{"id":1698,"date":"2026-11-09T19:59:42","date_gmt":"2026-11-09T19:59:42","guid":{"rendered":"https:\/\/www.jcetr.gr\/?page_id=1698"},"modified":"2026-11-09T20:31:14","modified_gmt":"2026-11-09T20:31:14","slug":"volume-10-issue-1-2-2026","status":"publish","type":"page","link":"https:\/\/www.jcetr.gr\/index.php\/volume-10-issue-1-2-2026\/","title":{"rendered":"Volume 10, issue 1\/2, 2026"},"content":{"rendered":"\n

FULL PAPERS:<\/strong><\/p>\n\n\n\n

Examining family and social media effects on adolescent academic performance<\/mark><\/strong><\/p>\n\n\n\n

Published online: September 2026<\/em><\/p>\n\n\n\n

\"\"<\/a> Maureen Chebet Yegon<\/strong>, <\/em>School of Teacher Education, Jiangsu University, China
 <\/a> Cai Zhaohui<\/strong><\/strong>, <\/em>School of Teacher Education, Jiangsu University, China<\/p>\n\n\n\n

DOI: 10.5281\/zenodo.21351542<\/a><\/p>\n\n\n\n

Abstract<\/strong><\/p>\n\n\n\n

Purpose: The study explored how the family environment, social media use, and psychological well-being affect the academic performance of secondary school students in Kenya, contrary to other studies that study these variables independently. The study integrated both Bronfenbrenner’s Bioecological Model of Human Development and Digital Ecological Systems Theory.<\/p>\n\n\n\n

Methods: A cross-sectional survey was used to collect data from 1,656 students across various educational settings, and the data were analyzed using SPSS 27 (for descriptive analyses) and SmartPLS-SEM 4 to estimate direct and indirect relationships among variables.<\/p>\n\n\n\n

Results: Results showed that positive social media use widely influences academic performance through psychological well-being and a supportive family environment, as well as through academic success. Psychological well-being was found to play a strong mediating role between family environment, social media use, and academic performance, with gender and other demographic differences in effect size being larger for males.<\/p>\n\n\n\n

Implications: This study concludes that social and psychological aspects affect academic performance; thus, its implications stress the importance for schools to build capacity in guidance and counseling, integrate mental health support into the curriculum, work with families to build an enabling learning environment, and engage students in balanced use of social media to enhance their well-being and academic performance.<\/p>\n\n\n\n

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Cite as (APA):<\/strong><\/p>\n\n\n\n

Yegon, M. C., & Zhaohui, C. (2026). Examining family and social media effects on adolescent academic performance. Journal of Contemporary Education Theory & Research, 10(1), 3\u201323. https:\/\/doi.org\/10.5281\/zenodo.21351542<\/a><\/p>\n\n\n\n

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European active citizenship promotion through inter\/transcultural aware-ness, life skills cultivation and inclusive education: Pupils’ perceptions in four European countries<\/mark><\/strong><\/p>\n\n\n\n

Published online: September 2026<\/em><\/em><\/p>\n\n\n\n

\"ORCID\"<\/a> Konstantina Tsoli<\/strong><\/em>, National and Kapodistrian University of Athens, Greece
\"ORCID\"<\/a> Anna Tsiboukli<\/strong><\/em>, National and Kapodistrian University of Athens, Greece
\"ORCID\"<\/a> Nikolaos Alexopoulos<\/strong><\/em>, National and Kapodistrian University of Athens, Greece
\"ORCID\"<\/a> Lydia Exarchou<\/strong><\/em>, National and Kapodistrian University of Athens, Greece
\"ORCID\"<\/a> Thomas Babalis<\/strong><\/em>, National and Kapodistrian University of Athens, Greece<\/p>\n\n\n\n

DOI: 10.5281\/zenodo.21352395<\/a><\/p>\n\n\n\n

Abstract<\/strong><\/p>\n\n\n\n

Purpose: This study examines four crucial quality determinants of modern education, European Active Citizenship, Inter\/Transcultural Awareness, Life Skills and Inclusive Education, and the perceptions pupils from 9 to 12 years hold for them.<\/p>\n\n\n\n

Methods: Employing a quantitative design, data were collected through a structured questionnaire administered to 195 pupils from four European countries (Greece, Finland, Italy, Romania). The study investigates possible differences in the perception of the four concepts, based on pupils\u2019 nationality, age and grade.<\/p>\n\n\n\n

Results: Findings indicate that Italian and Romanian pupils perceive differently inter\/transcultural competences and Inclusive Education, when compared to Greek pupils. Moreover, pupils from 9 to 10 years old show higher statistical values on Inclusive Education related to pupils from 11 to 12 years, which is also certified by the fact that pupils attending 3d and 4th grade also show higher statistical values on Inclusive Education compared to pupils attending the 5th grade.<\/p>\n\n\n\n

Implications: The results suggest that more emphasis should be given on Inclusive and Inter\/Transcultural Education in Greece, while the inclusive mindset needs more cultivation in older pupils and higher grade levels in all participated European countries.<\/p>\n\n\n\n

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Tsoli, K., Tsiboukli, A., Alexopoulos, N., Exarchou, L., & Babalis, T. (2026). European active citizenship promotion through inter\/transcultural aware-ness, life skills cultivation and inclusive education: Pupils’ perceptions in four European countries. Journal of Contemporary Education Theory & Research, 10(1), 24\u201339. https:\/\/doi.org\/10.5281\/zenodo.21352395<\/a> <\/p>\n\n\n\n

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Digital communication channels and the transformation of school\u2013family relations: Parental involvement in public primary education<\/mark><\/strong> <\/p>\n\n\n\n

Published online: September 2026<\/em><\/em><\/p>\n\n\n\n

Dimitrios Maragkas<\/strong><\/em>, Primary Education Teacher and Director
Nikolaos Baliamis<\/strong><\/em>, Primary Education Teacher and Director
Chrisovalantis Karafillis<\/strong><\/em>, Director and Lead Instructor
\"ORCID\"<\/a> Dafni Petkou<\/strong><\/em>, International Hellenic University, Greece<\/p>\n\n\n\n

DOI: 10.5281\/zenodo.21487342<\/a><\/p>\n\n\n\n

Abstract<\/strong><\/p>\n\n\n\n

Purpose: <\/strong>This study examines digital school\u2013family communication in public primary education as a socio-digital process, treating communication not as simple information exchange but as a structuring force in school\u2013family relations. <\/p>\n\n\n\n

Methods:<\/strong> Employing a pilot quantitative design, data were collected through a structured questionnaire administered to 109 parents from four Greek public primary schools. The study investigates communication channels, parental satisfaction, perceived utility, and the interaction between digital engagement and parental educational attainment.<\/p>\n\n\n\n

Results:<\/strong> Findings indicate that while face-to-face communication remains the stated preference of parents, email dominates in practice and is positively associated with increased parental involvement. Parental educational attainment also emerges as a differentiating factor, with higher-educated parents showing distinct patterns of digital engagement and satisfaction – evidence consistent with a third-level digital divide.<\/p>\n\n\n\n

Implications: <\/strong>Overall, the findings suggest that digital communication functions not merely as a technical upgrade but as a socially mediated transformation of school\u2013family relations, with implications for equity-oriented communication policies in contemporary education.<\/p>\n\n\n\n

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Cite as (APA):<\/strong><\/p>\n\n\n\n

Maragkas, D., Baliamis, N., Karafillis, C., & Petkou, D. (2026). Digital communication channels and the transformation of school\u2013family relations: Parental involvement in public primary education. Journal of Contemporary Education Theory & Research, 10(1), 40\u201364. https:\/\/doi.org\/10.5281\/zenodo.21487342<\/a><\/p>\n\n\n\n

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\"\"<\/a><\/figure>\n","protected":false},"excerpt":{"rendered":"

FULL PAPERS: Examining family and social media effects on adolescent academic performance Published online: September 2026 Maureen Chebet Yegon, School of Teacher Education, Jiangsu University, China Cai Zhaohui, School of Teacher Education, Jiangsu University, China DOI: 10.5281\/zenodo.21351542 Abstract Purpose: The study explored how the family environment, social media use, and psychological well-being affect the academic [\u2026]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"_links":{"self":[{"href":"https:\/\/www.jcetr.gr\/index.php\/wp-json\/wp\/v2\/pages\/1698"}],"collection":[{"href":"https:\/\/www.jcetr.gr\/index.php\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.jcetr.gr\/index.php\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.jcetr.gr\/index.php\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.jcetr.gr\/index.php\/wp-json\/wp\/v2\/comments?post=1698"}],"version-history":[{"count":4,"href":"https:\/\/www.jcetr.gr\/index.php\/wp-json\/wp\/v2\/pages\/1698\/revisions"}],"predecessor-version":[{"id":1704,"href":"https:\/\/www.jcetr.gr\/index.php\/wp-json\/wp\/v2\/pages\/1698\/revisions\/1704"}],"wp:attachment":[{"href":"https:\/\/www.jcetr.gr\/index.php\/wp-json\/wp\/v2\/media?parent=1698"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}