Academic Burden Research Articles

Assessing the Reluctance Towards Research: A Case Study on the Students of the University of Chittagong

The students at public universities in Bangladesh show reluctance or a lack of interest when it comesto participating in research activities. Many underlying causes that prevent students from activelyparticipating in research projects can be the reason behind this reluctance. To analyze the causes ofthis hesitation and gain an understanding of the students’ perspectives, a thorough case study wascarried out from June 2023 to February 2024. This case study aimed to evaluate the students atthe University of Chittagong’s resistance to conducting research. Significant challenges observedin this study included a lack of information on research, insufficient supervision or mentorship,motivation concerns, a severe academic burden, restricted access to research resources, limitedaccess to respondents, and a refusal to share data. To address these challenges and foster a researchfriendly environment, it is recommended that research awareness programs be strengthened,mentorship and guidance be strengthened, academic workloads be balanced, access to researchmaterials be improved, a culture of data sharing be promoted, and interdisciplinary researchopportunities be encouraged.

Young children's perceptions and experiences of school readiness during the transition from preschool to primary school in China

AbstractSchool readiness has a profound educational value for children's positive adjustment to primary school and holistic development. However, little research sufficiently addresses how young children view multifaceted components of learning, such as cognitive, affective and behavioural experiences on school readiness. A timely understanding of children's perceptions and experiences is crucial to shed light on how to promote transition and improve children's school readiness. This study investigated the perceptions and experiences of 41 children in China (5–6 years of age, 23 girls) regarding their school readiness based on Mosaic approach methods. The results indicated that young children have their own unique perceptions, emotional and behavioural experiences of school readiness. The perceptions of school readiness include four aspects of material supplies, subjects knowledge, interests and specialties and behavioural habits, which has similarities to that of adults in aspects of academic knowledge and social rules. Nevertheless, findings revealed young children view interests and strengths as important part of school readiness, reflecting their personal preferences and abilities. The emotional experiences could be considered positive or negative, with positive emotional experiences expressing children's curiosity and expectation, fulfilment and pleasure, and negative emotional experiences expressing academic burden, rules pressure and social worries, which need to be addressed. Young children's behavioural experiences with school readiness present two patterns of passive acceptance and active participation, they are eager to participate in activities and have a strong desire to explore and learn. Our findings extend beyond existing conception of school readiness, and give greater weight to children's interests and strengths, positive experiences and active participation. It is important to focus on children's intrinsic interests and strengths, accept children's ideas and choices, care for their emotional state and provide positive support.

Health risk behaviors among medical and nursing students of Lumbini Medical College, Nepal: A cross-sectional study.

Healthcare students are expected to lead healthy lives yet they may engage in health risk behaviors (HRBs) like physical inactivity, poor diet, and substance use. These behaviors can have negative consequences for both the individual's health and well-being, as well as their ability to perform their future roles as healthcare providers. This study aimed to assess the prevalence of HRBs and associated factors among medical and nursing students at Lumbini Medical College, Nepal. A cross-sectional study was conducted among 412 undergraduate healthcare students using a self-administered questionnaire. HRBs across various domains were assessed. Validated scales screened for anxiety and depression. Regression analyses determined associations between mental health and HRBs. Low physical activity was prevalent, with only 10.7% exercising ≥5 times/week. Inadequate fruit/vegetable intake (1-2 servings/day) was reported by 79.9% students. Short sleep duration (5-6 h) on weeknights (51.2%) was common. More than three quarter (76.5%) of students met the screening cutoff score for HRBs. The study highlighted that students with addiction, depression and anxiety are more likely to exhibit HRBs (p < 0.01). Multiple HRBs were highly prevalent among the students. A considerable proportion demonstrated a clustering of risky lifestyle factors, which were linked to poor mental health. Interventions should address academic burden, promote positive health behaviors, and target mental well-being in this vulnerable group.

Self-efficacy inertia: The role of competency beliefs and academic burden in achievement

The effort to translate self-efficacy theory into statistical models has been argued to model out the complex, dynamic nature of the interaction between the person and the environment. This study aimed to understand how self-efficacy (belief in one’s abilities) and academic burden (the external challenges students face in their studies) relate to academic performance over time and whether modeling both between and within subject variance components provides a more comprehensive perspective that is better aligned with theory. Self-efficacy and academic burden were collected at five time points, one month apart from undergraduate students (N = 443) enrolled in an online biology class. The data were fit to four models: 1) a standard cross lagged panel model (CLPM), 2) a random intercept cross-lagged panel model (RI-CLPM), 3) an RI-CLPM in which grade was regressed on the random-intercepts, and 4) an RI-CLPM in which grade was regressed on the random-intercepts and the within-person fluctuations. The RI-CLPM was a better fit to the data over the CLPM, indicating that separating effects that are attributed to individual differences from within-person effects appears to better capture the reciprocal relationships between self-efficacy and academic burden. Further, when only the general tendencies of self-efficacy and academic burden were specified to predict final grade, there was a significant positive relationship between self-efficacy and grades. However, when within-person variations over time were added as predictors in addition to the between-person differences, this general relationship lost significance. These findings suggest that gaining self-efficacy momentum in a class is perhaps more predictive of academic achievement than having a general tendency towards confidence in one’s abilities relative to peers.

A “flexible” compulsory dental basic research course for undergraduate students: a three-year retrospective study

IntroductionSince 2015, the Guanghua School of Stomatology has established an elective dental basic research course (EDBRC). To make all students benefit from the dental basic research course without causing excessive academic burden, the “flexible” compulsory dental basic research course (CDBRC) was settled in 2020. This study intends to introduce the “flexible” compulsory teaching module and assessment system of CDBRC, and analyze its effectiveness over 3 years.Materials and methodsThe grade point average (GPA), course pressure, level of basic research knowledge and skills, and students’ research achievements were collected and analyzed between EDBRC and CDBRC. The unpaired t test was used to analyze the difference.ResultsThe “flexible” CDBRC has been successfully constructed with compulsory teaching module and hierarchical assessment system. The CDBRC has not caused significant course pressure to students compared with the EDBRC. Besides, the “flexible” CDBRC can improve the students’ GPA, basic research knowledge, and research achievements.ConclusionsThe “flexible” CDBRC can improve students’ academic performance and basic research abilities without causing significant course pressure, which can be conducted in dental schools with similar backgrounds.Trial registrationNot applicable.

Changes and relevant factors in depressive and anxiety symptoms among Chinese adolescents after the “Double Reduction” policy: A repeated cross-sectional survey with a nested longitudinal subsample

BackgroundThe Chinese government has enacted the “Double Reduction” Policy, which aims to reduce students' academic burden and promote their mental health, but there is limited research examining the policy's impact on students' well-being. This study aims to evaluate changes in students' mental health problems before and after the “Double Reduction” Policy and explore relevant influential factors. MethodsA total of 101,976 elementary and junior high school students were recruited before the “Double Reduction” Policy, and 91,832 students were recruited one year later. Through data integration, a total of 36,637 students participated in both web-based surveys and provided complete data on all measures. ResultsAs a whole, we found that the prevalence of students' depression (12.1 % to 9.2 %) and anxiety (8.9 % to 6.2 %) tended to decline after the “Double Reduction” Policy. Attending private school, reduced homework, more extracurricular activities, more time with parents, reduced academic stress, and sleep duration ≥8 h/n were associated with the decrease in the likelihood of mental health problems in students. Female gender, negative life events, and negative impact of COVID-19 as risk factors for mental health. ConclusionsThese findings indicated that the “Double Reduction” Policy has improved the well-being of Chinese students. Reducing students' homework burden and alleviating their academic pressure are beneficial for their mental health. Increasing time for extracurricular activities and interaction with parents, as well as ensuring sufficient sleep for students, are also effective ways to prevent the onset and exacerbation of mental health symptoms in adolescents.

Association Between Source of Social Support and Depression Among Nursing Students During the COVID-19 Pandemic

Background: Nursing students have a higher risk of depression due to their already high academic burden, social isolation, pandemic loneliness, abrupt online learning, and financial difficulties during the COVID-19 pandemic lockdown. Although the disruption of social network patterns during the pandemic has been observed in previous studies, it is still not fully understood which source of social support is associated with depression among nursing students. Purpose: This study aimed to assess the correlations between sources of social support and depression among nursing students during the COVID-19 pandemic lockdown.Methods: An online cross-sectional study was conducted between May-September 2021. Nursing students (n=734) from seven universities across four provinces in Indonesia were recruited as participants using convenience sampling methods. Data were obtained through online questionnaires consisting of the Multidimensional Scale of Perceived Social Support (MSPSS) to assess social support, and the Patient Health Questionnaire-9 (PHQ-9) to assess depression. Spearman-Rank correlation tests were used to examine the correlations between sources of social support and depression. Results: Most of the nursing students (85.1%) were female with a mean age of 19.94 years (SD=1.42). Many nursing students (n=313; 42.6%) experienced depression. Most of the students (n=465; 63.4%) perceived high family support, moderate friends (n=415; 56.5%) and significant others' support (n=437; 59.5%). Of the three sources of social support (family, friends, and significant others), only family support had a significant inverse correlation with depression (Rho=-0.492, p&lt;0.001).Conclusion: Family support had a significant inverse and moderate correlation with depression among nursing students during the COVID-19 pandemic. Our findings provided information to nursing educators to incorporate a strategy to maintain robust family support and regular depression assessments as part of the online learning curriculum. Therefore, it can be used to ameliorate depression among nursing students.

Balancing Academic and Personal Life: Challenges for Medical StudentsPersonal Life in Medical Students

Medical students are found to experience stress with a considerable impact because of the academic studies they are undertaking. High demands compared to non-medical students can interfere with other life domains, such as personal life. This interference can manifest in several ways, such as diminished time for social interactions and leisure activities. The purpose of this study was to explore and understand the potential impact on the relationship between academic life and personal life. The research was conducted with a sample of 7 medical student participants from Universitas Padjadjaran. Participants completed a questionnaire with 5 open-ended questions designed to capture their experiences and perspectives in detail. The findings revealed that a significant number of participants struggle with time management, feeling that their academic commitments leave them with minimal time for free activities and social engagements. This imbalance contributes to a sense of inadequacy in maintaining a fulfilling personal life. The study highlighted that a well-rounded personal life is crucial for sustaining optimal academic performance. A good personal life can provide good academic conditions, but the lack of free time for personal life makes participants do other alternatives such as postponing, procrastinating, and causing stress. Addressing these issues requires a holistic approach that not only alleviates academic burdens but also promotes a healthy balance between professional and personal domains. It’s essential for ensuring the well-being and success of medical students in both their academic pursuits and personal life.

Research on the Impact of China's 'Double-Reduction' Policy on Urban and Rural Education

The Chinese government has implemented several education reform policies in recent years, including the 'Double-Reduction' policy. This policy aims to reduce the academic burden on students and the excessive competition from out-of-school training organizations. However, the disparity between urban and rural education in China has been a highly controversial topic, and the implementation of the 'Double-Reduction' policy has brought about different impacts on students in different regions. This paper provides an in-depth analysis of the impact of the 'Double-Reduction' policy on different regions and populations, and explores the current challenges of China's education reform from four perspectives: academic pressures, educational resources, educational quality, and students' opportunities for future development. Achieving equity in education through the 'Double-Reduction' policy requires comprehensive consideration of the urban-rural education gap, and increased investment in and support for rural education resources while reducing the schoolwork burden on students. The implementation of the policy and the fulfilment of educational equity are ensured under a monitoring and evaluation mechanism.

Unpacking the path-dependent process of academic burden reduction policy in China (1978–2021)

Unpacking the path-dependent process of academic burden reduction policy in China (1978–2021)

Influence of eye-related behavior on myopia among junior middle school students under the background of double reduction during the COVID-19 pandemic

BackgroundTo investigate the changes in the unhealthy eye-related behaviors of junior middle school students during the COVID-19 pandemic and the double reduction policy and its relationship with myopia.MethodsData were obtained from the 2019–2022 Tianjin Children and Youth Myopia, Common Diseases and Health Influencing Factors Survey. Latent profile analysis (LPA) and a generalized linear model (GLM) were applied to analyze the effect of eye-related behavior classes on myopia.ResultsA total of 2508 junior middle school students were included. The types of eye-related behavior were categorized into the medium-healthy behavior group, heavy academic burden and near-eye behavior group, insufficient lighting group and high-healthy behavior group. Students with heavy academic burdens and near-eye behavior were more likely to develop myopia than were those in the high-healthy group (OR = 1.466, 95% CI = 1.203–1.787; P < 0.001).ConclusionsThe dual reduction policy has a positive effect on improving unhealthy eye-related behaviors, and the prevention and control of myopia through the use of different combinations of eye-related behaviors are heterogeneous among junior middle school students. In the post-COVID-19 period, we should continue to implement a double reduction policy and formulate targeted eye-related behavior strategies to provide an important reference for the prevention and control of myopia among children and adolescents during public health emergencies in the future.

Entropy Weight Method Based Assessment of Mental Health in Middle School Students

With the progress of education and social development, mental health issues among middle school students are increasingly gaining attention. This study employs the entropy weight method to assess the mental health of middle school students, establishing a mental health capability index system and quantifying relevant data. Case data analysis reveals that social activities and parental relationships have the greatest impact on students' mental health, while study time, academic burden, and school atmosphere have relatively smaller effects. The research helps understand the mental health status of students and provides a basis for formulating reasonable educational strategies, thus promoting the comprehensive development of students.

제도이론의 관점에서 한국과 중국의 방과 후 프로그램 정책 비교 분석

[Purpose] The purpose of this study is to comparatively analyze the after-school programpolicies of Korea and China froman institutional perspective in order to obtain implications for after-school programs currently being expanded in Chinese elementary schools. [Methods] To this end, this study comparatively analyzed national education policy on after-school programs in China and Korea (three policy from each country). For analysis, this research explored the similarities and differences between the two countries' relevant policies in three dimensions of institutional theory suggested by Chen (2008), such as value function, subject identity, and social behavior. [Results] The results of the study show that, first, in terms of the value function dimension, Korea has a clear evaluation and supervision system for after-school programs, while China's policy provisions on supervision and evaluation are more general, and the supervision system needs further refinement and improvement. Second, in terms of subject identity, Korea's policy shows a more comprehensive and systematic emphasis and arrangement on the subjectivity of teachers and students. On the other hand, although China's policy mentions that students' individuality should be respected and students' academic burden should be reduced, it generally pays less attention to student subjectivity and intensity than Korean policy. Third, in terms of social action, Korea focuses on diversifying teaching content and promoting social participation, while China emphasizes the standardized management of after-school programs and the overall development of students, and should further strengthen the diversification of teaching content. [Conclusion] Through the comparative analysis of after-school programs in Korea and China, this study identified that China needs to strengthen the construction of supervision and evaluation systems, pay attention to the needs of teachers and students, and enrich the forms of teaching content to continuously improve after-school programs, so as to promote the quality and balanced development of after-school education.

The Impact of the Double Reduction Policy on the Educational Anxiety of Parents Under Big Data

In the context of the “double reduction” policy, using big data to carry out precision teaching is an effective way to improve the quality of teaching in schools and reduce the burden on teachers and students and increase efficiency. The formal implementation of the “double reduction” policy has not only reduced students' academic burden, but also increased students' spare time. However, according to relevant data, the current level of anxiety among parents about their children's education is still high, and different parents have different levels of education anxiety. In order to study the impact of the “double reduction” policy on the educational anxiety of parents of primary and secondary school students in the context of big data, this article puts forward some suggestions related to eliminating the educational anxiety of primary school parents based on the existing problems and their causes, so as to create a good educational atmosphere.

The Influence of Double Reduction Policy on Exam-oriented Education Model

China's "double reduction policy" aims to reduce the academic burden on students and promote educational reform. This policy has had a profound impact both inside and outside educational institutions. The purpose of this study is to explore the impact of the "double reduction policy" on the exam oriented education model. On campus, students' academic burden has been reduced, but educational resources are unevenly distributed between urban and rural areas, and the administrative management model of the school still needs to be adjusted accordingly. Outside of school, students' learning motivation and attitudes are developing in a positive direction, family education concepts have made progress, and the overall learning atmosphere in society has become more inclusive. The challenge faced by this policy is that the academic evaluation system is still not diversified enough, the teaching burden of teachers is further increased, and parents also face greater challenges in family education. This study contributes to a deeper understanding of the impact of the "double reduction policy" on exam oriented education, and provides useful insights for policy makers, educational institutions, and parents to improve the quality of education and cultivate competitive students. This helps to effectively implement policies and promote more comprehensive, balanced, and sustainable educational development.

중국 쌍감(双減)정책 집행과정의 패러독스 분석

Building on Stone’s (2012) identification of policy paradoxes, this study examines the unintended outcomes of China’s 2021 “double reduction” policy, designed to lessen both academic and extracurricular burdens on students.&#x0D; A review of policy documents, news articles, and case studies from 2021 to 2022 reveals three significant paradoxes. Firstly, attempts to reduce student workloads inadvertently increase teachers’ burdens. Secondly, efforts to decrease parental spending on private education paradoxically heighten educational anxieties due to increased regulations. Lastly, initiatives aimed at reducing student workload unintentionally intensify entrance examination pressures.&#x0D; This research highlights the importance of policymakers understanding the complex dynamics at play and the necessity for continuous policy evaluation and adjustment to address these paradoxes effectively.

Kingdon의 정책흐름 모형을 활용한 중국 ‘쌍감(双减)’ 정책의 정책의제설정 및 정책결정과정 분석

This study aimed to analyze the policy formation process of the ‘Double Reduction’ Policy (DRP) based on Kingdon’s multiple streams model. As a result of the study, the problems stream refers to the problem of inequity in education, heavy homework burden and overheated extracurricular education destroying the educational order, leading to social problems and becoming a national issue. In order to solve these problems, the government and educational experts discussed, revised, and reunited countermeasures and previous policies and created policy alternatives. The politics stream is the core variable, which solves the academic burden problem in the education reform process through factors such as national emotions and changes in national educational development concepts. The educational development concept of “strengthening moral education and cultivating people” and maintaining educational equity have strongly impacted on the derivation, development, and transformation of policies to reduce student burden. A significant opportunity to create a “policy window” by combining the above three streams was realized through the combination of national ‘Two Sessions’ in 2021 and the opening of the 19th meeting of the comprehensively deepening reform Committee on May 21, 2021. The policy intention to reform school education and regulating off after-school educational training was raised as a policy agenda, and the DRP was eventually formed.

The Impact of The Double Reduction Policy on The Construction of The Professional Identity of Tutoring Class Teachers

The double reduction policy launched by our country on July 24, 2021 aims to reduce the number of teachers in private teaching auxiliary institutions for basic education, achieve a fair distribution of educational resources, and reduce the academic burden of students and the pressure of extracurricular tutoring. However, the research on the self-identity construction of cram school teachers after the "double reduction policy" is still a blank field. This paper focuses on the status quo of the professional status of teachers in private tutoring institutions after the "double reduction policy". The authors' data are based on fixed structured interviews with 6 teachers from private tutoring institutions in different regions of China. The results show that after the double reduction policy, the professional identity of teachers in private teaching auxiliary institutions is based on their professional beliefs and has not been significantly affected. The discussion in this article prompts each teacher to reflect on his own identity factors, and at the same time complements the construction of the professional identity framework of teachers in private teaching auxiliary institutions.

Academic Stress: Coping Strategies by Nursing Students

Students across a wide range of industries and educational levels frequently feel academic stress. It is defined as the body's and mind's reaction to the demands and strains of education, such as homework, projects, exams, and clinical training. Particularly when it comes to juggling the demands of their education and their clinical training and practicum, nursing students confront special stresses. To uncover practical coping mechanisms that assist nursing students in their academic endeavors, this study examines the coping mechanisms used by these students to deal with academic stress. Data were gathered from 196 nursing students at St. Michael's College of varying academic levels using a descriptive-correlational study approach. The study looks at how respondents' characteristics, academic stress, and the coping mechanisms they use—such as problem-, emotional-, and avoidant-focused coping mechanisms—relate significantly. The results add to the understanding of how nursing students cope with academic stress by highlighting the importance of including stress management programs into the nursing curriculum to teach a variety of student-specific coping mechanisms. A preliminary investigation including thirty-two nursing students yielded significant information for improving the research questionnaire. Results revealed that there exist notable differences in the academic pressures experienced by the respondents when classified based on their profile. The stresses related to personal time management do not significantly differ according to age, sex, parental marital status, or family rank, except for year level, where fourth-year students exhibit greater stress levels. However, there are notable differences in the stresses associated with academic burden according to age and year level. Participants who are 20 years of age or younger report feeling less stressed than older participants, while first-year students report feeling more stressed than second- and third-year students. In conclusion, the results show that year level and age have a major impact on the stress that academic overload causes for the respondents. To lessen academic stress and improve students' general well-being, recommendations include encouraging peer-to-peer connection to create a friendly environment in educational institutions and advocating for self-care techniques. Important insights from nursing students helped to improve the research technique. One suggestion is to create a welcoming atmosphere in educational institutions by encouraging self-care behaviors and peer-to-peer engagement lessen the burden of school and improve the general wellbeing of children. These suggestions are pertinent to nursing educators and educational establishments that aim to provide nursing students with all-encompassing assistance in efficiently handling academic stress, therefore enhancing their general welfare and scholastic achievement.

HIGHER INSTITUTION STUDENTS’ CHALLENGES IN WRITING JOURNAL ARTICLES: CHARACTERISTICS AND PROPOSED SOLUTIONS

This qualitative study aimed to identify the challenges faced by final semester students in Indonesian tertiary institutions when writing journal articles, and propose potential solutions to these challenges. The study analyzed 32 articles published in Timor University e-journals, selected purposively from 16 study programs. Results showed that the majority of articles (59%) scored 75, indicating a need for improvement. The most significant challenges faced by students were related to introduction and method (13%), results (13%), and discussion (13%). These findings were consistent with the results of a questionnaire analysis, which identified method and abstract (22%), discussion (30%), and all parts (26%) as problematic areas for students. To address these issues, the study proposes a formal mandate requiring all lecturers to accompany their students in writing journal articles. This mandate would provide students with necessary support and guidance to improve their writing skills and meet the acceptable journal template requirements. The proposed solutions aim to alleviate the academic burden faced by thesis advisors, editors, and reviewers, while also improving the quality of articles produced by students.