This review aims to provide an insight into human learning processes by examining the role of cognitive and emotional unconscious processing in mentally integrating visual and verbal instructional materials. Reviewed literature shows that conscious mental integration does not happen all the time, nor does it necessarily result in optimal learning. Students of all ages and levels of experience cannot always have conscious awareness, control, and the intention to learn or promptly and continually organize perceptual, cognitive, and emotional processes of learning. This review suggests considering the role of unconscious learning processes to enhance the understanding of how students form or activate mental associations between verbal and pictorial information. The understanding would assist in presenting students with spatially-integrated verbal and pictorial instructional materials as a way of facilitating mental integration and improving teaching and learning performance.

Objective: The goal of the present research was to evaluate the effectiveness of physical exercise intervention in enhancing psychological well-being and decreasing symptoms of depression among college students, adopting a systematic review and meta-analysis. Methodology: The study was performed by searching four databases (PubMed, Embase, Web of Science, and the Cochrane Library) to determine randomized controlled trials (RCTs) exploring the impacts of physical exercise therapies among college students with symptoms of depression. The sequential execution of a meta-analyses, subgroup analyses, and publication bias analyses was accomplished utilizing the software package RevMan version 5.3. Results: There were eight articles included. This research demonstrated a significant impact (d = −0.75, P < 0.05), indicating that physical exercise has a substantial impact on decreasing or mitigating depression. The subgroup analyses revealed that interventions involving physical exercise workouts lasting 12 weeks or longer (d = −0.93, P < 0.05), with physical exercise sessions lasting between 30 and 60 min (d = −0.77, P < 0.05), and with physical exercise performed minimum of three times a week (d = −0.90, P < 0.05) were the most effective in reducing symptoms of depression. Conclusion: Physical exercise interventions have a beneficial impact on reducing depression among college students. The optimal mode was discovered to be college students participating in each session for a duration of 30 to 60 min, at least three times per week, and for more than 12 weeks. College students are encouraged to cultivate a consistent and long-term physical exercise routine to sustain their physical and mental health.

Greater Cognitive Effort for Better Learning: Tailoring an Instructional Design for Learners with Different Levels of Knowledge and Motivation

The adolescence period of life comes along with changes and challenges in terms of physical and cognitive development. In this hectic period, many adolescents may suffer more from various risk factors such as low socioeconomic status, substance abuse, sexual abuse and teenage pregnancy. Findings indicate that such disadvantaged backgrounds of Malaysian adolescent students lead to failure or underachievement in their academic performance. This narrative review scrutinises how some of these students are able to demonstrate academic resilience, which is satisfactory performance in cognitive or academic tasks in spite of their disadvantaged backgrounds. The review stresses the need for developing a caregiving relationship model for at-risk adolescent students in Malaysia. Such a model would allow educators to meet the students' needs for enhancing thinking skills, counteracting risk factors and demonstrating academic resilience.

The Career Adapt-Ability Scale (CAAS) is the favored method among researchers for measuring career adaptability. The 12-item version of CAAS-SF, which was made by Maggiori, Rossier, and Savickas based on a change to CAAS, has been slowly used by different groups in different countries and regions. As samples for the validation of the scale in this study, 571 Chinese university graduates in the early stages of their professions were chosen. Principal component analysis and confirmatory factor analysis suggest that CAAS-SF and CAAS have very similar psychological measurement features and factor structures. And the internal consistency of each subscale and total scale are equivalent to or greater than that of the CAAS assessment. These findings indicate that the CAAS-SF is a valid and reliable instrument for evaluating China’s career adaptability. In addition, limitations, issues for further research, and suggestions are emphasized.

This study examines the associations between perceived social support, career adaptability, career decision-making self-efficacy, and career satisfaction among Chinese college graduates in their early careers. The research sample consisted of 571 Chinese college graduates who had job experience ranging from 6 months to 5 years. The sample included individuals with different educational backgrounds, including junior college graduates, bachelor’s degrees, and postgraduates. There were no limitations imposed on the participants’ field of major or work. The Chinese version of the Perceived Social Support Scale, the 12-item Career Adapt-Ability Scale-Short Form, the Career Decision-Making Self-Efficacy Scale, and the Career Satisfaction Scale were used for evaluating the study variables. Using Smart-PLS analysis, the findings suggest that perceived social support, career adaptability, career decision-making self-efficacy, and career satisfaction of Chinese college graduates at the beginning of their careers are positively correlated with each other. Moreover, career adaptability and career decision-making self-efficacy were found to play a mediating role, and a chain mediation effect exists. The results contribute to the development of a strategy to enhance the career adaptability of college students and individuals at the beginning of their working lives and to increase career satisfaction.