From classroom to campus: Comparing high school and university student support

ObjectivesThe current research has three primary hypotheses: (i) There is a positive relationship between the use of Facebook word messages and cognitive empathy in university students. (ii) There is a positive relationship between participating in the Facebook video and affective empathy in university students. (iii) Virtual affective and cognitive empathy cannot replicate real-world affective and cognitive empathy regarding a feeling of being emotionally supported in university students on Facebook but can replicate the feeling of being informationally supported in university students on Facebook.DesignThree different scales on a questionnaire have been used to investigate the usage of Facebook, empathy level and the degree of social support. A modified version of the Facebook usage scale (14 items) has been used to measure the usage of Facebook word messages and video. The Basic Empathy Scale has been used to measure both the cognitive (9 items) and affective empathy (11 items) levels of the respondents. A modified version of the basic empathy scale has been used to examine virtual empathy. The Medical Outcomes Study (MOS) social support scale has been used to study the degree of social support which is accessible to the participants when they need it. Four emotional and four informational support items (eight items in total) have been selected by the researchers from within the 18 support items.MethodsThe 204 participants are volunteer international and UK university students, randomly recruited from Facebook groups and from among the personal friends of the researcher. The participants were invited to complete questionnaires through a link to a third-part survey website, Qualtrics. A correlation and regression analysis from SPSS has been used to investigate the data.ResultsThere is a weak positive correlation between Facebook word messages and cognitive empathy. The correlation between Facebook word messages and cognitive empathy was significant. There is a weak negative correlation between Facebook video and affective empathy. The correlation between Facebook video and cognitive empathy was not significant. Virtual affective and cognitive empathy on Facebook cannot replicate real world affective and cognitive empathy with regard to the feeling of receiving emotional support and informational support.ConclusionsUniversity students who have a higher frequency of interacting with word messages on Facebook seem to be more skilful in understanding and identifying the emotions of others. Exposure to video on Facebook may not enhance university students’ affective empathy. Moreover, emotional and informational support online may only act as supplements rather than replacements for emotional and informational support in the real-world, although individuals can obtain a large amount of informational social support conveniently just by one click or post on social networking sites nowadays.

Social support plays a crucial role in an individual's life. Individuals who experience strong, positive social relationships and feel supported by others tend to report lower levels of anxiety, depression, and psychological stress. Social support may come from family members, friends, and significant others in life. Looking at the importance of social support in university students' lives, there have been a few scales to measure social support, and one of them is the Multidimensional Perceived Social Support Scale, which was developed in a Western country. This study examined the validity of the Malay version of the Multidimensional Perceived Social Support Scale in a sample of 443 Malaysian university students. Results support the high reliability and validity of this scale. Confirmatory factor analysis reported the expected three-factor structure and a high correlation between factors and scales. In addition, internal consistency was good, and correlation analysis with the Satisfaction with Life Scale proved the theoretical relations among the constructs. The findings suggest that MPSS-M is a reliable and valid tool to measure social support among students in higher education institutions. Campus leaders and student affairs professionals may use the scale to identify the source of support among students. Implication for university management is also discussed.

The current research represents an initial step into the analysis of the effect of self‐esteem, others' (peers and teachers) expectations and family support on academic achievement through learning approaches (deep processing, surface processing and effort). Data were gathered from 553 university students from different faculties of a Spanish university. The analyses, through structural equation modeling, provided support for the positive effects of self‐esteem and family support in university students' learning and achievement. Others' expectations increased both surface learning and effort. Implications for higher education are discussed.

The study reported in this chapter evaluates how the Customer Experience Management System (CEMS) used by a University's Student Support Services (StuSS) responds to the objectives of capturing, storing, extracting, interpreting, distributing, using and reporting customer experience information for creating organisational value. Theoretically, the study draws on the concept of organizational ambidexterity. Concerning the research design, the study was undertaken using qualitative methods of data collection and interpretivist methods of data analysis. It has been inductively discovered that the availability of customer experience information obtained through the CEMS allows StuSS to respond effectively to different student needs. Organizationally, there is clarity concerning the ownership and management of customer relationships. Individual student data is collected, coordinated and distributed across lines of business. Because of this, StuSS is able to consistently identify customers across touch points and channels. Further suggestions are advanced to improve StuSS's analytical investigation capability to derive descriptive and predictive customer information, through applying data mining models to the information that is currently collected.

Objective: To identify the mediating role of Perceived Social Support in Psychological Strength and Psychosocial Reactions in university students post COVID-19. Study Design: Cross-sectional (correlation) research design was used. Place and Duration of study: The data was collected from November 2021 to January 2022 from different state and private universities in Lahore, Pakistan. Subject and Method: The purposive sample of N=150 (men=70 and women=80) university students studying in first and last year of 18-24 years old (M=20.75, SD=1.76) were drawn from different public and private universities of Lahore. Data was collected using Psychological Strength Scale (PSS; Bashir, 2020), Multidimensional Scale of Perceived Social Support (MSPSS; Zimet et al., 19 88) and Psychosocial Reactions Scale (PRS; Mahmood et al., 2020). Data was analyzed using SPSS 25. Results: Of the 150 participants, 70(46.7%) were men and 80(53.3%) were women. The overall mean age was 20.75 ± 1.76 years. Pearson Product Moment Correlation revealed that a significant negative relation of Psychological Strength and Perceived Social Support with Psychosocial Reactions. Psychological Strength and Perceived Social Support had positive significant relationship (r= .68***), but a negative relationship between Perceived Social Support and Psychosocial Reactions (r= -.56***) and Psychological Strength with Psychosocial Reactions (r= -.33***) was also found in university students post COVID-19. Mediation analysis showed that Perceived Social Support fully mediated the relation among Psychological Strength and Psychosocial Reactions (p<.001). Conclusion: Study implicates that by increasing Psychological Strength and Perceived Social Support in university students we could reduce Psychosocial Reactions faced by them.

Chapter 10 - Widening Participation in Australia: Lessons on Equity, Standards, and Institutional Leadership

University poses unique challenges surrounding disclosure for students living with type 1 diabetes, with implications for social support and self-management. Semi-structured interviews with students and peer interviewers living with type 1 diabetes explored university experiences of disclosure and social support. Thematic analysis identified three major themes: disclosure as a measured process, the need for lived experience for true understanding and personal growth and self-awareness. Findings emphasize the need to scaffold the university transition for individuals with type 1 diabetes as disclosure can elicit effective social support. In addition, the importance of lived experience suggests support from students with type 1 diabetes could considerably impact diabetes management.

This research was born with the aim of improving the logistical and educational support for university students who are visually impaired. For this purpose it has been developed a prototype of multimedia lesson concerning the field of Physical Therapy. The prototype has been tested on a representative sample of visually impaired students of the University of Firenze. Below I would like to present a description of the phases of this research, from the planning to the doing.

Purpose This study aims to examine the impact of digital literacy on students of some public universities in Bangladesh. It focuses on understanding the purpose of internet use, the devices used and the challenges these students face. Design/methodology/approach A sample of 375 students was purposively selected for this research. Data was collected through structured questionnaires using a Likert Scale (1–5) and supplemented with direct interviews. The framework was developed by reviewing secondary sources such as books, journals and articles. Analysis was conducted using Statistical Package for the Social Sciences. Findings The findings indicate varied internet usage patterns among students, primarily for academic and research purposes. The study also identifies significant challenges, including connectivity issues and limited access to necessary resources, which hinder the effective use of internet services. Research limitations/implications The study is limited to some public universities in Bangladesh, which may not represent the broader student population. Future research could expand the scope to include multiple departments and universities for a more comprehensive understanding. Practical implications The research highlights the need for improved internet infrastructure and support services in universities, particularly in developing countries like Bangladesh. Addressing these issues can enhance educational outcomes and ensure more equitable access to digital resources. Originality/value This study contributes to the limited research on internet usage in higher education in Bangladesh. It provides actionable insights for educators, policymakers and researchers aiming to improve digital access and support for university students.

In this chapter I address the role that affect plays in the context of public education in a diverse, multi-ethnic and multilingual classroom that incorporates migrant LGBT students. I ask: How can educators mobilize affect to work for a more inclusive classroom? This question guides this chapter to reflect upon the challenges of teaching Humanities at university against the backdrop of the Catalan pro-independence movement. My case study is based on data from a public university in Barcelona, where both political activism in favour of independence and the growing visibility of LGBT student associations and participation gained momentum and nurtured each other. Firstly, I illustrate the reasons behind both the sudden increase of grassroots activism within the Catalan secessionist movement from 2011 onwards and the support of university students, examining the potential dangers of homonationalist discourses embedded in the nationalist struggle. Focusing on the potential of public education to make strides in including non-Catalans, migrants and LGBT students, I then go on to discuss affect and I present a pedagogical intervention. I argue that it is the mobilization of the affective component in teaching within an intersectional framework that has the potential to give all students more opportunities for inclusion in 1) the structural composition of the public university and 2) the broader community. This chapter hopes to engage educators and pedagogues to analyse and deconstruct cases of exceptionalism within nationalist movements.

Nowadays, everything is constantly developing, therefore employers have more stringent requirements for candidates to be able to respond to that development. Currently, hard skills is not enough and as a result, it also requires students need to have the necessary soft skills in order to be able to work effectively after graduating from university. In this context, universities need to embrace the trends and strengthen their skills that students need to equip themselves before graduation in order to provide quality human resources to meet the requirements of society in the context of international economic integration today. By using online survey, direct interviews as well as reading books and related papers, this research is completed with the support of university students who are studying at some universities in Ho Chi Minh city. This article will address current student's awareness of the soft skills required by employers for today's students, as well as skills through experiential activities in university.

Loneliness, attachment, and the perception and use of social support in university students.

Research of sexual difference of supporter and perceived support in university students

Students of the generation Y actively use new technologies every day, communicating mainly through social media with the help of smartphones or tablets. Thanks to the development of new media, modern students have at their disposal a wide and comprehensive range of tools to improve information, communication, education and integration of the academic community. The purpose of this article is to review the modern mobile applications that assist students in the learning process. The article is enriched with the results of the research conducted among students of the Czestochowa University of Technology, which aim was to determine their level of knowledge on mobile applications dedicated to higher education, the level of interest in them and the scope of their use by students. For this purpose, the authors conducted a survey among 181 respondents. For the research, non-random method of sampling – convenient sampling was chosen.

This article aims to critically examine the media discourse of university students' competiveness. Drawing on commentaries, editorials, and reports from the mainstream local printed media, this study addresses the following questions: (1) Which of these introduces and promotes the support of university students' competitiveness? (2) What is the importance of university students' competitiveness in relation to local economy and society? (3) Who will be the potential contesters in the eyes of local students? (4) How can competitive strength be enhanced? An analytical framework is articulated based on the above questions aiming to deconstruct the notion of increasing competitiveness of university students in three ways: (1) the persistence of a sociopoliticoeconomic context, (2) values and perceptions created and advocated by mainstream media and capitalists, and (3) the production of myths, legacies, authoritarian views, and selective statistical figures in relation to such proposed values and perceptions. However, such a notion represents the persistence of power relationships between the powerful capitalists and the powerless university students, the alienation of university education, and the covert manipulation of the government and business in the social and educational system.