Artificial intelligence (AI) drives new modes of learning and improves the workflow of instructors. Nevertheless, there are concerns about academic integrity, plagiarism, and the reduction of critical thinking in higher education. Therefore, it is important to record and analyze university social sciences students’ attitudes toward AI, which is a significant predictor of later use of AI technologies. A sample of 190 university students (82.45% female) from a Greek social sciences department was selected. Descriptive statistics revealed that students’ attitudes toward AI were mostly positive. A principal components analysis confirmed a three-component solution of attitudes toward AI, comprising cognitive, behavioral, and emotional dimensions. Comparative analysis of the three components indicated that the emotional dimension was the highest ranked, followed by the cognitive and behavioral dimensions. Pairwise correlation analyses revealed that the strongest correlate of cognitive, behavioral, and emotional components of attitudes toward AI was the future frequency of AI use, followed by general feelings of safety with technology. In conclusion, students display more emotional and cognitive favorable dispositions toward AI. The social background of the students and the prospective future use of AI play a key role in the formulation of attitudes toward AI. University educators need to provide more teaching and learning about AI to improve students’ attitudes toward AI and future AI use.

Despite evidence indicating that self‐esteem (SE) may be considered a precondition to subjective well‐being (SWB), there are inconclusive findings regarding its developmental links with SWB. Considering the declines in SWB, the purpose of this study is to examine the developmental changes in SWB and its relationship with SE in early adolescence. The data of 11,231 adolescents aged 11 and 14 years old (50% females) from the Millennium Cohort Study were utilized. Latent mean comparison indicated that SWB declined substantially between 11 and 14 years old in the United Kingdom. Cross‐lagged modelling showed that SWB was developmentally unstable and that SE predicted later changes in SWB, whereas SWB did not predict changes in SE. SWB declines in the United Kingdom are mostly linked to less satisfaction with secondary school contexts and peer relationships. In short, SE is an important factor that can contribute to adolescents' SWB. Implications for educational policy and practice are discussed.

The purpose of this study is twofold: (a) To confirm the mediating role of teachers’ self-efficacy between the relation of school climate and teachers’ job satisfaction and (b) to tease apart any cross-cultural effects of the association of self-efficacy and job satisfaction by comparing teachers’ responses. Drawing upon the publicly available TALIS 2018 (June 2019) database, a representative sample of 51,782 primary school teachers from 15 countries was used for the analyses. Structural equation modeling was implemented to test for mediation effects of teachers’ self-efficacy at the individuals’ level and a general linear model (GLM) MANOVA was applied to compare the participants’ scores in self-efficacy and job satisfaction across cultures. Results indicate, in accordance with previous research, that self-efficacy is a mediating variable of the relation between school climate and job satisfaction at the individuals’ level across cultures. Moreover, the GLM revealed statistically significant cross-cultural differences among teachers’ responses in job satisfaction and self-efficacy. These findings have implications for teachers’ wellbeing and resilience.

This study examined the association between internalizing and externalizing mental health and prosociality across four developmental transitions. The effects of parent–child interactions on mental health and prosociality were also explored. The data from a community sample of 10,703 children on mental health, prosociality, child maltreatment, parent–child relationships, parental mental health, and socioeconomic status were derived from the Millennium Cohort Study to cover the developmental periods from early childhood to late adolescence (ages 5, 7, 11, 14, 17). Adjusting for covariates, latent trait-state-occasion and cross-lag modeling were deployed. The results indicated that internalizing and externalizing mental health symptoms, and prosociality were more trait-like throughout adolescence. Only within-person increase in externalizing symptoms predicted decrease in subsequent within-person prosociality from middle childhood to late adolescence. Parent–child conflict and maltreatment had deleterious effects on children’s prosociality and mental health. Mental health professionals should screen for both possible mental health problems and deficits in prosociality. Interventions aiming to improve the quality of parent–child relationships could be beneficial for the development of child mental health and prosociality.

The goal of the present study is to examine mainly the associations of contextual variables with stress and teachers’ psychological well-being across organizational cultures. The responses (N= 51,782) of a population of primary school teachers from 15 different educational cultures were analyzed. Structural equation modeling (SEM) was implemented to confirm the associations of protective factors with stress and workplace well-being at the individual unit of analysis. Following the individual-level analysis, multiple-group SEM (MGSEM) was conducted to examine whether these relations are equivalent across gender groups across cultures. Next, a series of multiple-group confirmatory factor analyses (MGCFA) were carried out to compare the factor intercepts of the dimensions of work-related stress and workplace well-being within clusters of similar organizational cultures. Results indicated that only a limited number of structural associations vary as a function of gender across all cultures at the individual unit of analysis. Mixed results were found in favor of within-cluster homogeneity of latent means. That is, some cultural clusters such as the East-Asian were displaying within-cluster heterogeneity with large latent differences in workload stress. These findings have implications for the development of mental and emotional disorders such as depression or burnout as well as for the prevention of these conditions within educational settings.

Aims: Multiple studies have connected parenting styles to children's internalising and externalising mental health symptoms (MHS). However, it is not clear how different parenting styles are jointly influencing the development of children's MHS over the course of childhood. Hence, the differential effects of parenting style on population heterogeneity in the joint developmental trajectories of children's internalising and externalising MHS were examined. Method: A community sample of 7507 young children (ages 3, 5 and 9) from the Growing Up in Ireland cohort study was derived for further analyses. Parallel-process linear growth curve and latent growth mixture modelling were deployed. Results: The results indicated that the linear growth model was a good approximation of children's MHS development (CFI = 0.99, RMSEA = 0.03). The growth mixture modelling revealed three classes of joint internalising and externalising MHS trajectories (VLMR = 92.51, p < 0.01; LMR = 682.19, p < 0.01; E = 0.86). The majority of the children (83.49%) belonged to a low-risk class best described by a decreasing trajectory of externalising symptoms and a flat low trajectory of internalising MHS. In total, 10.07% of the children belonged to a high-risk class described by high internalising and externalising MHS trajectories, whereas 6.43% of the children were probable members of a mild-risk class with slightly improving yet still elevated trajectories of MHS. Adjusting for socio-demographics, child and parental health, multinomial logistic regressions indicated that hostile parenting was a risk factor for membership in the high-risk (OR = 1.47, 95% CI 1.18–1.85) and mild-risk (OR = 1.57, 95% CI 1.21–2.04) classes. Consistent (OR = 0.75, 95% CI 0.62–0.90) parenting style was a protective factor only against membership in the mild-risk class. Conclusions: In short, the findings suggest that a non-negligible proportion of the child population is susceptible to being at high risk for developing MHS. Moreover, a smaller proportion of children was improving but still displayed high symptoms of MHS (mild-risk). Furthermore, hostile parenting style is a substantial risk factor for increments in child MHS, whereas consistent parenting can serve as a protective factor in cases of mild-risk. Evidence-based parent training/management programmes may be needed to reduce the risk of developing MHS.