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Liu M, Shi B, Gao X. The way to relieve college students' academic stress: the influence mechanism of sports interest and sports atmosphere. BMC Psychol 2024; 12:327. [PMID: 38835103 DOI: 10.1186/s40359-024-01819-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/20/2024] [Accepted: 05/27/2024] [Indexed: 06/06/2024] Open
Abstract
BACKGROUND AND RESEARCH OBJECTIVES Given the enduring popularity of higher education, there has been considerable attention on the correlation between college students' engagement in sports and their academic stress levels. This study seeks to delve deeply into how university physical education fosters academic performance by influencing students' sports interests, particularly in enhancing their psychological resilience to mitigate academic pressure. Through this investigation, the aim is to offer both theoretical underpinnings and empirical evidence to support the holistic enhancement of higher education. RESEARCH METHODS Initially, this study undertakes an analysis of the fundamental relationship between college students' physical activities and their experience of academic stress. Subsequently, utilizing a structural equation model, specific research models and hypotheses are formulated. These are then examined in detail through the questionnaire method to elucidate the mechanism by which college sports interests alleviate academic stress. RESEARCH FINDINGS The study reveals a significant positive correlation between psychological resilience and academic stress, indicating that a robust psychological resilience can effectively diminish academic pressure. Furthermore, both the sports atmosphere and sports interest are found to exert a notable positive impact on academic stress, mediated by the variable of psychological toughness. This underscores the pivotal role of physical education in fostering positive psychological traits and enhancing academic achievement. CONCLUSION This study underscores the central importance of cultivating and nurturing college students' sports interests, as well as fostering a conducive sports atmosphere, in fortifying psychological resilience and mitigating academic pressure. By offering novel perspectives and strategies for alleviating the academic stress faced by college students, this study contributes valuable theoretical insights and practical experiences to the broader development of higher education.
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Affiliation(s)
- Mengfan Liu
- School of Psychology, Northeast Normal University, Changchun, China
| | - Bo Shi
- School of Physical Education, Northeast Normal University, Changchun, China.
| | - Xu Gao
- School of Physical Education, Northeast Normal University, Changchun, China
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He JJ, Wang ZJ, Liu XN, Wang YP, Zhao CX, Lu F, Zhang SE, Cao DP. Moderating role of family functioning and resource support in the relationship between career calling and academic burnout among Chinese medical students during the controlled COVID-19 pandemic: a cross-sectional study. Ann Med 2023; 55:2294334. [PMID: 38104532 PMCID: PMC10732215 DOI: 10.1080/07853890.2023.2294334] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/15/2023] [Accepted: 12/08/2023] [Indexed: 12/19/2023] Open
Abstract
PURPOSE This cross-sectional study aims to assess the level of academic burnout among Chinese medical students during the controlled COVID-19 pandemic and identify the potential demographic factors affecting academic burnout. It also explored the relationship between career calling, family functioning, resource support, and academic burnout, as well as investigated whether family functioning and resource support could moderate the relationship between career calling and academic burnout among Chinese medical students. METHODS The study was conducted in five Chinese cities in 2021. A total of 3614 valid questionnaires were collected to assess the relationship between academic burnout, career calling, family functioning, and resource support, and determine whether demographic factors contribute to academic burnout. Hierarchical multiple regression analysis was used to explore factors correlated with academic burnout and test the moderating effect of family functioning and resource support on the relationship between career calling and academic burnout. RESULTS The mean academic burnout score was 3.29 ± 1.17. Sex, major, academic performance ranking, monthly living expenses, physical health, and sleep quality significantly affected academic burnout (p < 0.05). Academic burnout was negatively correlated with career calling, resource support, and family functioning. Family functioning and resource support moderated the relationship between career calling and academic burnout. Simple slope analysis revealed that high family functioning and resource support strengthened the impact of career calling on academic burnout. CONCLUSIONS Most medical students in China experienced relatively high levels of academic burnout during the controlled COVID-19 pandemic. Furthermore, specific demographic factors contribute to academic burnout. Family functioning and resource support moderate the relationship between career calling and academic burnout. These findings emphasize the importance of implementing career-calling education, supplementing family functioning in the form of school support, and providing sufficient smart learning resources among medical students in the post-pandemic era.
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Affiliation(s)
- Jia-Jun He
- Department of Health Management,School of Health Management, Harbin Medical University, Harbin, People’s Republic of China
| | - Zi-Jiao Wang
- Department of Health Management,School of Health Management, Harbin Medical University, Harbin, People’s Republic of China
| | - Xiao-Ning Liu
- Department of Health Management,School of Health Management, Harbin Medical University, Harbin, People’s Republic of China
| | - Yan-Ping Wang
- Department of Health Management,School of Health Management, Harbin Medical University, Harbin, People’s Republic of China
| | - Chen-Xi Zhao
- Academic Affairs Office, First Affiliated Hospital of Harbin Medical University, Harbin, People’s Republic of China
| | - Feng Lu
- Department of Health Management,School of Health Management, Harbin Medical University, Harbin, People’s Republic of China
| | - Shu-E Zhang
- Department of Health Management,School of Health Management, Harbin Medical University, Harbin, People’s Republic of China
| | - De-Pin Cao
- Department of Health Management,School of Health Management, Harbin Medical University, Harbin, People’s Republic of China
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Chen C, Shen Y, Xiao F, Ni J, Zhu Y. The effect of smartphone dependence on learning burnout among undergraduates: the mediating effect of academic adaptability and the moderating effect of self-efficacy. Front Psychiatry 2023; 14:1155544. [PMID: 37736057 PMCID: PMC10509764 DOI: 10.3389/fpsyt.2023.1155544] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/31/2023] [Accepted: 06/16/2023] [Indexed: 09/23/2023] Open
Abstract
Introduction Smartphone dependence is closely related to the physical and mental health development of undergraduates and their learning. The purpose of this study was to explore the relationship between smartphone dependence, academic adaptability, self-efficacy and learning burnout among undergraduates and its underlying mechanisms. Methods The study was conducted on 2,110 undergraduates using the Smartphone Dependence Scale, the Undergraduates Learning Adjustment Scale, the Learning Burnout Undergraduates Scale and the Self-Efficacy Scale to develop a mediation model and a moderation model. Results The findings of this study revealed that (1) smartphone dependence significantly negatively predicted academic adaptability; (2) academic adaptability significantly negatively predicted learning burnout; (3) smartphone dependence significantly positively predicted learning burnout; (4) academic adaptability partially mediated the effect of smartphone dependence on learning burnout; (5) self-efficacy played a moderating role in the effect of academic adaptability on learning burnout. Conclusion These findings can help researchers and educators better understand the underlying mechanisms between smartphone dependence and learning burnout in undergraduates.
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Affiliation(s)
- Chunmei Chen
- Teachers College, Jimei University, Xiamen, Fujian, China
| | - Yuanyi Shen
- School of Aerospace Engineering, Xiamen University, Xiamen, Fujian, China
| | - Fanghao Xiao
- College of Computer and Information Engineering, Xiamen Institute of Technology, Xiamen, Fujian, China
| | - Jianchao Ni
- School of Aerospace Engineering, Xiamen University, Xiamen, Fujian, China
| | - Yujie Zhu
- School of Marine Culture and Law, Jimei University, Xiamen, Fujian, China
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Hu Z, Zhu Y, Li J, Liu J, Fu M. The COVID-19 related stress and social network addiction among Chinese college students: A moderated mediation model. PLoS One 2023; 18:e0290577. [PMID: 37624773 PMCID: PMC10456156 DOI: 10.1371/journal.pone.0290577] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/05/2023] [Accepted: 08/10/2023] [Indexed: 08/27/2023] Open
Abstract
Based on social cognitive theory and gender differences, this study verified a moderated mediation model to explore the relationship between the COVID-19 related stress (CRS) and social network addiction (SNA) and evaluate the mediating role of fear of missing out (FoMO) and the moderating role of gender. A questionnaire survey was conducted, including 702 Chinese university students.This study used PROCESS to test the hypothesis model.The results showed that the CRS significantly and positively affected the SNA of college students and FoMO played a complementary mediating role. Moreover, the analysis of the moderated mediation model showed that gender moderated the relationship between FoMO and SNA; the effect of FoMO was stronger on the SNA of male college students than that of females. The results not only enhanced our understanding of the internal influencing mechanism of the relationship between CRS and SNA but also considered gender differences. In addition, some suggestions were proposed.
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Affiliation(s)
- Ziao Hu
- School of Finance and Economics, Hainan Vocational University of Science and Technology, Haikou, China
| | - Yangli Zhu
- Student Affairs Office, Yunnan Normal University, Kunming, China
| | - Jun Li
- School of Finance and Economics, Hainan Vocational University of Science and Technology, Haikou, China
| | - Jiafu Liu
- Guizhou Education University, Guiyang, China
| | - Maozheng Fu
- School of Finance and Economics, Hainan Vocational University of Science and Technology, Haikou, China
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Qin Y, Liu SJ, Xu XL. The causalities between learning burnout and internet addiction risk: A moderated-mediation model. SOCIAL PSYCHOLOGY OF EDUCATION 2023; 26:1-23. [PMID: 37362051 PMCID: PMC10237079 DOI: 10.1007/s11218-023-09799-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/06/2022] [Accepted: 05/17/2023] [Indexed: 06/28/2023]
Abstract
This study explored how self-control and eudaimonic orientation are associated with learning burnout and internet addiction risk (IAR). Our results demonstrate that learning burnout has a significant and positive impact on IAR. The impulse system and control system play parallel mediating roles in the relationship between learning burnout and IAR. The relationship between learning burnout and IAR is moderated by eudaimonic orientation. Finally, the mediating role of the impulse system on learning burnout and IAR is moderated by eudaimonic orientation. With these findings, our study clarifies the mediating roles of the impulse system and control system in learning burnout and IAR and the moderating effects of hedonic orientation and eudaimonic orientation. Our study not only offers a new perspective for IAR research but also has practical implications for intervening in middle school students' IAR.
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Affiliation(s)
- Yao Qin
- School of Educational Sciences, Hunan Normal University, Changsha, 410081 China
| | - Shun Jia Liu
- School of Business, Hunan Agricultural University, Changsha, 410128 China
| | - Xin Long Xu
- College of Tourism, Hunan Normal University, Changsha, 410081 China
- Institute of Interdisciplinary Studies, Hunan Normal University, Changsha, 410081 China
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Niu H, Wang S, Tao Y, Tang Q, Zhang L, Liu X. The association between online learning, parents' marital status, and internet addiction among adolescents during the COVID-19 pandemic period: A cross-lagged panel network approach. J Affect Disord 2023; 333:553-561. [PMID: 37127119 DOI: 10.1016/j.jad.2023.04.096] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/20/2023] [Revised: 03/29/2023] [Accepted: 04/24/2023] [Indexed: 05/03/2023]
Abstract
INTRODUCTION Previous research has identified the association between online learning and Internet addiction (IA) and the role of family factors in it. However, few studies have treated IA as a multidimensional mechanism and explored the underlying linkage of online learning, IA, and parental marital status with a cross-lagged network approach. The study aimed to examine the relationship between online learning during the COVID-19 pandemic, Internet addiction (IA), and parental marital status among Chinese adolescents. METHODS The sample consisted of 2356 adolescents who completed the Internet Addiction Test twice over a four-month period. Four symptom networks and two cross-lagged panel networks were performed. RESULTS The results showed that adolescents from divorced families had a higher prevalence of IA (27 %) compared to those from non-divorced families (17 %). The strongest cross-lagged association was found between "spending more time online" and "preferring the excitement online". In the divorced group, "school grades suffering" had the highest influence, while in the non-divorced group, "anticipation" had the highest influence. CONCLUSION This study highlights the relationship between online learning, IA, and parental divorce and suggests that long-term online learning may contribute to IA, and parental divorce may exacerbate problematic Internet use and increase IA levels.
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Affiliation(s)
- Haiqun Niu
- School of Psychology, Nanjing Normal University, Nanjing 210024, China
| | - Shujian Wang
- Faculty of Psychology, Beijing Normal University, Beijing 100875, China; Beijing Key Laboratory of Applied Experimental Psychology, National Demonstration Center for Experimental Psychology Education, Beijing 100875, China.
| | - Yanqiang Tao
- Faculty of Psychology, Beijing Normal University, Beijing 100875, China; Beijing Key Laboratory of Applied Experimental Psychology, National Demonstration Center for Experimental Psychology Education, Beijing 100875, China
| | - Qihui Tang
- Faculty of Psychology, Beijing Normal University, Beijing 100875, China; Beijing Key Laboratory of Applied Experimental Psychology, National Demonstration Center for Experimental Psychology Education, Beijing 100875, China
| | - Liang Zhang
- College Students' Mental Health Education Center, Northeast Agricultural University, Harbin 150030, China.
| | - Xiangping Liu
- Faculty of Psychology, Beijing Normal University, Beijing 100875, China; Beijing Key Laboratory of Applied Experimental Psychology, National Demonstration Center for Experimental Psychology Education, Beijing 100875, China.
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Closed-set automatic speaker identification using multi-scale recurrent networks in non-native children. INTERNATIONAL JOURNAL OF INFORMATION TECHNOLOGY 2023; 15:1375-1385. [PMID: 37056796 PMCID: PMC10023307 DOI: 10.1007/s41870-023-01224-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/10/2022] [Accepted: 03/04/2023] [Indexed: 03/20/2023]
Abstract
Children may benefit from automatic speaker identification in a variety of applications, including child security, safety, and education. The key focus of this study is to develop a closed-set child speaker identification system for non-native speakers of English in both text-dependent and text-independent speech tasks in order to track how the speaker's fluency affects the system. The multi-scale wavelet scattering transform is used to compensate for concerns like the loss of high-frequency information caused by the most widely used mel frequency cepstral coefficients feature extractor. The proposed large-scale speaker identification system succeeds well by employing wavelet scattered Bi-LSTM. While this procedure is used to identify non-native children in multiple classes, average values of accuracy, precision, recall, and F-measure are being used to assess the performance of the model in text-independent and text-dependent tasks, which outperforms the existing models.
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Aguayo-Estremera R, Cañadas GR, Albendín-García L, Ortega-Campos E, Ariza T, Monsalve-Reyes CS, la Fuente-Solana EID. Prevalence of Burnout Syndrome and Fear of COVID-19 among Adolescent University Students. CHILDREN (BASEL, SWITZERLAND) 2023; 10:children10020243. [PMID: 36832372 PMCID: PMC9955096 DOI: 10.3390/children10020243] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/25/2022] [Revised: 01/16/2023] [Accepted: 01/19/2023] [Indexed: 01/31/2023]
Abstract
This study aimed to estimate the prevalence of burnout syndrome in adolescents entering university studies, to detect differences in burnout levels, personality factors and fear of coronavirus in a pandemic context due to COVID-19. A cross-sectional predictive study was performed with a sample that comprised 134 individuals in their first year of a Psychology degree at Spanish universities. The Maslach Burnout Inventory Student Survey, the NEO Five-Factor Inventory and the Fear of COVID-19 Scale were applied. The prevalence of burnout is estimated according to three methods: Maslach and Jackson's severity classification, Golembiewski's phase model and Maslach et al.'s profile model. The estimates show significant differences. The results indicated that between 9 and 21% of students were at risk of developing burnout. On the other hand, students who reported having suffered psychological consequences of the pandemic showed greater emotional exhaustion, neuroticism and fear of COVID-19, and a lower level of personal accomplishment than those who did not suffer such consequences. Neuroticism was the only significant predictor for all burnout dimensions, and fear of COVID-19 did not contribute to any of them.
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Affiliation(s)
- Raimundo Aguayo-Estremera
- Departamento de Psicobiología y Metodología de las Ciencias del Comportamiento, Facultad de Psicología, Universidad Complutense de Madrid, España, Campus de Somosaguas, Ctra. De Húmera, s/n, 28223 Pozuelo de Alarcón, Spain
| | - Gustavo R. Cañadas
- Department of Didactic of Mathematics, Faculty of Education Science, University of Granada, Campus de Cartuja s/n, 18071 Granada, Spain
- Correspondence:
| | - Luis Albendín-García
- Casería de Montijo Health Center, Granada-Metropolitan Heath District, Andalusian Heath Service, Calle Virgen de la Consolación, 12, 18015 Granada, Spain
| | - Elena Ortega-Campos
- Center for Health Research-UAL (CEINSA-UAL), Universidad de Almería, Carretera de Sacramento s/n, La Cañada de San Urbano, 04120 Almería, Spain
| | - Tania Ariza
- Department of Educational Psychology and Psychobiology, Faculty of Education, Universidad Internacional de La Rioja (UNIR), Av. De la Paz, 137, 26006 Logroño, Spain
| | - Carolina S. Monsalve-Reyes
- Departamento de Ciencias Sociales, Universidad Católica de La Santísima Concepción, Concepción 4030000, Chile
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Wang X, Wang Z, Li Y. Internet Use on Closing Intention-Behavior Gap in Green Consumption-A Mediation and Moderation Theoretical Model. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 20:365. [PMID: 36612687 PMCID: PMC9819838 DOI: 10.3390/ijerph20010365] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 11/30/2022] [Revised: 12/21/2022] [Accepted: 12/22/2022] [Indexed: 06/17/2023]
Abstract
The rapid development of the Internet as an information medium has provided new opportunities for promoting green consumption. Therefore, a study on the theoretical mechanism is helpful to make better use of the Internet media to promote green consumption and close consumers' green consumption intention-behavior gap. In this study, data from 419 valid questionnaires were collected and analyzed through PLS-SEM within the framework of the theory of planned behavior. The results show that there are two pathways of Internet media promoting green consumption, namely the moderating effect and the mediating effect. First, through the moderating effect, Internet use can promote the conversion of intention to behavior and perceived behavioral control to behavior, thus closing the intention-behavior gap. Second, through the mediating effect, Internet use promotes green consumption behavior through the mediator of personal perceived environmental threats. The research indicates that the potential of Internet information media should be fully explored in promoting green consumption, disseminating environmental knowledge, reporting environmental issues, and guiding the transformation of individual green consumption intention into behavior.
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Yildiz Durak H, Şimşir Gökalp Z, Seki T, Saritepeci M, Dilmaç B. Examination of non-cognitive variables affecting academic achievement: a conceptual model proposal. QUALITY & QUANTITY 2022; 57:1-22. [PMID: 36588922 PMCID: PMC9789317 DOI: 10.1007/s11135-022-01580-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 11/02/2022] [Indexed: 12/25/2022]
Abstract
Psychological factors have a significant role in better understanding mechanisms that affect students' academic performance. The intense and long-term stress of the pandemic process has made it necessary to rethink the components which effect the academic achievement of pupils. The purpose of this study is to examine the variables that predict the academic achievement of university students during the pandemic process and to present a model on these variables. The study group has 241 students who continue their undergraduate education in Turkey. The data were collected with a self-description form and 6 scales. The partial Least Squares (PLS) Structural Equation Model was used to analyses the developed research model. In consequence of the study, a relationship was obtained between academic procrastination (AP) and multi-screen addiction (MSA). Covid-19 burnout has a crucial effect on AP, multiscreen addiction, and psychological well-being variables. Motivation and self regulation-attention variables are explanatory of AP. This study contributes to expanding the nomological network regarding the effects of Covid-19 on the psychological well-being and behavior of individuals.
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Affiliation(s)
- Hatice Yildiz Durak
- Eregli Faculty of Education, Department of Educational Science, Necmettin Erbakan University, Konya, Turkey
| | - Zeynep Şimşir Gökalp
- Faculty of Education, Department of Educational Sciences, Selçuk University, Konya, Turkey
| | - Tolga Seki
- Department of Educational Sciences, Necmettin Erbakan University, Konya, Turkey
| | - Mustafa Saritepeci
- Eregli Faculty of Education, Department of Educational Science, Necmettin Erbakan University, Konya, Turkey
| | - Bülent Dilmaç
- Department of Educational Sciences, Necmettin Erbakan University, Konya, Turkey
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Wong WLL, Yuen KWA. Online Learning Stress and Chinese College Students' Academic Coping during COVID-19: The Role of Academic Hope and Academic Self-Efficacy. THE JOURNAL OF PSYCHOLOGY 2022; 157:95-120. [PMID: 36459079 DOI: 10.1080/00223980.2022.2148087] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/04/2022] Open
Abstract
Colleges around the world have adopted emergency online learning to continue with teaching and learning activities during COVID-19. Existing research has indicated that this teaching mode is perceived negatively by many college students. The difficulty students encounter in emergency online learning can adversely affect their mental health and academic performance. To shed further light on how emergency online learning may have impeded college students' academic functioning and adjustment, this study examined the association between online learning stress and academic coping and the mediating roles of academic self-efficacy and academic hope. It was conducted in early 2021, a year after the outbreak of the pandemic. Ninety-nine Chinese college students in Hong Kong were recruited and they completed an online questionnaire for this study. Results showed that online learning stress was negatively associated with approach academic coping and social support seeking, and the associations were mediated by academic hope. On the other hand, online learning stress was positively associated with avoidance academic coping, which was not mediated by academic hope. The mediation effects of academic self-efficacy were all non-significant. In sum, college students used more passive and maladaptive coping to handle academic problems when they experienced more online learning stress, and this was partly explained by lower levels of academic hope.
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Korneeva E, Strielkowski W, Krayneva R, Sherstobitova A. Social Health and Psychological Safety of Students Involved in Online Education during the COVID-19 Pandemic. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:13928. [PMID: 36360806 PMCID: PMC9655240 DOI: 10.3390/ijerph192113928] [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: 10/07/2022] [Revised: 10/23/2022] [Accepted: 10/24/2022] [Indexed: 06/16/2023]
Abstract
Our paper focuses on the issues of social health and psychological safety of university students involved in digital sustainable education during the COVID-19 pandemic. Currently, modern education is becoming inclusive due to the advancements in information and communication technologies (ICT), and it is important not only to stress the relevance of sustainable development and the use of digital technologies, but also their impact on students at schools and universities worldwide. Digital literacy is a newly emerging feature that results from the attitude of team members in the field of digital technologies. This paper explores the impacts of the COVID-19 pandemic on students' learning and well-being and outlines the potential considerations for educational systems as they support students through the recovery period and beyond. Our study is based on the results of our own survey that was administered using a snowball and convenient sample of 1524 respondents (aged 19-26 years; 56.2% females and 43.8% males) from the Czech Republic (N = 804) and Russia (N = 720). We employed the ANOVA and Dirichlet Process mixtures of Generalized Linear Models (DP-GLM) in order to explain the causes of stress and anxiety after grouping variables represented by gender and the study specializations. Our results demonstrate that more than 87% of the students in the sample expressed a medium to high vulnerability to stress, while 58% of the respondents were affected by severe anxiety during their online education engagement. The most important factors that emerged as significant were the fear of getting infected and social distancing, while the best strategy to cope with the stress was self-control. These results allow us to provide practical recommendations for effectively coping with and controlling stress and anxiety among students in the post-pandemic era. In addition, our findings might contribute considerably to the study of the overall long-term effect of the COVID-19 pandemic on the university students, in general, and the use of digital technologies in higher education, as well as on the public health.
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Affiliation(s)
- Elena Korneeva
- Department of Mass Communications and Media Business, Financial University under the Government of the Russian Federation, Leningradsky Prospekt, 49, 125993 Moscow, Russia
- Institute of Finance, Economics and Management, Togliatti State University, Belorusskaya str. 14, 445020 Togliatti, Russia
| | - Wadim Strielkowski
- Department of Trade and Finance, Faculty of Economics and Management, Czech University of Life Sciences Prague, Kamýcká 129, 16500 Prague, Czech Republic
| | - Raisa Krayneva
- Department of Mass Communications and Media Business, Financial University under the Government of the Russian Federation, Leningradsky Prospekt, 49, 125993 Moscow, Russia
| | - Anna Sherstobitova
- Institute of Finance, Economics and Management, Togliatti State University, Belorusskaya str. 14, 445020 Togliatti, Russia
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Li L. Students' Isolation Challenges in Blended EFL Learning During COVID-19: How Can Social Presence and Interaction Help Develop Sense of Community? Psychol Res Behav Manag 2022; 15:3117-3131. [PMID: 36317089 PMCID: PMC9617557 DOI: 10.2147/prbm.s388317] [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: 09/09/2022] [Accepted: 10/18/2022] [Indexed: 11/05/2022] Open
Abstract
Purpose Due to COVID-19, many English as a foreign language (EFL) teachers chose to blend online and offline teaching. However, students in this modality face challenges in presence and feel isolated. Thus, the research investigated the relationship between social presence and sense of community in Chinese blended EFL learning during the pandemic and examined the role that interaction played in the relationship between social presence and sense of community. Participants and Methods Based on a purpose-sampling, 237 EFL students from three universities in the eastern part of China participated in this study using a set of self-rated questionnaires that assessed three variables: social presence, interaction, and sense of community. SPSS 23.0 and AMOS 24.0 were used to verify the hypotheses through structural equation modeling. Results This study found that ① the mean scores of social presence, interaction and sense of community varied from results of previous studies before the outbreak of COVID-19, and possible reasons were discussed; ② social presence had a significant impact on sense of community (p < 0.05) without interaction as the mediator, and interaction proved to be a full mediator in the relationship between social presence and sense of community [β = 0.164, p = 0.001, 95% CI (0.072, 0.311)]. Conclusion In blended EFL learning during COVID-19 in China, social presence was positively related to sense of community, and interaction mediated this relationship fully. The present findings could help teachers better facilitate the virtuous interaction circle in online or blended EFL learning and, in turn, promote effective learning of learners.
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Affiliation(s)
- Ling Li
- College of Foreign Languages, Zhejiang Normal University, Jinhua City, People’s Republic of China,Correspondence: Ling Li, College of Foreign Languages, Zhejiang Normal University, Jinhua City, People’s Republic of China, Email
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Rekha IS, Shetty J, Basri S. Students' continuance intention to use MOOCs: empirical evidence from India. EDUCATION AND INFORMATION TECHNOLOGIES 2022; 28:4265-4286. [PMID: 36259079 PMCID: PMC9561332 DOI: 10.1007/s10639-022-11308-w] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/09/2021] [Accepted: 08/29/2022] [Indexed: 05/31/2023]
Abstract
In recent years, there has been an increasing interest in understanding the Massive open online courses (MOOCs) due to its gaining popularity. Even though the number of online platforms and programs has grown during the COVID-19 pandemic, there is still a high rate of dropout and non-completion. In this work, the expectation-confirmation model is combined with MOOC features such as perceived openness, perceived reputation, and other factors i.e., perceived enjoyment, and perceived computer self-efficacy to investigate the learner's continued intention to use MOOC. A survey was undertaken and the data was collected from 383 students pursuing their degrees (undergraduate and post-graduate) in Karnataka state, India. The collected data were analyzed with structural equation modelling in Smart PLS 3. The study confirms a significant influence of confirmation and perceived usefulness on satisfaction, and direct significant influence of perceived computer self-efficacy, satisfaction, and perceived usefulness on continuance intention. Also, the results demonstrated the significant influence of confirmation on perceived enjoyment and usefulness and the effect of computer self-efficacy on usefulness. The findings in this study indicate that the MOOC platforms should focus on confirming learner expectations and the usefulness of courses to ensure student satisfaction and continuance of courses.
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Affiliation(s)
- I S Rekha
- Manipal Institute of Management, Manipal Academy of Higher Education, Manipal, Karnataka India
| | - Jyothi Shetty
- Department of Commerce, Manipal Academy of Higher Education, Manipal, Karnataka India
| | - Savitha Basri
- Manipal Institute of Management, Manipal Academy of Higher Education, Manipal, Karnataka India
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Melguizo-Ibáñez E, González-Valero G, Ubago-Jiménez JL, Puertas-Molero P. Resilience, Stress, and Burnout Syndrome According to Study Hours in Spanish Public Education School Teacher Applicants: An Explanatory Model as a Function of Weekly Physical Activity Practice Time. Behav Sci (Basel) 2022; 12:bs12090329. [PMID: 36135133 PMCID: PMC9495764 DOI: 10.3390/bs12090329] [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: 08/09/2022] [Revised: 08/27/2022] [Accepted: 09/08/2022] [Indexed: 11/24/2022] Open
Abstract
The selection process for the teaching profession in public elementary education is difficult, which can lead to the appearance of disruptive states in applicants. For this reason, the present study aimed to establish the relationship between study hours and the levels of stress, burnout, and resilience in applicants to the Spanish public teaching profession. Accordingly, this objective was achieved by (a) developing an explanatory model of study hours according to levels of stress, burnout, and resilience, and (b) contrasting this model through a multigroup analysis according to whether students performed more than 3 h of physical activity per week. A descriptive, comparative, cross-sectional study was carried out on a sample of 4117 applicants (31.03 ± 6.800), using an ad hoc socio-demographic questionnaire, the Perceived Stress Scale, the Maslach Burnout Inventory, and the Connor–Davidson Resilience Scale for data collection. The results revealed that participants who practiced more than 3 h of physical activity per week showed lower levels of stress and burnout syndrome, manifesting higher levels of resilience. Furthermore, better associations between resilience and the other constructs were also observed for people who practiced more than 3 h of physical activity per week. In conclusion, the practice of physical activity can help to decrease stress and develop key elements for the selective exam of the Spanish public teaching corps.
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Li L. Teaching presence predicts cognitive presence in blended learning during COVID-19: The chain mediating role of social presence and sense of community. Front Psychol 2022; 13:950687. [PMID: 36106033 PMCID: PMC9465455 DOI: 10.3389/fpsyg.2022.950687] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/23/2022] [Accepted: 08/01/2022] [Indexed: 11/13/2022] Open
Abstract
With the continuous lockdown and staying home strategies of COVID-19, both instructors and learners have met with the presence challenges in language learning. To address the complex and dynamic relationships of different presences in blended learning during COVID-19, based on the Community of Inquiry framework, 215 Chinese English learners were obtained as samples for an empirical test. SPSS 23 and PROCESS for SPSS were utilized to examine the hypotheses. Results indicate that teaching presence (TP) has a significant direct positive impact on social presence (SP), sense of community (SoC), and cognitive presence (CP). SP has a significant positive impact on CP and partially mediates the relationship between TP and CP. SoC is also found to impact CP and partially mediates the relationship between TP and CP. The findings also validate the chain mediating role of SP and SoC between TP and CP. Pedagogical implications are discussed.
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Social Networks, Emotions, and Education: Design and Validation of e-COM, a Scale of Socio-Emotional Interaction Competencies among Adolescents. SUSTAINABILITY 2022. [DOI: 10.3390/su14052566] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/31/2022]
Abstract
Socio-emotional competencies play an essential role in personal development as they are associated with highly prosocial behavior and low aggressiveness. An individual who is online manages his/her emotions in a specific manner. Thus, it is highly relevant to analyze and evaluate online socio-emotional competencies. Until now, however, no instruments had been defined or developed for that purpose. This study’s objective was thus to design and validate a questionnaire for the evaluation of socio-emotional competencies in virtual contexts, and to analyze eventual differences according to gender and academic year. Using the model developed by Bisquerra and Pérez (2007) as a theoretical framework, the competencies posited therein were transferred to an online environment. The questionnaire was filled out by 888 adolescents ages 12 to 17 (48% males, M = 13.83 years old, DT = 1.27), all residents of Aragón, Spain. On the basis of their responses, structure analysis, validation, and reliability were carried out. Confirmatory factor analysis (CFA) yielded a five-dimensional structure with good fit and internal consistency. The five resulting dimensions evaluate (1) emotional e-conscience, (2) emotional e-autonomy, (3) emotional e-regulation, (4) e-self-control of impulsiveness, and (5) social e-competency. Differences among genders were observed in the categories of emotional e-conscience and social e-competency. Furthermore, the results of this study show that online emotional expression does not imply emotional competency. These results represent an advance in the field of emotional education.
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