Current Social Sciences - Volume 3, Issue 1, 2025

This study investigates the paradoxical nature of beginnings and endings as expressed through proverbs across various cultures and historical contexts. Proverbs often encapsulate profound insights into human experiences, particularly the dualities and transitions inherent in starting new journeys and concluding existing ones.

The research involves a qualitative analysis of ten carefully selected proverbs that focus on the themes of beginnings and endings. The study employs a deconstructionist approach to examine the layered meanings and cultural significance of these sayings, revealing their relevance to human resilience and growth.

The analysis uncovers the inherent dualities and paradoxes embedded in these proverbs, illustrating how they reflect the intertwined challenges and opportunities presented by transitions. The findings highlight the cyclical nature of growth and renewal, emphasizing the interconnectedness of beginnings and endings in human experience. Beginnings and endings are more than mere moments; they are mirrors reflecting the paradoxes of human existence. Proverbs about life's transitions unravel profound truths, revealing the duality of opportunity and challenge.

This study reveals how proverbs serve as cultural tools for navigating life’s transitions, blending timeless wisdom with practical resilience. They reflect human adaptability while preserving collective knowledge across generations. However, the limited sample size and lack of empirical validation highlight avenues for future research. Despite these constraints, the findings affirm proverbs’ enduring role in framing life’s cyclical nature and universal human experiences.

By exploring the complexities of transitions through the lens of proverbs, this study deepens the understanding of human nature and the universal patterns of change. It underscores the value of these timeless expressions as tools for navigating life's challenges and opportunities, fostering a richer appreciation of the human journey.

The smart learning community builds a virtual mapping learning ecosystem using digital technology, stimulates the virtualization reconstruction of teaching fields, reshapes the necessity of knowledge co-construction based on the perspective of value co-creation, and creates an important platform to support higher education teaching reform.

This study constructed a knowledge co-construction model for smart learning communities.

This study used the grounded theory research method.

The optimization iteration of knowledge co-construction as “value provision that matches individual interests and community goals → value definition of self-organizing exploration → value presentation of topic focus → value proliferation of knowledge innovation” is summarized.

The experiential dominant logic of value co-creation and self-organizing system theory are used to analyze this model’s element structure and correlation mechanism. Based on this, suggestions for promoting knowledge co-construction to achieve sustainable community development are proposed.

Both child temperament and parenting have been investigated as important factors in the development of the psychological and emotional well-being of children. However, their relationship has not been systematically reviewed in early-mid childhood. Therefore, this study aimed to review the interplay between child temperament and parenting influences on childhood internalising and externalising problems.

A systematic search was carried out on psychological and bio-medical databases from inception to July 2023. Only original articles, written in English, assessing the impact of temperament and parenting on childhood internalising and externalising problems before the age of 9 were included.

Out of an initial pool of 868 records, a total of 190 records were deemed eligible for full-text screening, and 21 studies were included in the narrative synthesis. Of the 16 studies that explored both parent and child influences, all but one found a joint effect of parent and child variables on the outcomes. Multiple studies found evidence for temperament as a moderator in the relationship between parenting and mental health outcomes, but there was also evidence of moderating and mediating effects of parenting on internalising and externalising problems in childhood.

The findings of this review highlight that both parenting and child temperament play a role in internalising and externalising difficulties and the importance of considering both contributions of child temperament and parenting behaviours in developmental psychopathology research. However, whilst we can conclude parenting and child factors play a role in these difficulties, deciphering the specific traits and how they interact requires further exploration. Future studies should consider the importance of recruiting nationally representative samples or over sampling from disadvantaged communities and increasing the presence of fathers within the literature on parenting.

Work-related stress is a condition caused by job demands that exceed the individual's ability to cope with them. Its effects can be serious for health and overall well-being, affecting, among other things, eating behaviors and the development of eating disorders.

To investigate the impact of work-related stress, anxiety and depression on employees' food choices and behavioral responses to food.

A cross-sectional quantitative study was conducted on a sample of public and private sector employees who completed a questionnaire on food attitudes and psychological distress. Food attitudes were assessed with the EAT-26 scale, while depression, anxiety and stress were assessed with the DASS-21 scale.

The questionnaire was completed by 52 employees with a mean age of 39.7 ± 14.0, 75.0% of whom were women, with a mean total employment duration of 14.1 ± 10.2 years. Overall, 5.8% of participants reported very severe depression, 1.9% reported very severe anxiety, and 15.4% reported very severe stress.Moreover, 75.0% of employees were within the normal range of scores on the EAT-26 scale, while 25.0% had evidence of a possible eating disorder. Contrary to expectations, the total score of the DASS-21 was not correlated with the EAT-26 score (p = .930), while no statistically significant correlations were recorded between the dimensions of the two questionnaires.

The small sample size is a major limitation of the study that probably affected the finding of statistically significant correlations between the main research variables. Future research can focus on more representative samples in the Greek working population, examining in more detail the relationship between eating disorders and work-related stress.

It has been observed, through studies, that the use of mobile phones and direct sleep affect the academic performance of students.

The main objective of the present study was to investigate the possible relationship between mobile phone addiction, sleep quality and academic performance of college students and how one factor significantly influenced the other.

In the study carried out electronically through the MS FORMS platform, 112 students participated: 30 men, 80 women, 1 non-party person and 1 transgender man, with an age range of 18 to 65 years (mean age 30). The SAS_SV research scales for mobile phone addiction, PSQI for sleep quality, and APS for academic performance were used to investigate correlations. Data were analyzed using Jamovi 2.3.

The results of the present study demonstrated statistically significant correlations between the variables under investigation with a p-value less than 0.05, verifying the primary hypothesis.

In this particular study, it was observed how important the effect of the mobile phone might be on the quality outcome of sleep, on academic performance, but also in what other ways the three different factors could negatively influence each other in terms of student performance.

The digital environment possesses a strong influence on the learning environment and enhances the development and refinement of both teachers' and learners’ pre-existing skills. Essentially, teaching and learning with ICT encourages learner-centered approach which is associated with more learner involvement and active learning.

The qualitative interpretive approach was used. A multi-case study design was used. Purposeful sampling and random sampling techniques were used to select the participants. Data were collected using in-depth semi-structured interviews with fifteen teachers.

The findings revealed that teachers lacked ICT skills. Also, the lack of ICT infrastructure and internet access made it difficult for teachers to help learners use ICT and inhibited active learning. Thus, training could enable teachers to acquire ICT skills to improve the teaching-learning process.

Therefore, making ICT an integral component of the rural primary school education system is a serious issue for policy-making and planning to enhance learner participation, collaboration, and communication processes during the teaching-learning process. Furthermore, mechanisms, such as ICT training, provision of laptops, and improved internet access could provide opportunities for learners to utilize technology during the teaching-learning process in rural primary schooling.