International Journal of Educatio Elementaria and Psychologia

SCHOOL-BASED INTERVENTIONS FOR PROMOTING PSYCHOLOGICAL RESILIENCE AND WELL-BEING IN CHILDREN

Natalya Pavlova — 2026-04-29

Psychological resilience and emotional well-being are fundamental determinants of children’s healthy development, academic engagement, and long-term mental health. Increasing exposure to academic pressure, social challenges, family instability, and environmental stressors has intensified the need for preventive school-based interventions that strengthen children’s adaptive capacities before psychological difficulties become more severe. This study aimed to examine the effectiveness of comprehensive school-based interventions in promoting psychological resilience and well-being among primary school children. A mixed-methods sequential explanatory design was employed involving 960 students from ten elementary schools implementing resilience-oriented educational programs. Quantitative data were collected using validated measures of psychological resilience, emotional well-being, emotional regulation, self-efficacy, school connectedness, and social competence, and analyzed through generalized linear mixed-effects modeling, structural equation modeling, mediation analysis, and repeated-measures analysis of variance. Qualitative evidence was obtained through interviews, focus group discussions, classroom observations, and institutional document analysis, followed by thematic interpretation. Findings revealed significant improvements in psychological resilience, emotional well-being, adaptive coping, emotional regulation, self-efficacy, school connectedness, and academic engagement, supported by stronger teacher support, positive peer relationships, and greater family involvement. Psychological resilience emerged as the principal mechanism linking school-based interventions with improved well-being and positive educational outcomes. Results indicate that sustainable child well-being depends on coordinated interaction among resilience education, supportive school climate, teacher engagement, counseling services, and family participation. The proposed framework offers practical guidance for developing comprehensive whole-school programs that foster children’s psychological resilience and lifelong well-being

MULTILINGUAL EDUCATION AND COGNITIVE DEVELOPMENT: BALANCING MOTHER TONGUE MAINTENANCE AND ACADEMIC ACHIEVEMENT

Roni Subhan — 2026-04-29

Multilingual education has become an increasingly important educational approach for addressing linguistic diversity while promoting cognitive development and equitable academic achievement. Continuing debates regarding the role of mother tongue maintenance alongside second-language acquisition have generated contrasting perspectives on how multilingual instruction influences learners’ cognitive growth and educational performance. This study aimed to examine the relationship between multilingual education, mother tongue maintenance, cognitive development, and academic achievement within linguistically diverse school settings. A mixed-methods sequential explanatory design was employed involving 1,180 students from fifteen multilingual primary and lower secondary schools implementing different language instruction models. Quantitative data were collected using validated measures of mother tongue proficiency, second-language proficiency, executive functioning, metalinguistic awareness, cognitive flexibility, conceptual understanding, literacy achievement, and academic performance, and analyzed through multilevel modeling, structural equation modeling, mediation analysis, and hierarchical regression. Qualitative evidence was obtained through interviews, classroom observations, focus group discussions, and institutional document analysis, followed by thematic interpretation. Findings revealed that sustained mother tongue maintenance significantly strengthened conceptual understanding, metalinguistic awareness, executive functioning, literacy development, and overall academic achievement. Teacher multilingual competence and family language support further enhanced multilingual learning by reinforcing classroom participation and cognitive flexibility. Results indicate that multilingual education achieves optimal outcomes when linguistic diversity is integrated into coherent instructional practices, supportive language policies, and culturally responsive teaching. The proposed framework provides practical guidance for developing multilingual educational systems that simultaneously preserve linguistic heritage and promote cognitive excellence.

THE ALGORITHMIC MANAGER: EXAMINING THE MEDIATING ROLE OF PSYCHOLOGICAL SAFETY ON EMPLOYEE PERFORMANCE IN AI-MEDIATED WORK ENVIRONMENTS.

Subhan Dodo — 2026-04-29

Algorithmic management has become increasingly prevalent in modern workplaces, where AI-mediated systems monitor, assign, and evaluate employee tasks. The introduction of these technologies raises concerns regarding employee perceptions, engagement, and performance outcomes. Understanding how psychological safety influences employee adaptation to AI supervision is critical for designing effective and human-centered management systems. The study aims to examine the mediating role of psychological safety in the relationship between algorithmic management and employee performance. It investigates whether transparency, feedback clarity, and perceived fairness of algorithmic systems impact performance outcomes through employees’ perceptions of a psychologically safe work environment. A cross-sectional research design was employed, involving 312 employees from organizations utilizing AI-mediated management. Data were collected through validated survey instruments assessing algorithmic management exposure and psychological safety, complemented by objective performance metrics from organizational dashboards. Structural equation modeling was applied to test the hypothesized mediation effects. Findings indicate that psychological safety significantly mediates the effect of algorithmic management on both task completion and quality. Employees perceiving higher transparency and fair feedback demonstrate elevated safety, which translates into improved performance. The study underscores that AI systems must account for human perceptions to achieve sustainable productivity. Evidence from this research provides guidance for managers, system designers, and policymakers in developing AI-mediated supervision that balances efficiency with employee well-being.

A COMPUTATIONAL MODEL OF LANGUAGE ACQUISITION: INTEGRATING NEURAL NETWORKS AND STATISTICAL LEARNING TO SIMULATE EARLY COGNITIVE DEVELOPMENT

Isaac Chanda — 2026-04-28

Language acquisition in early childhood remains a complex process that integrates various cognitive mechanisms. Recent advancements in computational modeling have provided a new avenue for understanding how children learn language by simulating neural networks and statistical learning processes. This study presents a computational model that combines these two frameworks to simulate early cognitive development in the context of language acquisition. The aim of this research is to explore how neural networks, with their ability to process information through interconnected nodes, can mimic the way children acquire language. Additionally, the study integrates statistical learning, which is the process of extracting patterns from input data, to examine how it contributes to the learning of syntax and semantics in early language development. A combination of artificial neural networks (ANNs) and statistical learning algorithms was implemented to simulate language acquisition in a controlled environment. The results demonstrated that the model was able to replicate key features of language learning, such as word segmentation, syntax acquisition, and semantic understanding, with performance improving as the model was exposed to more data. The findings support the utility of computational models in studying cognitive processes and provide insights into how neural networks and statistical learning can work together to simulate language acquisition. The model’s applications could further enhance the understanding of language learning and the development of artificial intelligence.

EFFICACY OF A MINDFULNESS-BASED COGNITIVE THERAPY (MBCT) INTERVENTION FOR TEST ANXIETY IN PRIMARY SCHOOL STUDENTS

Yassine Belhassen — 2026-04-28

Test anxiety is a common challenge among primary school students, often impacting their academic performance and well-being. Mindfulness-Based Cognitive Therapy (MBCT) has shown promise in managing anxiety-related disorders, but its efficacy in reducing test anxiety in primary school students remains underexplored. This study aims to evaluate the effectiveness of an MBCT intervention in reducing test anxiety among primary school students and improving their academic performance. A randomized controlled trial design was used, with 60 students assigned to either the MBCT intervention group or a control group. The MBCT program consisted of 8 weekly sessions, focusing on mindfulness practices, cognitive restructuring, and stress reduction techniques. Pre- and post-intervention assessments were conducted using the Test Anxiety Inventory (TAI) and academic performance records. The results showed a significant reduction in test anxiety scores for the intervention group compared to the control group (p < 0.05). Additionally, students in the MBCT group demonstrated improved academic performance, particularly in subjects where test anxiety had previously hindered their progress. These findings suggest that MBCT is an effective intervention for managing test anxiety in primary school students, contributing to both emotional well-being and academic success. Future studies should explore the long-term impact of MBCT and its applicability to other student populations.

FOSTERING PSYCHOLOGICAL SAFETY: THE IMPACT OF INCLUSIVE LEADERSHIP IN SCHOOLS ON TEACHER JOB SATISFACTION AND TEAM INNOVATION

Jeroen de Vries — 2026-04-28

Inclusive leadership in schools has gained increasing attention for its potential to foster a positive organizational climate and improve key outcomes, such as teacher job satisfaction and team innovation. Despite growing interest, there is limited empirical research on how inclusive leadership directly impacts these factors in educational settings. This study aims to examine the relationship between inclusive leadership and teacher job satisfaction, as well as the mediating role of psychological safety in enhancing team innovation in schools. A mixed-methods approach was utilized, combining quantitative surveys administered to 300 teachers with qualitative interviews conducted with 20 school leaders. The results revealed that inclusive leadership significantly contributed to higher levels of teacher job satisfaction and psychological safety. Furthermore, psychological safety was found to mediate the relationship between inclusive leadership and team innovation, highlighting its critical role in promoting a collaborative and innovative work environment. The findings suggest that when school leaders demonstrate inclusive behaviors, such as fostering open communication, valuing diverse perspectives, and supporting professional development, it creates a psychologically safe environment where teachers feel valued and motivated to contribute innovative ideas. This study underscores the importance of inclusive leadership in enhancing both teacher well-being and the innovative capacity of school teams.