Impact of psychosocial factors on academic performance of nursing students in Thailand

The Influence of Psychosocial Factors on the Successful Formal Education Trajectories of Young Spanish People in Vulnerable Situations

Young people in vulnerable situations tend to have more difficulties realizing successful formal education trajectories. It is extremely important to conduct studies that explore the key dimensions that can help young people overcome the conditioning of vulnerable situations, assisting in the achievement of academic success. According to the existing literature, one of these key dimensions is psychosocial well-being. Thus, this qualitative research aims to identify and analyze psychosocial factors that favor successful school pathways among young people in vulnerable situations. Through a case study approach, 12 in-depth interviews were carried out with 12 young Spanish people who not only have a vulnerable background but also successful formal education trajectories. The data were explored through qualitative content analysis-NVivo11. The results revealed that young people generally associate their successful educational trajectory with the positive impact of psychosocial factors, such as the following: positive caregivers' valuation of formal education and positive school experiences and support networks. Young people also point to many negative school experiences that have been overcome via positive attitudes and individual protective factors. The youngsters suggest changes in the educational system and teachers' skills in order to improve the levels of psychosocial support in formal education contexts. The study's implications and limitations and recommendations for future research are discussed.

Academic help-seeking behaviour and barriers among college nursing students

Background

First-year college student's smooth transition and academic success influenced by academic help-seeking behaviour. Academic help-seeking behaviour is largely affected by many factors, including demographic factors, self-esteem and the use of sources for academic learning.

Aim

The study investigated academic help-seeking behaviour and barriers among first-year college nursing students.

Setting

The study was conducted at a nursing college in the Western Cape province of South Africa.

Methods

A cross-sectional descriptive survey design with a self-administered questionnaire was used to collect data from 130 first year nursing college students. Descriptive statistics and bivariate analysis were computed using Statistical Packages for Social Sciences (SPSS).

Results

More than 77.7% used course materials and books to help with academic learning, 50% of students sought help from their teachers. Only 24.6% and 17.7% of students used YouTube and computers respectively. In all items measured help-seeking is not a threat to self-esteem, teachers and parents did not have unrealistic expectations of their academic performance. Language is significantly associated with (p < 0.001) academic help-seeking behaviour.

Conclusion

Most students mainly used informal sources for academic learning. Help-seeking was not a threat to self-esteem. The language barrier is significantly associated with academic help-seeking behaviour. The nursing college should provide a coordinated academic language support, academic consultation and counselling services for academically stressed first-year nursing students.

Contribution

The findings highlighted language as a barrier to academic help-seeking. The study provides insight to strengthen the language and academic support for academic learning for first year nursing students.

Gamified Problem Gambling and Psychological Distress: The Mediated-Moderated Roles of Cognitive and Economic Motives

Economic and non-economic motives for gambling may amplify anxiety and depression among young adults. On the grounds that online gambling is highly addictive, it is imperative to assess significant contributory factors in gambling that aggravate financial harm and psychological distress. The study examines gamified problem gambling and psychological distress among young adults in Ghanaian universities. The study further explores the mediating role of cognitive biases and heuristics as well as financial motive for gambling between gamified problem gambling and psychological distress. Through a cross-sectional design and convenience sampling technique, the study employed (n = 678) respondents who took part in different forms of gambling events in the last 2 years. Instruments for construct assessment include problem gambling severity, cognitive biases and heuristics, financial motive for gambling and psychological distress scales. Control variables include gender, age, income source and type of gambling patronized in the last 2 years. Using hierarchical regression, gamified problem gambling was found to have a positive effect on psychological distress. Also, cognitive biases & heuristics partially mediates between gamified problem gambling and psychological distress. Finally, financial motive for gambling moderates between gamified problem gambling and psychological distress. The outcomes bring to bear economic and non-economic motives that exacerbate psychological distress among young adults. Based on the vulnerability of problem gamblers in developing countries, the researchers recommend a need for stricter regulations to somewhat control online gambling frequency among young adults.

Predictors and Correlates of Saudi Nursing Students' Grit and Positive Thinking Amidst the COVID-19 Pandemic

Introduction

Academic success requires grit and positive thinking. However, research on Middle Eastern nursing students' grit and positive thinking is limited. This study investigated the demographic variables that correlate to and predict Saudi nursing students' grit and positive thinking.

Method

A descriptive cross-sectional design guided this study. We used the 12-item Short Grit Scale (Grit-S) and 8-item Positive Thinking Skills Scale (PTSS) to collect data from 338 nursing students. The Pearson correlation coefficient and linear regression analysis were utilized to analyze the data.

Findings

Nursing students' Grit-S mean score is more significant than their PTSS score. The year level is inversely associated with Grit-S, while gender and Grit-S had a weak direct correlation. Regarding PTSS, only the year level was inversely correlated. Finally, both the year level and gender were significant predictors of Grit-S and PTSS.

Discussion

Participants' responses to Grit-S and PTSS scores vary greatly depending on their demographics. The nursing students' grit and positive thinking did not develop as they progressed in the nursing program, which is viewed differently by each gender.