Hardiness commitment, gender, and age differentiate university academic performance

Emotional Intelligence, Perceived Stress and Life Quality Assessment Among Dental Students

Background

The capacity to grasp and recognize one's own and human feelings, use cognitive awareness to control actions and behavior, and modify moods in response to difficult situations is known as emotional intelligence (EI). Perceived stress has been linked to higher levels of depression among healthcare students. This study set out to assess EI, perceived stress (PS), and life quality assessment (LQA) among dental undergraduates and to ascertain how these factors are linked to one another.

Materials and Methods

The self-reported cross-sectional research was organized among preclinical and clinical years of dental students to examine their emotional intelligence and stress-coping capacity. About 146 students participated in the study, with ages ranging from 19 to 25, irrespective of gender. The students were given the Schutte Emotional Intelligence and Perceived Stress Scale tools (PSS10) by Cohen, and with World Health Organization Quality of Life (WHOQOL-BREF) tool examined the characteristics that contribute to life quality among students.

Results

The study included 146 individuals, 38 males (26.02%) and 108 females (73.97%), with an unresponsiveness rate of 2.66%. The correlation revealed statistically high significance among emotional intelligence and perceived stress (P = 0.000), perceived stress and life quality (P = 0.02), and emotional intelligence and life quality (P = 0.008). The statistical analysis of the influence of EI, PS, and LQA on academic year-wise analysis determined non-significant (P > 0.05).

Conclusion

Due to the time constraints of their job, dentistry training may be highly stressful, yet regular evaluations of student performance and the accompanying factors would help us to understand how students behave in challenging circumstances.

The relationship between emotional intelligence, spiritual intelligence, and student achievement: a systematic review and meta-analysis

INTRODUCTION

Emotional and spiritual intelligence are crucial factors in enhancing individuals' knowledge and academic achievement. This study aims to examine the correlation between spiritual intelligence, emotional intelligence, and student achievement through a systematic review and meta-analysis.

MATERIALS AND METHODS

A search was conducted in the PubMed, Scopus, Web of Science, SID, and Google Scholar databases from 2007 to December 2022. The effect sizes (EF) included the mean and standard deviation of emotional intelligence, spiritual intelligence, and student achievement and correlation coefficients among spiritual intelligence, emotional intelligence, and student achievement. Random effects models were used to pool the results, and the Q test and I2 index were employed to assess heterogeneity. Correlation coefficients were transformed into standard data (Z) using log transformation.

RESULTS

The overall mean score of educational achievement in university and school students was 15.91 (95% CI: 15.26-16.78). The mean scores of spiritual and emotional intelligence were 138.27 (95% CI: 129.19-147.35) and 128.94 (95% CI: 117.08-140.80), respectively. The correlation coefficients between spiritual intelligence, emotional intelligence, and student achievement were r = 0.36 (95% CI: 0.18-0.51) and r = 0.50 (95% CI: 0.28-0.67), respectively.

CONCLUSIONS

Emotional and spiritual intelligence are independent predictive factors in educational achievement for university and school students. Therefore, improvements in emotional and spiritual intelligence can promote students' academic achievement.

Examining student well-being: Development and initial validation of the perceived vulnerability and hardiness scale

OBJECTIVES

The primary aim was to assess the factor structure and establish measurement invariance across sex for the Perceived Vulnerability and Hardiness Scale.

PARTICIPANTS

Sample 1 (N = 377) and Sample 2 (N = 401) were volunteers from six large southern universities.

METHODS

Iterative and collaborative survey-based focus groups were used to create the final version of the PVHS.

RESULTS

A two-factor model was identified through exploratory and confirmatory factor analyses. The psychological hardiness subscale was found to positively correlate with hardiness and resilience, and negatively correlate with psychosocial functioning, depression, and anxiety. The vulnerability subscale was found to positively, strongly correlate with the anxiety, psychological vulnerability, and psychosocial functioning, and negatively correlate with the hardiness and resilience. Men and women interpreted the PVHS in an equivalent manner.

CONCLUSIONS

This brief measure provides researchers, counselors, and administrations a method for general assessment, intervention effectiveness, and evaluation of campus climates.

Bias, Fairness, and Validity in Graduate-School Admissions: A Psychometric Perspective

As many schools and departments are considering the removal of the Graduate Record Examination (GRE) from their graduate-school admission processes to enhance equity and diversity in higher education, controversies arise. From a psychometric perspective, we see a critical need for clarifying the meanings of measurement "bias" and "fairness" to create common ground for constructive discussions within the field of psychology, higher education, and beyond. We critically evaluate six major sources of information that are widely used to help inform graduate-school admissions decisions: grade point average, personal statements, resumes/curriculum vitae, letters of recommendation, interviews, and GRE. We review empirical research evidence available to date on the validity, bias, and fairness issues associated with each of these admission measures and identify potential issues that have been overlooked in the literature. We conclude by suggesting several directions for practical steps to improve the current admissions decisions and highlighting areas in which future research would be beneficial.

Impact of social support on college students' anxiety due to COVID-19 isolation: Mediating roles of perceived risk and resilience in the postpandemic period

Introduction

Because of the outbreak of COVID-19, several colleges and universities in Xi'an, China, implemented quarantine measures and closed their gates, which increased anxiety among the students.

Methods

The Perceived Social Support Scale, Perceived Risk of COVID-19 Pandemic Scale, Connor-Davidson Resilience Scale, and Self-Rating Anxiety Scale were used for measurements. SPSS26 and AMOS26 (IBM SPSS AMOS Statistics, New York, United States) were used for data analysis. Structural equation modeling (SEM) was used to test the data from the 2,251 respondents and the hypothetical model.

Results

The students' perceived social support was discovered to have had a significant negative effect on anxiety. The students' perceived COVID-19 risk and resilience played significant mediating roles in the relationship between social support and anxiety.

Discussion

When college students feel social support and have resilience, they can reduce anxiety during the epidemic stage. Therefore, education administrators and parents should help college students to identify the current situation of the epidemic environment, enrich relevant knowledge.

“New career” profiles for young adults incorporating traditional and protean career orientations and competencies

Purpose

Using latent profile analysis, the authors explored the career profiles of young adult tertiary students (N = 468, 73.9% women; mean age 20 years) to determine the relative importance of traditional career orientation (TCO) and protean career orientation (PCO) beliefs for them.

Design/methodology/approach

Young adults studying at university can aspire to traditional career experiences as they believe organizations will support their professional and career development. However, since the development of newer career models, the TCO model has received little research attention compared to the PCO.

Findings

The authors found that the dominant profile exhibited average levels of TCO, PCO and career competencies, and that this mixed profile was associated with more mature career identity development and greater organizational commitment. A second profile, with low TCO, average PCO and career competencies, showed a similar level of career maturity to the mixed profile, but exhibited less organizational commitment. A third profile, with average TCO, low PCO and career competencies, especially vocational identity awareness, was related to less career development and organizational commitment.

Originality/value

The findings suggest that a mixed traditional-protean orientation is common in young adult tertiary students and that the development of a vocational identity is important for positive career outcomes, regardless of orientation.

Conscientiousness as a Predictor of the Gender Gap in Academic Achievement

In recent decades, female students have been more successful in higher education than their male counterparts in the United States and other industrialized countries. A promising explanation for this gender gap are differences in personality, particularly higher levels of conscientiousness among women. Using Structural Equation Modeling on data from 4719 Dutch university students, this study examined to what extent conscientiousness can account for the gender gap in achievement. We also examined whether the role of conscientiousness in accounting for the gender gap differed for students with a non-dominant ethnic background compared to students with a dominant ethnic background. In line with our expectations, we found that conscientiousness fully mediated the gender gap in achievement, even when controlling for prior achievement in high school. This was the case among both groups of students. These findings provide insight into the mechanisms underlying the gender gap in achievement in postsecondary education settings. The current study suggests that the use of conscientiousness measures in university admission procedures may disadvantage male students. Instead, the use of such measures may be a fruitful way to identify those students who may benefit from interventions to improve their conscientiousness. Future research could examine how conscientiousness can be fostered among students who are low in conscientiousness.

Does Mindfulness Influence Academic Performance? The Role of Resilience in Education for Sustainable Development

A mindful person is prone to be open to novelty, attentive to distinctions, sensitive to context, aware of multiple perspectives, and focused on the present. Therefore, the role of mindfulness in educational contexts is gaining ground given the great possibilities it offers in developing students’ competences in education for sustainable development (ESD). The main goal of this study is to explore how mindfulness plays a key role in the learning process in response to the need to develop students’ emotional competencies in ESD, and specifically how mindfulness has an impact on academic performance through resilience. We tested the research model with a questionnaire addressed to 497 students from three higher education institutions and one secondary school. The results of a structural equation analysis confirm the study hypotheses. We find mindfulness is positively related to resilience, which leads to better academic performance. Thus, being mindful is a key competence in ESD since it allows young people to face their education with the highest possibilities of training, experience, and personal growth. This exploratory study offers further evidence of the need to invest in mindfulness to foster resilience and academic performance and represents a first step for designing additional interventions on this line.

The Relationship Among Chronotype, Hardiness, Affect, and Talent and Their Effects on Performance in a Military Context

Individual preference for morning or evening activities (chronotype), affect, hardiness, and talent are associated with a variety of performance outcomes. This longitudinal study was designed to investigate the degree to which these variables are associated with academic, physical, and military performance. Self-reported measures of chronotype, affect, and hardiness were collected from 1149 cadets from the Class of 2016 upon entry to the United States Military Academy. Talent, a composite of academic, leadership, and physical fitness scores were drawn from cadet records. Academic, military, and physical performance measures were collected at graduation 4 years later. The results indicated that a morning orientation was associated with better physical and military performance. Higher talent scores, as well as lower levels of negative affect, were associated with better performance across all three performance measures. Hardiness was only associated with military performance. The findings suggest that a morning orientation and less negative affect may result in better performance overall within a challenging and structured military environment. Future studies of chronotype shifts may provide further insight into associated performance benefits.

Effect of Electronic Device Addiction on Sleep Quality and Academic Performance Among Health Care Students: Cross-sectional Study

BACKGROUND

Sleep quality ensures better physical and psychological well-being. It is regulated through endogenous hemostatic, neurogenic, and circadian processes. Nonetheless, environmental and behavioral factors also play a role in sleep hygiene. Electronic device use is increasing rapidly and has been linked to many adverse effects, raising public health concerns.

OBJECTIVE

This study aimed to investigate the impact of electronic device addiction on sleep quality and academic performance among health care students in Saudi Arabia.

METHODS

A descriptive cross-sectional study was conducted from June to December 2019 at 3 universities in Jeddah. Of the 1000 students contacted, 608 students from 5 health sciences disciplines completed the questionnaires. The following outcome measures were used: Smartphone Addiction Scale for Adolescents-short version (SAS-SV), Pittsburgh Sleep Quality Index (PSQI), and grade point average (GPA).

RESULTS

The median age of participants was 21 years, with 71.9% (437/608) being female. Almost all of the cohort used smartphones, and 75.0% (456/608) of them always use them at bedtime. Half of the students (53%) have poor sleep quality, while 32% are addicted to smartphone use. Using multivariable logistic regression, addiction to smartphones (SAS-SV score >31 males and >33 females) was significantly associated with poor sleep quality (PSQI >5) with an odds ratio of 1.8 (1.2-2.7). In addition, male gender and older students (age ≥21 years) were significantly associated with lower GPA (<4.5), with an odds ratio of 1.6 (1.1-2.3) and 2.3 (1.5-3.6), respectively; however, addiction to smartphones and poor sleep quality were not significantly associated with a lower GPA.

CONCLUSIONS

Electronic device addiction is associated with increased risk for poor sleep quality; however, electronic device addiction and poor sleep quality are not associated with increased risk for a lower GPA.

The Evaluation of the Distance Learning Combining Webinars and Virtual Simulations for Senior Nursing Students during the COVID-19 Period

Background

The outbreak of COVID-19 has forced many schools to adopt distance teaching. This study developed a distance learning program that combines webinars and virtual simulations to meet students’ learning needs.

Methods

A descriptive and quasi-experimental design was used. Thirty-five students participated in this distance learning program. Toward the middle and the end of the webinars, computer-based examinations were conducted to assess students’ theoretical knowledge. The Clinical Thinking Ability Scale was administered before and after virtual simulation. Academic Self-efficacy, Student Engagement, and Students’ Satisfaction Scales were administered after completing the learning program.

Results

The students obtained high scores on the theoretical knowledge examinations and virtual simulation scenarios. The virtual simulation led to an improvement in clinical thinking ability. Students displayed high levels of academic self-efficacy and student engagement and expressed high satisfaction with this program. Moreover, there were significant differences between genders in learning behavior self-efficacy, and learning effectiveness.

Conclusion

This distance learning program could meet the learning requirements of senior nursing students, in a flexible manner, in a safe environment during the COVID-19 outbreak.

Preregistration adult nursing students' experiences of online learning: a qualitative study

BACKGROUND

Online learning (OL) is widely used in UK preregistration nursing programmes and the latest Nursing and Midwifery Council professional education standards state digital technology must be embedded in the curriculum. An exploration of preregistration adult nursing students' experiences of OL considers how technology supports learning theory and practice, and assists in designing and delivering effective OL in future programmes.

AIM

This study aimed to explore preregistration adult nursing students' OL experiences.

METHOD

Two focus groups with students were held and thematic analysis carried out.

FINDINGS

Three main themes emerged regarding OL: advantages, disadvantages and preferences. The main advantages included time, accessibility and convenience, being able to revisit learning and the variety of approaches. Disadvantages included inadequate communication, support and interaction. Students preferred an adequate balance of OL with traditional teaching, more communication, synchronous OL, preparation and support.

CONCLUSION

OL is valuable to adult nursing students, providing convenience and flexibility. While it has advantages, the disadvantages and preferences require addressing to ensure future programmes are effective and meet nursing students' requirements.

Influence of Psychological Factors on the Success of the Ultra-Trail Runner

The aim of this study was to analyze the psychological variables of runners of ultra-trail mountain races and their association with athletic performance and success. The sample was made up of 356 mountain runners, 86.7% men and 13.2% women, with a mean age of 42.7 years and 5.7 years of experience. Using pre- and post-race questionnaires, data were collected regarding mental toughness, resilience, and passion. The performance of each runner in the race was also recorded. The results showed very high values in the psychological variables analyzed compared with other sports disciplines. Completion of the race (not withdrawing) and the elite quality of the runners were presented as the most relevant indicators in the processes of resilience, mental toughness, and obsessive passion. Differences were noted between the pre- and post-race results, suggesting that the competition itself is a means of training those psychological factors that are essential to this sports discipline. It can be concluded that psychological factors are decisive to athletic performance and race completion in mountain ultra-marathon races.

How Computer-Assisted Learning Influences Medical Students' Performance in Anatomy Courses

Anatomy is an essential subject of the medical curriculum. Despite its relevance, the curricular time and logistical resources devoted to teaching anatomy are in decline, favoring the introduction of new pedagogical approaches based on computer-assisted learning (CAL). This new pedagogical approach provides an insight into students' learning profiles and features, which are correlated with knowledge acquisition. The aim of this study was to understand how training with CAL platforms can influence medical students' anatomy performance. A total of 611 medical students attending Musculoskeletal Anatomy (MA) and Cardiovascular Anatomy (CA) courses were allocated to one of three groups (MA Group, CA Group, and MA + CA Group). An association between the performance in these anatomy courses and the number of CAL training sessions was detected. In the MA Group (r = 0.761, P < 0.001) and the MA + CA Group (r = 0.786, P < 0.001), a large positive correlation was observed between musculoskeletal anatomy performance and the number of CAL training sessions. Similarly, in the CA Group (r = 0.670, P < 0.001) and the MA + CA Group (r = 0.772, P < 0.001), a large positive correlation was observed between cardiovascular anatomy performance and the number of CAL training sessions. Multiple linear regression models were performed, considering either musculoskeletal or cardiovascular anatomy performance as the dependent variable. The results suggest that using CAL platforms to study has a positive dose-dependent effect on anatomy performance. Understanding students' individual features and academic background may contribute to the optimization of the learning process.

Relationships among Affect, Hardiness and Self-Efficacy in First Aid Provision by Airline Cabin Crew

Cabin crews being first responders, passengers’ health assurance is also one of their main responsibilities. This study explored the association among first aid affect, work-related hardiness and self-efficacy of first aid, as well as the mediation role of work-related hardiness in airline cabin crews. Three self-reporting instruments were applied in this study: one was the first aid affect questionnaire, the second was a work-related hardiness questionnaire, the third was self-efficacy of the first aid questionnaire. Data were collected from 525 cabin crew members across five airlines in Taiwan (480 females and 45 males). The results showed that both exploratory and confirmatory factor analyses indicated that three instruments had satisfactory validity and reliability. Positive significant relationships were found among cabin crews’ first aid affect, work-related hardiness and self-efficacy of first aid. Cabin crews’ commitment dimension of work-related hardiness turned out to be positively related to self-efficacy of first aid. In addition, the results of the study also revealed that cabin crews’ work commitment plays a mediating role between their first aid affect and self-efficacy of first aid. To enhance the self-efficacy of first aid, it is necessary for the airlines to strengthen cabin crews’ work commitment. Furthermore, fostering cabin crews’ first aid affect is also one an important training goal.

Online career counseling success: the role of hardiness and psychological capital

Online career counseling is an important new horizon for vocational guidance. The present study investigates the role of online career counseling and of psychological capital and hardiness on career decision making. The research population included all Tehran students in 2019. After random selection, 30 students each were assigned into either the online counseling group or the control group. After online counseling, intervention students had higher scores than the control group on career decision-making. In the intervention group (but not the control group), students with higher hardiness and psychological capital had higher scores on career decision-making.

Undergraduate Student Gender, Personality and Academic Confidence

Within a socio-situational and socio-behavioural context, the relationships between the Big Five personality traits and the academic confidence of university students and how they differed by sex of the student was explored. Previous research has identified both conscientiousness and academic confidence as being linked to university performance. In respect of sex, female students have been found to score higher on all of the Big Five measures, whereas the relationship between sex and academic confidence has been mixed. Using self-report measures of personality and academic confidence from 1523 Spanish students, it was found that the female students were more confident in their grades, studying and attendance components of academic confidence and had higher scores for conscientiousness, agreeableness and neuroticism personality measures. A multiple regression analysis found that personality predicts academic confidence, with conscientiousness being the trait that statistically loaded the most strongly. This research further confirms the validity of the Academic Behavioural Confidence scale and suggests that measures of personality and, especially, academic confidence could be usefully used in student support situations to help students acquire the strategies and skills that lead to successful university study. It is suggested that further research in the area needs to include outcome or achievement measures and measures of hypothetical constructs, such as personality and academic confidence, that go beyond self-report measures.

Academic Achievement of Latino/a Students Who Began College before Age 18 at a Hispanic-Serving Institution

There has been growth in Early College High Schools, and other similar programs, to improve racial/ethnic minority and first-generation students' access to higher education. As a result, there has been an increase in nontraditionally aged students (e.g., students under 18) in higher education. Despite increases in students under 18 attending universities, little is known about these students' academic achievement and experiences. This mixed method study addresses that limitation by using institutional and interview data from one Hispanic Serving Institution to examine the academic achievement and college experiences of young Latino/a student's (i.e., beginning college before the age of 18). Generalized estimating equations were used to compare the academic performance of Latino/as <18 to Latino/a students ages 18-24, and interviews were conducted with a subset of the students to understand the results. Quantitative results indicate that young students outperformed students who are 18-24 years of age in terms of GPA over three semesters in college. Interviews showed that participating in high school programs designed for college bound students; an openness to seek help; and avoidance of high-risk behaviors were possible explanations behind the academic success of young Latino/as.

Police stress and depressive symptoms: role of coping and hardiness

PURPOSE –

Chronic exposure to occupational stress may lead to depressive symptoms in police officers. The association between police stress and depressive symptoms and the potential influences of coping and hardiness were evaluated. The paper aims to discuss this issue.

DESIGN/METHODOLOGY/APPROACH –

Stress level was assessed in the Buffalo Cardio-Metabolic Occupational Police Stress Study (2004-2009) with the Spielberger Police Stress Survey. The frequency and severity of events at work were used to calculate stress indices for the past year. The Center for Epidemiologic Studies Depression (CES-D) Scale was used to measure depressive symptoms during the past week. Linear regression was used to evaluate the association between the stress indices and depressive symptom scores. Models were adjusted for age, sex, race, smoking status and alcohol intake, and stratified by median values for coping (passive, active and support seeking) and hardiness (control, commitment and challenge) to assess effect modification.

FINDINGS –

Among the 388 officers (73.2 percent men), a significant positive association was observed between total stress and the CES-D score (β = 1.98 (SE = 0.36); p < 0.001). Lower CES-D scores were observed for officers who reported lower passive coping (β = 0.94 (SE = 0.45); p = 0.038) and higher active coping (β = 1.41 (SE = 0.44); p = 0.002), compared with their counterparts. Officers higher in hardiness had lower CES-D scores, particularly for commitment (β = 0.86 (SE = 0.35); p = 0.016) and control (β = 1.58 (SE = 0.34); p < 0.001).

ORIGINALITY/VALUE –

Results indicate that high active coping and hardiness modify the effect of work stress in law enforcement, acting to reduce depressive symptoms.

Does the use of annotated exemplars by nursing students predict academic performance? A cohort study

AIMS

To examine the usefulness of the annotated exemplar as an academic support strategy, and explore the characteristics of students who were more likely to engage with this academic support tool. Additionally, to identify if there was any influence on the academic performance in the assessment activity among those who engaged with the annotated exemplar.

BACKGROUND

Annotated exemplars have the potential to target students en masse and provide meaningful, task specific comments that guide students prior to assessment submission. Effective strategies to support student learning are needed as nursing students are increasingly entering tertiary studies from non-traditional backgrounds.

DESIGN

A cohort study was used to collect administrative data, academic grades and annotated exemplar usage statistics.

SETTING

A large multi-campus university in NSW, Australia during Spring semester 2016.

PARTICIPANTS

Second year undergraduate students enrolled in a single unit in the Bachelor of Nursing Program.

METHODS

Quantitative data related to marks, grades and usage information; and demographic data and contact details were extracted from the online learning management system and student electronic records.

RESULTS

Of the 1120 students enrolled in the unit, 49.5% of students engaged with the annotated exemplar. Students more likely to engage with the tool were older, female, born outside of Australia and had higher hit rates on the online learning management site. Of those who engaged with the annotated exemplar, there was no demonstrated increase in assessment mark.

CONCLUSION

To improve student performance it is essential that feedback is engaging and effective. While, in this study, use of the annotated exemplar was not reflected in student marks, it is unclear how students may have performed without access to the exemplar. Further research is required to explore the reasons why students did not engage with the annotated exemplar and, for those who did, why the intervention did not impact on assessment mark.

Insomnia, sleep duration and academic performance: a national survey of Norwegian college and university students

Objective

The aim of this study was to evaluate the associations between insomnia, sleep duration and self-reported academic performance/failure in a large sample of Norwegian college and university students.

Methods

This cross-sectional survey comprised 50,054 full-time students (69% women) aged 18-35 years (mean age 23.2, standard deviation (SD) = 3.3), with a response rate of 31%. Binary logistic regression analyses were conducted to examine the associations between the independent variables, an approximation of the insomnia disorder and sleep duration, and the dependent variables, failed examinations and delayed study progress.

Results

The results showed that insomnia was associated with a higher risk of failed examinations (adjusted for background variables, odds ratio (OR_adjusted) = 1.31, 95% confidence interval (CI) 1.25-1.37, p < 0.001) and delayed study progress (OR_adjusted = 1.32, 95% CI: 1.22-1.42, p < 0.001). A curvilinear relationship between sleep duration and risk of academic failure was demonstrated, where both sleeping less than 5 h, and 10 h or more, were associated with higher odds of failed study examinations, compared to with sleeping 7-9 h (OR_adjusted = 1.46, 95% CI: 1.33-1.63, p < 0.001 and OR_adjusted = 1.53, 95% CI: 1.33-1.75, p < 0.001, respectively). Insomnia and deviations from an optimal sleep duration may have notable consequences for academic success in higher education.

Do Chinese Teachers Perform Emotional Labor Equally? Multi-Group Comparisons Across Genders, Grade Levels and Regions

The emotional aspects of teaching are important and teachers' emotional labor, or, how teachers manage emotions at school, has been attracting more and more attention recently. Using multi-group structural equation modeling, this study investigated the measurement invariance of, and the relationships between, teachers' emotional labor strategies and teaching satisfaction. Participants included teachers from primary and secondary schools in Hong Kong and mainland China. Three sets of group comparisons have been made between female and male teachers, between primary and secondary school teachers, and between teachers in Hong Kong and mainland China. The multi-group invariance tests showed no significant subgroup differences in the measurement and structural models. Thus, there was no difference of 'kind.' However, some differences of 'degree' were observed across genders, grade levels and regions. These differences in the relationship between surface/deep acting and teaching satisfaction can be attributed to the possible influence of some cognitive factors and socio-cultural contexts. With due methodological rigor, the results of this study provide deeper understanding of teachers' emotional labor and its relationship with teaching satisfaction.

Construction and Evaluation of an Instrument to Measure Content Knowledge in Biology: The CK-IBI

The teaching process is well described as an interaction between teacher, student, and content. Thus, it seems obvious that teachers must know the content to help students to learn it. Instruments have been developed to measure teachers’ content knowledge (CK) in biology, but few of them have been provided to the scientific community. Furthermore, most of them have a topic-specific approach, so there is a need for a more comprehensive measure. In efforts to meet this need we have developed an instrument called the CK in biology inventory (CK-IBI), which has a broader scope than previously published instruments and covers knowledge of five biological disciplines (i.e., ecology, evolution, genetics and microbiology, morphology, and physiology). More than 700 pre-service biology teachers were enrolled to participate in tests to assess the instrument’s objectivity, reliability, and validity in two cross-sectional evaluations. Item and scale analyses as well as validity checks indicate that the final version of the CK-IBI (37 items; Cronbach’s α = 0.83) can be scored objectively, is unidimensional, reliable, and validly measures pre-service biology teachers’ CK. As the instrument was used in a German context, it has been translated into English to enable its scrutiny and use by international communities.

An Examination of Relationships Among Resiliency, Hardiness, Affectivity, and Work-Life Balance in Collegiate Athletic Trainers

CONTEXT:

A multilevel model has been used to describe the complex nature of work-life balance in sport organizations. Organizational aspects such as work scheduling, hours worked, job demands, and decreased perceived value have been reported as factors that can positively or negatively affect work-life balance. However, the individual factors that contribute to this balance have not been well studied.

OBJECTIVE:

To better understand the individual factors (emotional stability and coping) that may facilitate or inhibit work-life balance among athletic trainers (ATs).

DESIGN:

Cross-sectional online survey.

SETTING:

National Collegiate Athletic Association athletic training setting.

PATIENTS OR OTHER PARTICIPANTS:

A total of 423 (193 men, 230 women) ATs employed in the National Collegiate Athletic Association setting.

MAIN OUTCOME MEASURE(S):

Data were collected via a Web-based survey instrument consisting of demographic and Likert-scale questions related to resiliency, hardiness, affectivity, work-family conflict (WFC), and work-family enrichment (WFE). Likert responses were summed and demographic information was analyzed for frequency and distribution. Independent t tests, analysis of variance, and Spearman correlations were calculated to evaluate the relationships among variables.

RESULTS:

Participants exhibited moderate hardiness scores of 3.9 ± 4.0 (range, -9 to 15). Positive affectivity was weakly negatively correlated with WFC ( r = -0.212, P < .001) and moderately positively correlated with WFE ( r = 0.448, P < .001). Resiliency was weakly negatively correlated with WFC ( r = -0.25, P < .001) and weakly positively correlated with WFE ( r = 0.228, P < .001). Additionally, individuals with less than 10 years of experience had lower positive affectivity scores than those with more than 10 years of experience. Men scored higher than women only in resiliency.

CONCLUSIONS:

Collegiate ATs demonstrated moderate levels of coping behaviors that allow them to manage their personal and professional lives. Athletic trainers with more years of experience displayed a more positive affect.

General Chemistry Student Attitudes and Success with Use of Online Homework: Traditional-Responsive versus Adaptive-Responsive

We investigated whether use of an adaptive-responsive online homework system (OHS) that tailors homework to students' prior knowledge and periodically reassesses students to promote learning through practice retrieval has inherent advantages over traditional-responsive online homework. A quasi-experimental cohort control post-test-only design with nonequivalent groups and propensity scores with nearest neighbor matching (n = 6,114 pairs) was used. The adaptive system was found to increase the odds of a higher final letter grade for average, below average, and failing students. However, despite the learning advantages, students self-reported less favorable attitudes toward adaptive-responsive (3.15 of 5) relative to traditional-responsive OHS (3.31). Specific to the adaptive OHS, the following were found: (i) student attitudes were moderately and positively correlated (r = 0.36, p < 0.01) to final letter grade, (ii) most students (95%) reported engaging in remediation of incorrect responses, (iii) a majority of students (69%) reported changes in study habits, and (iv) students recognized the benefit of using adaptive OHS by ranking its assignments and explanations or review materials as two of the top three most useful course aspects contributing to perceived learning. Instructors can use our findings to inform their choice of online homework system for formative assessment of chemistry learning by weighing the benefits, disadvantages, and learning pedagogies of traditional-responsive versus adaptive-responsive systems.

The Effects of Sex Differences and Hormonal Contraception on Outcomes after Collegiate Sports-Related Concussion

There is conflicting evidence regarding whether females are more adversely affected after concussion than males. Further, recent research suggests that hormonal contraceptive (HC) use may affect symptom severity and duration post-concussion. The objective of this study was to examine the effects of sex and HC use on outcomes following concussion among collegiate varsity athletes. We hypothesized that females would have longer length of recovery (LOR), and that peak symptom severity would be associated with longer LOR in both males and females. Among females, we hypothesized that non-HC users would have longer LOR and higher peak symptom severity than HC users. Ninety collegiate student-athletes were included in this study (40 males, 50 females; 24 HC users, 25 non-HC users). Demographic, injury, and recovery information was abstracted via retrospective record review. LOR was defined as days between injury and clearance for full return to play by team physician. Peak symptom severity score (Sport Concussion Assessment Tool [SCAT] 2 or 3) was used in analyses. Study results revealed that males had shorter LOR than females (F[1, 86] = 5.021, p < 0.05, d = 0.49), but had comparable symptom severity scores. Symptom severity was strongly related to LOR for males (r = 0.513, p < 0.01) but not females (r = -0.003, p > 0.05). Among females, non-HC users demonstrated higher symptom severity than HC users (F[1,47] = 5.142, p < 0.05, d = 0.70). No significant differences between female HC users and non-HC users on LOR were observed. This study provides evidence for differential concussion outcomes between male and female collegiate athletes and between HC users and nonusers among females.

Predictors of Academic Achievement among Physical Education and Sports Undergraduate Students

Although a number of studies have attempted to determine the antecedents, correlates, and consequences of students' academic performance, there are few studies in the literature that examine the correlates of academic achievement for physical education and sports undergraduate students. The aim of this study was to investigate the relationship between the academic achievement of first-year physical education and sports students and their sociodemographics, attitudes towards the teaching profession, personality traits, and achievement goal orientations. The participants of the study consisted of 127 (67% male) physical education and sports students, ranging in age from 16 to 30 years old when they began their studies. Participants responded to a questionnaire to determine their sociodemographic characteristics, their attitudes towards the teaching profession in their high school years, their core self-evaluations, and their achievement goal orientations. Pearson correlation analysis results showed that students' first year grade-point average (GPA) was associated with gender, high school GPA, core-self evaluations, and mastery-approach achievement goal orientation. Results of the regression analysis suggested that the three variables that predicted the students' first year GPA were their mastery-approach scores, attitudes towards the teaching profession in high school years, and high school GPA. In order to prevent academic failure in physical education and sports students, those who do not have a mastery-approach goal orientation and who had a low high school GPA should be identified at the beginning of the academic year, so that educational interventions can be directed at these students.

Substance Use as a Strong Predictor of Poor Academic Achievement among University Students

BACKGROUND

Substance use is a growing concern globally and its association with students' academic performance is not well studied.

OBJECTIVE

This study was aimed to assess the prevalence of substance use (alcohol, tobacco, and khat) and its association with academic performance among university students.

METHODS

Cross-sectional study was conducted among Wolaita Sodo University students. A total of 747 students were selected by using cluster sampling technique. Data were collected by pretested self-administered questionnaire and examined using descriptive statistics and linear regression with 95% confidence intervals. Variables with p value of less than 0.05 were considered as statistically significant.

RESULT

Prevalence of substance use (alcohol, tobacco, and khat) was 28.6%. Substance use (current smoking, chewing khat at least weekly, drinking alcohol on a daily basis, and having intimate friend who uses substance) was significantly and negatively associated with students' academic performance.

CONCLUSION

Substance use among Wolaita Sodo University students was as common as other studies in Sub-Saharan countries and negatively associated with students' academic achievement. The common practice of substance use and its association with poor academic performance demand the universities to have a good control of substance and to implement youth friendly activities.

Age is no barrier: predictors of academic success in older learners

Although predictors of academic success have been identified in young adults, such predictors are unlikely to translate directly to an older student population, where such information is scarce. The current study aimed to examine cognitive, psychosocial, lifetime, and genetic predictors of university-level academic performance in older adults (50-79 years old). Participants were mostly female (71%) and had a greater than high school education level (M = 14.06 years, SD = 2.76), on average. Two multiple linear regression analyses were conducted. The first examined all potential predictors of grade point average (GPA) in the subset of participants who had volunteered samples for genetic analysis (N = 181). Significant predictors of GPA were then re-examined in a second multiple linear regression using the full sample (N = 329). Our data show that the cognitive domains of episodic memory and language processing, in conjunction with midlife engagement in cognitively stimulating activities, have a role in predicting academic performance as measured by GPA in the first year of study. In contrast, it was determined that age, IQ, gender, working memory, psychosocial factors, and common brain gene polymorphisms linked to brain function, plasticity and degeneration (APOE, BDNF, COMT, KIBRA, SERT) did not influence academic performance. These findings demonstrate that ageing does not impede academic achievement, and that discrete cognitive skills as well as lifetime engagement in cognitively stimulating activities can promote academic success in older adults.

Validation of a Newly Developed Instrument Establishing Links Between Motivation and Academic Hardiness

The purpose of the study was to establish the reliability, the structural and the convergent validity of the "Dimensions of Academic Hardiness Questionnaire" for late elementary school children. A sample of children (N = 1264) aged 10-12 years completed the questionnaire and the "Athens Coping Scale". Multiple fit indices provided support that the 9-factor model had a good fit to the data. Reliability coefficients ranged from .68 to .83. The study provided also preliminary evidence of convergent validity of the "Dimensions of Academic Hardiness" scores with one theoretically related measure, the "Athens Coping Scale". The results enrich the notion of Academic Hardiness in late elementary school children as the role of awareness and the role of children's previous experiences has been distinguished. The relation between the "Dimensions of Academic Hardiness" and achievement goal orientations in children learning is also noted. These findings are discussed in the context of the relevant literature.

Chronotype, gender and general health

BACKGROUND

Light-dark alternation has always been the strongest external circadian "zeitgeber" for humans. Due to its growing technological preference, our society is quickly transforming toward a progressive "eveningness" (E), with consequences on personal circadian preference (chronotype), depending on gender as well. The aim of this study was to review the available evidence of possible relationships between chronotype and gender, with relevance on disturbances that could negatively impact general health, including daily life aspects.

METHODS

Electronic searches of the published literature were performed in the databases MEDLINE and Web of Science, by using the Medical Subject Heading (MeSH), when available, or other specific keywords.

RESULTS

Results were grouped into four general areas, i.e. (a) "General and Cardiovascular Issues", (b) "Psychological and Psychopathological Issues", (c) "Sleep and Sleep-Related Issues" and (d) "School and School-Related Issues". (a) E is associated with unhealthy and dietary habits, smoking and alcohol drinking (in younger subjects) and, in adults, with diabetes and metabolic syndrome; (b) E is associated with impulsivity and anger, depression, anxiety disorders and nightmares (especially in women), risk taking behavior, use of alcohol, coffee and stimulants, psychopathology and personality traits; (c) E has been associated, especially in young subjects, with later bedtime and wake-up time, irregular sleep-wake schedule, subjective poor sleep, school performance and motivation, health-related quality of life; (d) E was associated with lowest mood and lower overall grade point average (especially for women).

CONCLUSIONS

Eveningness may impact general health, either physical or mental, sleep, school results and achievements, especially in younger age and in women. The role of family support is crucial, and parents should be deeply informed that abuse of technological devices during night hours may lead to the immature adjustment function of children's endogenous circadian pacemakers.

Role of students' context in predicting academic performance at a medical school: a retrospective cohort study

OBJECTIVES

This study examines associations between medical students' background characteristics (postcode-based measures of disadvantage, high school attended, sociodemographic characteristics), and academic achievement at a Russell Group University.

DESIGN

Retrospective cohort analysis.

SETTING

Applicants accepted at the University of Liverpool medical school between 2004 and 2006, finalising their studies between 2010 and 2011.

PARTICIPANTS

571 students (with an English home postcode) registered on the full-time Medicine and Surgery programme, who successfully completed their medical degree.

MAIN OUTCOME MEASURES

Final average at year 4 of the medical programme (represented as a percentage).

RESULTS

Entry grades were positively associated with final attainment (p<0.001). Students from high-performing schools entered university with higher qualifications than students from low-performing schools (p<0.001), though these differences did not persist at university. Comprehensive school students entered university with higher grades than independent school students (p<0.01), and attained higher averages at university, though differences were not significant after controlling for multiple effects. Associations between school type and achievement differed between sexes. Females attained higher averages than males at university. Significant academic differences were observed between ethnic groups at entry level and university. Neither of the postcode-based measures of disadvantage predicted significant differences in attainment at school or university.

CONCLUSIONS

The findings of this study suggest that educational attainment at school is a good, albeit imperfect, predictor of academic attainment at medical school. Most attainment differences observed between students either decreased or disappeared during university. Unlike previous studies, independent school students did not enter university with the highest grades, but achieved the lowest attainment at university. Such variations depict how patterns may differ between subjects and higher-education institutions. Findings advocate for further evidence to help guide the implementation of changes in admissions processes and widen participation at medical schools fairly.

The interplay between academic performance and quality of life among preclinical students

BACKGROUND

The high academic performance of medical students greatly influences their professional competence in long term career. Meanwhile, medical students greatly demand procuring a good quality of life that can help them sustain their medical career. This study examines validity and reliability of the tool among preclinical students and testifies the influence of their scholastic performance along with gender and academic year on their quality of life.

METHODS

A cross sectional study was conducted by distributing World Health Organization Quality of Life, WHOQOL-BREF, survey among medical students of year one to three at Alfaisal University. For validity, item discriminate validity(IDV) and confirmatory factor analysis were measured and for reliability, Cronbach's α test and internal item consistency(IIC) were examined. The association of GPA, gender and academic year with all major domains was drawn using Pearson's correlation, independent samples t-test and one-way ANOVA, respectively.

RESULTS

A total of 335 preclinical students have responded to this questionnaire. The construct has demonstrated an adequate validity and good reliability. The high academic performance of students positively correlated with physical (r = 0.23, p < 0.001), psychological health (r = 0.29, p < 0.001), social relations (r = 0.11, p = 0.03) and environment (r = 0.23, p < 0.001). Male student scored higher than female peers in physical and psychological health.

DISCUSSION

This study has identified a direct relationship between the academic performance of preclinical students and their quality of life.

CONCLUSION

The WHOQOL-BREF is a valid and reliable tool among preclinical students and the positive direction of high academic performance with greater QOL suggests that academic achievers procure higher satisfaction and poor achievers need a special attention for the improvement of their quality of life.

Learning from degree-seeking older adult students in a university library

Purpose

– The purpose of this paper is to examine the use of library resources and services by degree-seeking older adult students (aged 50 years and over) and it is driven by the role of libraries in serving this often overlooked student population. Older adult students bring many benefits to the life of college campuses; nevertheless, many of these students also face challenges in meeting their information needs in academic libraries.

Design/methodology/approach

– The authors surveyed degree-seeking older adult students at a comprehensive metropolitan university in the western USA. Surveys were distributed to 579 students enrolled in the spring semester 2013, 134 students completed the 15-question online survey about the use of the library, information-seeking behaviors and use of other university services.

Findings

– The self-reported findings confirmed that the library meets most of the information needs of this student population. Students commented on satisfaction with the library services, barriers to using the library, areas in need of improvement and use of other university services.

Research limitations/implications

– Survey participants were gathered from one university and a corresponding sample size of 18-24-year-old students were not surveyed. More research is needed to demonstrate how this particular group varies from their traditional aged counterparts.

Practical implications

– This paper can be used as a starting point for future research into the information-seeking behaviors and needs of degree-seeking older adult students to develop greater understanding of this diverse population and their unique strengths and challenges. There is an absence in the literature on this demographic group in academic libraries.

Originality/value

– The article includes recommendations for further study and suggests outreach opportunities directed to older adult students that can also benefit the growing diversity of college students.

A survey of "mental hardiness" and "mental toughness" in professional male football players

BACKGROUND

It is not uncommon for chiropractors to be associated with sports teams for injury prevention, treatment, or performance enhancement. There is increasing acceptance of the importance of sports psychology in the overall management of athletes. Recent findings indicate mental hardiness can be determined reliably using specific self-assessment questionnaires. This study set out to investigate the hardiness scores of professional footballers and examine the correlation between two questionnaires. It also included a mental hardiness rating of players by two coaches, and examined differences in hardiness and mental toughness between national and international players.

METHODS

Two self-assessment questionnaires (modified Sports Mental Toughness Questionnaire [SMTQ-M] and Psychological Performance Inventory [PPI-A]) were completed by 20 male professional footballers. Two coaches, independently rated each player. A percentage score from each questionnaire was awarded each player and an average score was calculated ({SMTQ-M % + PPI-A %} ÷ 2). The PPI-A and SMTQ-M scores obtained for each player were analysed for correlation with Pearson's correlation coefficient. Cohen's kappa inter-reliability coefficient was used to determine agreement between coaches, and between the players' hardiness scores and coaches' ratings. The independent t-test was used to examine differences between national and international players.

RESULTS

The players' scores obtained from PPI-A and SMTQ-M correlated well (r = 0.709, p < 0.001). The coaches ratings showed significant, weak to moderate agreement (Cohen's kappa = 0.33). No significant agreement was found between player self-assessments and coaches' ratings. The average ({SMTQ-M % + PPI-A %} ÷ 2) mean score was 77% (SD = 7.98) with international players scoring 7.4% (p = 0.04) higher than non-international players.

CONCLUSIONS

The questionnaires (SMTQ-M and PPI-A) correlated well in their outcome scores. These findings suggest that coaches moderately agree when assessing the level of mental hardiness of football players. There was no agreement between player self-assessment and ratings by coaches. Footballers who play or had played for national teams achieved slightly higher mental hardiness scores. Either questionnaire can offer the clinician a cost-effective, valuable measure of an individual's psychological attributes, which could be relevant within the wider context of bio-psycho-social model of care.

Weight, socio-demographics, and health behaviour related correlates of academic performance in first year university students

Background

This study aimed to examine differences in socio-demographics and health behaviour between Belgian first year university students who attended all final course exams and those who did not. Secondly, this study aimed to identify weight and health behaviour related correlates of academic performance in those students who attended all course exams.

Methods

Anthropometrics of 101 first year university students were measured at both the beginning of the first (T1) and second (T2) semester of the academic year. An on-line health behaviour questionnaire was filled out at T2. As a measure of academic performance student end-of-year Grade Point Averages (GPA) were obtained from the university’s registration office. Independent samples t-tests and chi²-tests were executed to compare students who attended all course exams during the first year of university and students who did not carry through. Uni- and multivariate linear regression analyses were conducted to identify correlates of academic performance in students who attended all course exams during the first year of university.

Results

Students who did not attend all course exams were predominantly male, showed higher increases in waist circumference during the first semester and consumed more French fries than those who attended all final course exams. Being male, lower secondary school grades, increases in weight, Body Mass Index and waist circumference over the first semester, more gaming on weekdays, being on a diet, eating at the student restaurant more frequently, higher soda and French fries consumption, and higher frequency of alcohol use predicted lower GPA’s in first year university students. When controlled for each other, being on a diet and higher frequency of alcohol use remained significant in the multivariate regression model, with frequency of alcohol use being the strongest correlate of GPA.

Conclusions

This study, conducted in Belgian first year university students, showed that academic performance is associated with a wide range of weight and health related behaviours. Future studies should investigate whether interventions aiming at promoting healthy behaviours among students could also have a positive impact on academic performance.

Emotional intelligence as a predictor of academic performance in first-year accelerated graduate entry nursing students

AIMS AND OBJECTIVES

To examine the association between trait emotional intelligence and learning strategies and their influence on academic performance among first-year accelerated nursing students.

DESIGN

The study used a prospective survey design.

METHODS

A sample size of 81 students (100% response rate) who undertook the accelerated nursing course at a large university in Sydney participated in the study. Emotional intelligence was measured using the adapted version of the 144-item Trait Emotional Intelligence Questionnaire. Four subscales of the Motivated Strategies for Learning Questionnaire were used to measure extrinsic goal motivation, peer learning, help seeking and critical thinking among the students. The grade point average score obtained at the end of six months was used to measure academic achievement.

RESULTS

The results demonstrated a statistically significant correlation between emotional intelligence scores and critical thinking (r = 0.41; p < 0.001), help seeking (r = 0.33; p < 0.003) and peer learning (r = 0.32; p < 0.004) but not with extrinsic goal orientation (r = -0.05; p < 0.677). Emotional intelligence emerged as a significant predictor of academic achievement (β = 0.25; p = 0.023).

CONCLUSION

In addition to their learning styles, higher levels of awareness and understanding of their own emotions have a positive impact on students' academic achievement. Higher emotional intelligence may lead students to pursue their interests more vigorously and think more expansively about subjects of interest, which could be an explanatory factor for higher academic performance in this group of nursing students.

RELEVANCE TO CLINICAL PRACTICE

The concepts of emotional intelligence are central to clinical practice as nurses need to know how to deal with their own emotions as well as provide emotional support to patients and their families. It is therefore essential that these skills are developed among student nurses to enhance the quality of their clinical practice.

Predictors of academic performance of first year dental undergraduates in Sri Lanka: a re-evaluation following curriculum changes

The dentistry course in Sri Lanka is conducted in English, a second language for its students. A decade ago, English language proficiency was the key factor in predicting the academic performance of first year dental undergraduates. Since then, changes have been introduced to the teaching programme and examination format to minimise the effect of language proficiency on their performance. This study aimed at re-evaluating the factors influencing academic performance in a similar academic cohort. A total of 306 first year students in five consecutive academic years ranging in age from 20 to 24 years (77% of the total number registered, 36.3% men) were recruited, and a questionnaire was used to collect data regarding demographics, previous academic ability and perceived levels of difficulty of the first year course, English language and its sub-skills. Performances of the English language test and cumulative GPA of the first year course were used as objective indicators of language competency and academic performance respectively. The data were analysed using SPSS 11.5. Hierarchical Regression Analysis revealed that English language proficiency, gender and previous academic ability were the significant predictors of GPA. Students who received a lower GPA perceived English as considerably more difficult compared to the academic course itself; however, students who obtained a higher GPA perceived the opposite. Students' language competency remains the major predictor of academic performance, although previous academic ability and gender emerge as significant predictors. The perceived difficulty, however, of the dental course and of studying in English may also be predictors of student academic performance.

Revisiting the Academic Hardiness Scale

We used two studies to evaluate, modify, and provide initial validation for a revised Academic Hardiness scale. First, 16 experts rated scale items for content validity and identified two problematic questions. Second, confirmatory factor analyses with 300 Grade 10 students (46% boys, age range 14–17) identified a 17-item version to be the best fit. Construct validity was demonstrated by testing correlations between this revised scale and academic achievement (spelling, reading, and mathematics) and student self-evaluations (competencies, self-efficacy, and self-worth). Predictive validity was supported by showing that the scale differentiated between students who enrolled in academic and nonacademic streams, and differentiated between students who completed their course and those who did not. We failed to identify a second-order factor for hardiness, suggesting (a) that hardiness should be interpreted at the subscale, rather than at the global level, and (b) that the hardiness construct might need to be reconsidered for adolescents.

Hardiness in relation to organisational commitment in the Human Resource Management field

Orientation: Employees’ hardiness is increasingly recognised as an aspect of their well-being and feelings of career success. Psychological well-being and feelings of subjective career success have positive implications for the motivation, satisfaction, performance and commitment of young talented staff.Research purpose: The study empirically investigated the relationship between an individual’s hardiness (measured by the Personal Views Survey II [PVS-II]) and organisational commitment (measured by the Organisational Commitment Scale).Motivation for the study: Research on an individual’s hardiness profile as an aspect of their career well-being and success and how these attributes influence their psychological attachment to the organisation, is needed to guide human resource career development support practices aimed at retaining valuable staff.Research design, approach and method: A quantitative survey was conducted on a convenience sample of predominantly Black (92.2%) and female (71%) employed adults (N = 355) at managerial and staff levels in the human resource management field.Main findings: Correlational and multiple regression analyses revealed a number of significant relationships between the two variables.Practical/managerial implications: Managers and human resource practitioners need to recognise how people’s hardiness relates to their sense of psychological attachment to the organisation. Organisations concerned with the retention and well-being of their equity staff members need to find a way to enhance and develop their hardiness and commitment.Contribution/value-add: The research contributes new insights into and knowledge of the factors that influence their employees’ hardiness and how these relate to their organisational commitment. The results may be used to inform career development support interventions that aim to increase employees’ sense of career well-being and success.

Career Development Among First-Year College Students

The present study investigates the career development of college student persistence decisions through the theoretical lens of social cognitive career theory (SCCT). Specifically, the authors sought to understand the potential role of college self-efficacy in first-year student persistence and academic success at a medium size university. Using a final sample of 401 undergraduates, regression analyses suggested that increased levels of college self-efficacy at the first semester’s end were associated with greater odds of persisting into the Spring semester and of being academically successful, after controlling for gender, ethnicity, first-generation status, high school grade point average (GPA), and initial level of college self-efficacy. Results suggest that college self-efficacy may be an important cognitive variable in college students’ persistence decisions and their academic success, which offers additional information about their early career development and is valuable for career counselors to consider. Implications for theory, research, and practice are discussed.