychological needs for English language learning and anxiety. An important subject running through this research is how anxiety plays a role in English language learning. On either hand, a student’s psychological state can affect the learning of the English language. A psychological factor focuses on the emotional or spiritual components of a student’s learning. In English as a foreign language-learning setting, the four essential psychological needs as stated in self-determination theory (i.e., autonomy, competence, relatedness, and novelty) are met. The major goal of this study was achieved using a quantitative technique. A mixed methodology was selected, which comprises both quantitative and qualitative methods for this research. A total of 70 enrolled students in the English language took part in this study. It has been identified that students in this study reportedly found it hard to talk in EFL classrooms, because of the anxiety. It shows that foreign language anxiety still has an important amount of power in explaining language achievement. It is found that education and psychological needs motivate students to learn the English language. The data also indicated that nearly all psychological elements are interconnected and have a significant impact on the students’ speaking performance in the context.

This research was carried out to comparatively study the impacts of portfolio-based assessment, self-assessment, and scaffolded peer assessment on reading comprehension, vocabulary learning, and grammatical accuracy of Afghan English as a foreign language learners. To accomplish this, 172 learners enrolled at a language institute, through an Oxford Quick Placement Test (OQPT), 120 lower-intermediate learners and 5 higher-intermediate learners were selected. These selected participants were assigned into four groups: portfolio group (N = 30), self-assessment group (N = 30), scaffolded peer assessment group (N = 35), and control group (N = 30). The five higher-intermediate learners were injected into the scaffolded peer assessment group to function as the mediators, hence more participants in the group. After selecting the participants, through a reading-span test developed by Shahnazari (2013), learners’ working memory (WM) span was determined. It was discovered that 16 subjects in the portfolio condition, 14 self-assessment learners, 18 participants in the peer assessment group, and 13 participants in the control condition had high WM, while the rest of the participants had low WM. Thereafter, through validated instructor-made tests, subjects’ reading comprehension, knowledge of targeted lexical items, and grammatical accuracy at baseline were determined. Then, a ten-session treatment began. After the treatment, a follow-up post-test was administered. The results of three two-way between-group MANOVA disclosed that all three experimental conditions outstripped the comparison group on the second occasion and that high WM learners outstripped low WM learners (with a large effect size on reading comprehension test (partial eta squared = .365), a moderate effect size on the same test among high vs. low WM learners (partial eta squared = .095), a large effect size on vocabulary post-test (partial eta squared = .465), a moderate effect size on the same test among high vs. low WM learners (partial eta squared = .083), a large effect size on grammar test (partial eta squared = .500), and a moderate effect size on the same test among high vs. low WM learners (partial eta squared = .072)). The results further revealed that subjects in the scaffolded peer assessment group outstripped subjects in other experimental conditions, but the difference was non-significant. Additionally, the difference between the portfolio assessment and self-assessment group was not statistically significant. The implications of the study are reported.