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Nogueira MJC, Sequeira CA. Positive and Negative Correlates of Psychological Well-Being and Distress in College Students' Mental Health: A Correlational Study. Healthcare (Basel) 2024; 12:1085. [PMID: 38891160 PMCID: PMC11172048 DOI: 10.3390/healthcare12111085] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/26/2024] [Revised: 05/20/2024] [Accepted: 05/22/2024] [Indexed: 06/21/2024] Open
Abstract
BACKGROUND Recognizing the positive or negative effects of students' mental health promotes personal development, well-being, and academic success. Academic life exposes college students to multiple adjustments, demands, and vulnerabilities that can cause stress and mental health problems. This study aims to identify psychological well-being and psychological distress effects on college students' mental health. METHODS A correlational study was designed involving a non-probabilistic 560 sample of students (446 women) aged 18 to 41 years (M = 19.6; SD = 1.68). An online self-report questionnaire was used including demographic, relational, academic, and health behaviors variables, and the measures: Mental Health Inventory; Satisfaction with Social Support Scale; Academic Life Satisfaction Scale; and Psychological Vulnerability Scale. RESULTS Regression analyses indicate that male students, dating, good academic performance, exercise, sleeping seven hours, satisfaction with social support, and academic life satisfaction were significant correlates (p < 0.05) of psychological well-being, with the last two having great weight in the model. Females, low income, aged 21-24 years, sleeping less than 6 h, moderate psychological vulnerability, and perception of vulnerability were significant (p < 0.05) negative effects of psychological distress. CONCLUSIONS This study addresses the positive and negative effects of psychological well-being and distress in college students. Specific mental health promotion and morbidity prevention programs can improve students' mental health literacy and resilience.
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Affiliation(s)
- Maria José Carvalho Nogueira
- School of Nursing of São João de Deus, Évora University, Largo do Sr. da Pobreza 2B, 7000-811 Évora, Portugal
- Comprehensive Health Research Centre (CHRC), Évora University, 7000-811 Évora, Portugal
- Center for Research in Health Technologies and Services: Health Research Network, From The Lab to The Community (CINTESIS@RISE), 4200-072 Porto, Portugal;
| | - Carlos Alberto Sequeira
- Center for Research in Health Technologies and Services: Health Research Network, From The Lab to The Community (CINTESIS@RISE), 4200-072 Porto, Portugal;
- Nursing School of Porto (ESEP), R. Dr. António Bernardino de Almeida 830 844, 856, 4200-072 Porto, Portugal
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Hyseni Duraku Z, Davis H, Hamiti E. Mental health, study skills, social support, and barriers to seeking psychological help among university students: a call for mental health support in higher education. Front Public Health 2023; 11:1220614. [PMID: 37920583 PMCID: PMC10619655 DOI: 10.3389/fpubh.2023.1220614] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/10/2023] [Accepted: 09/28/2023] [Indexed: 11/04/2023] Open
Abstract
Introduction Poor mental health among youths is a complex worldwide issue. Many countries with medium-to-low levels of development, particularly those in Southern Europe, have not introduced appropriate mental health and educational strategies to identify the key factors influencing wellbeing, promote psychological wellbeing, and prevent poor mental health among youths. In response to these trends, we sought to uncover insights for developing interventions for youth mental wellbeing. We assessed mental health, study skills, barriers to seeking psychological help, and perceived social support among Kosovar university students, and investigated their experiences with professional mental health services and their needs and perceptions regarding the importance of professional mental health services on campus. Methods The study used a parallel mixed-methods design. Participants included 234 university students. Quantitative data were gathered through validated questionnaires, including the Depression, Anxiety, and Stress Scale, Multidimensional Scale of Perceived Social Support, Academic Anxiety Scale, Study Skills Assessment Questionnaire, and the Barriers to Seeking Psychological Help Scale. Qualitative data on the students' experiences with mental health services and their perceptions regarding the importance of professional university mental health services were explored through open-ended questions. Results Most students experienced anxiety and depression, more than half were stressed, and most reported poor or moderate study skills. Lack of trust in mental health professionals was a major barrier to seeking psychological help, followed by difficulties in self-disclosure. Perceived social support and academic anxiety were significant predictors of barriers to seeking psychological help. The participants believed that mental health and academic support from the university would help improve their mental wellbeing, study skills, self-esteem, self-perception, and attitudes toward social support; raise awareness regarding mental health; and help them overcome personal and academic challenges. Discussion Our findings highlight the need for more comprehensive and accessible mental health services on campuses. By providing adequate support and resources to address various personal and academic factors that contribute to mental health issues in university students, universities can enhance students' academic success and personal growth.
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Affiliation(s)
- Zamira Hyseni Duraku
- Department of Psychology, University of Prishtina “Hasan Prishtina”, Pristina, Kosovo
| | - Holly Davis
- University Counseling Service, The University of Iowa, Iowa City, IA, United States
| | - Era Hamiti
- Department of Psychology, University of Prishtina “Hasan Prishtina”, Pristina, Kosovo
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Fu W, Li R, Zhang Y, Huang K. Parenting Stress and Parenting Efficacy of Parents Having Children with Disabilities in China: The Role of Social Support. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:2133. [PMID: 36767500 PMCID: PMC9915991 DOI: 10.3390/ijerph20032133] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 12/21/2022] [Revised: 01/12/2023] [Accepted: 01/16/2023] [Indexed: 06/18/2023]
Abstract
Raising children with disabilities is challenging for parents, who experience high parenting stress. The study aimed to understand the status quo of parenting efficacy of parents having children with disabilities and to analyze the association between parent efficacy, parenting stress, and social support in China. We surveyed 373 parents having children with disabilities enrolled in special education schools or rehabilitation institutions from 14 provinces in China. The online questionnaire including Parental Stress Index-Short Form, the Child Adjustment and Parent Efficacy Scale-Developmental Disability (CAPES-DD), and Social Support Scale was applied in the study. The results suggested that parenting efficacy of parents having children with disabilities in China was at the medium level. Parenting stress, social support, and parenting efficacy were significantly related with each other, and social support played a mediating role between parenting stress and parenting efficacy. The findings indicated that reducing parenting stress and improving social support might improve parenting efficacy. We also discussed the implications of providing intervention strategies or social support to improve parenting efficacy for parents with disabled children in China.
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Affiliation(s)
- Wangqian Fu
- School of Special Education, Beijing Normal University, Beijing 100875, China
| | - Rui Li
- School of Education, Beijing Sport University, Beijing 100091, China
| | - Yaqian Zhang
- Faculty of Education, Beijing Normal University, Beijing 100875, China
| | - Ke Huang
- Alum Rock Union School District, San Jose, CA 95127, USA
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Karim SI, Irfan F, Haris S, Al-Maflehi N, Ahmed AMA, Ponnamperuma G, Al Sayyari S, Al Faris E. Relationship Between Socio-Demographics, Study Skills and Distress Among Pakistani School Students: A Cross-Sectional Study in Riyadh, Saudi Arabia. Psychol Res Behav Manag 2023; 16:587-598. [PMID: 36890853 PMCID: PMC9987450 DOI: 10.2147/prbm.s394481] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/23/2022] [Accepted: 02/21/2023] [Indexed: 03/06/2023] Open
Abstract
Purpose The increasing prevalence of distress among students is of global concern. Several factors such as school and family environment and ineffective study skills could influence mental health. The study explored the rate of distress symptoms among school students' and its relationship with their study skills, stressors and demographic factors. Methods In this cross-sectional analytical study, a sample of 215 students from a community school participated in the study. Three questionnaires, demographic questionnaire, Study Skills Inventory and the Kessler Psychological Distress Scale, were used for data collection. Data were analyzed using Student's t-test, ANOVA, Pearson's correlation coefficient and stepwise linear regression. Results Response rate was 70% (n = 150). A high proportion of respondents (75%) was distressed (mean 27.28 ± 8.77). Correlation analysis showed that distress (K10 score) was negatively related to study skills (SSI total score) (r = -0.247, p = 0.002). The rate of distress symptoms was higher among female students (79%) compared to their male counterparts (72%). The factors associated with distress included negative association of teachers' level of help to develop competencies (p = 0.000, β = -0.278, R2 = 0.249), unfavorable school environment (p = 0.000, β = 0.285, R2 = 0.123), inability to cope with studies (p = 0.005, β = 0.205, R2 = 0.038), family problems (p = 0.014, β = 0.184, R2 = 0.173) and lower study skills (p = 0.031, β = -0.164, R2 = 0.270). The overall regression analysis explained 33.6% of the variance (corrected R2 = 0.336). Conclusion Higher than expected levels of distress (75%) was found in immigrant school students. Poor study skills have a significant relationship with distress. Learning environment and related stress factors were associated with distress among students. Based on the findings, it is recommended that stakeholders in education address the hidden curriculum, as it is usually unacknowledged and might affect students' wellbeing, and move from student centered to an interpersonal relation-centered education.
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Affiliation(s)
- Syed Irfan Karim
- Department of Family and Community Medicine, College of Medicine, King Saud University, Riyadh, Saudi Arabia.,King Saud University Chair for Medical Education Research and Development, Department of Family and Community Medicine, College of Medicine, King Saud University, Riyadh, Saudi Arabia
| | - Farhana Irfan
- King Saud University Chair for Medical Education Research and Development, Department of Family and Community Medicine, College of Medicine, King Saud University, Riyadh, Saudi Arabia
| | | | - Nassr Al-Maflehi
- College of Dentistry, King Saud University, Riyadh, Saudi Arabia
| | - Abdullah M A Ahmed
- King Saud University Chair for Medical Education Research and Development, Department of Family and Community Medicine, College of Medicine, King Saud University, Riyadh, Saudi Arabia
| | - Gominda Ponnamperuma
- Department of Medical Education, Faculty of Medicine, University of Colombo, Colombo, Sri Lanka
| | | | - Eiad Al Faris
- Department of Family and Community Medicine, College of Medicine, King Saud University, Riyadh, Saudi Arabia.,King Saud University Chair for Medical Education Research and Development, Department of Family and Community Medicine, College of Medicine, King Saud University, Riyadh, Saudi Arabia
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Jiang W. Beyond the Psychopathological Approach to Study the Relationship between Body Dissatisfaction and Suicide: A Moderate and Mediated Analysis. BIOMED RESEARCH INTERNATIONAL 2022; 2022:6285473. [PMID: 36277888 PMCID: PMC9584680 DOI: 10.1155/2022/6285473] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 08/29/2022] [Revised: 09/19/2022] [Accepted: 09/28/2022] [Indexed: 11/17/2022]
Abstract
This paper provides a comprehensive review of the literature to date on body dissatisfaction and suicide. A moderate and mediated regression analysis suggests that the relationship between these two variables is mediated by depression, anxiety, impulse control, self-esteem, and hopelessness. The relationship is not moderated by gender, ethnicity, or socioeconomic status. The implications for mental health practitioners are discussed in relation to management strategies for body dissatisfaction and suicide risk. Another finding showed that psychological distress had a significant effect on performance achievement and served as a mediating variable for the effect of social justice on performance achievement. This study only focused on the effect of psychological distress on the performance achievement of human resources in the context of Islamic microfinance institutions. Besides, in explaining the model, this study only focused on one point of view of the grand theory, i.e., social exchange theory. This study provided information on alternative strategies in managing and minimizing the risks of psychological distress to improve performance achievement in Islamic microfinance institutions. Apart from that, this study also provided an overview of how to manage social exchange relationships in the context of an organization, so they could be well-maintained. This study examined the effect of psychological distress on the performance achievement of human resources in the context of Islamic microfinance institutions. This study also specifically examined the role of formal justice and social justice as an antecedent of psychological distress. Eventually, this study used the perspective of social exchange theory for the first time in explaining the psychological distress model on the performance achievement of human resources.
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Affiliation(s)
- Wei Jiang
- Faculty of Education, Huaibei Normal University, Huaibei 235000, China
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Tremblay B, Hawkins JE, Hawkins R, Higgins K, Wiles L, Martin J. Contributing factors to withdrawal decisions of military and nonmilitary nursing students. TEACHING AND LEARNING IN NURSING 2022. [DOI: 10.1016/j.teln.2022.08.004] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/14/2022]
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Liu HL, Wang TH, Lin HCK, Lai CF, Huang YM. The Influence of Affective Feedback Adaptive Learning System on Learning Engagement and Self-Directed Learning. Front Psychol 2022; 13:858411. [PMID: 35572271 PMCID: PMC9094679 DOI: 10.3389/fpsyg.2022.858411] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/19/2022] [Accepted: 03/11/2022] [Indexed: 11/13/2022] Open
Abstract
The outbreak of the two-year corona virus has made a great difference on existing methods of learning and instruction. Online education has become a crucial role to maintain non-stop learning after the post-epidemic period. The advanced technologies and growing popularity of network equipment have made it easy to deploy remote connections. However, teachers still face challenges when they actually implement distance courses. During the learning process, the quality of learning can be improved if the researchers consider multiple factors, including emotions, attitudes, engagement, cognition, neuroscientific and cultural psychology. After analyzing these factors, instructors can have better understanding of students' mental building and cognitive understanding in their process of learning, and be familiar with the way of interaction with students and appropriately adjust their teaching. Therefore, the current study established a learning system that aimed to understand learners' emotional signals during learning by applying the adaptive-feedback emotional computing technology. The purpose of the system was to allow learners to (1) self-examine their learning condition, (2) enhance their self-directed learning, (3) help learners who are in negative learning emotions or settings to lower anxieties, and (4) promote their learning attitudes and engagement. Result showed that the system with the adaptive-feedback emotional computing technology has significantly improved the learning effectiveness, lowered learning anxieties and increased students' self-directed learning.
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Affiliation(s)
- Hsin-Lan Liu
- Department of Engineering Science, National Cheng Kung University, Tainan, Taiwan
| | - Tao-Hua Wang
- Department of Engineering Science, National Cheng Kung University, Tainan, Taiwan
| | - Hao-Chiang Koong Lin
- Department of Information and Learning Technology, National University of Tainan, Tainan, Taiwan
| | - Chin-Feng Lai
- Department of Engineering Science, National Cheng Kung University, Tainan, Taiwan
| | - Yueh-Min Huang
- Department of Engineering Science, National Cheng Kung University, Tainan, Taiwan
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Hernández-Hernández F, Sancho-Gil JM. Students' Experiences in Suddenly Transformed Living and Educational Environments by COVID-19. Front Psychol 2021; 12:782433. [PMID: 34819904 PMCID: PMC8606415 DOI: 10.3389/fpsyg.2021.782433] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/24/2021] [Accepted: 10/15/2021] [Indexed: 12/30/2022] Open
Abstract
This manuscript builds on research about how university students felt affected by the Covid19 pandemic and, especially, by the irruption of non-face-to-face classes and mixed teaching methods in this context. How have young people experienced this situation? How has it affected their wellbeing and the learning strategies should develop have had to incorporate into their virtual relationships? their virtual relationships? How have they related and relate to virtual tools for a task that they have always experienced face-to-face? To answer these questions, the TRAY-AP project that investigates how university students learn collected 89 scenes that show the effects of the Covid 19 on their lives and the university. We grouped these scenes into seven key concepts to detect how students were emotionally affected, especially by moving from face-to-face to virtual learning. From this analysis, although primarily negative, the emotional effects have also allowed them to generate positive strategies for readaptation and collaboration with other colleagues. All of which opens the way to rethink the predominant pedagogical and knowledge relations in the university.
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Affiliation(s)
| | - Juana M. Sancho-Gil
- Department of Didactics and Educational Organization, University of Barcelona, Barcelona, Spain
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Zapata-Lamana R, Sanhueza-Campos C, Stuardo-Álvarez M, Ibarra-Mora J, Mardones-Contreras M, Reyes-Molina D, Vásquez-Gómez J, Lasserre-Laso N, Poblete-Valderrama F, Petermann-Rocha F, Parra-Rizo MA, Cigarroa I. Anxiety, Low Self-Esteem and a Low Happiness Index Are Associated with Poor School Performance in Chilean Adolescents: A Cross-Sectional Analysis. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph182111685. [PMID: 34770200 PMCID: PMC8582900 DOI: 10.3390/ijerph182111685] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 09/15/2021] [Revised: 11/03/2021] [Accepted: 11/03/2021] [Indexed: 11/16/2022]
Abstract
OBJECTIVE To analyze the relationship between anxiety, self-esteem, happiness index and primary school students' academic performance in Chilean adolescents from the Biobío province. METHODOLOGY 733 (46.1% girls; 12 (1.3 years)) public primary school students that completed the 2018 Health and School Performance Survey carried out in the Biobío province were included in this cross-sectional analysis. The BECK Anxiety Inventory (BAI) was used to measure anxiety while happiness index and self-esteem were measured using the subjective happiness scale and the Rosenberg self-esteem scale, respectively. School performance was measured by grade point average (GPA) of language, math, physical education and cumulative GPA, and behavior associated with cognition in the school context was also considered. The relationship between mental health indicators and school performance was investigated using a one-way ANOVA and Pearson correlation. RESULTS In comparison to students with low anxiety levels and high self-esteem and happiness levels, students with higher anxiety levels, lower self-esteem and happiness levels perceived themselves as having memory problems. They were also slower to solve math problems, had a shorter attention span in class and presented more difficulties in solving complex tasks, as well as being more nervous during testing. These students also got the lowest grade point average in math, language and physical education. CONCLUSIONS High anxiety levels, low self-esteem and low happiness levels were associated with lower school performance and weaker behavior associated with cognition in Chilean adolescents. Implementing plans of emotional education and mental health could improve academic achievement.
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Affiliation(s)
- Rafael Zapata-Lamana
- Escuela de Educación, Universidad de Concepción, Los Ángeles 4440000, Chile; (R.Z.-L.); (C.S.-C.)
| | - Cristian Sanhueza-Campos
- Escuela de Educación, Universidad de Concepción, Los Ángeles 4440000, Chile; (R.Z.-L.); (C.S.-C.)
| | - Marcia Stuardo-Álvarez
- Centro de Vida Saludable, Universidad de Concepción, Concepción 4030000, Chile or (M.S.-Á.); (M.M.-C.)
| | - Jessica Ibarra-Mora
- Departamento de Educación Física, Deporte y Recreación, Universidad Metropolitana de Ciencias de la Educación, Santiago 7760197, Chile;
| | | | - Daniel Reyes-Molina
- Doctorado en Psicología, Facultad de Ciencias Sociales, Universidad de Concepción, Concepción 4030000, Chile;
| | - Jaime Vásquez-Gómez
- Centro de Investigación de Estudios Avanzados del Maule (CIEAM), Universidad Católica del Maule, Talca 3460000, Chile;
- Laboratorio de Rendimiento Humano, Grupo de Estudios en Educación, Actividad Física y Salud (GEEAFyS), Universidad Católica del Maule, Talca 3460000, Chile
| | - Nicole Lasserre-Laso
- Escuela de Nutrición y Dietética, Facultad de Salud, Universidad Santo Tomás, Los Ángeles 4440000, Chile;
| | - Felipe Poblete-Valderrama
- Facultad de Educación, Departamento de Ciencias del Deporte y Acondicionamiento Físico, Universidad Católica de la Santísima Concepción, Concepción 4030000, Chile;
| | - Fanny Petermann-Rocha
- Facultad de Medicina, Universidad Diego Portales, Santiago 8370068, Chile; or
- Institute of Cardiovascular and Medical Sciences & Institute of Health and Wellbeing, University of Glasgow, Glasgow G12 8TA, UK
| | - Maria Antonia Parra-Rizo
- Department of Health Psychology, Faculty of Social and Health Sciences, Campus of Elche, Miguel Hernandez University (UMH), 03202 Elche, Spain;
| | - Igor Cigarroa
- Escuela de Kinesiología, Facultad de Salud, Universidad Santo Tomás, Los Ángeles 4440000, Chile
- Correspondence: ; Tel.: +56-432-536-682
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Parrington BA, Giardino WJ. Zooming into the Lab: Perspectives on Maintaining Undergraduate Biological Research through Computationally Adapted Remote Learning in Times of Crisis. JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION 2021; 22:jmbe-22-84. [PMID: 33953819 PMCID: PMC8060142 DOI: 10.1128/jmbe.v22i1.2563] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/10/2020] [Accepted: 02/02/2021] [Indexed: 05/24/2023]
Abstract
At the onset of the COVID-19 pandemic, many academic institutions attempted to limit viral spread throughout their communities by suspending face-to-face student instruction. The rapid transition from in-person to remote learning dramatically altered student-instructor interactions and ushered in a new set of educational challenges. Despite recent publications by experienced researchers that address the impacts of remote instruction on undergraduate research at a holistic level, we currently lack evidence for successful implementation of best practices in a remote research environment during the COVID-19 pandemic. Therefore, to enhance remote scientific experiences and improve the skills of young biologists facing uncertain challenges in their future academic careers, we make nine recommendations for best practices in maintaining quality undergraduate research experiences, especially for computationally adapted projects, during online learning periods in times of crisis. Based on our experience participating in an undergraduate Stanford Summer Research Program that was conducted entirely remotely during the summer of 2020, we describe nine recommendations for best practices that institutions, faculty mentors, and undergraduate mentees can execute to maintain a high quality of biological research. Further elucidating the ways in which distance learning can be improved at the undergraduate research level will offer insights into making the most out of remote biological research in the months and years ahead.
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Affiliation(s)
| | - William J. Giardino
- Department of Psychiatry & Behavioral Sciences, Stanford University, Palo Alto, CA 94304
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Lee M, Na HM, Kim B, Kim SY, Park J, Choi JY. Mediating effects of achievement emotions between peer support and learning satisfaction in graduate nursing students. Nurse Educ Pract 2021; 52:103003. [PMID: 33774568 DOI: 10.1016/j.nepr.2021.103003] [Citation(s) in RCA: 12] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/01/2020] [Revised: 02/18/2021] [Accepted: 02/20/2021] [Indexed: 11/18/2022]
Abstract
Graduate nursing students experience considerable stress due to their multiple responsibilities, including professional responsibilities, graduate coursework and family commitments. Peer support can help graduate students overcome stress and may heavily influence their learning satisfaction. However, the mechanisms underlying the influence of peer support on learning satisfaction in graduate students remain unclear. Thus, this cross-sectional study examined the relationship between peer support, achievement emotions (learner-specific emotions related to achievement activities) and learning satisfaction, as well as the mediating effects of achievement emotions among 225 graduate nursing students working in the Korean health care system. Participants completed a questionnaire assessing these variables. Pearson correlation was conducted to investigate the relationship between the variables and Baron and Kenny's regression analysis and Sobel test were conducted to examine the mediating effects of achievement emotions. Peer support correlated positively with positive achievement emotions and learning satisfaction and negatively with negative emotions. Positive emotions were positively and negative emotions were negatively, correlated with learning satisfaction. Achievement emotions mediated the relationship between peer support and learning satisfaction. Our findings indicate that peer support plays an important role in improving learning satisfaction, emphasizing the advantages of positive emotions and the disadvantages of negative emotions in graduate nursing students.
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Affiliation(s)
- Mikyoung Lee
- Department of Nursing, Kwangju Women's University, Gwangju, South Korea; Department of Educational Psychology, University of Munich, Munich, Germany.
| | - Hyun Mi Na
- College of Nursing, Chonnam National University, Gwangju, South Korea
| | - Bora Kim
- College of Nursing, Chonnam National University, Gwangju, South Korea
| | - Su Yeon Kim
- College of Nursing, Chonnam National University, Gwangju, South Korea
| | - Jein Park
- College of Nursing, Chonnam National University, Gwangju, South Korea
| | - Ja Yun Choi
- College of Nursing, Chonnam National University, Gwangju, South Korea
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Abstract
In Romania, like in many other European countries, schools and universities were closed and classes were transferred entirely online at the beginning of March 2020, due to the new coronavirus SARS-CoV-2 (COVID-19) outbreak, declared as a pandemic by the World Health Organization (WHO). In the context of drastic changes and uncertainty, teachers across Romania had to face the challenges of transferring lectures online. The small window of time left to adapt to new technologies, along with other stressors, called into question their work engagement and performance, as key factors for the sustainability of the educational system. An approach based on the dimensions of induced stress, resilience behavior, professional support, and work engagement was implemented to highlight the impact of socio-professional changes during the COVID-19 on the activity of 400 teachers from Romania. The designed construct was validated and subsequently a model was proposed, by using factor analysis and Structural Equation Modeling (SEM). The article brings updated information on the complex relationship between stress and resilience in the case of employees from the area of education. Among other results, the present research highlights the structure of work engagement and the mediating role of professional support in the relationship between stressors and resilience mechanisms.
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An Empirical Study on the Relationship between Causes of Teacher Examination Anxiety and Dimensions of Coping with Pre-Exam Anxiety: A Structural Equation Modelling Approach. Psychol Belg 2020; 60:255-269. [PMID: 32864151 PMCID: PMC7427682 DOI: 10.5334/pb.536] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022] Open
Abstract
In recent years, examination anxiety among teachers assumes a critical sphere in the global academic environment. The causes of teacher examination anxiety in education have been reviewed by a few scholars. This shows that teacher examination anxiety and its impact on academic development are limited in research. Therefore, this study investigated the linear relationship between two self-report instruments – the causes of teacher examination anxiety and dimensions of coping with pre-exam anxiety. The study adopted a quantitative approach with three-hundred teachers from four secondary schools in Nigeria and twenty teachers from two secondary schools in North Cyprus participated in the survey. Also, a Structural Equation Modeling (SEM) was utilized for the analysis. The results of the study indicate that the two factors (teacher causes of exam anxiety and dimensions of coping with pre-exam anxiety) are interconnected. The results also indicate teachers’ preparation for examinations coupled with various dimensions of anxiety is a complex task that demands educational stakeholders to constantly improving on causes of examination anxiety and factors of pre-exam anxiety among teachers for better academic and ethical development.
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Self-Esteem and Motivation for Learning in Academic Achievement: The Mediating Role of Reasoning and Verbal Fluidity. SUSTAINABILITY 2020. [DOI: 10.3390/su12145768] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/19/2022]
Abstract
The goal of the present study was to analyze the joint role that non-cognitive (motivation and self-esteem) and cognitive (verbal fluency and reasoning) factors play on academic achievement, both as a global score and in relation to specific subjects, such as language and literature and mathematics. We also analyzed the mediating role of cognitive factors. We recruited a sample of 133 primary education students (aged 6–9 years old) (47.6% girls, 52.6% boys), to whom various measures of the above-indicated variables were administered. Several predictive models were tested through a mediational regression analysis. The results indicated the relevance of intrinsic motivation together with self-esteem as predictors of academic achievement mediated by the cognitive abilities verbal fluency and reasoning. These relationships differed depending on the specific subject. We discuss the educational implications of these findings and emphasize, on the one hand, that academic achievement depends on both cognitive and non-cognitive factors and, on the other hand, the malleability of cognitive factors, as they seem to improve based on motivation and self-esteem.
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Mitonga-Monga J, Mayer CH. Sense of Coherence, Burnout, and Work Engagement: The Moderating Effect of Coping in the Democratic Republic of Congo. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:ijerph17114127. [PMID: 32531877 PMCID: PMC7312054 DOI: 10.3390/ijerph17114127] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 02/24/2020] [Revised: 05/08/2020] [Accepted: 05/14/2020] [Indexed: 11/16/2022]
Abstract
Research on coping, sense of coherence, burnout, and work engagement is well documented in western countries. However, a void of studies exists on how coping mechanisms can moderate the relationship among sense of coherence, burnout, and work engagement in a manufacturing company in the Democratic Republic of Congo (DRC). The objective of this research was to examine the moderating effect of coping (COP) in the relationship between sense of coherence (SOC), burnout (BO), and work engagement (WE). The study employed a quantitative research approach, while participants were recruited through convenience sampling. A total of 197 employees (n = 197; females 40%) who are permanently employed in a manufacturing organisation in the DRC participated in the study voluntarily. The results indicate that coping related positively to a sense of coherence. Moreover, the results indicate that sense of coherence and work engagement related negatively to burnout. Furthermore, the results show that coping acted as a moderator in the relationships between variables. The study adds value to the WE theory by suggesting that an employee who has a high level of COP, high SOC, low level of BO, will positively engage, perform, and be productive.
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Karande S. Is Dietary Intake Related to Test Anxiety and Scholastic Performance in Indian Adolescents? The Search Continues. Indian J Pediatr 2019; 86:775-776. [PMID: 31119522 DOI: 10.1007/s12098-019-02982-9] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/03/2019] [Accepted: 05/09/2019] [Indexed: 01/15/2023]
Affiliation(s)
- Sunil Karande
- Learning Disability Clinic, Department of Pediatrics, Seth G.S. Medical College & K.E.M. Hospital, Parel, Mumbai, 400012, India.
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