College Students’ Perceptions Regarding Relationship Maintenance Behaviors with Their Instructors

Recovery schools for improving behavioral and academic outcomes among students in recovery from substance use disorders: a systematic review.

Less socially adaptive behaviors have often been underestimated in university students, with limited research addressing their impact on academic functioning. This study aimed to identify distinct profiles of social functioning difficulties in university students and to examine their associations with academic engagement, learning difficulties, and psychological distress. A cross-sectional, web-based survey was conducted with 540 undergraduate university students (mean age = 23.06, SD = 6.53; 89.7% female). Participants completed standardized self-report assessments of social functioning (SRS-2), academic engagement (SAES), learning difficulties (Vinegrad Plus), and psychological distress (GAD-7, PHQ-9). Latent profile analysis (LPA), based on ASD-related traits, revealed two latent profiles: one reflecting non-social functioning difficulties (311 participants, 57.6%-Profile 1) and another reflecting social functioning difficulties (229 participants, 42.4%-Profile 2), while binomial regression analyses examined their associations with academic outcomes. Participants in Profile 2 scored significantly higher than those in Profile 1 across all SRS-2 variables-awareness, cognition, communication, motivation, and restricted interests and repetitive behavior (p = 0.001)-indicating greater overall functioning in these domains. Students in the Non-social functioning difficulties profile showed higher levels of academic engagement in all areas. In contrast, students in the Social functioning difficulties profile experienced more self-reported learning challenges (p = 0.001), anxiety (p = 0.001), and depression (p = 0.001), underscoring the significant differences in social, academic, and emotional outcomes between the two profiles. These findings underscore the impact of vulnerability to social functioning difficulties on academic engagement, highlighting the need for tailored support systems within higher education settings.

Online learning has become an everyday form of learning for many students across different disciplines, including STEM subjects in the setting of higher education. Studying in these settings requires students to self-regulate their learning to a higher degree as compared to campus-based education. A vital aspect of self-regulated learning is the application of goal-setting strategies. Universities act to support students’ goal-setting through the achievement of course learning outcomes, which work both as a promise and metric of academic achievement. However, a lack of clear integration between course activities and course learning outcomes leaves a dissonance between students’ study efforts and the course progress. This demo study presents a student-centered learning analytics dashboard aimed at assisting students in their achievement of course learning goals in the setting of STEM higher education. The dashboard was designed using a design science methodological approach. Thirty-seven students have contributed to its development and evaluation during different stages of the design process, including the conceptual iterative design and prototyping. The preliminary results show that students found the tool to be easy to use and useful for the achievement of the course goals.

The study explores the affective domain of teacher student relationships. Here produced a synthesis of information that guides a classroom teacher in the development and maintenance of teacher relationships with their students. The resulting analysis and interpretation provided a description of major themes that developed regarding strong teacher student relationships, as well as, specific components to the interactions considered essential for the student’s learning environment. The outcome of this study is an account of experiences and procedures that guide the development and maintenance of relationships between a teacher and the students. Based on the findings, of the study represent an interpersonal framework for the learning environment. Conducting this study was to provide more specific examples of and empirical findings for how teacher student relationships are created. Identifying specific factors associated with teacher student interactions could provide valuable information to an educational learning community. Implications for how these findings can impact the learning environment at secondary level in Bangladesh]

Social Networking Sites (SNSs) play a central role in university students’ social and academic lives by facilitating relationship maintenance, emotional support, and the exchange of information, especially for those studying away from home. However, it remains unclear how different patterns of SNS use influence academic outcomes and psychosocial well-being. Grounded in social capital and self-determination theory, the present study adopted a person-centered approach using Latent Profile Analysis (LPA) to identify distinct profiles of SNS engagement, academic outcomes and well-being. A sample of 275 Greek undergraduate students completed anonymous self-report questionnaires [SNSs use intensity, bonding and bridging social capital, perceived social support via SNSs, fear of missing out (FoMO), phubbing, nomophobia (NoMo), academic outcomes and well-being]. LPA revealed four user profiles: (1) Low Use-Low Support (poorest well-being, moderate academic outcomes); (2) Active and Supported (high well-being and academic outcomes); (3) At-Risk Heavy Users (intermediate academic outcomes and moderate well-being, comparable to Profile 2) and (4) Low Use-High Support (highest well-being, poorest academic outcomes). These findings indicate that SNS engagement may be associated with both benefits and risks for students, depending on how and why they are used. Adopting a person-centered perspective allowed the identification of meaningful usage patterns, providing critical insights for developing targeted interventions to support student adjustment.

This article reviews past empirical studies on the use of audio podcast (hereby referred to as podcast) in K-12 and higher education settings. Using the constant comparative method, this review is organized into three major research areas or topics: (a) participants’ podcast usage profile, (b) effects of podcast on learners’ outcomes, and (b) institutional aspects. Findings suggest that the most common use of podcasting is limited to either instructors distributing podcast recordings of lectures or supplementary materials for students to review subject material at their own time and place. A majority of the previous studies were descriptive, and were conducted in higher education and traditional course settings. Students generally enjoy using podcast, and tend to listen to the podcasts at home using desktop computers, rather than on the move (e.g., commuting to school) with a mobile device. Probably the main benefit of podcasting is that it allows students to listen to specific material that they missed or did not understand multiple times. The availability of podcast does not appear to encourage students to skip classes. We also discuss limitations of previous empirical studies, and provide some directions for future research related to the use of podcast in education settings.

This study looks at how parental support affects college students academic performance. Amidst the academic challenges and psychological pressures faced by students, parental involvement remains an important yet often overlooked factor. Using a quantitative approach with a survey method, data was collected from 43 students through a valid and reliable Likert scale questionnaire. The results indicate a moderate yet significant positive correlation (r = 0.419, p = 0.005) between parental support and academic performance. Additionally, regression analysis shows that parental support accounts for 17.5% of the variation in students' academic outcomes. These findings suggest that while academic performance is influenced by various factors, consistent emotional, financial, and motivational support from parents continues to play a meaningful role even at the higher education level. Strengthening parental involvement, particularly in emotional aspects, can be a strategic effort to enhance student achievement and well-being in higher education settings.

Motivation is central to student learning and achievement, yet it does not operate in isolation. Peer relationships play a fundamental role in shaping students' motivation, engagement, and academic development. Explicit investigation of the interplay between motivation and peer relationships is scarce, especially with the reciprocal and dynamic nature of these interactions still being little understood-the subject of the present issue. This special issue aims to bridge theoretical and methodological gaps in understanding how peer relationships shape and are shaped by student motivation. We explore key questions regarding the relevance of peer relationships in motivation research, the theoretical and methodological approaches applicable to this intersection, and cultural considerations in studying these dynamics. This special issue comprises 21 empirical studies from diverse cultural and educational contexts, including primary, secondary, and higher education settings from multiple countries. Contributions employ varied methodologies, including longitudinal designs, social network analysis (SNA), qualitative interviews, experience sampling, and experimental designs. Findings highlight the bidirectional nature of peer relationships and motivation. Studies reveal that peer support, social norms, and network positioning influence motivation and academic outcomes, while students' motivational orientations also shape their peer interactions. Cultural variations suggest that the impact of peer dynamics on motivation differs based on sociocultural contexts. We synthesise these different pathways into a conceptual model. The joint findings underscore the need for an integrative, interdisciplinary approach to studying peer relationships and student motivation. Future studies should explore their reciprocal nature using dynamic methodologies. Understanding these interactions can meaningfully inform interventions to foster motivation and engagement in educational settings.

Protocol for a Systematic Review: Self‐Management Interventions for Reducing Challenging Behaviors among School‐age Students: A Systematic Review

In spite of recognition that lesbian, gay, bisexual, and queer+ (LGBQ+) young adults face challenges associated with their sexual identities, research on inequality in education has only recently begun examining their academic experiences and outcomes in college. Prior work has mainly focused on social and extracurricular experiences during college or academic outcomes among LGBQ+ students in K‐12 settings. In this article, we review the growing body of social science literature on LGBQ+ college students' academic outcomes. A strength of our review is our integration of research on individual, interpersonal, and institutional characteristics and experiences that influence LGBQ+ student outcomes. In reviewing the literature, we identify a number of methodological and theoretical limitations, such as a lack of precision and consistency in defining and conceptualizing LGBQ+ identities and experiences and limited attention to intersections with race, class, and gender. We offer some solutions to these limitations and present a theoretical framework that promises to add clarity and further reliability to future research on LGBQ+ college student outcomes. We conclude by suggesting directions for future research.

Transformational leadership offers world-wide scholars a new paradigm to leadership research, and it occupies a central place in leadership research and is rendered as a crucial indicator of promoting students’ academic outcomes. This literature review sought to provide a general picture of transformational leadership as well as its application in higher education context, through which its readers can have a better understanding of what has been done about the topic and what remains to be done in the future. It can seen that the examination of the existing literature further confirmed the validity and effectiveness of teacher transformational leadership in higher educational settings.

Social media has become an integral component of student life, shaping communication, collaboration, and learning patterns. While it offers opportunities for academic engagement, excessive usage may lead to distractions and poor academic outcomes. This study investigates the impact of Social Media Usage (SMU) on Student Academic Performance (SAP), examining how demographic factors such as gender, department, and program type influence social media behaviour. Additionally, it explores the use of statistical and machine learning approaches to predict academic outcomes and develop AI-driven dashboards for identifying at-risk students. A structured questionnaire was administered to 150 students across selected colleges, yielding 135 responses. After validation for completeness and accuracy, 80 responses were considered suitable for analysis. A Simple Random Sampling (SRS) technique was employed to ensure unbiased representation. Collected data included demographic information, social media usage patterns, and academic performance indicators. Correlation analysis was applied to identify associations, ANOVA was used to examine demographic influences, and linear regression was employed to assess predictive effects. Machine learning techniques were integrated to enhance predictive accuracy and uncover latent patterns in the data. The findings indicate that SMU has a measurable impact on SAP, with both positive and negative influences depending on usage patterns. Gender, department, and program type were found to significantly moderate the relationship between social media engagement and academic outcomes. Furthermore, the AI-driven dashboards successfully identified students at risk of underperformance, providing a visual and actionable tool for educators to implement targeted interventions. This study offers important insights for students and educators seeking to balance social media engagement with academic achievement. By combining traditional statistical methods with machine learning and AI-driven visualization, the research demonstrates a practical approach to understanding and managing the complex relationship between social media behavior and academic performance. These results can inform strategies for promoting effective social media use and supporting at-risk students in higher education settings.

The pedagogical approach known as the flipped classroom has gained significant popularity in both higher education and high school settings in recent years. This article aims to provide a comprehensive explanation regarding the comparison of flipped classroom academic results in physics education before and during the Covid-19 pandemic. The method used here was bibliometric-based literacy analysis using Publish or Perish (PoP) software and the VOSviewer application, which is focused on the keyword "Flipped classroom in physics" during the last three years before the Covid-19 pandemic (2017 - 2019) and the last three years during the Covid-19 pandemic (2020 – 2022). According to the findings of bibliometric analysis and systematic reviews of articles, the following flipped classroom academic outcomes in physics education were most frequently studied before the Covid-19 pandemic: 1) academic achievement, 2) motivation, 3) students' engagement, 4) students' performance, 5) knowledge acquisition, 6) interest in learning, 7) problem-solving skills, 8) self-efficacy, 9) conceptual understanding, and 10) attitude. Meanwhile, there are eight categories of outcomes in 2020-2021: 1) motivation, 2) academic achievement, 3) student experience, 4) student engagement, 5) conceptual understanding, 6) self-efficacy, 7) process skills, and 8) critical thinking. This study concludes that the academic outcome of flipped classroom research in physics education before the pandemic was more than during the Covid-19 pandemic, and in 6 past years, most research has focused on the effect of flipped classrooms on academic achievement, motivation, conceptual understanding, and self-efficacy compared to other academic outcomes such as scientific reasoning or creative thinking.

This study evaluated the impact of iPads on students with disabilities in a Higher Education (HE) setting with a focus on: an assessment of their physical characteristics and functionality; their utility as communication devices; and the use of iPads to engage with university services. The participants, who had a range of disabilities, were provided with iPads for a period of three weeks, given basic training in their operation, and were instructed to use them freely. The participants completed an online survey and then took part in semi-structured interviews at the end of the loan period. The participants also undertook a series of short information-seeking tasks that were designed to compare the performance of laptops and tablet computers. This study should be of use to education practitioners as well as acting as a pilot for future studies aimed at investigating the provision of tablet computers to students with disabilities

This empirical case study narrates my observations and recognition of oppression during my diverse administrative, professional, and technical experiences within higher education and institutional work settings. Therefore, readers can critique the “power of place” as a forensic marker for pathology and structural violence posed by the ubiquitous nature of whiteness in academia. Significantly, the complexities surrounding the reproduction of whiteness in higher education work settings remain fraught with complexity, uncertainty, and angst for all who profess either interest or disinterest in the subject matter. Nevertheless, analyzing the historical legacy around the global reproduction of whiteness uniquely leads to clarifying the dimensions of human suffering, dehumanization, and concomitant losses of human dignity. Ultimately, when readers reflect on the imperial legacy of whiteness within Eurocentric ideology as a cultural phenomenon. In like manner they can begin to support the need for liberation from oppression. Reflection and action on a more humanizing pedagogy of disruption mitigates a process of domination that reinforces the value of the white gaze. Therefore, praxis in education research benefits from this discourse because rarely has the academy embraced deconstructing the rough landscape of whiteness within higher education settings. Altogether, if we are to fulfill America’s promissory note, we need a counternarrative to the zeitgeist of whiteness embedded in Westernized centers of higher education. Scholar activism can and must promote freedom and literacy away from the exacerbating effects of chaos, dehumanization, loss of dignity, injustice, and structural violence in public spaces. Creation of an innovative dynamic supports’ governance for “we the people” to have a true participatory socialist republic with opportunities to build a civilization based on the personification of truth, justice, balance, peace, law, harmony, and a cosmic order.