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PERSONALITY RESOURCES AND ADAPTIVE BEHAVIOR REGULATION IN ADOLESCENTS WITH ADHD: Received: 11 November 2025, Revised: 01 December 2025, Accepted: 02 December 2025, Date of Publication: 03 December 2025
No full textThis study examines how internal personality resources support adaptive behavior in adolescents with Attention Deficit Hyperactivity Disorder (ADHD), with a focus on cultural context in Uzbekistan. Drawing on Barkley’s executive‐function model of ADHD (deficits in behavioral inhibition, working memory, affect regulation), Brown’s executive-cluster model (emphasizing motivational and emotional regulation), and Siegel’s interpersonal neurobiology (integration of brain, body, and relational min, we frame ADHD not only as a deficit but as an adaptation challenge mitigated by strengths. We report findings from a pilot survey of 431 Uzbek adolescents (grades 7–8, ages 12–14) assessing ADHD symptoms, self-regulation, emotional intelligence, coping styles, perceived social support, and adaptive outcomes (academic engagement, behavioral difficulties). Key results indicate that stronger self-regulation and higher emotional intelligence were significantly associated with better academic responsibility and lower impulsivity/frustration, whereas constructive coping (problem-focused strategies) related to fewer behavioral problems. Perceived social support (family, peers, and teachers) mediated the relationship between ADHD symptom severity and adaptation. We also analyze how collectivist Uzbek culture (strong family ties, community support, but high stigma toward mental health) shapes these processes. Finally, we propose a culturally tailored school-based intervention: a 12-week program combining teacher/parent education, student social-emotional learning sessions, peer mentoring, and community involvement to bolster adolescents’ self-regulation, resilience, and social support. The findings suggest that leveraging both psychological resources and cultural strengths can improve adaptive functioning for adolescents with ADHD. This work addresses a research gap on ADHD in non-Western contexts and offers practical intervention directions
BRIDGING THE GAP: MALE AGING, CONSUMER BEHAVIOR, AND STRATEGIC MARKETING OPPORTUNITIES
Get PDFThis study explores the psychological perceptions of aging traits in men and their impact on consumer behavior and marketing strategies, addressing a gap in prior research predominantly focused on women. This research adopts a qualitative approach through one-on-one in-depth interviews, involving 30 participants from diverse age groups. Findings indicate that key aging traits in men include gray hair, baldness, wrinkles and spots, changes in body shape (e.g., beer belly), psychological and behavioral aging, and odor associated with aging. These traits not only signify physical and behavioral aging but also influence men's self-confidence and perceptions of their social roles. Unlike women, men’s anxiety about aging is more centered on fears of declining social value and health, profoundly affecting their professional capabilities and image management needs. This research bridges the gap in understanding men’s aging psychology and consumer behavior, offering theoretical and practical insights for developing precise marketing strategies targeting male audiences. It also promotes dual benefits of commercial and social value by aligning with gender equality and aesthetic diversity, providing a reference for future cross-cultural studies on men’s aging
LACK OF CONSUMER ADOPTION OF CONVERSATIONAL ROBOTS IN THE ONLINE MARKETPLACE FOR U.S.-BASED CUSTOMERS: A QUALITATIVE STUDY
Get PDFArtificial intelligence technology continues to grow, with 2025 expected to exceed 72 billion USD by 2028. However, consumer reactions to chatbots continue to be a challenge despite marketers’ excitement. The problem addressed by this study was the lack of consumer adoption of conversational robots in the online marketplace. The purpose of this qualitative case study was to explore the lack of consumer conversational robots in the position of Facebook users in the United States. The chosen framework for this research was the Technology Acceptance Model (TAM), introduced by Alfred Davis in 1989 to assess users’ attitudes toward technology by measuring their perspectives of perceived use and perceived ease of use. Two research questions were developed to address the research problem. The methodology used was a qualitative case study design, which permitted five open-ended interview questions to answer the two research questions by interviewing 20 participants. Participants were recruited via Facebook, followed by 20 interviews spanning over two months. All interviews were recorded and transcribed using NVivo 15 software and later analyzed using an open-coded inductive thematic analysis to generate categories and themes. Results revealed that consumers desire improved personalization of chatbots and reduced screen interference during their online shopping experiences. Implications of the study indicated the following: 1) perceived usefulness showed no significant relationship with consumers, 2) frustration, annoyance, impatience, intrusiveness, and mistrust were key reasons for avoiding text-based chatbots, 3) user satisfaction with chatbot interactions impacted online purchase intention, 4) consumers perceived chatbots as not useful due to their limited human-like interaction, lack of helpfulness, and inability to address questions sufficiently, and 5) increased anthropomorphism can positively influence user engagement and comfortability. Recommendations for practice and future research include web developers and marketers refining how chatbots are deployed on a webpage, artificial intelligence developers evolving chatbot personalization, and researchers expanding this study by exploring commonalities in specific demographic groups to uncover deeper insights on chatbot adoption
A STUDY ON SENIOR HIGH SCHOOL TEACHERS' ACCEPTANCE OF COMMUNITY-BASED LOCAL ENROLLMENT
Get PDFThe community-based approach to high schools and vocational schools considers the convenience, necessity, geographical relevance, and suitability of students enrolling close to home. It aims to construct a reasonably defined "suitable learning community" by facilitating inter-school collaboration among high schools and vocational schools, as well as resource sharing with junior high schools, colleges, and social welfare organizations. This includes sharing curricula, teaching staff, and both software and hardware resources, thereby providing diverse and suitable learning opportunities for high school and vocational students. This study aims to explore high school teachers' acceptance of community-based local enrollment through the lenses of social change, industrial change, and career development, to understand how these changes influence career development and subsequently teachers' attitudes towards local enrollment implementation. The subjects of this study are high school teachers, and a convenience sampling method was used to collect data. A total of 230 questionnaires were distributed, with 203 valid responses returned. The data were analyzed using AMOS 20 for confirmatory factor analysis. The results indicate a highly significant positive correlation between industrial change and social change, a significant positive correlation between industrial change and career development, and a significant negative correlation between career development and attitudes towards local enrollment implementation
ANALYSIS OF PRIMARY SCHOOL STUDENTS' ASSESSMENT TEXT BASED ON INTELLIGENT TECHNOLOGY: AUTOMATIC CLASSIFICATION OF COGNITION, EMOTION AND REFLECTION
Get PDFDigital transformation of the peer assessment process based on intelligent technology is the key to building a new student assessment ecosystem. As the key process data of peer assessment, the coding of peer assessment text is still limited by the level and time of professionals. In order to improve the speed of text encoding, realize automatic classification and instant feedback, artificial intelligence technology is used to automatically encode cognition, emotion and reflection in 10,771 primary school students' peer assessment text using the ALBERT deep learning model. The study found that the model implements semantic-based text quality evaluation and can perform multi-dimensional hierarchical evaluation of the FCR model in the peer assessment text. Compared with other classic models, it has better classification effect. The accuracy of different dimensions ranges from 78.78% to 97.23%. This study constructs a comprehensive, fast and accurate peer assessment method, which lays an important foundation for building an assessment model based on the teaching process and large-scale intelligent student assessment
VOLUNTEER TEACHER SPIRIT (VOLTS): AMPLIFYING FAMILY AND COMMUNITY ENGAGEMENT IN TEACHER PREPARATION
Get PDFFamily, school, and community engagement is an important factor in primary school students’ academic performance and social and emotional development. However, there is a lack of attention in teacher preparation curricula focused on supporting and developing preservice and in-service educators’ capacity to engage with their students’ families and communities. As a group of University-based teacher educators, we collaborated with local families and community partners to design an open source, web-based curriculum for teacher educators to provide focused instruction on family, school and community involvement. The online and open format provides accessibility for teacher educators to integrate the content into existing courses or teach them as stand-alone content, and for in-service teachers to access the modules as needed. We use Calabrese Barton and colleagues’ Ecologies of Parental Involvement framework to examine the forms and function of capital accessed and utilized during the collaborative development of the curriculum content
CHATGPT AS A SOCRATIC ASSISTANT: DEVELOPING STUDENTS’ REFLECTIVE AND CRITICAL THINKING
Get PDFThe introduction of ChatGPT and its use in the education sector has received varying responses. Termed as ‘apocalyptic’, ChatGPT presents an ethical dilemma with the possibility of leading students towards plagiarism, lack of criticality and passivity. However, if used properly, this tool, similar to other technological pedagogical tools that have initially been feared or criticised, may contribute to the development of STEM skills such as critical analysis, communication, independent thinking and reflection. Within this perspective and building on the principles of the Socratic Method with an emphasis on critical thinking, intellectual engagement and reflection, this paper explores the use of ChatGPT as a Socratic assistant. ChatGPT is, therefore, presented as a collaborative tool that enriches the learning environment whereby students can develop their critical skills, question assumptions, develop intellectual curiosity through prompting and eventually produce reflective and critical responses. This research adopts a posthumanist innovative methodology where data is produced through the intra-action between the researcher (human) and ChatGPT (non-human). The chosen methodology reflects the entanglement of the human (students, teachers) and non-human (AI) in an educational space dominated by chatbots and other technological assistance. Through generated examples, this paper shows how ChatGPT can be integrated into teaching and learning contexts, fostering deeper inquiry and self-reflection aligning with the Socratic Method. This research contributes to discourses on AI and its ethical use in transforming teaching and learning through innovative methods and may assist teachers in the development of innovative teaching practices assisted by AI
LETTER FROM A HUNCHBACK GIRL: FERNANDO PESSOA, MARIA JOSÉ, AND THE FACTLESS AUTOBIOGRAPHY
Get PDFThe brilliant Portuguese poet Fernando Pessoa created many heteronyms, four of which – Alberto Caeiro, Álvaro de Campos, Ricardo Reis, and Pessoa himself - could easily vie for the title of Best 20th Century Portuguese Poet. However, this is only four of dozens and dozens of heteronyms that grew out of Pessoa’s rich imagination. Only the last of these heteronyms, Maria José, a nineteen-year-old hunchback girl, dying of tuberculosis, was female. Pessoa’s entire literary production while writing as Maria José was one unpublished letter, detailing her sadness while sitting at her window and staring out at a worker who doesn’t know she exists. Scholars have noted the significance of Maria Jose’s gender, especially in light of Álvaro de Campos’s bisexuality. Others have discussed the role of Maria José as a literary substitution for Pessoa himself, her isolation mirroring his own. This paper will build upon that theme, exploring the “Letter from a Hunchback Girl to a Metalworker” as a “factless autobiography.” Pessoa used the term “factless autobiography” to identify his The Book of Disquiet, a work that he attributed to another heteronym, or semi-heteronym, Bernardo Soares. Essentially, Pessoa freed himself from the tyranny of actual, specific names and dates, which allowed him to delve to incredible depths. This paper will explore not only Maria José’s letter as a farewell to the heteronyms, but also its role as a “factless autobiography” in its own right
PERSPECTIVES OF UNIVERSITY STUDENTS OF THE CARPATHIAN BASIN ON THE LOSS OF TEACHERS’ AUTHORITY
Get PDFThe study examines the perceptions of university students in Hungarian-language institutions in several countries in the Carpathian basin with regards to teacher authority and the loss of authority. The theoretical background portrays the requirements on an ideal teacher, their characteristic features, as well as the evolution of these attributes over time. Expectations for teachers are examined within three dimensions, with the dimension addressing teacher personality traits being dominant in this study. Utilizing the Big Five personality model, each trait is perceived as a spectrum. The study encompasses responses from a total of 1037 university students to a questionnaire, with data processed and analysed via the statistical software SPSS. The findings of the study indicate that the most characteristic features of an authoritative teacher are being strict, respectful, firm, kind, and helpful. The loss of authority, on the other hand, is most likely linked to being disrespectful, unfair, and condescending towards their students
USING CHATGPT IN ENGLISH LANGUAGE LEARNING: HOW MALAYSIAN POLYTECHNIC STUDENTS VIEW IT
Get PDFThe study explores Malaysian polytechnic students’ perceptions on using the increasingly popular ChatGPT (a large language model chatbot created by OpenAI) in their English language learning. The objectives of the study include determining to what extent ChatGPT is used in students’ English language learning, and how students perceive about using ChatGPT in helping them learn English language. The research design employed in this study is a survey study, and specifically a cross-sectional survey. For this purpose, a set of questionnaire adapted from relevant studies was distributed to diploma-level students in a Malaysian polytechnic. The results of this preliminary study will provide useful insight into how ChatGPT can benefit both formal and informal English language learning