Academic Success in 1st-year Engineering Students: Key Factors

The purpose of this study was to assess the relationship between a set of self–efficacy variables and a set of variables assessing attitudes toward counseling. Results revealed a significant relationship between self–efficacy and attitudes toward counseling among a sample of 253 first–year college students. Low perceptions of self–efficacy were associated with a devaluation of career counseling and more negative attitudes toward seeking personal counseling. Implications for these findings are discussed.

Despite its critical role in esthetics and function, dental anatomy receives less attention than tooth color during dental education. This study aimed to assess the impact of dental anatomy training on the esthetic beliefs and opinions of dental students. A cross-sectional survey was conducted among 1st-year(n = 163) and 6th-year( n = 143) dental students at the Faculty of Dental Medicine, Tunisia. The questionnaire included 7 dichotomous yes/no questions and one multiple-choice question. It was validated by experts and then sent via Google Form to the targeted students. Statistical analysis was performed using SPSS software. Significance level was set at 5%. Almost all students agreed that the smile affects social life and that tooth morphology impacts the esthetics 42.3% of 1st year students and 93% of interns agreed that tooth morphology varies between genders, while 65% of first-year students and 86.7% of interns agreed that some features vary among ethnic. Almost all agree that teeth carving helps to understand the teeth morphology (84.0% and 76.2% respectively for first-year students and interns). Only 25.2% of 1st year Students were familiar with the term of the Golden Proportions. Almost all students agreed that the central incisor is the most involved tooth in esthetics. Statistically significant differences were reported according to sex. Close agreement between 1st year students and interns suggests the impact of dental anatomy training. Thus, dental anatomy significantly influences students’ esthetic perception.

Students that identify as Black1, chemical engineers, and 1st-year undergraduates face unique circumstances along with perspectives that have not been assessed in depth. This pilot study aims to highlight the challenges facing 1st-year African-American students, within the bounds of their experiences during their introductory chemical engineering course and overall interactions within a Chemical Engineering Department at a Predominately White Institution (PWI). The emphasis on 1st-year students is that this group faces the largest retraction of enrollment across disciplines and the students studied possess intersecting identities noted to foster an "at-risk" retention history. Chemical engineering is a specialized major in itself and faces unique retention challenges; studies specific to retention in chemical engineering separate from engineering as a whole are limited. African American engineering retention characteristics and phenomena are an emerging field; insight specific to chemical engineering 1st-year students are not heavily reflected in the literature. The literature and my own findings show cultural2 barriers that hinder African-American students from perceiving the department as a nurturing and inclusive environment. This pilot study looks to bridge the institutional divides to gain an understanding of a population overlooked, as an effort to build a base for future work specifically examining and addressing Black students' experiences in chemical engineering.

Background: The Dundee ready education environment measure (DREEM) inventory is a useful tool to identify the student’s perception of the educational environment at the medical colleges. Aims and Objectives: This study aimed to evaluate and compare the perception of educational environment of 1st and 2nd year undergraduate medical students of SBH Government Medical College Dhule, using DREEM inventory. Materials and Methods: Eighty-six students of 1st year and 92 students of 2nd year MBBS participated in this study. DREEM questionnaire was given to the students in a classroom after the scheduled routine teaching sessions by the teachers. Students were instructed to indicate best response for each item given in DREEM questionnaire. Statistical analysis was performed using Microsoft Excel. Results: The mean score of 1st year student for each domain was comparatively higher than the score of 2nd year students. Items that have a mean score of 3.5 or over were considered to be real positive points. Items with a mean between 2 and 3 were aspects of the great concern that could be improve. Items with a mean of 2 or less indicate problem areas. The overall DREEM score was 141.96 (70.87%). However, there were no significant differences in the overall DREEM score of 1st and 2nd year students. The overall DREEM score of 1st and 2nd year students was 141.96 (70.87%). However, there were no significant differences in the overall DREEM score of 1st and 2nd year students. Conclusions: DREEM is a useful tool to assess the educational environment and to give a clear indication of the education environment perception of medical students. The DREEM questionnaire reflects the realistic situation in medical colleges and can be utilized in a variety of situations to obtain baseline information.

Background: The Dundee ready education environment measure (DREEM) inventory is a useful tool to identify the student’s perception of the educational environment at the medical colleges. Aims and Objectives: This study aimed to evaluate and compare the perception of educational environment of 1st and 2nd year undergraduate medical students of SBH Government Medical College Dhule, using DREEM inventory. Materials and Methods: Eighty-six students of 1st year and 92 students of 2nd year MBBS participated in this study. DREEM questionnaire was given to the students in a classroom after the scheduled routine teaching sessions by the teachers. Students were instructed to indicate best response for each item given in DREEM questionnaire. Statistical analysis was performed using Microsoft Excel. Results: The mean score of 1st year student for each domain was comparatively higher than the score of 2nd year students. Items that have a mean score of 3.5 or over were considered to be real positive points. Items with a mean between 2 and 3 were aspects of the great concern that could be improve. Items with a mean of 2 or less indicate problem areas. The overall DREEM score was 141.96 (70.87%). However, there were no significant differences in the overall DREEM score of 1st and 2nd year students. The overall DREEM score of 1st and 2nd year students was 141.96 (70.87%). However, there were no significant differences in the overall DREEM score of 1st and 2nd year students. Conclusions: DREEM is a useful tool to assess the educational environment and to give a clear indication of the education environment perception of medical students. The DREEM questionnaire reflects the realistic situation in medical colleges and can be utilized in a variety of situations to obtain baseline information.

It is a fact that achieving higher education is an important milestone in life. Therefore, this completion of education can be stressful for the scholars and also leads to the future anxiety. In this connection, work overload, working late at night, perceived further threats and fear of failure are also associated factors of stress and anxiety among scholars. On the other hand, there are some factors which are linked with the scholar’s level of academic motivation, success and academic achievement like, academic motivation, self-efficacy and social support. This research sets out to seek out the relationship of these positive academic variables between university students by taking a sample of (N=150) students by using online G. power sample calculator. The variables of interest was measured by using academic motivation scale, self-efficacy scale and perceived social support scale. On the basis of the responses of the students results reported a considerable relationship between academic motivation, self-efficacy and the level of social support. As reported from the mediation analysis, level of social support proved as a mediator between academic performance and self-efficacy. Gender wise analysis revealed that the level of self-efficacy and academic motivation was higher among male students as compared with female students. On the basis of the results, this concluded that academic motivation, self efficacy and social support are positive predictors of academic achievement. Keywords: Self-efficacy, academic achievement, academic motivation, Social support.

Objectives: This study investigates the varying perspectives on professionalism amongst faculty and MBBS students in the 1st and final years at a tertiary care institute in India. Materials and Methods: A total of 170 participants, including 46 faculty members, 77 1st-year students and 47 final-year students, were assessed for their views on different dimensions of professionalism. Results: The results revealed no significant differences in general opinion on professionalism across groups but notable differences in specific domains. Faculty members scored higher in upholding scientific standards and maintaining ethical patient–physician relationships, while 1st-year students excelled in self-improvement, compassion and reporting errors. Final-year students emphasised constructive feedback and collaboration. Conclusion: These findings highlight the evolving priorities in professionalism throughout medical education, where faculty consider being more accountable as professionalism. First-year students expressed an inclination towards ‘Altruism’, ‘Excellence’ and practising work ethics with ‘Honour and Integrity’. However, final-year students differed from others as they expressed ‘Accountability’ and ‘Duty’ as the most significant virtues to demonstrate professionalism. A parallel group design of this study in the Indian background shows interesting findings amongst 1st-year and final-year medical students, along with faculty on their changing perspectives on professionalism with career advancement. There exists a gap between theoretical knowledge and practical application in this domain of medical curricula; hence, incorporating professionalism explicitly into the medical curriculum, along with mentorship from experienced faculty, can ultimately lead to the development of compassionate, ethical and competent medical professionals.

Aim:This study aims to study the factors associated with stress, anxiety, and coping states in students of 1st and 2nd year in medical and engineering colleges during examinations.Materials and Methods:This prospective, longitudinal study was conducted on 200 undergraduate medical and engineering students from 1st to 2nd year (50 in each year), after obtaining ethical approval from the institutional ethics committee. All the participants gave written informed consent. All students filled a questionnaire which consisted of a general information sheet, perceived stress scale, Hamilton Anxiety Rating Scale, brief COPE inventory, and sources of stress questionnaire 1 month before and 1 month after their university examinations. Data were analyzed using t-test, Mann–Whitney U-test, Kruskal–Wallis test, and Chi-square test as appropriate.Results:In medical students, perceived stress was significantly higher in those in the management quota (both years), living in shared accommodation and from nuclear family (1st year) and male (2nd year). Only accommodation had a statistically significant relationship with perceived stress in 2nd year engineering students. A statistically significant association of perceived stress and anxiety with academic performance was observed. Anxiety in students was significantly more before the examination compared to after the examination. The association of all the coping strategies used, with the academic performance, was statistically significant.Conclusions:In both medical and engineering students, there was a significant association of perceived stress and anxiety with academic performance. Both medical and engineering students used active coping a little more than avoidant coping strategies during the examination time. The association of all the coping strategies used, with the academic performance, was statistically significant, thereby proving the importance of coping states in academic performance.

This study investigated the relationships between genetic polymorphisms, personality traits, and academic achievement in medical school students. Study subjects were 220 1st-year medical students at Korea University Medical School during two consecutive academic years (2003–2004). Grade-point averages (GPA) during the second semester of the 1st year of the medical school were obtained as a measure of academic achievement. In addition, all participants completed the Temperament and Character Inventory and questionnaires on depression and anxiety. The polymorphisms in exon III of the dopamine D4 receptor (DRD4) were determined using the polymerase chain reaction. Our results revealed that both male and female subjects with a higher GPA may be characterized as having higher persistence and lower novelty seeking traits. In addition, male subjects with high GPA had higher scores in self directedness and female subjects with a higher GPA may be characterized as having higher scores in harm avoidance. Male students with 4-repeat alleles had a significantly lower GPA than male students without 4-repeat alleles.This relationship also remained after controlling for the personality variables, none of which showed a relationship with the polymorphism after Bonferroni correction. For females, however, no associations could be found between GPA and the polymorphism. Thus, the present study demonstrated for the first time a possible influence of the DRD4 48 bp variable number of tandem repeats polymorphism on academic achievement and proved that this was not mediated by performance-associated personality traits.

Background: Mindsets are essential to the cognitive formation of an individual as mindsets can have a profound effect on a learner's motivation, learning and academic success.The study was mainly guided by Dweck's Mindset Theory which proposed that mindset has two attributes namely: Growth Mindset, and Fixed Mindset.Objective: The study aimed to identify the degree of mindset, level of academic motivation and academic success among BSN students in a higher educational institution in Caloocan City Designs: The study utilized descriptive-correlational design.It was conducted in a higher educational Institution in Caloocan City, Philippines.Probability stratified random sampling was used in selecting research respondents for this study.The sample size was 100 respondents and covered the 1 st year to 4 th year nursing students in a higher educational institution in Caloocan City, Philippines.Online questionnaire was utilized using the Dweck Mindset Instrument (DMI), Academic Motivation Scale (AMS), and the Academic Success Inventory Scale for College Students (ASICS).Alongside with the questionnaire, informed consent was also provided to the respondents.Furthermore, ethical principles of respect and trust, autonomy, confidentiality, and beneficence were strictly followed all throughout the study.Results: Based on the data gathered, the degree of mindset of BSN students was Fixed Mindset with a grand mean of 3.93.The respondent's level of academic motivation resulted to extrinsic motivation with a general weighted mean of 3.32.On the other hand, the students exhibit academic success in the institution with a grand mean of 3.02 which interpreted as successful.The following variables computed value has shown that the degree of mindset has resulted that.There is no significant relationship with the level of academic motivation by the respondents with a p-value of 0.46.While the relationship between degree of mindset and level of academic success has resulted that there is a significant relationship with a p-value of 0.46 between the respondent's degree of mindset and level of academic success.Furthermore, the level of academic motivation and the level of academic success has resulted that there is a significant relationship between the level of motivation and level of academic success with an equal to 0.00 p-value. Conclusion:Mindset and academic motivation are two factors influencing academic success.The respondents have shown a "fixed mindset" and "extrinsic motivation" which are vital and have a significant relationship to their "successful" academic success in university.Therefore, prioritizing and providing the necessary interventions for students to develop a good and growing mindset and motivation are needed to ensure their continuous achievement in academic life.

This article deals with questions of indicators of empathy display among future physiotherapists. Two methods were used to carry out the survey: V. Boiko empathy abilities questionnaire has been used to identify empathy components‟ levels and I. Jusupov‟s questionnaire of empathy level diagnostics has been used to identify empathy general level. The random sample size consists of 203 future physiotherapists. Participants comprised 119 students of 1st year and 84 students of 4th year full-time physiotherapy studies of Lithuanian Sports University. It was determined that, in comparison with 1st year students of physiotherapy studies, general empathy level of 4th year students is higher. 1st and 4th year students of physiotherapy studies statistically significant differ according to these empathy components: cognitive empathy, affective empathy, attitudes towards empathy and empathic identification. Levels of these indicators of 4th year students are higher than those of 1st year students.

The study objective was to determine informative indicators of functional and motor fitness of 1st-5th year students.
 Materials and methods. The study involved male students of 1st year (n = 67), 2nd year (n = 66), 3rd year (n = 62), 4th year (n = 45), 5th year (n = 56). The following research methods were used to solve the tasks set: analysis of scientific literature, pedagogical observation, pedagogical testing; index method and medical-biological methods. Pedagogical methods were used to study the peculiarities of functional state of the body and motor abilities of 1st-5th year students of higher education institutions; factor analysis was used for data processing.
 Results. By the Ruffier index, the 1st-2nd year students have an average heart performance. The 3rd-5th year students have a satisfactory heart performance. By the results of the Stange and Genci tests, the 1st-5th year students are evaluated as healthy and fit. According to the Romberg test, the 1st and 5th year students show higher results than the 2nd, 3rd and 4th year students (p < 0.001; p < 0.001; p < 0.006, respectively). The 3rd year students have the lowest results. The test results are estimated as lower than normal.
 Conclusions. The analysis of motor and functional fitness of the 1st-5th year students showed that the first factor in their structure is the functional state of the respiratory system, the second factor is speed strength and strength fitness. The most informative tests are: 1st year – the Stange test (0.822) and Genci test (0.741); 2nd year – the Genci test (0.758), the Rufier index has the lowest informativity (0.11); 3rd year – “Standing long jump” (0.741) and the Genci test (0.723); 4th year – the Stange test (0.927) and Genci test (0.810); 5th year – the Stange test (0.799).

This work in-progress research to practice paper analyzes the learning achievements of first-year engineering students, in order to observe if there are eventual gender differences. Studies suggest that women have higher enrollment rates and achievements in Higher Education. Women also dedicate more time studying and are more committed attaining their degree than men.
\nAlthough the percentage of female students’ application in Science, Technology, Engineering and Mathematics
\n(STEM) courses increased in the last years, there is still a greater proportion of women choosing higher education in social sciences and humanities areas. A sample of 723 1st year engineering students (66.8% male) was analyzed according to their academic background, their social origin and their habits of study. The results do not differentiate the Engineering Students according to their gender in socio-cultural variables of origin, however they significantly differentiate the two groups of students in their habits of study. Female students show greater organization of their time and activities of study, being also more thoughtful and self-regulated learners. At the same time, at the end of the first semester, they present a higher rate of successful curricular units and higher average grades. Some implications are highlighted for the teaching-learning process in engineering courses.

The subject of the study is the coping strategies and protective mechanisms of 1st and 4th year students with different levels of adaptability. Successful adaptation of a student is an important condition for successful educational and cognitive activity. Based on this, the problem of studying the adaptation process and determining the factors that affect the success of this process among students is relevant. Significant and important factors influencing the adaptation process of students are coping strategies and the protective mechanism of personality. Students of 1st (30 people) and 4th year (29 people) were examined. Significant differences were obtained in the groups of highly, medium and low-adaptive 1st and 4th year students in terms of psychological defense parameters and coping strategies. The study was conducted using the following methods: the methodology for diagnosing the socio-psychological adaptation of K. Rogers and R. Diamond, the Plutchik – Kellerman – Conte questionnaire "Lifestyle Index", the questionnaire "Methods of coping behavior" by R. Lazarus. The scientific novelty of the study is related to the results obtained in the diagnosis of coping strategies and defense mechanisms of the 1st and 4th year students with different levels of adaptability. 1st and 4th year students with a high level of adaptation have similar mechanisms of psychological protection, namely: rationalization, compensation, as well as similar types of coping strategies: problem solving planning, self-control, taking responsibility. 1st and 4th year students with a low level of adaptation have differences in the mechanisms of psychological protection, namely: 1st year students have such types of psychological protection as: regression; coping strategy – escape- avoidance; 4th year students have types of psychological protection – denial; coping strategy – search for social support.

The competency-based medical education curriculum by the National Medical Commission promotes holistic development, including yoga training, to support mental health and resilience in medical students. While yoga is known to reduce stress and enhance mindfulness, its impact on academic performance and stress management in medical students is not well-established. This study aims to evaluate the effects of 28-day yoga on academic performance, mindfulness, perceived stress, and quality of life among the medical students of 1st year and compare these outcomes with students who did not practice yoga. This study is a quasi-experimental study, conducted in a tertiary care centre of north India. This study involved 100 1st-year medical students divided into 2 groups: 50 practicing yoga for 28 days and 50 not practicing yoga. Baseline and postintervention assessments of academic performance, perceived stress, mindfulness, and quality of life were conducted. Data analysis included t-tests and repeated measures analysis of variance. After 28 days of yoga, students showed significant reductions in stress (perceived stress scale), increased mindfulness (mindful attention awareness scale), improved quality of life (World Health Organization quality of life [WHOQOL] in all domains), and better academic performance (P < 0.001 for all, except WHOQOL social and environment domains with P = 0.009 and 0.001, respectively). No statistically significant differences were present at baseline between the control groups and yoga group, while postintervention comparisons favored the yoga group across all parameters. A short-term yoga intervention significantly improved stress levels, mindfulness, quality of life, and academic scores in medical students, supporting its integration into medical education for holistic well-being.