Impact of intimate relationships on medical undergraduate performance and extracurricular activities

BackgroundPrevious research has shown that higher Emotional Intelligence (EI) is associated with better academic and work performance. The present study intended to explore the relationship between EI, perceived stress and academic performance and associated factors among medical undergraduates.MethodsThis descriptive cross-sectional research study was conducted among 471 medical undergraduates of 2nd, 4th and final years of University of Colombo, Sri Lanka. Students were rated on self administered Perceived Stress Scale (PSS) and Schutte Self-Report Emotional Intelligence Test (SEIT). Examination results were used as the dichotomous outcome variable in a logistic regression analysis.ResultsFemales had higher mean EI scores (p = 0.014). A positive correlation was found between the EI score and the number of extracurricular activities (r = 0.121, p = 0.008). Those who were satisfied regarding their choice to study medicine, and who were planning to do postgraduate studies had significantly higher EI scores and lower PSS scores (p <0.001). Among final year undergraduates, those who passed the Clinical Sciences examination in the first attempt had a higher EI score (p <0.001) and a lower PSS score (p <0.05). Results of the binary logistic-regression analysis in the entire study population indicated that female gender (OR:1.98) and being satisfied regarding their choice of the medical undergraduate programme (OR:3.69) were significantly associated with passing the examinations. However, PSS Score and engagement in extracurricular activities were not associated with ‘Examination Results’.ConclusionsHigher EI was associated with better academic performance amongst final year medical students. In addition a higher EI was observed in those who had a higher level of self satisfaction. Self-perceived stress was lower in those with a higher EI. Enhancing EI might help to improve academic performance among final year medical student and also help to reduce the stress levels and cultivate better coping during professional life in the future.

Research has shown that participation in extracurricular activities has a positive effect on adolescents’ social behaviour and academic performance; however, the reciprocal influence of extracurricular activities and leisure on the development of adolescents’ academic performance and social behaviour is unclear. In our study, we investigate the effect of school based and out-of-school leisure activities on adolescent’s social and scholastic development. We also explore how students’ gender, socioeconomic status and ethnicity influence their choice of, and engagement in activities. A sample of 5278 students (females 50%; migrant background 26%) filled in questionnaires in grade 5 and 7 and provided personal background information as well as evidence of their engagement in extracurricular and leisure activities, their social behaviour and academic performance. Using latent class analysis, we distinguished five identity-related patterns of engagement in extracurricular and leisure activities among 5th-graders. We found a connection between adolescents’ gender, socioeconomic status, and ethnicity and their choice of, and engagement in, extracurricular and leisure activities, social behaviour and grades. We also identified a link between adolescents’ patterns of engagement in extracurricular and leisure activities and developmental tendencies in their social behaviour and scholastic achievement between grades 5 and 7. Keywords: extracurricular activity, leisure, adolescent development, academic achievement, social behaviour ----- Bibl iography: Sauerwein, Markus/Theis, Desiree/Fischer, Natalie: How Youths’ Profiles of Extracurricular and Leisure Activity Affect Their Social Development and Academic Achievement, IJREE, Vol. 4, Issue 1-2016, pp. 103-124. https://doi.org/10.3224/ijree.v4i1.24778

Social media sites play a significant role in the present generation especially among university students. The research assess the effect of networking site on Students’ Academic Performance and examine the effect of social networking site on Students’ extra curriculum activities. Data were analyzed using descriptive statistics and multiple regression analysis. The study found that there is positive relationship between social networking site and students’ academic performance, the analysis also revealed that there is significant relationship between social networking site and students’ extra curriculum activities. The study therefore recommends that Social media sites are a strong tool that can support excellent academic performance to university students. Students should therefore be allowed to have a choice of social media site they are willing to use especially when using it for learning.

This study investigates the awareness, implementation, and participation levels of extracurricular educational activities among students, managers, and union officers at Hong Duc University. Extracurricular activities are recognized as essential components of higher education, contributing significantly to students' academic performance, skill development, emotional well-being, and employability. The study surveyed 415 participants, including 50 managers, 35 union officers, and 330 students from various faculties. Data was collected through tailored questionnaires and interviews, with statistical analysis conducted using SPSS to evaluate perceptions and engagement levels. The questionnaires included a four-point Likert scale assessing three dimensions: awareness (7 items), implementation (4 items), and participation (9 items) in extracurricular activities, with mean scores categorized into four levels ranging from low to high engagement. The findings reveal a moderate level of awareness of the importance of extracurricular activities, with experiential learning and vocational training receiving the highest valuation due to their alignment with professional and practical skills development. Cultural, artistic, and sports activities were highly rated in terms of implementation and participation, highlighting their universal appeal and potential for fostering social integration and personal growth. Conversely, activities related to political and ideological education, academic research, and innovative entrepreneurship exhibited lower levels of implementation and engagement, suggesting challenges such as insufficient institutional support and student interest. The study underscores the importance of strategically designed extracurricular programs to enhance students' holistic development. Recommendations include increasing institutional investment, promoting interdisciplinary approaches, and employing engaging delivery methods to address participation gaps in underrepresented areas. Additionally, activities such as public service, volunteerism, and humanitarian initiatives require enhanced coordination and logistical support to foster community involvement and social responsibility among students. Future studies should adopt longitudinal and multi-institutional designs to generalize findings and further explore the evolving role of extracurricular activities in diverse educational contexts.

Education studies admitted that extracurricular activities have played a key role in academic performance and overall education development. Extracurricular involvement among students has been shown to enhance academic performance and increase motivation for further study (Kravchenko and Nygård, 2022). Students who participate in after-school programs at their respective schools are able to apply the skills they learn to other disciplines and to their everyday life (Hayes, 2014). However, gender and education studies asserted that there is gender disparity in participation in extracurricular school activities girls indicated to have poor status compared to boys (Lundh, 2022; (Jägerbrink et al, 2022). This study therefore assessed influence of cultural norms/practices on girls’ participation in extracurricular school activities. Specifically the study was guided by the following objectives: to identify types of cultural norms/practices that hinder girls’ participation in extracurricular activities, assess influence of pointed out cultural norms/practices on girls’ participation in extracurricular school activities and examine effect of limited girls’ participation in extracurricular activities. This study used concurrent mixed methods research design to allow collection of qualitative and quantitative data at the same time. The study used simple random and purposive sampling techniques to obtain a sample size of 120 respondents for quantitative and qualitative data. Data analysis involved thematic analysis for qualitative data and descriptive statistics for quantitative findings. Findings from this study noted that there is gender disparity in extracurricular activities participation whereas girls maintain poor status of participation. The observed gender gap was highly contributed by some of cultural norms/practices, gendered division of domestic roles being the leading factor. Result from this study further indicated that limited participation in extracurricular school deprives girl students an opportunity to grow academically and develop their career.

Введение. Современные вызовы, обусловленные продолжающейся развиваться тенденцией ослабления здоровья населения, особенно подрастающего поколения, обращены к системе образования, предназначение которой состоит не только в том, чтобы дать обучающимся необходимые знания, но, прежде всего, в формировании у них системного мировоззрения относительно жизни, здоровья человека, сопряженного с благополучием окружающей природной, природно-социальной среды. В этой связи актуальной становится проблема подготовки педагогов, обладающих готовностью и способностью к здоровьесберегающей деятельности, формированию у обучающихся культуры здоровья. Цель статьи — теоретическое обоснование, разработка и внедрение в образовательный процесс педагогического вуза подготовки студентов к реализации в образовательных организациях внеурочной деятельности по здоровьесбережению. Материалы и методы. Основным методом, который был применен в процессе исследования, является анализ психолого-педагогической, эколого-валеологической, медико-биологической, научно-методической литературы по проблеме исследования, а также имеющегося практического опыта подготовки будущих педагогов к здоровьесберегающей деятельности. В качестве эмпирических методов использовались анкетирование, наблюдение, анализ результатов практической деятельности студентов Южно-Уральского государственного гуманитарно-педагогического университета, осваивающих программу магистратуры «Тьютор по здоровьесбережению» и принявших участие в проведенном исследовании. Результаты. Проведенное исследование позволило обосновать важность и необходимость введения в образовательный процесс педагогического вуза дисциплин, обеспечивающих адекватную подготовку будущих педагогов к реализации в образовательных организациях внеурочной деятельности по здоровьесбережению. Раскрыты базовые понятия исследуемой проблемы: «здоровьесбережение», «культура здоровья», «внеурочная деятельность по здоровьесбережению». Описывается последовательность этапов формирования готовности студентов-магистрантов ЮУрГГПУ к реализации внеурочной деятельности по здоровьесбережению. Приведены результаты диагностической работы, свидетельствующие об успешности проведенной работы по обозначенной проблеме исследования. Обсуждение. Отечественные ученые и педагоги уделяют большое внимание проблеме формирования у подрастающего поколения культуры здоровья, целостного мировоззрения на жизнь и здоровье человека, общества, ведения здорового и безопасного образа жизни, а также здоровья окружающей природной, природно-социальной среды, биосферы в целом, что обеспечивает благополучное существование человека на планете. Анализ исследований в этой области показал значимость воспитательной работы с обучающимися, где одну из ведущих ролей играет внеурочная деятельность. В этой связи необходимо введение в профессиональное педагогическое образование программ подготовки к внеурочной деятельности. Заключение. Процесс формирования готовности студентов педагогического вуза к осуществлению в образовательных организациях внеурочной деятельности по здоровьесбережению будет эффективным при реализации следующих условий: системообразующим фактором данного процесса должна стать здоровьесберегающая образовательная среда педагогического вуза; необходима комплексная диагностическая работа, направленная на учет интересов студентов в области здоровьесбережения; программа по формированию готовности к внеурочной деятельности по здоровьесбережению должна охватывать все виды деятельности, в которых предлагается принять участие студентам: учебную, научно-исследовательскую, воспитательную: одним из ведущих средств рассматриваемой подготовки является открытое информационное пространство в условиях заочной формы обучения Ключевые слова: формирование; готовность; студенты; внеурочная деятельность; здоровьесбережение; воспитание; культура здоровья. Основные положения: – проведено теоретическое обоснование необходимости включения в учебные планы педагогических вузов программ подготовки к внеурочной деятельности по здоровьесбережению; – раскрыты основные понятия проблемы исследования «здоровьесбережение», «культура здоровья», «внеурочная деятельность по здоровьесбережению»; – выявлены этапы формирования готовности студентов к внеурочной деятельности по здоровьесбережению. Introduction. Modern challenges, caused by the continuing trend of weakening health of the population, especially the younger generation, are addressed to the education system, the purpose of which is not only to give students the necessary knowledge, but, above all, to form in them a systematic worldview regarding life, human health, coupled with the well-being of the surrounding natural, natural and social environment. In this regard, the problem of training teachers who have the readiness and ability to engage in health-preserving activities and develop a culture of health among students becomes urgent. The purpose of the article is the theoretical substantiation, development and implementation in the educational process of a pedagogical university of preparing students for the implementation of extracurricular health-preserving activities in educational organizations. Materials and methods. The main method that was used in the research process is the analysis of psychological-pedagogical, environmental-valeological, medical-biological, scientific-methodological literature on the research problem, as well as existing practical experience in preparing future teachers for health-saving activities. The empirical methods used were questionnaires, observation, and analysis of the results of practical activities of students of the South Ural State Humanitarian and Pedagogical University who were mastering the master’s program “Tutor in Health Preservation” and took part in the study. Results. The conducted research made it possible to substantiate the importance and necessity of introducing disciplines into the educational process of a pedagogical university that ensure adequate preparation of future teachers for the implementation of extracurricular health-preserving activities in educational organizations. The basic concepts of the problem under study are revealed: “health conservation”, “health culture”, “extracurricular activities for health conservation”. The sequence of stages in the formation of the readiness of master's students of South-Ural state Humanities-Pedagogical University to implement extracurricular activities on health conservation is described. The results of diagnostic work are presented, indicating the success of the work carried out on the identified research problem. Discussion. Domestic scientists and teachers pay great attention to the problem of developing in the younger generation a culture of health, a holistic worldview on the life and health of a person, society, maintaining a healthy and safe lifestyle, as well as the health of the natural, natural-social environment, the biosphere as a whole, which ensures the prosperous existence of humans on the planet. An analysis of research in this area showedthe importance of educational work with students, where extracurricular activities play one of the leading roles. In this regard, it is necessary to introduce preparation programs for extracurricular activities into professional pedagogical education. Conclusion. The process of forming the readiness of students of a pedagogical university to carry out extracurricular health-preserving activities in educational organizations will be effective if the following conditions are met: the health-preserving educational environment of the pedagogical university should become a system-forming factor in this process; a comprehensive diagnostic work is needed, aimed at taking into account the interests of students in the field of health conservation; a program for developing readiness for extracurricular health-preserving activities should cover all types of activities in which students are invited to take part: academic, research, educational: one of the leading means of training in question is an open information space in the conditions of correspondence education. Keywords: Formation; Readiness; Students; Extracurricular activities; Health care; Education; Health culture. Highlights: A theoretical justification was carried out for the need to include training programs for extracurricular health-preserving activities in the curricula of pedagogical universities. The basic concepts of the research problem «health conservation», «culture of health», «extra-curricular activities for health conservation» are revealed. The stages of formation of students’ readiness for extracurricular health-preserving activities have been identified.

Extra-curricular activities have been encouraged to support foundation program students' positive attitude to learning and their smooth transition into the higher education system with better academic and social performances. This paper discusses the study that explores the potential benefits of foundation program students' involvement in extracurricular activities from the perspective of teachers who develop, lead and facilitate them at the Centre for Preparatory Studies of Sultan Qaboos University in Oman In particular, the study focuses on how teachers perceive the effects of extracurricular activities on student performance in relation to eight key areas, namely development of students' language skills and academic performance, development of communicative competency, students' needs and interests, students' self-esteem and self-confidence, students' motivation and positive attitudes towards learning, extracurricular activities in the framework of the foundation program curriculum, cross-cultural experiences, and transitional challenges. The results indicate that extracurricular activities play a valuable role in helping foundation program students adjust to higher education environment and function more easily in English. However, more student involvement and additional assistance to students are needed in order to boost their motivation and increase engagement in their own learning experiences.

Background: The Faculty of Medicine, University of Colombo is one of the foremost institutes providing Medical Education in Sri Lanka. Many factors affect academic performance of medical undergraduates, including admission scores, personality, gender, English language ability, coping skills and availability of academic and social support. Objectives: To profile and quantify selected factors that may predict academic performance among medical undergraduates. Methods: A descriptive cross-sectional study was carried out on new entrants. A structured self-administered questionnaire collected data on demographic characteristics, previous academic performance, extra-curricular activities, residence and travel, English and Information Technology (IT) competency. Results: Details were obtained of 198 students, including 8 (4%) foreign students. Average age was 22.1 years with a female preponderance of 55%. Most (63%, n=124) had entered at the first attempt, with all enrolments on merit. While over one third (n=72) entered from the Colombo District, only 44 were permanent residents. Participation in extra-curricular activities was reported by 42%. Most (n=117) had obtained an “A” grade at the General English examination, and reported average to high English language competency. However, only 34 (17%) reported high competence in listening comprehension. Almost all (99.5%) had a mobile phone and most reported familiarity with simple IT based tasks. Conclusions: New entrants demonstrate high rates of conventionally recognised predictors of academic success such as entry at first attempt, female gender and English proficiency. There is a need to explore the use of these and other non-cognitive factors to identify students who may be at risk of poor academic performance and offer early remedial intervention.

Background: Medical students are required to develop ability and clinical skill to carry out the profession. Soft skill is also important to enhance the students’ performance when facing real-life situation in community. It can be developed through extracurricular activity which trains positive behavior, time management, and social aspect. This study was aimed to explore the correlation between extracurricular activities and academic performances among medical students in preclinical phase.Summary of Work: A cross-sectional study with total of 221 medical students of Udayana University in preclinical phase. Data were taken from data collecting by Student Executive Board for Credit Point of Participation which was the indicator of extracurricular activities and grouped into active and not active. Data were also taken from Academic Affair’s registered data (Grade Point Average (GPA) and gender). GPA was the indicator of academic performance and grouped into good and average. Data were analyzed using univariate and bivariate analysis (Chi Square Test with Cramer’s V).Summary of Results: From 221 medical students (males 43.9%; females 56.1%), 48% are active participants of extracurricular programs. Fifty-nine medical students had good GPA and 162 medical students had average GPA. The mean score of Credit Point of Participation are 116.545±65.79 and GPA is 3.3781±0.282 (out of possible 4). Our study showed a positive correlation between extracurricular activities and academic performance (r=0.2; p=0.003).Discussion &amp; Conclusions: Medical students who are active participants in extracurricular programs have better academic performance than those who are passive. This finding may have similar result to some previous studies. Extracurricular activities lead to positive impact in academic achievement, because it can decrease any academic stress and tension, which lead into more productivity in their learning.

This study was conducted to determine the effects of extracurricular activities on academic performance of two selected secondary schools of Male. The study was carried out utilizing quantitative research design. The study attempted to find out whether there was any difference in academic performance between the students who spent more than five hours and less than five hours for extracurricular activities, whether there was any difference in academic performance between the students who participate and do not participate in extracurricular activities, whether there was any difference in academic performance between the students who participate in sport, pro-social activities and clubs and whether there was any difference in academic performance between female and male students who participate in extracurricular activities. This study's sample frame comprised all ninth-grade pupils. Two hundred and sixty-nine students from grade nine of both the schools made up the study group. Each student completed a questionnaire which gathered information about their participation in extracurricular activities. Using specific criteria students who were involved and those who do not involved were found. The differences between groups were analyzed statistically using Mann Whitney U test for the first, third and last research question and Kruskul test for the second research question. Results of data analyses indicated that no significant differences were found between the students who spent more than five hours‟ for extracurricular activities and those who spent less than five hours, between the students who participate in sport, pro-social activities, and clubs and between female and male students who participate in extracurricular activities. However, there was a significant difference in academic performance between the students who participate and who do not participate in extracurricular activities.

The paper explores the relation between involvement of school students in extracurricular activities and their self-concept in mathematics and humanities as well as physical self-concept. The study is based on a survey involving over 5,000 ninth-graders from schools in St. Petersburg, Leningrad Oblast and Pskov. Descriptive statistics and regression analysis methods reveal that involvement in extracurricular activities of any kind is positively related with academic performance, most strongly with educational achievements in foreign languages. We found no gender differences in the relationship between extracurricular activities and academic performance or self-concept; even sports have the same effects on the self-concept of boys and girls. Both structured and unstructured extracurricular activities are positively related with academic achievement, though the relation for unstructured activities is weaker. Engagement in two or three types structured extracurricular activities and in unstructured activities at the same time appears to be the most useful option in terms of academic achievement. Extracurricular activities also boost students’ self-concept in relevant academic domains. The strength of relationship between extracurricular activities and academic performance depends on the size of the city, being more conspicuous in small cities and towns than in megalopolises.

PurposeTo identify the relationship between academic procrastination, performance, self-efficacy, and satisfaction, we investigate the mediational role of academic self-efficacy between academic procrastination and satisfaction, and between academic performance and satisfaction, respectively, among undergraduate students of local technology universities in China.MethodsA cross-sectional study was conducted involving 388 undergraduate students from 22 local technology universities in Hubei, China. Data was collected through an online questionnaire measuring academic procrastination, performance, self-efficacy, and satisfaction. Descriptive statistics and Pearson correlation coefficients were used to analyze the relationship between variables. Structural equation modeling analysis and the bootstrap method were employed to examine the mediating effect of academic self-efficacy on the relationship between academic procrastination, academic performance, and academic satisfaction, respectively.Results(a) Academic procrastination was widespread, with 47.6% of respondents exhibiting high levels and 30.2% showing moderate tendencies. (b) Academic procrastination exhibited a negative and statistically significant relationship with academic self-efficacy and satisfaction, respectively. Conversely, academic performance was positively and statistically significantly associated with self-efficacy and satisfaction. Furthermore, academic self-efficacy displayed a positive and statistically significant correlation with academic satisfaction. (c) Academic self-efficacy mediated the relationship between academic procrastination and satisfaction as well as between academic performance and satisfaction.ConclusionThis study highlights the mechanism of academic satisfaction of undergraduate students, with a particular emphasis on the mediating role of academic self-efficacy, especially verifying its mediating role between academic performance and satisfaction. The findings hold significant implications for policymakers, university administrators, educators, and undergraduate students, offering insights for enhancing academic satisfaction in undergraduate learning and contributing to expanding the mechanistic understanding of academic satisfaction.

Internet and computing have been advocated as one shot solution to many existing constraints and difficulties of education system. Our work aims to study exhaustively differential impact of Web technology on various dimensions of students' academic performance, co-curricular, extra-curricular and non-academic activities. We analyzed the Internet usage behavior of students in terms of average time spent in Internet per day and category of visited Websites by them along with the effects of these Internet usage behaviors on their academic performance (CPI) and other co-curricular and extra-curricular activities. For this analysis we used proxy server access log files of an engineering college in India which are collected during 30 months continually. We have classified student activities (with extending ODP classification scheme) under four categories: Curricular, Co-Curricular, Extra-Curricular and Non-Curricular. Only 59% of female students used Internet continually as against 81% of male students. This analysis led us to conclude that a significant gender gap exists in terms of Internet usage.

The deprivation of components that exercise the body and mind by children and adolescents can lead to numerous long-term consequences in terms of physical health (cardiovascular diseases, bone problems, high cholesterol, obesity) and mental health (depression, low self-esteem and social isolation). This investigation intended to identify a profile of self-concept and self-esteem, on the academic performance of middle-school children between practitioners of curricular physical education and extracurricular sport activities. The participants consisted of a total of 107 students, 55 (51.4%) were males and 52 (48.6%) were female, aged between 10 and 12 years. A total of 41 children (38.3%) attending the fifth grade and 66 children (61.7%) the sixth grade were randomly selected. The data collection instrument, Self-concept of Susan Harter validated for the Portuguese population was used and it was proceeded to a descriptive and inferential statistics data analysis to confront the mean levels of self-concept, global self-esteem and academic performance. As an influence of hours of weekly practice, we found statistically significant differences in terms of academic performance, that is, as the student practices more hours of physical exercise, there is a tendency for the student to obtain better academic results. Apparently, the practice of extracurricular sport activities by students promotes a significant evolution in the formation of self-concept and academic performance, as well as suggesting a positive evolutionary trend in the formation of self-esteem of students who practice the several extracurricular sports.

Introduction: Extracurricular activities are part and parcel of modern day’s academic curriculum. It provides them a positive character building opportunity and teaches ways to develop discipline, commitment, tenacity, self control and a healthy respect for college authority.&#x0D; Objectives: To find out the relation between student’s participation in extracurricular activities in college campus and academic performance.&#x0D; Materials and Methods: This cross sectional study was conducted at Armed Forces Medical College, Dhaka from February 2015 to October 2015. A total of 475 students belonged to four different phase groups were selected as research sample. The dependant variable was fixed at overall improvement in examination results where as independent variables were gender, participation and non participation in all extra academic activities performed at college campus. Research Data were collected from records of training section of the college. Data was analyzed in terms of percentage and Pearson Chi-Square test using SPSS-20 version of software.&#x0D; Results: Total participant students were 475 and Male female student ratio was 168(35.36%): 307 (64.64%). In outdoor games and sports, males showed better participation than female 121(72.02%): 89(28.99%). But the number of participating female increased in case of indoor games {male 115(68.45%): female 205(66.77%)}. Considering photography club participation male showed better response {male 76(45.23%): female 41(13.35%)}. In case of cultural and debate club activities females showed greater response {female 226(73.61%): male 106(63.09%)}. In medical carnival club activities female: male score was almost similar {Female 207(67.43%): male 112(66.66%)}. The class attendance (more than 75%) of participating students {male 106(94.64%) and female 208 (92.04%)) were much better than non participating students. Regarding result of term finals all the participants showed better academic performance {male 87(77.68%) and female 187 (82.74%)}. In Professional MBBS examinations participant 103 (91.96%) male and 201 (88.94%) female passed at one chance while percentage of pass was less in non participant students {31 (55.35%) male and 44 (57.14%) female}. Pearson Chi-Square test result showed significance in all the above aspects.&#x0D; Conclusion: Students participating in extracurricular activities generally benefit from having better examination results, higher self concept, higher standardized test scores and educational attainment. Students often learned skills such as teamwork and leadership from college club activities while decreasing the likelihood of different problem behaviors.&#x0D; Journal of Armed Forces Medical College Bangladesh Vol.11(2) 2015: 41-46