Generative AI, particularly tools like ChatGPT, is reshaping higher education by enhancing academic engagement, streamlining processes, and fostering innovation. This study investigates the determinants of ChatGPT adoption intentions (CGPTAIs) by extending the Technology Acceptance Model (TAM) to include the mediating roles of perceived trust (PT) and perceived risk (PR). Using a quantitative cross-sectional design, the data from 435 participants were analyzed using structural equation modeling (SEM) to explore the relationships among the perceived ease of use (PE), perceived intelligence (PI), perceived usefulness (PUSE), PT, and PR. Τhe findings reveal that the perceived ease of use (PE) and perceived intelligence (PI) significantly drive adoption intentions, while perceived usefulness (PUSE) plays a limited role. PR fully mediates the relationship between PUSE and CGPTAI and partially mediates PE and PI, while PT fully mediates PUSE and partially mediates PE, but not PI. Multi-group analysis highlights demographic differences, such as age and prior AI experience, in adoption pathways. These results challenge traditional TAM assumptions, advancing the model to account for the interplay of usability, intelligence, trust, and risk. Practical insights are provided for fostering ethical and responsible ChatGPT integration, safeguarding academic integrity, and promoting equitable access in higher education.

Domestic violence against women by their partners is a form of gender-based violence, and it has been recognized as a major social issue worldwide. Under the framework of feminist empowerment theory, we investigated the experiences and coping behaviors of 15 abused women from northern Greece during the COVID-19 (coronavirus) crisis. We conducted a qualitative study, utilizing in-depth interviews that were analyzed via content analysis. Our findings highlight the women's coping strategies, such as raising consciousness, being more aware of the situation, establishing safety plans, increasing self-confidence, and eventually reclaiming control of their lives. Our study allows educators, researchers, policy makers, and other women to learn lessons about dealing with violence in times of crisis, and for social welfare professionals to become more effective in meeting the needs of women in similar situations in the future.

The adoption of Learning Management Systems (LMSs) such as Moodle in higher education is influenced by a complex interplay of technical, cognitive, and motivational factors. This study extends the Technology Acceptance Model (TAM) by integrating technical system quality (TSQ), educational system quality (ESQ), satisfaction (SAT), anxiety (ANX), and autonomous motivation (AUTO) to provide a more comprehensive understanding of Moodle adoption. A quantitative, cross-sectional research design was employed utilizing Structural Equation Modeling (SEM) to analyze 487 responses from university students with varying levels of Moodle experience. The findings confirm that perceived usefulness (PU), educational system quality (ESQ), and satisfaction (SAT) significantly influence behavioral intention (BI) to use Moodle, whereas Perceived ease of use (PE) was not a significant predictor. Mediation analysis revealed that SAT plays a dominant role in mediating the effects of system and cognitive factors on BI, while ANX exhibited selective and partial mediation effects. Additionally, autonomous motivation (AUTO) moderated the impact of SAT on BI, with results indicating that satisfaction is more critical for low-motivation users. Multi-group analysis further highlighted demographic and usage-based differences, with younger and novice users being more sensitive to technical and cognitive barriers. These findings present both theoretical contributions and inform educational and policy imperatives by extending the TAM in the context of affective and system-level determinants. Institutions should invest in efforts to improve content quality, reduce technology-related anxiety, and establish personalized onboarding and motivation-driven learning strategies.

Mobile learning (m-learning) technologies are gaining popularity in universities but not uniformly across institutions because of cognitive, affective, and behavior obstacles. This research tested and applied an expansion of the Technology Acceptance Model (TAM) with technostress (TECH) and resistance to change (RTC) as affective obstacles, as well as the core predictors of perceived usefulness (PU), perceived ease of use (PE), and perceived risk (PR). By employing a cross-sectional survey of Greek university students (N = 608) and partial least squares structural equation modeling (PLS-SEM), we tested direct and indirect impacts on behavioral intention (BI) to apply m-learning applications. The results affirm that PU and PE are direct predictors of BI, while PR has no direct impact on BI but acts indirectly through TECH and RTC. Mediation is partial in terms of PE and PU and indirect-only (complete) in terms of PR with respect to the impact of affective states on adoption. Multi-group comparisons found differences in terms of gender, age, confidence, and years of use but not frequency of use, implying that psychological and experiential characteristics have a greater impact on intention than habitual patterns. These results offer theory-driven and segment-specific guidelines for psychologically aware, user-focused m-learning adoption in higher education.

Background and objectives: Cancer survivors continue to face significant psychological and quality-of-life challenges following the COVID-19 pandemic. This study aimed to investigate levels of depression, anxiety, stress, quality of life, and perceived social support among patients with cancer during the post-COVID-19 period and to examine their interrelationships. Materials and Methods: A cross-sectional study was conducted among 162 Greek adults with cancer. Participants completed questionnaires assessing psychological distress (Depression Anxiety Stress Scale-21), health-related quality of life (EORTC QLQ-C30), and perceived social support. Descriptive statistics, factor analysis, group comparisons, and correlation analyses were performed. Results: High levels of psychological distress were observed, with 32.1% of participants reporting severe or extremely severe depression, 40.1% severe or extremely severe anxiety, and 29.0% severe or extremely severe stress. Quality of life was moderate, with emotional and social functioning being the most impaired domains, while fatigue, insomnia, and financial difficulties were the most prominent symptoms. Depression, anxiety, and stress were strongly associated with poorer quality of life and greater symptom burden. Higher perceived social support, particularly from family and friends, was associated with better quality of life and lower psychological distress. Conclusions: These findings highlight the need for comprehensive oncology care that incorporates routine psychological assessment and psychosocial support to improve cancer survivorship outcomes.

Το άρθρο αποτελεί μελέτη βιβλιογραφικής ανασκόπησης για την έμφυλη βία, εστιάζοντας στη σχολική έμφυλη βία και τον ρόλο της Σχολικής Κοινωνικής Εργασίας στην αντιμετώπισή της στο σχολικό περιβάλλον. Η ανασκόπηση βασίστηκε σε βάσεις δεδομένων όπως PubMed, PsycInfo, SCOPUS, Taylor & Francis, Springer και Google Scholar, χωρίς χρονικούς περιορισμούς στις δημοσιεύσεις. Συνολικά, αναλύθηκαν 180 πηγές από το 1992 έως το 2024, από τις οποίες επιλέχθηκαν 74 βάσει της σχετικότητάς τους με το θέμα και την κάλυψη τριών θεματικών πεδίων: έμφυλη βία, σχολική έμφυλη βία και Σχολική Κοινωνική Εργασία με έμφαση στις καλές πρακτικές. Η ανασκόπηση εντοπίζει εννοιολογικούς προσδιορισμούς για την έμφυλη και σχολική έμφυλη βία, καθώς και τη συμβολή της Σχολικής Κοινωνικής Εργασίας στην πρόληψη και αντιμετώπιση του φαινομένου μέσω καλών πρακτικών. Ιδιαίτερη έμφαση δίνεται στις επιπτώσεις της έμφυλης βίας στην ψυχική υγεία γυναικών, κοριτσιών, ευάλωτων ομάδων και ατόμων εκτός ετεροκανονικότητας, με τα κορίτσια και τις γυναίκες να αντιμετωπίζουν σοβαρά προβλήματα ψυχικής υγείας λόγω έμφυλης θυματοποίησης. Το σχολείο, ως δευτερογενής παράγοντας κοινωνικοποίησης, αποτελεί πλαίσιο ανάπτυξης μορφών έμφυλης βίας που...