Narrowing down dimensions of e-learning readiness in continuing vocational education — perspectives from the adult learner

Although e-learning has become an important feature to promote learning experience, still little is known about the readiness of adult learners for e-learning in continuing vocational education. By exploring perceived challenges and benefits, it was our aim to identify dimensions that define e-learning readiness. Therefore, we conducted a study design with qualitative and quantitative components. It consisted of both, semi-structured interviews, as well as an online survey regarding biography, personality, learning behavior, and general attitudes toward e-learning. The continuing vocational education course that we were investigating comes from the field of project management. The learner group was heterogeneous regarding their biographical and occupational background. Our results suggest several dimensions of e-learning readiness which are namely: motivation, learning strategies/regulation, attitudes toward learning, and personality-associated aspects as well as digital literacy. These findings are in line with previous research to only some extent, but reveal the necessity to redefine single dimensions of e-learning readiness to develop an inventory that is generalizable for different adult learner groups. Based on these assumptions a new measure for e-learning readiness needs to be proposed in future research as a next step.

University students' profiles of burnout symptoms amid the COVID-19 pandemic in Germany and their relation to concurrent study behavior and experiences

Burnout symptoms are prevalent among university students. This study examined students' understudied profiles of burnout symptoms and their relation to procrastination, dropout intentions, and study- and life satisfaction. We used cross-sectional data from two online-studies conducted in Germany in April 2020 amid the COVID-19 pandemic (N _study1 = 597, N _study2 = 857). Latent profile analyses indicated three profiles in both studies: (1) well-functioning, (2) moderately exhausted-inefficacious, and (3) burned-out. Most students belonged to Profiles 1 and 2 with low to moderate burnout symptoms. Students in Profile 3 reported the highest symptoms, most procrastination, strongest dropout intentions, and lowest study- and life satisfaction. The distinct profiles broaden knowledge about intra-individual differences in students' burnout experiences and underpin the need for tailored interventions.

Delaying Academic Tasks and Feeling Bad About It

Abstract. Procrastination is the irrational delay of an intended task and is common among students. A delay can only be defined as procrastination when it is voluntary, the action was intended but not implemented, and the delay is accompanied by subjective discomfort. Established scales of procrastination cover mainly behavioral aspects but have neglected the emotional aspect. This inaccuracy concerning the construct validity might entail misconceptions of procrastination. Accordingly, we developed and validated the Behavioral and Emotional Academic Procrastination Scale (BEPS), which covers all aspects of the definition of procrastination. The 6-item scale measuring self-reported academic procrastination was tested in three studies. Study 1 ( N = 239) evaluated the psychometric qualities of the BEPS, indicating good item characteristics and internal consistency. Study 2 ( N = 1,441) used confirmatory factor analysis and revealed two correlated factors: one covering the behavioral aspect and the other reflecting the emotional aspect. Measurement invariance was shown through longitudinal and multigroup confirmatory factor analyses. Study 3 ( N = 234) provided evidence for the scale’s convergent validity through correlations with established procrastination scales, self-efficacy, and neuroticism. The BEPS thus economically operationalizes all characteristics of academic procrastination and appears to be a reliable and valid self-report measure.

Study satisfaction among university students during the COVID-19 pandemic: Longitudinal development and personal-contextual predictors

The COVID-19 pandemic challenges the well-being and academic success of many students. Yet, little is known about students' study satisfaction during the COVID-19 pandemic, a multilayered construct which accounts for students' subjective cognitive well-being and academic success. Besides, previous studies on study satisfaction are mostly cross-sectional and hardly consider the distinct subdimensions of this construct. Therefore, our main goal in this study was to shed light on the understudied development of the subdimensions of study satisfaction (i.e., satisfaction with study content, conditions of studying, and coping with study-related stress) in two semesters amid the COVID-19 pandemic. Additionally, we examined how particular personal (i.e., gender, age, GPA, intrinsic motivation, motivational cost, and academic procrastination) and contextual (i.e., loneliness) factors are related to these subdimensions. We conducted two panel studies with convenience and purposeful samples of university students in Germany (N study1 = 837; N study2 = 719). Participants responded online to questions on each of the subdimensions of study satisfaction at the beginning, middle, and end of each semester but responded to measures of personal and contextual factors only at the beginning of each semester. In both studies, manifest growth curve models indicated a decrease in all subdimensions of study satisfaction as the semester progressed. Generally, gender (male) and intrinsic motivation were positive predictors but age (younger students), motivational cost, and loneliness were negative predictors of different subdimensions of study satisfaction - particularly satisfaction with study content. Overall, motivational costs and loneliness were the most consistent predictors of all subdimensions of study satisfaction across both studies. Our findings provide support for the understanding that study satisfaction could diminish in the face of challenging situations such as in this pandemic. The present study also highlights certain personal and contextual factors that relate to study satisfaction and calls for intensive research into the multidimensional construct of study satisfaction.

A longitudinal analysis of the reciprocal relationship between academic procrastination, study satisfaction, and dropout intentions in higher education

Student dropout is a multi-causal process. Different theoretical models on student dropout consider dysfunctional study behavior (e.g., academic procrastination) and low study satisfaction as possible determinants of students’ dropout intentions during their university studies. However, these models neglect contemporary conceptualizations that assume reverse relationships between dropout intentions and other determinants of the dropout process. Until now, empirical evidence on these assumptions is scant. The present three-wave longitudinal study explored the reciprocal relationships between academic procrastination, study satisfaction, and dropout intentions over one semester. To this end, we used data of N = 326 undergraduate students enrolled in mathematics and law. Our latent cross-lagged panel model replicated existing empirical cross-sectional findings between the variables (i.e., academic procrastination, study satisfaction, and dropout intentions). Regarding the longitudinal relations, as expected, the cross-lagged effects showed that higher dropout intentions significantly related to subsequent higher academic procrastination and lower study satisfaction. Unexpectedly, academic procrastination did not significantly relate to subsequent dropout intentions. Additionally, higher study satisfaction significantly associated with subsequent higher dropout intentions—possibly due to unfulfilled expectations. Further, higher study satisfaction significantly related to subsequent higher procrastination—possibly due to more confidence among satisfied students. Our results broaden the view on dropout intentions as part of the dynamic interplay of student dropout determinants and the need to refine dropout models’ assumptions accordingly. Practically, realistic expectations seem important to reduce dropout intentions. Further, student counselors should have a closer look at the reasons for academic procrastination to develop individual solutions for this dysfunctional behavior.

Identification of Potential Distinguishing Markers for the Use of Cannabis-Based Medicines or Street Cannabis in Serum Samples

Increasing prescription numbers of cannabis-based medicines raise the question of whether uptake of these medicines can be distinguished from recreational cannabis use. In this pilot study, serum cannabinoid profiles after use of cannabis-based medicines were investigated, in order to identify potential distinguishing markers. Serum samples after use of Sativex^®, Dronabinol or medical cannabis were collected and analyzed for 18 different cannabinoids, using a validated liquid chromatography-tandem mass spectrometry (LC-MS/MS) method. Analytes included delta-9-tetrahydrocannabinol, 11-hydroxy-tetrahydrocannabinol, 11-nor-9-carboxy-tetrahydrocannabinol, cannabidiol, cannabinol, cannabigerol, cannabichromene, cannabicyclol, tetrahydrocannabivarin, cannabidivarin, tetrahydocannabinolic acid A, cannabidiolic acid, cannabinolic acid, cannabigerolic acid, cannabichromenic acid, cannabicyclolic acid, tetrahydrocannabivarinic acid and cannabidivarinic acid. Cannabinoid profiles of study samples were compared to profiles of street cannabis user samples via principal component analysis and Kruskal–Wallis test. Potential distinguishing markers for Dronabinol and Sativex^® intake were identified, including 11-hydroxy-tetrahydrocannabinol/delta-9-tetrahydrocannabinol ratios ≥1 and increased concentrations of 11-nor-9-carboxy-tetrahydrocannabinol, cannabidiol or cannabichromene. Larger quantities of minor cannabinoids suggested use of cannabis. Use of medical and street cannabis could not be distinguished, except for use of a cannabidiol-rich strain with higher cannabidiol/delta-9-tetrahydrocannabinol and cannabichromene/delta-9-tetrahydrocannabinol ratios. Findings of the study were used to classify forensic serum samples with self-reported use of cannabis-based medicines.

Simultaneous quantification of 18 different phytocannabinoids in serum using a highly sensitive liquid chromatography-tandem mass spectrometry (LC-MS/MS) method

The potential therapeutic effects of various phytocannabinoids and the availability of multiple cannabis-based medicines make it desirable to have an analytical method that simultaneously quantifies a wide range of cannabinoids in blood, beyond delta-9-tetrahydrocannabinol and its metabolites. A liquid chromatography tandem mass spectrometry (LC-MS/MS) method for quantification of 18 phytocannabinoids and cannabinoid metabolites in serum was developed and validated. The method enables simultaneous detection of delta-9-tetrahydrocannabinol, cannabidiol, cannabinol, cannabigerol, cannabichromene, cannabicyclol, tetrahydrocannabivarin and cannabidivarin and their acidic precursors tetrahydocannabinolic acid A, cannabidiolic acid, cannabinolic acid, cannabigerolic acid, cannabichromenic acid, cannabicyclolic acid, tetrahydrocannabivarinic acid and cannabidivarinic acid as well as the delta-9-tetrahydrocannabinol metabolites 11-hydroxy-tetrahydrocannabinol and 11-nor-9-carboxy-tetrahydrocannabinol. Limits of detection ranged from 0.0004 to 1 ng/mL and limits of quantification ranged from 0.004 to 2 ng/mL. Calibration curves of all analytes were linear over the whole calibration range. Recovery rates of 52 to 86% were obtained for all analytes except for cannabicyclol (49%), 11-nor-9-carboxy-tetrahydrocannabinol (46%), cannabichromenic acid (44%) and cannabidivarinic acid (36%). Acceptable bias and precision data were demonstrated for all analytes. The method was successfully applied to 55 forensic serum samples, obtained from the Institute of Legal Medicine Mainz.

Psychometric Properties of the German Short Version of the Maslach Burnout Inventory – Student Survey

Abstract. Background: Higher education is a challenging context in which students – particularly those endowed with a small array of resources – are susceptible to suffer from burnout. To screen, identify, and support students that are at risk of burnout, psychometrically robust instruments are essential. To this end, we extended the validation of the German short version of the Maslach Burnout Inventory – Student Survey (MBI-SS-KV) that allows measuring burnout among German-speaking university students. Method: We conducted a longitudinal study and analyzed the factorial validity, reliability, measurement invariance, and convergent as well as discriminant validity of the MBI-SS-KV in a sample of German university students ( N = 1,435). Results: Our results replicated the original three-factor structure of the MBI-SS-KV. Yet, a bi-factor structure of the MBI-SS-KV – composed of a general factor (i.e., student burnout) and three domain-specific factors (i.e., emotional exhaustion, cynicism, and reduced professional efficacy) – revealed a comparable fit and was used for further analyses due to theoretical and methodological advantages. Based on the bi-factor structure of the MBI-SS-KV, nested models with increasing invariance constraints provided support for measurement invariance of this instrument across female and male university students and across time. Besides, the average variance extracted estimates and the comparisons of these estimates with shared variances demonstrated convergent and discriminant validity of the factors emotional exhaustion and cynicism, but not for the factor reduced professional efficacy. Conclusion: To sum up, we found that the MBI-SS-KV is a reliable and for the most part valid instrument for the assessment of student burnout in German higher education.

Is it still worth it? Applying expectancy-value theory to investigate the intraindividual motivational process of forming intentions to drop out from university

The intraindividual process of study dropout, from forming dropout intention to deregistration, is of motivational nature. Yet typical studies investigate interindividual differences, which do not inform about intraindividual processes. Our study focused on the intraindividual process of forming dropout intention, and applied expectancy-value theory to analyze its motivational underpinnings. To expand research, we considered associations of intraindividual deviations in expectancy, intrinsic value, attainment value, utility value, and cost to intraindividual deviations in dropout intention. A total of 326 undergraduate students of law and mathematics rated motivational variables and dropout intention three times from semester start to the final exam period. Multilevel regression analyses revealed that intraindividual changes in intrinsic value, attainment, and cost, but not in expectancy and utility, related to intraindividual changes in dropout intention. Further, we considered students’ demographics as moderators. Only age moderated the association between intrinsic value and dropout intention. Our results stress the crucial role of certain value components, including cost, for emerging dropout intention.