How is teaching quality related to achievement emotions in secondary low- and high-achieving students: A cross-sectional study in Chinese mathematics classrooms.

BACKGROUND: Past studies clarified the relationship between dimensions of teaching and achievement emotions. However, more information is needed about the underlying process behind this relationship among students with different mathematical abilities. AIMS: This study examined the association between students' perceived teaching quality and achievement emotions in Chinese mathematics classrooms, focusing on students with different mathematics achievements. SAMPLES: There are 1045 secondary school students (49.1% girls; Mage = 13.90, SD = .84) from Chinese mathematics classrooms in the present study. METHODS: A multi-group structural equation model was adopted to test the relationship between teaching quality and achievement emotions between low- and high-achieving students. RESULTS: Control-value appraisals mediated in teacher support and achievement emotions in both student groups. At the same time, control-value appraisals failed to mediate cognitive activation and achievement emotions in low-achieving students, while the mediating effect of control-value appraisals was identified in high-achieving students. Besides, classroom management was related to achievement emotions via academic value only in low-achieving students. In contrast, it was related to achievement emotions via control-value appraisals in high-achieving students. CONCLUSIONS: The results clarified the mediation roles of control-value appraisals in teaching quality and achievement emotions in students with low- and high-achieving achievements. Similarities and differences were also identified between the two student groups. Teacher support was beneficial to students' positive emotions while classroom management helped to lessen students' negative emotions. High-achieving students benefited more from activating teaching compared with low-achieving students.

Mitigating cellular aging and enhancing cognitive functionality: visual arts-mediated Cognitive Activation Therapy in neurocognitive disorders.

The growing phenomenon of population aging is redefining demographic dynamics, intensifying age-related conditions, especially dementia, projected to triple by 2050 with an enormous global economic burden. This study investigates visual arts-mediated Cognitive Activation Therapy (CAT) as a non-pharmacological CAT intervention targets both biological aging [leukocyte telomere length (LTL), DNA methylation age (DNAmAge)] and cognitive functionality. Aligning with a broader trend of integrating non-pharmacological approaches into dementia care. The longitudinal study involved 20 patients with mild to moderate neurocognitive disorders. Cognitive and functional assessments, and biological aging markers -i.e., LTL and DNAmAge- were analyzed before and after CAT intervention. Change in LTL was positively correlated with days of treatment (p =0.0518). LTL significantly elongated after intervention (p =0.0269), especially in men (p =0.0142), correlating with younger age (p =0.0357), and higher education (p =0.0008). DNAmAge remained instead stable post-treatment. Cognitive and functional improvements were observed for Copy of complex geometric figure, Progressive Silhouettes, Position Discrimination, Communication Activities of Daily Living-Second edition, Direct Functional Status (p < 0.0001) and Object decision (p =0.0594), but no correlations were found between LTL and cognitive gains. Visual arts-mediated CAT effectively mitigates cellular aging, especially in men, by elongating LTL. These findings underscore the potential of non-pharmacological interventions in enhancing cognitive and functional status and general well-being in dementia care. Further research with larger and longer-term studies is essential for validation.