Elaheh Keshavarz | Acquired Communication Disorders | Best Researcher Award

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Ms. Elaheh Keshavarz | Acquired Communication Disorders | Best Researcher Award

University of Manitoba | Canada

Elaheh Keshavarz is a rehabilitation sciences professional whose academic and clinical work focuses on communication disabilities, financial inclusion, and accessible service delivery. She completed her M.Sc. in Rehabilitation Sciences at the University of Manitoba with a strong research profile, building on her B.Sc. training in Speech-Language Pathology. Her graduate work examined the experiences of adults with post-stroke communication disabilities in financial environments, contributing meaningful insights into inclusion and accessibility, while her earlier research explored speech rate variations across age groups. She has published in respected journals such as the Archives of Physical Medicine and Rehabilitation and the Journal of Communication Disorders. With extensive experience as a Speech-Language Pathologist across clinical, educational, and community settings in Canada and Iran, she has supported children and adults with diverse developmental and acquired communication needs. Her roles have also included research assistantships and positions in child development centres, reflecting a commitment to interdisciplinary care. She has earned multiple academic scholarships recognizing her excellence and research potential. Her interests span communication accessibility, brain injury, financial literacy, and evidence-based rehabilitation. She remains dedicated to advancing inclusive practices and contributing to research that improves participation and quality of life for individuals with communication challenges.

Profile : Scopus

Featured Publication

Should You Tell Others That You Live With Brain Injury? Things to Consider About Brain Injury and Disclosure, 2025

Gracia Cristina Villodres | Descriptive Analytics | Best Research Article Award

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Mrs. Gracia Cristina Villodres |  Descriptive Analytics | Best Research Article Award

University of Granada | Spain

Gracia Cristina Villodres is a predoctoral fellow at the University of Granada, specializing in physical activity, health, and education. She holds a Bachelor’s Degree in Primary Education with a specialization in Physical Education (2020), and two Master’s Degrees—one in Research and Innovation in Curriculum and Teacher Training (2021) and another in Physical Activity and Health (2022). Currently completing her PhD (FPU Fellowship 2021–2025) on healthy habits, cognitive function, and academic performance, she is also pursuing a Degree in Psychology. Her research interests focus on physical activity, body image, academic achievement, and mental health in youth populations. She has participated in four competitive research projects, serving as both researcher and principal investigator, and has published over 50 book chapters with ISBN. Her scholarly impact includes an H-index of 4 in Web of Science, 12 in Scopus, and 5 in Google Scholar, with a total of over 55 citations across databases. She has completed a research stay at the University of Bern and received the University of Granada Talent Award (2022). Through her teaching and research, she promotes evidence-based approaches to education and health, aiming to enhance well-being, inclusion, and performance in school and university settings.

Profiles : Scopus | Orcid | Google Scholar

Featured Publications

Villodres, G. C., Pérez-Díaz, J.-J., Salas-Montoro, J.-A., & Muros, J. J. (2025). Sex-based differences in lifestyle behaviours, self-esteem, and academic performance: A structural equation model in high-socioeconomic-status school-aged youth from southern Spain. Children.

Villodres, G. C., Rodríguez-Mérida, M., Vizcaíno-Cuenca, R., & Muros, J. J. (2025). Effectiveness of physical education interventions on mental health in children and adolescents: A systematic review of wellbeing and distress across educational levels. Adolescent Research Review.

Villodres, G. C., Campos-Pérez, L. M., Salvador-Pérez, F., Muros, J. J., & Vizcaíno-Cuenca, R. (2025). Relación entre el uso de redes sociales, hábitos saludables y factores psicológicos relacionados con la percepción de la imagen corporal en estudiantado universitario. Retos.

Navidad Cobo, L., Villodres, G. C., & Padial-Ruz, R. (2025). Efecto de un programa de actividad física y educación nutricional para la mejora de hábitos saludables en educación primaria. Retos.

Villodres, G. C., Salvador-Pérez, F., & Muros, J. J. (2024). Factors associated with Mediterranean diet adherence in a sample of high socio-economic status children from southern Spain. Public Health Nutrition.

Cody Ding – psychology  – Best Researcher Award

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Dr. Cody Ding - psychology  - Best Researcher Award

Southwest University, China; University of Missouri-St. Louis, USA - China

Author Profile

Early Academic Pursuits

Dr. Cody S. Ding's academic journey commenced with a Master of Science degree in Human Development & Family Studies from Pennsylvania State University, followed by a Doctor of Philosophy in Educational Psychology from the University of Minnesota. These foundational educational experiences laid the groundwork for his prolific career in educational measurement and assessment.

Professional Endeavors

Dr. Ding's career trajectory encompasses a diverse array of roles in academia and research. Noteworthy positions include serving as the Director of Psychometric Division at Regents College, New York, and as the Director of University Testing at Arizona State University. These roles underscore his expertise in assessment design, administration, and evaluation.

Contributions and Research Focus

Throughout his career, Dr. Ding has made significant contributions to the fields of educational psychology and measurement. His research interests span a wide spectrum, including data analytics and methodology, educational psychology, and assessments. Notably, his work delves into machine learning applications in education, cognitive and affective assessment of learning, and psychosocial development.

Accolades and Recognition

Dr. Ding's contributions to the academic community have garnered widespread recognition. His citation impact, with an H-index of 31 and i10 index of 68, attests to the significance of his research. Additionally, he has secured numerous grant awards, including prestigious funding from the James S. McDonnell Foundation and the Missouri Foundation of Health, highlighting the esteem with which his work is regarded.

Impact and Influence

Dr. Ding's research has had a profound impact on the fields of educational psychology and assessment. His publications in esteemed journals such as Personality and Individual Differences and Developmental Cognitive Neuroscience reflect the breadth and depth of his scholarly contributions. Moreover, his expertise in multidimensional scaling and machine learning has advanced methodologies in educational research.

Legacy and Future Contributions

As a respected professor and researcher, Dr. Ding's legacy is characterized by his dedication to advancing knowledge and practice in educational measurement and assessment. His ongoing efforts to explore innovative methodologies and address pressing educational challenges ensure that his contributions will continue to shape the field for years to come. With forthcoming publications and continued scholarly endeavors, Dr. Ding remains at the forefront of educational research, poised to leave a lasting legacy in his field.

Notable Publication