Introduction:
Sleep problems frequently arise during adolescence and early adulthood and may contribute to the onset of depression. However, few sleep health instruments have been developed for use in student populations. Here, we developed a brief sleep health questionnaire for identifying adolescents and university students with sleep problems who may be at risk of depression.

Methods:
In Study 1, sleep survey data in adolescents (n = 1,733) were analyzed by best-subsets regression to identify the strongest predictors of self-reported depression symptoms: sleep quality, daytime sleepiness, self-rated health, frequency of staying up until 3:00 am, school day sleep latency, and gender. A 6-item Sleep Health And Wellness Questionnaire (SHAWQ) was developed using these items. Students were categorized into good, fair, and bad sleep health groups based on their composite SHAWQ scores. In Study 2, the SHAWQ was tested in adolescents (n = 1,777) for associations with depression symptoms and excessive daytime sleepiness. In Study 3, the SHAWQ was tested in university students (n = 2,040) for convergent validity with instruments for measuring sleep quality and insomnia severity, and for associations with major depressive disorder symptoms and anxiety disorder symptoms. Test-retest reliability was determined in a subset of 407 students who re-took the SHAWQ several weeks later. In Study 4, we tested whether SHAWQ scores in university freshmen (cohort 1, n = 1,529; cohort 2, n = 1,488) were prospectively associated with grade point average (GPA) over their first year.

Results:
Across studies, SHAWQ scores were associated with higher depression and anxiety scores, excessive daytime sleepiness, lower sleep quality scores, and higher insomnia severity scores, demonstrating good convergent validity. Associations of SHAWQ scores with depression symptoms were stronger compared with anxiety symptoms. SHAWQ scores showed moderate test-retest reliability. Large effect sizes were observed for bad vs. good sleep health for all sleep and mental health variables. In both cohorts of university freshmen, students with bad sleep health had lower academic performance based on their GPA and percentile rank.

Conclusion:
Our findings suggest that the SHAWQ could be used to screen for students in their teens and twenties with bad sleep health who would benefit from counseling for sleep and mental health.

Background Dental practitioners must develop feasible and evidence-based strategies to help parents/caregivers successfully implement daily oral hygiene measures among their children with autism spectrum disorder (ASD).

Aim
This scoping review aimed to explore challenges faced by parents/caregivers while performing routine oral hygiene care among their children with ASD.

Design
A methodological framework recommended by Arksey and O'Malley and reporting guidelines prescribed by PRISMA-ScR were adopted. A database search was conducted across PubMed, Scopus, Web of Science, EMBASE, and ClinicalKey, to identify articles that addressed challenges faced by parents/caregivers while performing routine oral hygiene care for their children with ASD.

Results
The search yielded 4934 articles. Following the inclusion/exclusion criteria, nine articles were included in this scoping review. A qualitative analysis of included articles following the PICOS coding criteria revealed major themes. These consisted of various home oral hygiene practices followed by parents/caregivers, and challenges faced by them during home oral hygiene care owing to underlying sensory, behavioral, physical, and/or functional problems experienced by their children with ASD.

Conclusion
Challenges experienced by parents/caregivers of children with ASD were numerous, which resulted in deviations from routine oral hygiene practices from recommended guidelines for the prevention of dental caries.

This study investigates how to guide students’ drawing diagram activities as constructing explanations in science classrooms from the metafunctions in systemic functional language (SFL). Although a drawing-to-learn approach requires sufficient support, there is still a lack of understanding regarding the pedagogical considerations for guiding students on what and how to draw during their activities. Guided by the metafunctions in SFL, I analysed a case of one teacher’s teaching practices of employing drawing-diagram activities in a general science classroom. I found that the teacher translated the objects to draw from the familiar to the targeted visual meaning for the students (ideational). To provide a clearer understanding of the roles of diagrams, she had reflective discussions with the students about how other people could interpret their diagrams and what would be important to represent iteratively through sharing the diagrams using a visualiser (interpersonal). She also often provided several examples of organising diagrams at the beginning of or during the activities to brainstorm ideas for the compositions (textual). This practical knowledge framed by the metafunctions is aimed at providing a better understanding of how teachers can deploy a drawing-to-learn approach and intervene during drawing activities to facilitate students’ science learning in general science classrooms.

Learning English holds immense significance in 21st century education, especially for students whose mother tongue is not English. For non-native speakers, learning English is not just a linguistic challenge but also a key to unlocking global opportunities in education, career, and personal development (Cook, 2016). These students often face unique challenges, such as grappling with different phonetics, syntax, and cultural nuances that are intrinsic to English, which can significantly differ from their native languages. Extensive research underscored the crucial roles played by motivation and self-regulated learning in students' English language acquisition and academic achievement (e.g., Bai, Guo, & Wang, 2022; Bai & Guo, 2021; Bai et al., 2022b; Bai and Wang, 2023; Wang et al., 2023; Yu et al., 2019; Yuksel et al., 2023). These studies employed variable-centered approaches to examine the positive relations among motivation, self-regulated learning, and English achievement across different countries/regions (e.g., Hong Kong, China Mainland, Turkey) at various grade levels. Though the variable-centered approach aims to examine relationships between variables of interest, distinct differences inherent in individual students were overlooked (Li et al., 2022; Wang et al., 2016). In response to this limitation, a person-centered approach has been recommended (Lau & Roeser, 2008). This approach aims to identify potential subgroups of similar subjects, such as students, within a given population. Subjects are categorized into subgroups based on shared profiles (Howard & Hoffman, 2018). It is worth noting that identifying distinct profiles among students can be immensely beneficial for educators in designing tailored programs and pedagogies, facilitating effective differentiated learning (e.g., Lau & Roeser, 2008; Xie et al., 2020). Therefore, the current study aims to adopt a person-centered approach to identify profiles based on students’ motivation (e.g., self-efficacy, task value, test anxiety) and self-regulated learning (e.g., metacognitive strategies, time and environment management, effort regulation) and explore how these profiles relate to their English achievement.

The current study examined whether meditation experience is associated with changes in endurance performance and inhibitory control-relevant neurocognitive functions caused by mental fatigue. Twenty-four athletes with meditation experience (AME) and twenty-five athletes without meditation experience (AWME) underwent a 30-min incongruent Stroop test in mental fatigue condition (MF) and a 30-min congruent Stroop test in control condition (CON) in a randomised-counterbalanced order. Inhibitory control-relevant neurocognitive functions were assessed using Flanker task and event-related potentials, followed by an endurance task using the Bruce treadmill protocol. Visual analogue scale was used to evaluate perceived mental fatigue (VAS-MF) before (T1), after Stroop test (T2) and after Flanker task (T3), and VAS for motivation (VAS-M) was used to evaluate motivation in Flanker task and endurance task. Results indicated that, compared to the CON, AWME in the MF exhibited overall lower accuracy, smaller incongruent N2 amplitude of the Flanker task (ps < .05), and shorter time to exhaustion (TTE) of the endurance task (p < .001), whereas AME did not exhibited difference in these outcomes between the conditions. Along with athletes in the MF reported lower VAS-M in endurance task. These findings suggest the benefits of meditation experience in mitigating the negative effects of mental fatigue.

Team-based learning (TBL) is an alternative instructional method that has been shown to lead to positive concrete academic performance outcomes. However, whilst academic performance is important, we should also not neglect other non-tangible student outcomes such as the emotions experienced during the TBL sessions and improvements in student’s learning. Hence, in the current study, we aim to examine (1) the academic performance of TBL vs traditional lessons, (2) the differences in achievement emotions of student in TBL vs traditional lessons and (3) the perceived effectiveness of TBL lessons. A within-subjects research design was employed in which students participated in sessions using the TBL approach followed by sessions using the normal approach. Participants were 239 postgraduate students (81 men and 158 women) enrolled in the field of education. Measures used were the achievement emotions questionnaire, a perceived effectiveness of TBL questionnaire and the students performance on a quiz at the end of the module. Results indicated that students had a higher level of enjoyment and a lower level of boredom and anger in TBL lessons. From both the individual and team perspective, students had positive perceptions about the effectiveness of TBL. However, students performed better for topics that were taught via traditional methods compared to topics taught via TBL.