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Akinpelu AO, Oyewole OO, Odunaiya N, Odole AC, Olley JP. Clinical students' perception of educational environment in a Nigerian university: a mixed method study. BMC MEDICAL EDUCATION 2024; 24:725. [PMID: 38965523 PMCID: PMC11225165 DOI: 10.1186/s12909-024-05734-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/16/2024] [Accepted: 07/01/2024] [Indexed: 07/06/2024]
Abstract
BACKGROUND Learning environment (LE) research has been given priority in higher education institutions globally because of its influence on learning processes and outcomes. Although studies reporting the perceptions of health science students about LE in Nigeria are available, none have compared the perceptions of students from different health professions. Therefore, this study aimed to assess final-year clinical students' perceptions of their LE from four programs (dentistry, medicine, nursing, and physiotherapy) and compared their LE perceptions. METHODS This study adopted a cross-sectional study design using a mixed method approach. The quantitative survey involved all the final-year clinical students at the University of Ibadan, and they completed the Dundee Ready Education Environment Measure (DREEM) questionnaire. The qualitative aspect involved 24 consenting students in four focus group discussions. RESULTS A total of 214 out of 223 copies of the DREEM questionnaire were duly completed and returned, yielding 96.0% response rate. The participants' mean age was 24 ± 2.3 years (ranged between 22 and 25 years, p = 0.001). The mean DREEM scores of the students from the four programs ranged between 119.68 ± 18.02 and 147.65 ± 15.89 out of a maximum of 200, interpreted as more positive than negative perceptions of LE. Physiotherapy students' DREEM score was significantly higher than those of medical, dental, and nursing students (p < 0.001). The DREEM scores of other students did not differ significantly (p > 0.05). Dental and medical students had similar positive perceptions. The qualitative aspect revealed that the students had positive perceptions of their teachers' knowledge base and self-acquisition of knowledge but negative perceptions of their teachers' communication skills, infrastructural facilities, lecturer-student relationships, and hostel accommodations. CONCLUSION Although the survey indicated that these clinical students had more positive than negative perceptions of their learning environment, the qualitative aspect of the study revealed many challenges that the students were confronted with. The clinical students' perception of their learning environment could be improved if the university authorities would address these challenges.
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Affiliation(s)
| | - Olufemi O Oyewole
- Department of Physiotherapy, Olabisi Onabanjo University Teaching Hospital, Sagamu, Nigeria.
- College of Health Sciences, University of Kwazulu-Natal, Private Bag X54001, Durban, South Africa.
| | - Nse Odunaiya
- Physiotherapy Department, University of Ibadan, Ibadan, Nigeria
| | - Adesola C Odole
- Physiotherapy Department, University of Ibadan, Ibadan, Nigeria
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Palompon DR, Naranjo MA, Abalos E, Omus N, Flores PJA. Nurses-Led Municipal Leadership and Governance Program: Experiences of Local Chief Executives in Central Visayas, Philippines. BELITUNG NURSING JOURNAL 2024; 10:312-321. [PMID: 38947305 PMCID: PMC11213975 DOI: 10.33546/bnj.3349] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/21/2024] [Revised: 04/21/2024] [Accepted: 05/13/2024] [Indexed: 07/02/2024] Open
Abstract
Background The strategic response of nurses in addressing health inequities in marginal sectors led to the conduct of a health leadership governance training program for local chief executives. Objective This study aimed to explore and provide a description of the experiences of local chief executives (LCEs) or mayors who participated in the nurse-initiated health training named Municipal Leadership and Governance Program (MLGP). Methods A qualitative descriptive design was used through key informant interviews of fifteen mayors or local chief executives (LCE) in the provinces of Bohol and Negros Oriental, Philippines. Data were collected from 16 to 20 November 2022 and analyzed using a thematic approach. Results The findings generated six themes: a) Leadership capacitation promoting transformative experience, b) Pandemic and program-induced limitations in the training implementation, c) Personal leadership motivation, d) Experiential learning promoting learning as applied in real-world situations, e) Celebrating leadership transformation, and f) 3R's of MLGP: revisit, review, recommend. Conclusion The realizations of the training participants provided valuable implications for the quality of training offered by nurse leaders who advocated the MLGP implementation. It served as a proactive and responsive approach to the health leadership capacitation of mayors. It guided them in their personal realizations that inspired them to apply what they had learned and enabled them to effect experiences of personal to institutional transformation.
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Affiliation(s)
| | | | | | - Nelner Omus
- Department of Health Region 7, Cebu City, Philippines
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Mou Q, Zhuang J, Wu Q, Zhong Y, Dai Q, Cao X, Gao Y, Lu Q, Zhao M. Social media addiction and academic engagement as serial mediators between social anxiety and academic performance among college students. BMC Psychol 2024; 12:190. [PMID: 38582933 PMCID: PMC10998323 DOI: 10.1186/s40359-024-01635-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/07/2023] [Accepted: 02/29/2024] [Indexed: 04/08/2024] Open
Abstract
BACKGROUND Social anxiety has been shown to affect college students' academic performance. However, the role of social media addiction and academic engagement in this association is unclear. METHODS A total 2661 college students completed a self-report questionnaire including Liebowitz Social Anxiety Scale, the Bergen Social Media Addiction Scale, the Utrecht Student Work Engagement Scale for Students, and the grade point average. Hayes' PROCESS macro for SPSS was employed to test the serial mediation effect. RESULTS Results indicated that social anxiety was negatively related to academic performance, only academic engagement played a single mediating role in the relationship between social anxiety and academic performance, meanwhile social media addiction and academic engagement acted as serial mediators between social anxiety on academic performance. CONCLUSIONS Social media addiction and academic engagement can explain the potential mechanisms of the association between social anxiety and academic performance, which have implications for devising intervention strategies to enhance the mental health and academic outcomes of college students.
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Affiliation(s)
- Qiaoxing Mou
- Department of Health Management, School of Public Health, Nantong University, Nantong, Jiangsu, China
- School of Public Health, Chengdu University of Traditional Chinese Medicine, Chengdu, China
| | - Jie Zhuang
- Department of Health Management, School of Public Health, Nantong University, Nantong, Jiangsu, China
| | - Qunhong Wu
- Department of Health Management, School of Public Health, Nantong University, Nantong, Jiangsu, China
- Department of Group Health Care, Affiliated Maternity and Child Health Care Hospital of Nantong University, Nantong, Jiangsu, China
| | - Yaqin Zhong
- Department of Health Management, School of Public Health, Nantong University, Nantong, Jiangsu, China
| | - Qianqian Dai
- Department of Group Health Care, Affiliated Maternity and Child Health Care Hospital of Nantong University, Nantong, Jiangsu, China
| | - Xin Cao
- Department of Health Management, School of Public Health, Nantong University, Nantong, Jiangsu, China
| | - Yuexia Gao
- Department of Health Management, School of Public Health, Nantong University, Nantong, Jiangsu, China.
| | - Qingyun Lu
- Department of Health Management, School of Public Health, Nantong University, Nantong, Jiangsu, China.
| | - Miaomiao Zhao
- Department of Health Management, School of Public Health, Nantong University, Nantong, Jiangsu, China.
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Landa-Blanco M, García YR, Landa-Blanco AL, Cortés-Ramos A, Paz-Maldonado E. Social media addiction relationship with academic engagement in university students: The mediator role of self-esteem, depression, and anxiety. Heliyon 2024; 10:e24384. [PMID: 38293527 PMCID: PMC10825341 DOI: 10.1016/j.heliyon.2024.e24384] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/19/2023] [Revised: 12/21/2023] [Accepted: 01/08/2024] [Indexed: 02/01/2024] Open
Abstract
This research analyzed how addiction to social media relates to academic engagement in university students, considering the mediating role of self-esteem, symptoms of depression, and anxiety. A quantitative methodology was used with a non-experimental-relational design. A set of questionnaires was applied to a non-probabilistic sample of 412 students enrolled at the National Autonomous University of Honduras. On average, participants use 4.83 different social media platforms at least once a week. Instagram and TikTok users report significantly higher levels of social media addiction, symptoms of depression, and anxiety compared to non-users. Directly, social media addiction does not significantly influence academic engagement scores. However, there are significant indirect inverse effects on academic engagement. Symptoms of depression and self-esteem mediate these effects. Social media addiction increases symptoms of depression, which in turn decreases academic engagement scores. Social media addiction decreases self-esteem, which serves as a variable that significantly increases academic engagement. Overall, findings suggest that social media addiction has a total inverse effect on academic engagement; symptoms of depression and self-esteem mediate this relationship. The implications of these findings are discussed.
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Affiliation(s)
- Miguel Landa-Blanco
- Degree in Clinical Psychology, School of Psychological Sciences, National Autonomous University of Honduras, Tegucigalpa, Honduras
| | - Yarell Reyes García
- Degree in Clinical Psychology, School of Psychological Sciences, National Autonomous University of Honduras, Tegucigalpa, Honduras
| | - Ana Lucía Landa-Blanco
- Degree in Clinical Psychology, School of Psychological Sciences, National Autonomous University of Honduras, Tegucigalpa, Honduras
| | - Antonio Cortés-Ramos
- Department of Developmental Psychology and Education, Faculty of Psychology and Speech Therapy, University of Malaga, 29010, Malaga, Spain
| | - Eddy Paz-Maldonado
- Department of Pedagogy and Educational Sciences, National Autonomous University of Honduras, Tegucigalpa, Honduras
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González-Martín AM, Aibar-Almazán A, Rivas-Campo Y, Castellote-Caballero Y, Carcelén-Fraile MDC. Mindfulness to improve the mental health of university students. A systematic review and meta-analysis. Front Public Health 2023; 11:1284632. [PMID: 38111480 PMCID: PMC10726040 DOI: 10.3389/fpubh.2023.1284632] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/28/2023] [Accepted: 11/13/2023] [Indexed: 12/20/2023] Open
Abstract
Objectives This systematic review and meta-analysis was to analyze the effects of a mindfulness program on mental health in university students. Methods A systematic review was conducted using the databases Pubmed, Scopus, Web of Science and CINAHL. The selected studies had to incorporate a mindfulness intervention in university students. The methodological quality of the collected articles was evaluated using the PEDro scale. Results We initially identified 321 studies, of which 21 were included in this review. The interventions focused on mindfulness with durations ranging from 8 weeks to 3 months. The results demonstrated significant effects of a mindfulness intervention on mental health in university students. Conclusion This systematic review and meta-analysis found that mindfulness is effective for improving the mental health of college students. Systematic Review Registration identifier: CRD42023441453.
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Affiliation(s)
- Ana María González-Martín
- Department of Education and Psychology, Faculty of Social Sciences, University of Atlántico Medio, Las Palmas de Gran Canaria, Spain
- Department of Psychology, Higher Education Center for Teaching and Educational Research, Madrid, Spain
| | - Agustín Aibar-Almazán
- Department of Health Sciences, Faculty of Health Sciences, University of Jaén, Jaén, Spain
| | - Yulieth Rivas-Campo
- Faculty of Human and Social Sciences, University of San Buenaventura-Cali, Santiago de Cali, Colombia
| | | | - María del Carmen Carcelén-Fraile
- Department of Education and Psychology, Faculty of Social Sciences, University of Atlántico Medio, Las Palmas de Gran Canaria, Spain
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Sun L, Dong H, Zhang X. Innovative solutions for language growth: the impact of problem-based learning via DingTalk on Chinese undergraduates' business vocabulary amid COVID-19. Front Psychol 2023; 14:1289575. [PMID: 38034318 PMCID: PMC10687369 DOI: 10.3389/fpsyg.2023.1289575] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/06/2023] [Accepted: 10/30/2023] [Indexed: 12/02/2023] Open
Abstract
Amidst the COVID-19, which has necessitated the widespread use of distant learning, there has been a notable increase in the recognition and utilization of inventive pedagogical methods and technological tools in the field of language teaching. The primary objective of this research is to assess the effects of DingTalk-based PBL on the business vocabulary growth of Chinese undergraduates during the pandemic, with a particular focus on remote learning environments. This mixed-methods research employed a sample of 58 participants. The study involved both quantitative vocabulary assessments and qualitative interviews. The quantitative assessments aimed to measure the impact on vocabulary scores, while qualitative interviews were conducted to gather insights into participants' experiences and perceptions regarding DingTalk-based PBL. The quantitative assessment revealed a significant improvement in business vocabulary scores among the participants who underwent DingTalk-based PBL. This result indicates the platform's potential to enhance language acquisition. The qualitative interviews provided further insights, with participants expressing positive attitudes toward DingTalk-based PBL. They emphasized its capacity to sustain engagement, foster collaboration, and bridge the gap between remote learning and effective language acquisition. These findings underscore the transformative potential of DingTalk-based PBL in language education, especially in the context of challenges posed by the pandemic. While recognizing the constraints of this study, such as its limited duration and restricted contextual applicability, the research encourages further investigation into sustainable vocabulary expansion, the development of multifaceted language abilities, and the integration of these platforms into emerging hybrid educational frameworks. This study makes a valuable contribution to the ongoing discourse regarding novel technology-based methods in language instruction, providing relevant insights applicable to both present and future educational contexts.
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Affiliation(s)
- Lixuan Sun
- Department of English, College of Foreign Languages, Northeast Forestry University, Harbin, Heilongjiang, China
| | - Hui Dong
- Department of English, College of Foreign Languages, Northeast Forestry University, Harbin, Heilongjiang, China
| | - Xiaotian Zhang
- Department of English, School of Western Languages and Cultures, Harbin Normal University, Harbin, Heilongjiang, China
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Wu W, Ho ESC, Zhang Y. Hukou-based Discrimination and Migrant Adolescents' Adaptation: Migrant Pattern Differences among the Buffering Role of School Engagement. J Youth Adolesc 2023; 52:2430-2447. [PMID: 37603257 DOI: 10.1007/s10964-023-01844-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/08/2023] [Accepted: 08/09/2023] [Indexed: 08/22/2023]
Abstract
While the detrimental consequences of racial/ethnic discrimination for adolescent adaptation are well established, little is known about the long-term impact of hukou-based discrimination from the hukou (household registration) system and the potential protective benefits of adolescents' internal capabilities; furthermore, there have been even fewer studies examining potential migrant pattern differences in the association. The current study addressed these gaps by investigating the longitudinal associations between hukou-based discrimination and migrant adolescents' adaptation outcomes (cognitive ability, depressive symptoms, and behavioral problems), as well as whether school engagement moderated these pathways, and whether this function varied by adolescents' migrant patterns. The data were obtained from 1226 migrant adolescents (51.31% male; 51.47% urban migrants, 48.53% rural migrants) aged 12 to 16 years (Mage = 13.56, SD = 0.69 at Wave 1) from the China Education Panel Survey in two waves separated by twelve months. Multilevel modeling revealed that hukou-based discrimination from peers and teachers was negatively related to cognitive abilities, but positively related to depressive symptoms and behavioral problems. School engagement served not only as a facilitator of adaptation but also as a protective factor against hukou-based discrimination. The moderating effect of school engagement was more pronounced in urban migrants than in rural migrants. The current study's findings highlight the role of hukou-based discrimination in adaptation disparities and shed light on the importance of internal capabilities in protecting migrant adolescents with different migration patterns from the detrimental impacts of discrimination on the adaptation process.
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Affiliation(s)
- Wei Wu
- Graduate School of Education, Peking University, Beijing, China.
- School of Humanity and Social Science, Beijing Institute of Technology, Beijing, China.
| | - Esther Sui-Chu Ho
- Department of Educational Administration and Policy, The Chinese University of Hong Kong, Shatin, Hong Kong
| | - Yanan Zhang
- School of Education, Renmin University of China, Beijing, China
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Fahim A, Shakeel S, Saleem F, Ur Rehman I, Siddique K, Qureshi HA, Zafar MS. The Association of Research Quantitative Measures With Faculty Ranks of Australian and New Zealand Dental Schools. Cureus 2023; 15:e47271. [PMID: 38021485 PMCID: PMC10655896 DOI: 10.7759/cureus.47271] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 10/16/2023] [Indexed: 12/01/2023] Open
Abstract
INTRODUCTION The scholarly productivity of a faculty member can be measured through several indicators including annual appraisals, feedback, and the number of publications per year. The present study aims to assess the association of quantitative research measures and academic ranks in Australian and New Zealand dental schools. METHODS It was an analytical observational cross-sectional study. Full-time faculty members working in Australia and New Zealand's dental schools were discovered on official websites. Various bibliometric parameters including h-index, total number of citations, total number of publications, and maximum number of sources of a single publication were analyzed. Spearman rank correlation was used to determine the correlation between bibliometric variables and academic ranks (lecturer, assistant professor, professor). The Mann-Whitney U test was used to compare bibliometric parameters among departments (Basic and Clinical) and gender (male and female). RESULTS Through the present search strategy, 207 full-time faculty members were identified, of which 12 were from New Zealand, and 195 were from Australia. Among them, 130 (62.8%) were male and 70 (33.8%) were female faculty members. There was a positive correlation of all bibliometric parameters with academic ranks (p = 0.001). There was no statistical difference between the two countries for academic parameters (p > 0.05). Male faculty members showed significantly higher academic productivity than female members in Australian dental schools (p = 0.001). CONCLUSION These bibliometric parameters and other educational parameters can be considered for determining faculty promotions. These bibliometric parameters appear to be suitable metrics for assessing research productivity, impact, and visibility.
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Affiliation(s)
- Ayesha Fahim
- Department of Oral Biology, The University of Lahore, Lahore, PAK
| | - Sadia Shakeel
- Department of Oral Biology, The University of Lahore, Lahore, PAK
| | - Farhan Saleem
- Department of Public Health, Edith Cowan University, Joondalup, AUS
| | - Ijaz Ur Rehman
- Department of Oral Medicine, The University of Lahore, Lahore, PAK
| | - Kashif Siddique
- Department of Biostatistics, The University of Lahore, Lahore, PAK
| | - Habib Ahmad Qureshi
- Department of Biomedical Sciences/Anatomy and Histology, King Faisal University, Al-Ahsa, SAU
| | - Muhammad Sohail Zafar
- Department of Restorative Dentistry, Taibah University, Al Munawwarra, SAU
- School of Dentistry, University of Jordan, Amman, JOR
- Department of Dental Materials, Islamic International Dental College, Riphah International University, Islamabad, PAK
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Ateş-Ös A, Bulut-Serin N. Cognitive flexibility and belonging among university students: mediating role of adaptation. CURRENT PSYCHOLOGY 2023. [DOI: 10.1007/s12144-023-04577-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/30/2023]
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Al-Obaydi LH, Shakki F, Tawafak RM, Pikhart M, Ugla RL. What I know, what I want to know, what I learned: Activating EFL college students' cognitive, behavioral, and emotional engagement through structured feedback in an online environment. Front Psychol 2023; 13:1083673. [PMID: 36687994 PMCID: PMC9845881 DOI: 10.3389/fpsyg.2022.1083673] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/29/2022] [Accepted: 12/01/2022] [Indexed: 01/05/2023] Open
Abstract
Given the spread of the COVID-19 pandemic, online classes have received special attention worldwide. Since teachers have a lasting effect on the students, the teacher-student relationship is a pivotal factor in language learning classes. Students will not be engaged in class activities if they are not sufficiently challenged by them or if they do not find them interesting, especially in online classes. From this point of view, motivating, engaging, and testing techniques in online classes are highly important. The present study attempts to demonstrate a correlation between structured feedback and three types of engagement in an online class: cognitive, behavioral, and emotional engagement. The structured feedback, which is used at the end of each lesson lets the students express what they know, what they want to know, and what they learned. The sample of the study consists of 114 EFL third-year college students. The study's findings reveal positive and significant correlations between the three types of engagement; cognitive, behavioral, and emotional, and the use of structured feedback in online classes. In a nutshell, some academic implications and recommendations are provided.
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Affiliation(s)
- Liqaa Habeb Al-Obaydi
- English Department, College of Education for Human Sciences, University of Diyala, Diyala, Iraq
| | - Farzaneh Shakki
- Department of English Language and Literature, Faculty of Humanities and Social Sciences, Golestan University, Gorgan, Iran,*Correspondence: Farzaneh Shakki ✉
| | - Ragad M. Tawafak
- Department of Information Technology, Al Buraimi University College, Al Buraimi, Oman
| | - Marcel Pikhart
- Faculty of Informatics and Management, University of Hradec Kralove, Hradec Kralove, Czechia
| | - Raed Latif Ugla
- Department of Islamic Studies in English, Al-Imam Al-Adhdham University College, Baghdad, Iraq
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Li S, Kwok SWH, Siu SCN, Chung JYS, Lam HCY, Tsang EYM, Li KC, Yeung JWY, Lam SC. Development of generic student engagement scale in higher education: An application on healthcare students. Nurs Open 2022; 10:1545-1555. [PMID: 36250923 PMCID: PMC9912421 DOI: 10.1002/nop2.1405] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/29/2021] [Revised: 05/18/2022] [Accepted: 10/02/2022] [Indexed: 02/11/2023] Open
Abstract
AIM Student engagement is an important factor to the success of higher education. This study aimed to develop a Generic Student Engagement Scale (GSES) for face-to-face and online learning. DESIGN This was a cross-sectional psychometric study. METHODS We tested the psychometric properties of GSES in 451 students at the school of nursing and health studies undertaking online and face-to-face learning at a local university in Hong Kong between 2016 and 2018. RESULTS Content validity, face validity and test-retest reliability of GSES were satisfactory. The 29-item GSES contains five factors "self-regulated learning," "cognitive strategy use," "experienced emotion," "teacher-student interaction," and "enjoyment of school life" with the good model fit. The GSES is a reliable and valid psychometric instrument to measure student engagement in face-to-face and online learning among undergraduates and higher diploma students. Our results implied that student engagement can be assessed in routine or research by using our instrument.
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Affiliation(s)
- Shuang Li
- School of Educational Technology, Faculty of EducationBeijing Normal UniversityBeijingChina
| | | | - Summer Cho Ngan Siu
- School of Arts and Social SciencesHong Kong Metropolitan UniversityHong Kong SARChina
| | | | | | - Eva Yuen Mei Tsang
- Office for Advancement of Learning and TeachingHong Kong Metropolitan UniversityHong Kong SARChina
| | - Kam Cheong Li
- School of Open LearningHong Kong Metropolitan UniversityHong Kong SARChina
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Granero-Gallegos A, Escaravajal JC, López-García GD, Baños R. Influence of Teaching Styles on the Learning Academic Confidence of Teachers in Training. J Intell 2022; 10:jintelligence10030071. [PMID: 36135612 PMCID: PMC9501524 DOI: 10.3390/jintelligence10030071] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/18/2022] [Revised: 09/04/2022] [Accepted: 09/16/2022] [Indexed: 12/02/2022] Open
Abstract
The objective of this research was to analyze the mediation of academic engagement and the satisfaction of basic needs between teaching styles and academic confidence amongst teachers during initial training. The research design was observational, descriptive, cross-sectional, and non-randomized. In total, 920 university students in initial teacher training participated (61.85% women) (Mage = 24.73; SD = 5.34). The scales of interpersonal teaching styles, the satisfaction of basic psychological needs, academic engagement, and academic confidence were used, and a structural equation analysis with latent variables was carried out. The results highlight the important mediating role played by the satisfaction of basic psychological needs between the autonomous support style and the academic confidence of the trainee teachers. This research also highlights the importance, both for teachers and researchers, of using an autonomous support style, as well as the creation of a context for encouraging the satisfaction of basic psychological needs, to promote academic confidence in initial teacher training programs at university.
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Affiliation(s)
- Antonio Granero-Gallegos
- Department of Education, University of Almeria, 04120 Almeria, Spain
- Health Research Centre, University of Almeria, 04120 Almeria, Spain
| | | | | | - Raúl Baños
- Department of Musical, Plastic and Corporal Expression, Faculty of Social and Human Sciences, University of Zaragoza, Campus de Teruel, 44003 Zaragoza, Spain
- Faculty of Sport Autonomous, University of Baja California, Tijuana 22390, Mexico
- Correspondence:
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