The quality of teacher–student relationships is critical for students with neurodevelopmental disorders (NDDs), who often struggle with social interaction and emotional regulation. However, research on how students with NDDs perceive their teachers’ relational competence remains scarce, particularly that regarding female students. To address this gap, this qualitative study examines teachers’ relational competence from the perspectives of adolescent girls with NDDs ( n = 6) and their teachers ( n = 5) in special education schools. Thematic analysis of semi-structured interviews identified two key dimensions of relational competence: the Understanding Teacher, who validates students’ individual needs and balances encouragement with emotional support; and the Personal Teacher, who fosters supportive relationships through personal, sensitive, and informal interactions. These findings reinforce and expand prior research by highlighting relational competence as a protective factor that enhances participation, well-being, and learning among students with NDDs. This study also identifies educational challenges for girls with NDDs, including a tendency to use masking strategies, which suggests a greater need for personalized teacher support. This study holds implications for pedagogical practice.

This study advances research on second language (L2) Chinese development by identifying linguistically grounded metrics capable of reliably capturing writing complexity, a central dimension of the widely adopted CAF framework (Complexity, Accuracy, Fluency) for evaluating learner development. While previous work has largely examined the correlation between traditional complexity (lexical, syntactic, and topic–comment–based) features (TCFs) and complexity using statistical inference, the present study adopts a predictive perspective and develops a new set of Dependency Construction–based Complexity Features (DCFs). Built upon well-established insights from Construction and Dependency Grammar, DCFs provide a linguistically informed framework consisting of 52 features that quantify both the diversity and the sophistication of learners’ syntactic constructions. Using a corpus of 6,975 graded compositions spanning three complexity levels, we trained machine learning models (logistic regression and random forest) to predict complexity. Comparative experiments show that DCFs consistently yield stronger predictive performance than traditional TCF measures, with random forest achieving an accuracy of 91.61%. These results demonstrate that DCFs offer a substantially more effective representation of L2 Chinese writing complexity, underscoring their value for automated assessment and for empirical research on L2 Chinese development.

This study investigates how disciplinary training in music and sports influences creative writing skills among English as a Foreign Language (EFL) students. The study draws on three frameworks, the Theory of Creative Cognition, Gardner’s Multiple Intelligences Theory, and Amabile’s Componential Model of Creativity. Together, these highlight the roles of divergent thinking, goal-oriented problem solving, and domain-specific intelligences in shaping creativity. Music training fosters divergent thinking, encouraging innovative metaphors and ideas. In contrast, sports training emphasizes structured cognitive processes, promoting strategic problem solving and goal-setting. These differences were examined using a mixed-methods design that combined quantitative tests ( t -tests and ANOVA) with qualitative analysis through Directed Qualitative Content Analysis (DQCA). A total of 60 EFL students (30 music majors and 30 sports majors) from a university in Pakistan participated. They completed a creative writing task by composing short stories based on music or sports themes. Writing samples were evaluated on four dimensions: creativity (originality and thematic depth), structure (logical flow and coherence), linguistic skills (grammar and vocabulary), and emotional expression (engagement with readers). The results revealed significant group differences. Music majors outperformed sports majors in creativity and emotional expression, consistent with the idea that musical training enhances divergent thinking and emotional depth. Sports majors demonstrated stronger structural and goal-oriented approaches, reflecting the influence of strategic and disciplined training. The findings suggest that integrating the strengths of both disciplines could enrich creative writing pedagogy. This study offers valuable insights for interdisciplinary education, highlighting how disciplinary backgrounds shape creativity in EFL learners.

Over the last decade, scholarship on pro-environmental behaviour (PEB) and sustainable consumer behaviour (SCB) has expanded rapidly, yet a holistic map of their intellectual structure has been missing. Drawing on 744 peer-reviewed articles indexed in the Web of Science Core Collection (2008-May 2024), this study applies the Bibliometric–Systematic Literature Review (B-SLR) framework and VOSviewer techniques—co-citation, bibliographic coupling and keyword co-occurrence—to illuminate how the field has evolved, who drives it, and where the next frontiers lie. Results reveal a near-exponential publication trajectory after 2019 and a moderate concentration of output in a handful of interdisciplinary journals (e.g., Journal of Cleaner Production, Sustainability). Although the United States and China lead in volume, England achieves the highest citation efficiency, underscoring unequal global influence. Eight keyword clusters emerge, ranging from multilevel drivers of everyday green action and values identity research to systems-level policy engagement, ethical/anti-consumption and household energy technology adoption. Co-authorship and country networks expose fragmented collaboration, with prominent gatekeepers but limited integration across regions and theoretical silos. Synthesising these patterns, the paper highlights three urgent research avenues: integrating motivational theories across the adoption–continuance cycle; contextualising SCB continuity in low and middle income settings; and embedding fine-grained behavioural parameters into socio-technical transition models. By providing the first science mapping analysis that bridges PEB and SCB, the study offers a consolidated knowledge base, identifies under-examined themes, such as post-purchase behaviour and collective efficacy, and proposes actionable recommendations for researchers, policymakers, and environmental advocates aiming to foster more inclusive and durable pathways to sustainability.

This study investigates the procyclicality of loan loss provision (LLP), with a focus on differentiating the procyclical inclinations of non-discretionary and discretionary components. Using a dataset of 377 IFRS-compliant banks from 75 countries around the world, we analyze how each component of LLP responds to economic cycles during the period from 2013 to 2022. Our findings indicate that non-discretionary LLP exhibits procyclicality, as they respond to observable credit losses that typically rise following economic downturns. Conversely, discretionary LLP, which reflects anticipatory adjustments made by banks in response to economic conditions, does not show procyclicality. These results underscore the role of LLP components in amplifying economic cycles. This research contributes to the broader understanding of procyclicality and financial stability, providing insights for standard setters and policymakers seeking to mitigate the procyclical effects of provisioning practices.

The research is conducted with employees in the textile sector operating in Kahramanmaraş/Türkiye. The study aims to examine the effect of inclusive leadership on employees’ innovative work behavior, as well as the mediating roles of trust in leader and psychological empowerment in this interaction. This cross-sectional study collected data from 275 employees in the textile industry of Kahramanmaraş/Türkiye. The data were analyzed by the structural equation modeling (SEM) method using SmartPLS 4 software. The results of the analysis revealed that inclusive leadership has a direct positive effect on IWB. In addition, it was determined that inclusive leadership increases psychological empowerment and trust in leader. While psychological empowerment was found to have a significant mediating role in the relationship between inclusive leadership and innovative work behavior, the mediating role of trust in leader was not supported. The findings suggest that focusing on psychological empowerment in inclusive leadership practices is effective in increasing IWB. The limited effect of trust in leader on innovative work behavior indicates the complexity of leadership and employee interactions. Theoretical and practical implications and recommendations are presented at the end of the study.

The loneliness and sense of belonging of left-behind children have garnered significant scholarly attention due to their socio-emotional significance. However, the mechanisms underlying the relationship between these constructs remain underexplored. Drawing on ecological systems theory, attachment theory, and self-determination theory, this study explored the relationship between a preference for solitude and school belongingness among left-behind children, as well as the influencing mechanisms of academic engagement and academic stress on this relationship. Using data collected from 1,289 left-behind children, our findings reveal that preference for solitude exerts a significant negative influence on school belongingness. Academic engagement partially mediates the relationship between preference for solitude and school belonging, indirectly enhancing the latter. Additionally, academic stress positively moderates the relationship between preference for solitude and academic engagement, while negatively moderating the relationship between academic engagement and school belongings. These results contribute to the theoretical understanding of the psychological and academic factors that influence left-behind children, offering practical implications for fostering positive behaviors, improving psychological well-being, and guiding equitable educational interventions. By elucidating these mechanisms, this study provides actionable insights for designing effective strategies to support the holistic development of children left behind.

This study employs a case study approach to examine Ready-Made Garments (RMG) companies in Bangladesh, focusing on institutional awareness and practices that drive sustainable product innovation. The theoretical framework integrates Institutional Theory, Strategic Life Cycle Management (SLCM), and Template for Sustainable Product Development (TSPD) to systematically link external pressures, organizational awareness, and transformative leadership with innovation processes. This study examines the challenges faced by RMG firms in developing nations, such as Bangladesh, in integrating sustainability into their product innovation processes. Additionally, the research aims to identify the forces driving sustainable product development and how institutional leadership can promote transformative change towards sustainability within the RMG industry. Data collection methods include key informant interviews and focus group discussions with industry leaders. Additionally, product development tools are utilized to assess sustainability gaps and formulate actionable recommendations for incorporating sustainability into product innovation. The study reveals that institutional awareness and practices serve as critical drivers for sustainable product innovation. It highlights significant sustainability gaps in current operations and emphasizes the role of institutional leadership in addressing these challenges. The findings suggest that RMG firms can leverage institutional support and leadership commitment to promote revolutionary shifts toward sustainable development. This research contributes to the limited literature on sustainable product innovation within the RMG industry, particularly in the context of developing economies like Bangladesh. By analyzing the role of institutions and leadership in fostering sustainability, the study offers practical insights and recommendations for driving sustainable product innovation across the RMG industry.

This study investigates the impact of self-regulation skills on the decision-making styles of school administrators in public primary schools using an explanatory sequential mixed-methods approach. Quantitative data were collected using the “Self-Regulation Skills Scale for School Administrators” and the “Decision-Making Styles Scale,” while qualitative data were derived from semi-structured interviews with administrators and teachers. The findings reveal that administrators with strong self-regulation skills predominantly adopt rational and intuitive decision-making styles, fostering effective management and improved educational outcomes. Notably, foresight, will control, and self-reflection emerged as key dimensions influencing these styles. The study highlights the importance of professional development programs focused on enhancing self-regulation skills, which can optimise decision-making processes and positively impact student performance and overall school success. These results underscore the necessity of integrating self-regulation training into educational leadership development for sustainable organisational growth.

This study uses a mixed methods approach to explore the factors affecting international students in South Korea, focusing on the acculturative conditions of student experiences. For the quantitative aspect, 126 students participated, and 22 students took part in the qualitative research. The findings of the quantitative analysis revealed that male Uzbeks of the sample population who have been in Korea for more than 3 years reported a significant lack of interest in learning about Korean culture. These individuals were also likely to say that they were not in a supportive environment and were not treated fairly compared to Korean students. Qualitative analysis revealed how cultural adaptability and linguistic investment were deciding factors of acculturative stress. This paper offers crucial documentation of how specific international students, such as Uzbekistan nationals, have experienced acculturative stress in South Korea, influencing their decision to reject aspects of Korean society.