<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Elnur Rustamov</style></author><author><style face="normal" font="default" size="100%">Matanat Aliyeva</style></author><author><style face="normal" font="default" size="100%">Narinj Rustamova</style></author><author><style face="normal" font="default" size="100%">Zalova-Nuriyeva, U.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">ADAPTATION OF THE SCHOOL CLIMATE QUESTIONNAIRE: ITS ASSOCIATION WITH PSYCHOLOGICAL DISTRESS, ACADEMIC SELF-EFFICACY, AND MENTAL WELLBEING IN AZERBAIJAN</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">academic self-efficacy</style></keyword><keyword><style  face="normal" font="default" size="100%">educational psychology</style></keyword><keyword><style  face="normal" font="default" size="100%">mental wellbeing</style></keyword><keyword><style  face="normal" font="default" size="100%">psychological distress</style></keyword><keyword><style  face="normal" font="default" size="100%">quantitative research</style></keyword><keyword><style  face="normal" font="default" size="100%">school climate</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2023</style></year><pub-dates><date><style  face="normal" font="default" size="100%">August/2023</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/457-1691444201.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">81</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">School climate is an important concept in the field of education. Therefore, the aim of this study was to adapt the School Climate Questionnaire for use with Azerbaijani adolescents and explore the relationships between school climate, psychological distress, academic self-efficacy, and mental wellbeing. Data were collected from 1204 adolescents in Azerbaijan using convenience sampling. During the adaptation process, confirmatory factor analysis, criterion-related validity, and reliability analyses were performed. Additionally, the relationships between school climate and psychological distress, academic self-efficacy, and mental wellbeing were examined using PROCESS mediational analysis. The results of the confirmatory factor analysis indicated that the scale consisted of 22 items, had a three-dimensional structure, and showed a good fit. Moreover, the results showed that school climate was negatively associated with depression, anxiety, and stress, and positively related to academic self-efficacy and mental well-being. Lastly, the results revealed that school climate had a mediating effect on mental well-being via psychological distress and academic self-efficacy. All of these results suggest that the Azerbaijani version of the School Climate Questionnaire has acceptable psychometric properties.</style></abstract><issue><style face="normal" font="default" size="100%">4</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">517-530</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Sławomir  Postek</style></author><author><style face="normal" font="default" size="100%">Maria Ledzińska</style></author><author><style face="normal" font="default" size="100%">Jakub  Czarkowski</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">PSYCHOLOGICAL AND PEDAGOGICAL PROBLEMS OF DISTANCE EDUCATION FOR ADULTS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">adult development</style></keyword><keyword><style  face="normal" font="default" size="100%">adult education</style></keyword><keyword><style  face="normal" font="default" size="100%">educational psychology</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2010</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2010</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1400515828.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">22</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Our main focus is to highlight the most important challenges in distance education aimed at adults: specific psychological challenges coming from adult development, the problems of quality and evaluation, and the effect particular distance education forms and their content (interactivity, salience, and multimedia additions) have on adult learning. In the opening section, theoretical grounds for how adults learn, treat learning, how they function in informational stress and in the role of a pupil are presented. This is than followed by the discussion of pedagogical aspects (motivation, self esteem etc) of results evaluation and didactical difficulties of planning high quality distance learning. Finally, a review of research results into how different types of material content affects adults’ perception and comprehension and how retention and transfer and influenced in effect. In the summary, we move on to discuss how b-learning (blended) and c-learning (complementary) could be employed in order to facilitate adult distance learning and propose research fields to explore in this area.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">99-108</style></section></record></records></xml>