Journal of Educational and Developmental Psychology, Issue: Vol.15, No.2

Association between Digital Burnout and Sleep Quality among King Faisal University Students

Fri, 05 Sep 2025 01:42:35 +0000

As a public health issue, both burnout syndrome and sleep problems affect students' academic performance and their well-being. Overuse of digital devices can cause digital burnout (DBO) in university students. This study aimed to explore digital device usage, sleep quality, DBO levels, and their association with sleep quality (SQ) among King Faisal University (KFU) students for the academic year 2022-2023. This cross-sectional study targeted undergraduate students of both genders at KFU across all academic levels and specialties. An online self-administered questionnaire was created using Google Forms and distributed via e-mail to KFU students between May and July 2023. Data were analyzed using SPSS software with statistical tests applied, and a p-value of 0.05 was considered the significance threshold. In total, 744 KFU students participated in the study. Data analysis revealed moderate DBO levels and average SQ, 427(57.4%) and 526 (70.8%), respectively, with no significant differences based on age, gender, college, and marital status. Additionally, a statistically significant association was found between higher DBO levels and poorer SQ among the participants (Pearson’s correlation test, r = 0.548, p = 0.000), however, the likelihood of a lower SQ being related to higher DBO was nearly 11 times higher than the ratios reported in previous studies. Our study confirmed the association between DBO and SQ among KFU students. These findings underline the importance of university initiatives that promote stress-reducing activities and adaptive behaviors as resilience measures to support students' mental health, academic performance, and well-being.

The Development of a Training Program to Enhance Mental Immunity in the New Normal Era for Roi Et Rajabhat University Students Based on the Concept of Psychology. (Thailand)

sarnsri146@gmail.com (Prasarn Sripongplerd) — Wed, 17 Sep 2025 03:34:33 +0000

The main purpose of this research were to 1) develop the training program to enhance mental immunity in the new normal era for university students based on the concept of psychology. 2) to study the results of a training program to enhance mental immunity for university students based on the concept of psychology. The sample consisted of 28 students from Roi Et Rajabhat University, selected by cluster random sampling. Multi-stage sampling was employed. The research instrument includes 1) a training program to enhance mental immunity in the new normal era based on the concept of psychology and 2) a measurement of mental immunity. It was a 5-rating scale form with 25 items, each with an item discrimination of 0.21 - 0.67 and a reliability of 0.82. Statistics employed for analyses of the data included percentage, mean, standard deviation, and t-test for dependent samples. The results of the research were as follows:

1) The training program to enhance mental immunity consisted of twelve activities and was at “the high” level of property (M = 4.20, S.D. = 0.70).

2) The sample who participated in the program had a level of mental immunity after the experiment higher than before the experiment, statistically significant at the .05 level.

Cognitive Task Characteristics and Frontal Pole Activation: fNIRS Evidence

nobuki@kwansei.ac.jp (Nobuki Watanabe) — Fri, 31 Oct 2025 13:04:15 +0000

This pilot study investigated frontal pole activity during cognitive and playful tasks in a nine-year-old participant using functional near-infrared spectroscopy. Four tasks, including Hyakumasu Calculation, Suika Game, Puyo Puyo, and ScratchJr, were performed over ten days, yielding a total of 40 sessions. Oxy-Hb changes in channels seven to ten were analyzed using paired t-tests with false discovery rate correction. After correction, significant differences appeared in four comparisons: Hyakumasu Calculation elicited greater activity than Puyo Puyo (ch7, ch9) and Suika Game (ch9), while Puyo Puyo showed reduced activity compared to ScratchJr (ch8), all with large effect sizes. Other comparisons indicated medium to large effect sizes but did not remain significant after correction. These findings suggest that frontal pole activity varies with task characteristics. Educationally, alternating high-load tasks (e.g., calculation) and low-load play tasks (e.g., puzzle games) may optimize cognitive performance. However, the single-subject design restricts generalizability, requiring studies with larger samples and longer durations.

Translating Neural Plasticity into Pedagogy: The Neuro-embedded Lesson Design Framework

Mon, 29 Dec 2025 06:29:31 +0000

Early childhood is marked by heightened neural plasticity, yet the translation of developmental neuroscience into teacher education remains limited. This study evaluated the Neuro-embedded Lesson Design (NLD) module, designed to strengthen pre-service teachers’ integration of neuroscience evidence into lesson planning. A quasi-experimental pre–post design was conducted with 29 early childhood education undergraduates in Thailand. The intervention combined neuroscience briefs, evidence-to-lesson alignment mapping, and micro-teaching with reflective practice. Instruments included a knowledge test, an NLD rubric, a metacognition scale, and a recognition-of-evidence-value (RvA) measure. Results revealed significant gains in neuroscience knowledge (F(1,27) = 42.51, p < .001, η² = .61) and in NLD quality (F(1,27) = 58.73, p < .001, η² = .68). Moreover, metacognitive awareness (β = .42) and RvA (β = .38) significantly predicted lesson quality, jointly explaining 31% of the variance. These findings indicate that the NLD module advances a translational framework embedding neuroscience into teacher education, with metacognition and epistemic valuation emerging as critical mediators. Beyond demonstrating knowledge gains, the study highlights theoretical, practical, and policy pathways for bridging research and pedagogy in early childhood education.

The Role of Personality and Fluid Intelligence in Precrastination: A Quantitative Study of Students in German Higher Education

pascal.magiera@fom-net.de (Pascal Magiera) — Tue, 27 Jan 2026 13:22:34 +0000

Precrastination, the tendency to complete tasks immediately even at the expense of efficiency, remains relatively unexplored. This study investigated the influence of the Big Five personality traits and fluid intelligence on the precrastination behavior of university students. Using a quantitative, cross-sectional design, N = 95 German students (M = 23.03 years, 45% female, 61% enrolled in full-time studies) completed self-report measures via an online questionnaire. A multiple linear regression analysis revealed that both conscientiousness (b = 1.16, SE = .16, t(88) = 7.18, p < .001) and fluid intelligence (b = -0.05, SE = .02, t(88) = -2.09, p = .040) had significant effects on precrastination behavior. The overall model demonstrated a high explanatory power (R² = .53, adjusted R² = .50). Mediation analyses further showed that fluid intelligence mediated both the relationship between openness to experience and precrastination behavior (ab = -.176, 95% CI [-.362, -.037]) and partially the relationship between conscientiousness and precrastination behavior (ab = .080, 95% CI [.001, .222]). The results highlight that precrastination is not solely shaped by personality traits but is also influenced by cognitive abilities such as fluid intelligence. Limitations, including the modest sample size, restrict generalizability. These findings provide insights for interventions supporting task prioritization and cognitive self-regulation in students. Future research should employ larger samples and diverse designs to clarify underlying mechanisms.