Can Voice Characteristics Predict the Severity of Depression: A Study on Serbian-Speaking Participants

There is a growing interest in detecting depression through vocal indicators for the purpose of early diagnosis and therapeutic monitoring. Thus, research on voice characteristics in different language areas among individuals with depression may potentially contribute to the standardization of vocal analysis and the development of automatic recognition programs. This study aims to determine whether specific voice characteristics can predict the severity of depression using the Montgomery-Asberg Depression Rating Scale (MADRS) in a sample of Serbian-speaking participants. The analysis included perceptual (GRBAS scale parameters) and acoustic (parameters of frequency variability, intensity variability, and noise and tremor estimation using the MDVP software) voice characteristics in a sample of 100 participants. The sample was divided into two groups: an experimental group of participants diagnosed with depressive disorder (N = 45), including an equal number of participants with mild, moderate, and severe depression (N = 15), and a control group of participants without a depressive disorder diagnosis or depression symptoms (N = 55). The prediction of depression severity based on voice characteristics was conducted using hierarchical regression analysis. The results indicate statistically significant differences in nearly all acoustic and all perceptual voice characteristics among participants with different levels of depression symptoms (MADRS score). Post-hoc analysis revealed no differences in acoustic characteristics between subgroups with different depression severity levels. However, significant differences in perceptual characteristics were found among all subgroups, except between mild and moderate depression. After controlling for gender, age, and smoking status, depression severity demonstrated statistically significant effects on nearly all acoustic and all perceptual voice characteristics. Both perceptual and acoustic voice characteristics can predict the severity of depression. The acoustic parameter of peak amplitude variation (vAm) and the perceptual parameters of hoarseness (G), breathiness (B), asthenia (A), and strain (S) were significant predictors of depression severity. Voice may hold potential as an indicative marker in predicting the severity of depression measured by the MADRS scale. The acoustic parameter related to intensity variation and the perceptual parameters of the GRBAS scale (except voice roughness) appear to be promising voice characteristics in training depression recognition models. Identifying vocal indicators as markers for detecting mental disorders, such as depression, through regression analysis may serve as a foundation for the development of artificial intelligence models for its recognition and may have future clinical relevance

The Impact of Performance on Students’ Reflective and Coping Strategies in Higher Education

This research aimed to track the impact of performance as a pedagogical technique on students’ reflective and coping strategies. The study was conducted at the National University of Ostroh Academy (Ukraine) in the first autumn semester of 2024 (from September to December) on a sample of 120 students from such study programs as Psychology and Public Health. The type of design was a pretest-posttest experimental design (PPED), where we measured indicators both before (pretest) and after (posttest) the performance intervention. The methodological framework consisted of three approaches: the Reflective Problem-Solving Strategies (RPSS) (Savchenko and Makienko), the Coping Inventory for Stressful Situations (CISS) (Endler and Parker), and the BASIC Ph model (Lahad and Leykin). The study presented descriptive statistics, a chi-square test (x2), and Pearson’s correlation analysis to show connections between reflective and coping strategies. The study stated that performance positively changes reflective strategies, transforming and adapting them to external conditions. In particular, the results showed that students most frequently employed reflective strategies such as “Criticality in Analyzing and Evaluating Information” and “Making Decisions Based on Internal Standards” to achieve a more effective and systematic analysis of problems that arise during problem-solving. The Pearson correlation analysis revealed that reflective strategies correlate most strongly with active and adaptive coping strategies, such as the Social Distraction Scale (CSSS) and Social Support (BASIC Ph), indicating the importance of social (group) interaction in the development of cognitive skills. Altogether, the avoidance coping strategies have been decreased significantly, indicating an increase in problem-solving, decision-making, and responsibility. The conclusion is that performance increases reflective strategies by directly solving problems, using external resources as emotional support and social coordination within the group. Performance can create open conditions for reflective problem-solving and deep emotional support between participants, which will further increase student achievement and learning motivation

Examining Multimodal Literacy Skills Among EMI Teachers in Kazakhstan

The integration of English as a Medium of Instruction (EMI) in Kazakhstani universities necessitates effective multimodal communication in teaching. However, limited research has explored EMI instructors’ multimodal literacy—their ability to utilize verbal, visual, and textual elements to enhance instruction. This study investigates the relationship between EMI instructors’ ability to express and interpret multimodal content and their preference for multimodal communication in teaching at a Kazakhstani university. A quantitative research design was employed, utilizing a validated survey instrument to assess 120 teachers’ multimodal literacy levels in one Kazakhstani university. The collected data underwent reliability analysis, descriptive statistics, and Pearson correlation analysis to examine the relationships among multimodal expression, interpretation, and preference. The results indicate that while teachers acknowledge the value of multimodal approaches, they encounter significant challenges in integrating them effectively. Variations in internal consistency suggest that certain aspects of multimodal communication remain difficult to master. Additionally, the findings reveal that teachers who demonstrate strong multimodal interpretation skills do not necessarily prefer using such methods in teaching. These findings suggest a gap between EMI instructors’ multimodal literacy and their instructional preferences, highlighting the need for targeted faculty development programs that enhance multimodal teaching strategies

PhD Students’ Perceptions and Strategies For Managing Stress During Their PhD Studies

Update (2025-09-26): Four references were corrected. No changes were made to the article text. See Crossmark: policy DOI. The combined effects of academic demands, the need for effective time management, balancing work and personal commitments, and financial challenges lead to a significant degree of stress among PhD students. Understanding how stress is perceived and managed is crucial to understanding the challenges faced by PhD students during their most intense period of academic study. The study aims to examine how doctoral students display stress during their studies. A specially designed Questionnaire on how doctoral students perceive and manage stress during their studies was created for this study. It had seven items, and respondents were asked to rate their level of agreement with each one on a five-point Likert-type scale. A sample of 438 doctoral students from the Republic of Serbia with varying demographic, professional, and academic characteristics was used in the study. ANOVA and correlation tests, among other statistical analyses, revealed a high degree of stress related to difficulties balancing personal and academic commitments, particularly for doctoral students who are self-funded and have jobs. Gender differences show that female PhD students experience higher levels of stress, older PhD students struggle to find time for relaxation, and employed respondents report higher levels of stress than their counterparts without jobs. Scientific disciplines also differ, so that PhD students in the humanities report high levels of pressure. In contrast, those in the natural and technical sciences are less stressed by the competitive aspect of their study. The results emphasize the necessity of specialized institutional support services, such as financial aid, mentorship, and adaptable stress management programs, in order to reduce stress and enhance PhD students’ academic experiences

Educators’ Views on the Impact of Traditional Music on the Socio-Emotional Competencies of Preschool-Aged Children

This study aims to present educators’ views on the importance of incorporating traditional music during activities with preschool-aged children to develop their socio-emotional competencies. The sample consisted of 88 educators from preschool institutions in the Republic of Serbia. The results showed that most educators frequently use traditional music in their work. Its significance for the development of emotional intelligence, social skills, and cultural awareness in children was particularly emphasized. The analysis showed that educators who regularly incorporate traditional music content report higher levels of socio-emotional competencies in children, highlighting the importance of this practice. Although the educators’ age, work experience, and place of residence did not have a statistically significant impact, regional differences were observed. Educators in different parts of Serbia assessed socio-emotional competencies in a specific way, reflecting the cultural and pedagogical particularities of those regions. The conclusions confirm the importance of integrating traditional music into preschool curricula as a way to develop socio-emotional competencies and children’s cultural identity. The research contributes to the understanding of the role of cultural heritage in the contemporary educational context, providing recommendations for further improvement of pedagogical practices

Integration of Popular Music in Educational Projects in Higher Education

In order to adequately prepare music education students for their future careers, it is important to include content related to popular music in the curricula, in addition to courses that focus on developing knowledge and skills in classical music. Despite the widespread recognition of its importance, educational knowledge of popular music is a relatively new or even unknown source in teaching music at conservatoires. In Croatia, for example, music teachers who start their careers in schools do not acquire sufficient academic knowledge or professional practice related to popular music during their studies. The music education system has marginalized this genre and there are no separate courses on this topic in the curricula of music education programs. Consequently, content related to popular music is usually integrated into the curriculum through teaching projects. This article presents the implementation, aims and outcomes of three such projects carried out at the Department of Music Pedagogy at the Academy of Music in Pula. The projects are: Film Music Adventure, which considers well-known soundtracks from films, Superstar, which is dedicated to exploring the intersection of rock and opera, and a locally oriented project reviewing musical life in the largest city in the Istrian region, entitled The Seventies Measured by the Metronome: Everyday Musical Life in Pula 1970–1980. Working on these projects engaged students in a dynamic and interactive learning process and increased their engagement, motivation and interest, as well as their knowledge of popular music

Evoked Brain Activity in Food Preference Decisions: Links to Eating Behavior and General Nutritional Knowledge

The article explores the characteristics of evoked brain activity during food preference decisions, emphasizing the role of psychological and neurophysiological mechanisms. The relevance of studying eating behavior as a multifaceted phenomenon is highlighted, with attention to the cognitive, emotional, and physiological factors that influence food preferences. The study involved 40 participants (70% female). Psychological testing included the Dutch Eating Behavior Questionnaire (Russian version by I.G. Malkina-Pykh, 2007), the Thought and Behavior Questionnaire (adapted by A.V. Anikina and T.A. Rebeko, 2009), the Three-Factor Eating Questionnaire (Russian version, 2018), and the General Nutrition Knowledge Questionnaire (translated version of Kliemann, 2016). Neurophysiological data were collected using EEG tasks based on a Go/NoGo paradigm. Mathematical and statistical methods included the Shapiro-Wilk test, Mann-Whitney U test, Student’s t-test, and k-means cluster analysis. The study revealed significant differences in brain activity between groups with varying psychological characteristics and levels of nutritional knowledge. These findings align with previous research, confirming the link between cognitive control, impulsivity, and food preferences. Enhanced activation in the temporo-occipital regions was observed in participants with higher nutritional awareness. The role of psychological traits was found to outweigh knowledge levels in shaping dysfunctional eating patterns, highlighting the need for individualized approaches in prevention and treatment. The limitations, including the sample size and absence of participants with clinical eating disorders, are discussed alongside recommendations for future research

The Effect of Emotional Charge of Visual Stimuli on Memorization and False Recognition

Various sensory stimuli, including visual ones, carry certain emotional characteristics. Given that the brain continuously processes a vast number of sensory inputs, inevitably, memory and emotions are intrinsically linked. This study aims to explore the connection between experience and cognitive performance. Through a quantitative experimental design, it has been demonstrated that individuals are more likely to remember emotionally charged visual stimuli compared to neutral visual stimuli. Additionally, a significant effect of emotional charge on memory recall was identified, with a positively charged stimuli being remembered more effectively than neutral ones. From the perspective of specific emotional charge, a preference for greater enjoyment of positively charged emotional stimuli over negatively charged ones was also observed. However, the effect of emotional charge on the occurrence of false associations was not confirmed, as no differences in false associations were found between emotionally charged and neutral visual stimuli. This knowledge can enhance our understanding of cognitive processes within the Slovak population and may serve as a foundation for future research in the field of cognitive sciences

Young Teachers’ Perceptions of Professional Self-efficacy and the Implementation of the Pedagogical Referendum Program

The professional self-efficacy of young teachers plays a crucial role in shaping the quality of education and student outcomes. However, limited research has explored how self-efficacy perceptions are influenced by pedagogical reform initiatives. Addressing this gap, the present study aims to assess young teachers’ professional self-efficacy perceptions and evaluate their perspectives on the implementation of the pedagogical reform program. Employing mixed-methods research design, data were collected from a sample of 418 teachers. Quantitative data were gathered using the Teacher Self-Efficacy Scale, while qualitative insights were obtained through semi-structured interviews developed by the researchers. Quantitative data were analyzed using statistical software, and qualitative data were examined through descriptive analysis. Findings indicate that young teachers exhibit a high level of professional self-efficacy, with no significant differences observed across gender or teaching discipline. Additionally, while many participants reported a moderate understanding of the pedagogical reform program, they expressed positive attitudes toward professional growth under the mentorship of experienced educators. These results suggest that structured mentorship and targeted professional development initiatives within the pedagogical reform framework can further enhance teachers’ self-efficacy and instructional competencies

Enhancing Early Childhood Students’ Computational Thinking Competency Through Digital Game-Based Learning

This study investigated how the computational thinking competencies of students classified in the early childhood category can be developed through digital game-based learning. Computational thinking is a way of thinking that includes problem solving, algorithmic thinking and logical inference skills is considered an important competence that should be acquired at an early age. Digital game-based learning stands out as a powerful tool for developing computational thinking skills while providing a fun and motivating environment by ensuring the active participation of students. Within the scope of the research, the effects of digital game-based learning activities on students’ computational thinking skills were examined by experimental method, one of the quantitative research methods. In this study, a 4-week training activity was conducted for the experimental and control groups determined during the research process to develop computational thinking skills in 5-year-old pre-school children. The study group consists of 50 students in the 5-year-old age group studying in the pre-school class of a state institution. In the study, student groups were divided into experimental and control groups. The experimental and control groups consisted of 25 students. The achievement test prepared for the cognitive domain was used as a pre-test and post-test as the data collection tool. In addition to this data collection tool, an evaluation rubric was also used in the study. The findings showed that digital game-based learning methods positively affect the development of computational thinking skills in early childhood. In light of these findings, recommendations were made in the study for the integration of digital games into relevant educational programs and the promotion of computational thinking at an early age