UNASSIGNED: This study synthesizes research on the impact of Quizlet on learners\' vocabulary learning achievement, retention, and attitude. Quizlet\'s implementation in language education is posited to enhance the learning experience by facilitating the efficient and engaging assimilation of new linguistic concepts. The study aims to determine the extent to which Quizlet influences vocabulary learning achievement, retention, and attitude.
UNASSIGNED: Employing a meta-analysis approach, this study investigates the primary research question: \"Does Quizlet affect students\' vocabulary learning achievement, learning retention, and attitude?\" Data were collected from various databases, identifying 94 studies, of which 23 met the inclusion criteria. The coding reliability was established at 98%, indicating a high degree of agreement among experts. A combination of random and fixed effects models was used to analyze the effect size of Quizlet on each outcome variable.
UNASSIGNED: Quizlet was found to have a statistically significant impact on learners\' vocabulary learning achievement, retention, and attitude. Specifically, it showed moderate effects on vocabulary learning achievement (g = 0.62) and retention (g = 0.74), and a small effect on student attitude (g = 0.37). The adoption of the fixed effects model for attitude was due to homogeneous distribution, while the random effects model was used for achievement and retention because of heterogeneous distribution.
UNASSIGNED: Quizlet enhances vocabulary learning achievement, retention, and has small positive effect on learner attitude. Its integration into language education curricula is recommended to leverage these benefits. Further research is encouraged to explore the optimization of Quizlet and similar platforms for educational success.

OBJECTIVE: Nursing students do not only have to understand the content they read, but they must also analyze, synthesize, and think critically as these skills are required for success in clinical practice. This review investigates if testing reading in students can predict outcomes of student success in nursing programs.
METHODS: A scoping review of the literature on reading assessments in nursing education.
METHODS: Databases explored included CINAHL, ERIC, and MEDLINE and included English language papers published from January 2001 to November 2022.
METHODS: Joanna Briggs Institute scoping review methods informed this review.
RESULTS: Data were extracted from 34 full text papers and dissertations. All papers examined reading as an independent predictor of outcomes such as NCLEX-RN success, program completion, or early program success. Various reading tests delivered at admission were more likely to predict proximal outcomes such as early program success rather than more distal outcomes such as NCLEX-RN failure or program completion.
CONCLUSIONS: Reading assessments are effective predictors of a student\'s potential for academic success in nursing programs which has many implications for admission and progression policies. Many areas for future research are proposed including examining the developmental nature of reading improvement across nursing programs, development of reading interventions, and building faculty capacity for reading support. This body of literature said very little about the impact of race and racism on reading as they relate to academic outcomes which also must receive attention in future research.

BACKGROUND: Being a nursing student can be a stressful experience, faced with considerable academic and clinical demands. It has been suggested that the Coronavirus Disease 2019 (COVID-19) may have further exacerbated the pressure nursing students face. It has been posited that resilience, a complex psychological concept, may help nursing students overcome stressful situations.
OBJECTIVE: The aim of this scoping review was to examine the relationship between resilience and stress in nursing students during the COVID-19 pandemic.
METHODS: Relevant publications were identified by a comprehensive search of the literature from January 2019 to September 2022 to capture relevant publications during the COVID-19 global pandemic period from the following databases: CINAHL, Medline Complete, APA PsycInfo, Ovid EmCare and Web of Science. Fifteen studies met our inclusion criteria and were included in the review using Arskey & O\'Malley\'s (2005) methodological framework for scoping reviews.
RESULTS: Our findings suggest that nursing students from all around the world have experienced high levels of stress during the COVID-19 pandemic. Almost unanimously, resilience was identified as a key protective factor against stress and the development of psychological morbidity. Those nursing students with higher levels of resilience were deemed more likely to stay on track with their studies, despite COVID-related challenges.
CONCLUSIONS: In conclusion, this scoping review adds to the well-established argument to incorporate resilience-building activities in undergraduate nursing curricula. Developing levels of resilience has the potential to empower nursing students for academic and clinical success, whilst facing the challenges of an ever-changing world.

There are documented links between substance use and poor educational outcomes. However, less is known about electronic cigarette (e-cigarette) use in relation to academics. Therefore, this scoping review aimed to synthesize associations between e-cigarette use and academic performance among adolescents and young adults.
Seven electronic databases were searched. Original research articles were included if associations between e-cigarette use and academic performance among adolescents and young adults aged 11 to 25 years were examined. Extracted data included study and participant descriptors, measures of e-cigarette use and academic performance, key findings, and study limitations. Measures of academic performance were grouped as academic achievement, academic behaviors, or cognitive attitudes.
Thirty-three studies met inclusion criteria. Most were cross-sectional (n = 28). Significant associations to e-cigarette use were identified across all categories: academic achievement (ie, school grades (n = 24)), academic behaviors (ie, school difficulties (n = 1), time spent on homework (n = 1), school suspension (n = 1), and truancy (n = 3)), and cognitive attitudes (ie, school stress (n = 1), school alienation (n = 1), and school engagement (n = 2)). Longitudinal associations were also identified in 5 prospective cohort studies: among adolescents, poor academic grades (n = 4), and truancy (n = 1) predicted future e-cigarette use, and e-cigarette use predicted future lower school grades (n = 1).
E-cigarette use during adolescence and young adulthood is associated with poor academic achievement. There is some evidence that academic achievement may predict future e-cigarette use; less evidence supports the opposite direction. Study designs are needed to support a causal connection. Investigators should consider moving from studying associations and instead look for causal evidence.

UNASSIGNED: Cooperative learning methods are particularly interesting for building more inclusive schools; however, they have not been widely implemented. Among cooperative learning methods, the Jigsaw strategy is attractive for teachers, as it seems to be easy to implement and follow its four-step teaching structure; in addition, this method is believed to improve students\' socialization and learning. To identify the effects of the Jigsaw method accurately, a systematic review of studies that have tested the effects of this method on important student educational outcomes was proposed and completed using a meta-analytical approach.
UNASSIGNED: A total of 69 Jigsaw studies were analyzed, and three major outcomes were retained following inductive and deductive thematic analyses: learning (including achievement and motivation), social relations, and self- esteem (including academic self-esteem and social self-esteem). When possible, complementary meta-analyses were conducted to quantify the Jigsaw effects on achievement (n = 43), motivation (n = 5), social relations (n = 4), and academic self-esteem (n = 4).
UNASSIGNED: The primary results of our review focused on the inconsistency of Jigsaw effects and the high degree of variability among studies with regard to all retained student educational outcomes (i.e., achievement, motivation, social relations, and academic self-esteem) with the exception of social self-esteem, for which only three studies concluded that the Jigsaw method had positive effects. Moreover, homogeneous results were observed within studies. Our review highlights several factors that may explain this variability among studies: the sample size, the diversity of students in the classroom, and the type of content taught.
UNASSIGNED: The moderating roles of these factors must be tested empirically, as they suggest ways of implementing the Jigsaw method more efficiently.

Sporadic evidence exists for burnout interventions in terms of types, dosage, duration, and assessment of burnout among clinical nurses. This study aimed to evaluate burnout interventions for clinical nurses. Seven English databases and two Korean databases were searched to retrieve intervention studies on burnout and its dimensions between 2011 and 2020.check Thirty articles were included in the systematic review, 24 of them for meta-analysis. Face-to-face mindfulness group intervention was the most common intervention approach. When burnout was measured as a single concept, interventions were found to alleviate burnout when measured by the ProQoL (n = 8, standardized mean difference [SMD] = - 0.654, confidence interval [CI] =  - 1.584, 0.277, p < 0.01, I2 = 94.8%) and the MBI (n = 5, SMD = - 0.707, CI = - 1.829, 0.414, p < 0.01, I2 = 87.5%). The meta-analysis of 11 articles that viewed burnout as three dimensions revealed that interventions could reduce emotional exhaustion (SMD = - 0.752, CI = - 1.044, - 0.460, p < 0.01, I2 = 68.3%) and depersonalization (SMD = - 0.822, CI = - 1.088, - 0.557, p < 0.01, I2 = 60.0%) but could not improve low personal accomplishment. Clinical nurses\' burnout can be alleviated through interventions. Evidence supported reducing emotional exhaustion and depersonalization but did not support low personal accomplishment.

Recent studies have evaluated the use of social media as learning aids in tertiary education. Emerging research in this area has focused primarily on non-quantitative approaches to student social media engagement. However, quantitative engagement outcomes may be extracted from student posts, comments, likes, and views. The goal of the present review was to provide a research-informed taxonomy of quantitative and behavior-based metrics of student social media engagement. We selected 75 empirical studies comprising a pooled sample of 11,605 tertiary education students. Included studies used social media for educational purposes and reported student social media engagement outcomes (source databases: PsycInfo and ERIC). We used independent raters and stringent interrater agreement and data extraction processes to mitigate bias during the screening of references. Over half of the studies (52%, n = 39) utilized ad hoc interviews and surveys to estimate student social media engagement, whereas thirty-three studies (44%) used some form of quantitative analysis of engagement. Based on this literature, we present a selection of count-based, time-based, and text-analysis metrics. The proposed taxonomy of engagement metrics resulting provides the methodological basis for the analysis of social media behavior in educational settings, particularly, for human operant and behavioral education studies. Implications for future research are discussed.
UNASSIGNED: The online version contains supplementary material available at 10.1007/s10864-023-09516-6.

This study sought to systematically review the full body of research on test anxiety in primary (elementary) school children aged 5-12 years. A comprehensive electronic and manual literature search identified 76 studies (85 independent samples; N = 53,617 children) that satisfied inclusion criteria. Inverse-variance weighted random effects meta-analysis showed that test anxiety related negatively to academic achievement in Mathematics (r = 0.21) and Literacy (r = -0.20), academic self-concept (r = -0.41), and self-efficacy (r = -0.39), and related positively to general anxiety (r = 0.62), social anxiety (r = 0.57), and depression (r = 0.45). Test anxiety was higher among girls than boys (d = 0.21) and in Asian samples compared to European and North American samples. There was some evidence of publication bias and heterogeneity across meta-analyses. Random effects meta-regression models further showed that the association between test anxiety and mathematics achievement was stronger among older children compared to younger children, and that gender differences in test anxiety scores were more prevalent in North American samples compared to Asian samples. Intervention studies targeting anxiety reduction have been successful in reducing test anxiety and improving test anxiety-related outcomes. Overall, findings from this systematic review and meta-analysis provide evidence that test anxiety varies in magnitude across populations and relates to multiple educational and psychosocial outcomes. We recommend further experimental studies that target the reduction of test anxiety among primary school children.

Although academic self-concept plays a crucial role in promoting students\' education, there is a paucity of studies simultaneously exploring the gender-moderated effects of academic self-concept. This study aimed to explore gender-moderated effects of academic self-concept on achievement, motivation, performance, and self-efficacy. With Preferred Reporting Items for Systematic Reviews and Meta-Analyses Protocol (PRISMA-P) and STARLITE criteria, this study screened and assessed the retrieved literature, finally including 53 studies. It was concluded that academic self-concept exerted a positive influence on improving achievement, enhancing motivation, ameliorating performance, and boosting self-efficacy. It should also be noted that interrelations between academic self-concept and other educational constructs may be much more complicated than expected since gender disparities may moderate the effects of academic self-concept. Gender discrepancies in academic self-concept could account for the gap between male students and female students in subject-specific achievement, motivation, performance, and self-efficacy, especially in STEM courses. Teaching interventions and educational policies should be taken to enhance female students\' STEM courses self-concept. Future studies should promote educational equality, highlight academic self-concept of special groups, and enhance academic self-concept in online learning.
UNASSIGNED: https://osf.io/uxjnv/?view_only=b10db44d34154d96a361c159ca15a5b5.

Our study investigated the effect of elite sport on physical activity (PA) practice in the general population.
Structured Boolean searches were conducted across 5 electronic databases (PubMed, JSTOR, Web of Science, SPORTDiscus, and PsycInfo) from January 2000 to August 2021. Peer-reviewed studies in English were included if the effects of hosting elite sport events, elite sport success, and elite sport role modeling on PA/sport practice in the general population were measured.
We identified 12,563 articles and included 36 articles. Most studies investigated the effect of hosting elite sport events (n = 27), followed by elite sport success (n = 16) and elite sport role modeling (n = 3). Most studies did not observe a positive effect of hosting elite sport events, elite sport success, or elite sport role modeling on PA/sport practice in the general population. No evidence of a lagged effect of elite sport was observed. No evidence of elite sport effects was observed according to age range and geographical scale.
There is no evidence supporting the effect of elite sport in increasing PA or sport participation in the general population. Decision makers and policymakers should be aware of this and invest in strategies such as those recommended by the World Health Organization.