We aimed to determine any factors like as smoking, being regular activity affect dietary glycemic index in university students. This study was carried out at Gazi University, Ankara, Turkey. The participants were 577 randomly selected Turkish healthy female university students aged 17-32 years. The survey included a questionnaire that assessed demographic, 3-day self-reported nutrient intake. The dietary intake was based on the of the recipients. The 3 days included 1 weekend day and the previous or next 2 days. A weighted GI was designed to the diet of the participants with the use of values from the 2002 international table of GI values. BMI was calculated from measurements of height and weight. The differences between living area (house or dormitory)/regular physical activity (do or not)/smoking/nutrition education and mean dietary glycemic index was determined by Independent Sample t-Test. Dietary glycemic index was found high (>70) in 98.4% of participants. Mean dietary glycemic index was found 85.1±6.80 and it was significantly (p<0.05) differences between participants staying house or dormitory, doing physical activity or not, smoking or not and educated on nutrition or not. Participant’s who are smoking, staying dormitory and no educated about nutrition dietary glycemix index was found high than who are not smoking, staying house, doing regular physical activity and educated on nutrition. Conclusion and Implication: It’s important that educated students on health and nutrition to prevent their diets content high glycemic index. It can be help to prevent obesity in the future.

In this research, the influence of the Coronavirus disease (COVID-19) pandemic on 9th grade students’ mathematics achievement is analyzed through quantitative and qualitative methods. A posttest only with control group design was used to compare the mathematics marks of 9th grade students from the previous school year (before the pandemic, control group) and the current school year (during the pandemic, experimental group). Seventy-three students from a public high school in Spain attending class on alternate days participated in the study. Three focus group sessions were held with students, and five semi-structured interviews were conducted—two with teachers and three with students’ families. Results show statistically significant differences in students’ mathematics achievement, with students enrolled in 9th grade the previous (pre-pandemic) year outscoring their peers currently enrolled in 9th grade (during the pandemic) by 22.17%. An overall negative effect size of Hedge’s g = -1.11 was reported. Although significant statistical differences between groups were reported for both male and female students, the effect was 42.31% larger for male students (Hedge’s g = -1.11) than for females (Hedge’s g = -0.78). The qualitative information supported the quantitative results. Changes in educational settings, students’ lack of motivation, monotony, and students’ level of responsibility were qualitatively reported as factors that may explain this phenomenon. The main conclusion of this study is that the COVID-19 pandemic may be significantly and negatively affecting 9th grade students’ mathematics achievement.

Research in higher education has revealed a significant connection between executive functions (EF) and study success. Previous investigations have typically assessed EF using either neuropsychological tasks, which provide direct and objective measures of core EF such as inhibition, working memory, and cognitive flexibility, or self-report questionnaires, which offer indirect and subjective assessments. However, studies rarely utilize both assessment methods simultaneously despite their potential to offer complementary insights into EF. This study aims to evaluate the predictive capabilities of performance-based and self-reported EF measures on study success. Employing a retrospective cohort design, 748 first-year Applied Psychology students completed performance-based and self-report questionnaires to assess EF. Maximum likelihood correlations were computed for 474 students, with data from 562-586 first-year students subsequently subjected to hierarchical regression analysis, accommodating pairwise missing values. Our results demonstrate minimal overlap between performance-based and self-reported EF measures. Additionally, the model incorporating self-reported EF accounted for 13% of the variance in study success after one year, with the inclusion of performance-based EF raising this proportion to 16%. Self-reported EF assessments modestly predict study success. However, monitoring levels of self-reported EF could offer valuable insights for students and educational institutions, given that EF play a crucial role in learning. Additionally, one in five students reports experiencing significant EF difficulties, highlighting the importance of addressing EF concerns for learning and study success.