Academic Performance Of University Students Research Articles

The Impact of Smartphones on the Academic Performance of University Students

Smartphones have become an important medium of connection and information. It is frequently used for social and academic purposes. This study examines the intricate relationship between smartphone usage patterns and academic performance among university students. Data was collected from 300 participants with the help of a Google survey form. Descriptive statistics, ANOVA (Analysis of Variance), factor analysis, and logistic regression were used for the analysis of data. The findings revealed that the majority of students spend 1-3 hours daily on their smartphones with social media emerging as the primary purpose for usage. Despite prevalent smart phone usages, students reported relatively high cumulative grade point averages (CGPAs), indicating positive academic achievement levels. However, the analysis also uncovered that smartphone usages, brings distractions while studying. Logistic regression analysis identified the significant predictors of CGPA, highlighting the importance of managing smartphone habits effectively. Multi-dimensional scaling (MDs) and factor analysis provided insights into the clustering of factors related to smartphone usage and academic performance. Overall, these findings underscore the need for targeted intervention to promote responsible smartphone usage habits and support academic success among university students.

Basic components of a personal resource determining a personified subject of activity: The impact on university students’ academic achievement

Introduction. The article reveals the problem of predicting university students’ academic success. The goal of the research is to determine the basic components of a personal resource that characterize a personified subject of activity, and empirically measure their impact on the academic success of a university student. Materials and Methods. Scientific analysis follows the resource and activity approaches based on S. L. Rubinstein and A. N. Leontiev’s methodological principle of the unity of consciousness and activity. The research methods include theoretical and methodological analysis of scholarly literature, assessment techniques, regression analysis, and methods of mathematical statistics, generalization and classification. Results. The main research results include the identification of basic meaningful components of a personal resource in correlation with the components of personification, which, according to the authors, can be considered as predictors of a successful, personified individual. Their influence on the academic achievement of university students has been empirically identified. It has been established that the components of personal resources have different degrees of influence on university students’ academic achievement. Conclusions. Researchers include a wide range of factors in the structure of a personal resource. The authors identified the basic components representing a personal resource, taking into account the structure of a personalized personality. It has been established that these components of personal resource can be considered as psychological predictors that determine the success of a university student in professional and educational activities. A comprehensive diagnostic study showed varying degrees of influence of the identified components on academic performance of university students.

0131 Depression, Anxiety, Stress, Sleep Quality, and Perceived Academic Performance in College Students

0131 Depression, Anxiety, Stress, Sleep Quality, and Perceived Academic Performance in College Students

Comparison of Chronotypes and their Relationship with Academic Performance and Quality of Life in University Students

Abstract Objective An individual's chronotype affects circadian characteristics associated with bedtime, waking, and other daily activities. It is known that academic achievement is strongly dependent on personality traits. The present study aimed to investigate the relationship regarding chronotype, quality of life, and academic performance of university students by comparing three educational fields: medicine, technology, and art. Materials and Methods The present cross-sectional study was conducted with 400 medicine, technology, and art students enrolled at universities in Tehran between2018 and 2019, with convenience sampling from January 2020 to January 2021. The students filled out online questionnaires, including a demographics questionnaire, a quality of life assessment questionnaire (the World Health Organization Quality of Life: Brief Version, WHOQOL-BREF), the Morningness-Eveningness Questionnaire (MEQ), the Pittsburgh Sleep Quality Index (PSQI), and the Depression, Anxiety, and Stress Scale-21 items (DASS-21). The statistical analysis was performed using the IBM SPSS Statistics for Windows software, version 22.0 (p < 0.05). Results A total of 400 students were enrolled in the present study, including 115 medicine, 153 technology, and 132 art students (67.3% of female and 33.7% of male subjects, with a mean age of 21.06 ± 2.063 years). In spite of the absence of significant differences among the chronotypes of the three groups, there was a significant correlation regarding the chronotypes in all groups and quality of life (p = 0.005). Morning-type individuals presented better quality of life and better quality of sleep (p < 0.001; r = 0.175). No significant associations were found involving the students' academic performance and their chronotypes (p > 0.05; r = 0.026). Conclusion Considering the chronotype's effect of improving the quality of life of students and, therefore, their academic performance, more studies are essential to effectively improve the academic performance of individuals with different chronotypes.

Emotional Intelligence in Improving Academic Performance in College Students: A Systematic Review

The present investigation was carried out with the purpose of publicizing how emotional intelligence contributes to academic performance; posing as a research question: What is the impact of emotional intelligence in improving academic performance in university students in the last five years?; Due to this, the methodology used for this purpose was qualitative, basic and a review of articles published in the SCOPUS and Web of Science databases; following a search protocol, collection, extraction, analysis and selection of articles under the eligibility criteria: academic publications with SJR (Scimago Journal Rank) impact indicators and publications in Spanish and English. For the analysis of the review, 79 articles were selected and after filtering, only 10 articles met the inclusion and exclusion criteria as part of the review. The results show that there is a limited number of publications that have specified emotional intelligence as a predictor of academic performance in university students.

The influence of Facebook intensity on life satisfaction and academic performance of college students during COVID-19 pandemic

The influence of Facebook intensity on life satisfaction and academic performance of college students during COVID-19 pandemic

Engagement and academic performance in university students: Experience in a health management subject

Objetivo: Analizar el engagement y rendimiento académico en estudiantes universitarios del curso Gestión en Salud durante el año 2023. Material y métodos: Investigación de diseño no experimental tipo correlacional, la población de estudio estuvo conformada por estudiantes de la Escuela Profesional de Obstetricia matriculados en el curso Gestión en Salud. El tipo de muestreo utilizado fue no probabilístico intencional. La recolección de datos se realizó mediante el cuestionario denominado “Student Engagement Questionnaire”, contiene 35 preguntas distribuidas en cinco dimensiones, con respuestas mediante una escala de Likert; tiene un coeficiente de fiabilidad entre 0,70 y 0,93. El rendimiento académico fue medido mediante el promedio final de notas según escala vigesimal. El procesamiento de datos se realizó mediante SPSS versión 22 y la prueba de Rho de Spearman. Resultados: La muestra final estuvo conformada por 64 estudiantes, edad promedio 22,7 años. La oportunidad de participar en clase obtuvo un valor promedio 4,22. Sentirse capaz de aportar información y diferentes ideas para resolver problemas un valor 4,03 y la ayuda de profesor para responder preguntas fue 4,08. La dimensión relaciones profesor-estudiantes y docencia presentaron un valor promedio 3,85 y 3,6 respectivamente. Con respecto al rendimiento académico: 35,94% tuvo un rendimiento de 14. El coeficiente de determinación entre engagement y rendimiento académico no presentó relación significativa (p=0,02). Conclusión: Los estudiantes tienen mejor compromiso en las dimensiones trabajo en equipo y la relación profesor-estudiantes. El engagement no influye en el rendimiento académico de los estudiantes.

The Mediating Role of Social Media on the Correlation of Parental conflict and academic Performance of University Students

Social media encompasses discussion boards, publishing platforms, and social network sites. Facebook, YouTube, blogs, discussion forums, and other internet-based apps are a few examples of social media. The primary aim of this research was to investigate the influence of social media usage among university students on both their academic performance and parental conflict. Secondly to investigate any potential mechanisms that may underlie this link. Numerous researches have looked at the detrimental effects of conflict between parents on children's academic performance, which suggests that social media may play a mediating role in the relationship between parental conflict and university students' academic success. Quantitative research approach was used. To gather the data, the target population was 100 students of Thal University in Bhakkar. The sampling technique was simple random sampling. Data collection tool was a questionnaire which has close ended questions. The findings suggest that students' engagement with social media has become ingrained in their daily routines, consuming a significant portion of their leisure time. The extensive time spent on social media by respondents underscored its negative impact on their academic performance. The array of both advantageous and detrimental factors affecting the intellectual and spiritual growth of the younger generation has greatly expanded with the advent of mobile phones and other computer technologies.

The relationships among working memory, state anxiety, and academic performance in Chinese undergraduates with SLD

AbstractProcessing efficiency theory can explain the relationship between anxiety and academic success; however, its application to adults with Specific Learning Disabilities (SLD) remains unclear, especially in a nonalphabetic language, such as Chinese. This study investigated the effects of working memory and processing speed on the relationships between state anxiety and academic performance of university students with and without SLD in Chinese. A sample of 223 s-year undergraduate students was recruited from universities in southern Taiwan; 123 were typical learners, while the remaining 100 were identified as having SLD. We found distinct profiles in the relationships between state anxiety, working memory, processing speed, and academic performance. The interaction between state anxiety and working memory was also predictive of the academic performance of university students with SLD, highlighting the negative impact of state anxiety on those students who performed poorly in working memory tasks. Our findings emphasize the importance of cognitive and psychological factors in contributing to the learning of students with SLD. Furthermore, the effects of working memory and state anxiety on academic performance, particularly in students with SLD, could inform the design of teaching materials and procedures, especially regarding the levels of difficulty and volumes of learning.

Impact of Socioeconomic Factors on Academic Performance A Gender-Based Study among University Students

The study examined the effect of gender and socioeconomic characteristics on the academic performance of university students, as measured by their academic scores. The study aimed to i) examine the socioeconomic factors affecting undergraduates, ii) investigate the academic performance of undergraduates, and iii) analyze the comparative impact of socioeconomic factors on the academic scores of undergraduates. Data from 480 students enrolled in the BS program at three selected universities in Khyber Pakhtunkhwa was collected using a questionnaire that investigated the socioeconomic status of their parents. The data analysis indicated that factors such as parental qualifications, parental income, parental work type, and the family's social position do not influence academic performance based on gender. Regardless of parents’ social class, the quality of learning facilities impacts student’s academic success, indicative of parents’ involvement in the studies. It is suggested to provide scholarships and establish assistance programs aimed at enhancing the academic performance of undergraduates whose parents possess fewer resources due to poor income and job positions.

The Bidirectional Relationship between Meta-Creativity and Academic Performance in University Students

Creativity has been studied in relation to academic performance, usually from the perspective of the creative result, with fewer studies focusing on the creative process and the student’s awareness of that process, known as meta-creativity. This study aimed to analyze differences in meta-creativity based on academic performance groups (high or low) and determine the predictive power of meta-creativity belonging to the high or low academic performance groups. A total of 172 university students participated. Meta-creativity was assessed using a Meta-Creativity Questionnaire, which evaluated three dimensions (creative motivation, creative leadership, and divergent thinking). Additionally, academic performance was recorded, allowing for the classification of students based on high and low academic performance. The results of the analysis of variance indicated statistically significant differences between students with high and low academic performance in the three dimensions. Discriminant analysis indicated that the dimensions of meta-creativity were able to predict who belonged to the high and low academic performance groups. The model correctly classified 86.6% of the sample. It can be concluded that academic performance is a good indicator of the level of meta-creativity, and, additionally, meta-creativity has a beneficial effect on academic performance. There is a bidirectional relationship between the two variables.

The Influence of Teaching Management on Academic Challenge and Academic Achievement of College Students—Take the School of Economics and Management as an Example

Teaching management is one of the important means for the university to manage the students, it has an important impact on the academic challenge and academic performance of college students. This paper takes the School of Economics and Management as an example, through the analysis of teaching management, discusses the specific impact of teaching management on college students’ academic challenges and academic results, and puts forward the corresponding improvement measures.

Influence of Digital Skills on The Academic Performance of University Students: A Socioeconomic Approach

Purpose: Analyzing the influence of digital competencies on the academic performance of university students through a socioeconomic approach. Theoretical framework: Theories associated with digital competence, academic performance and the influence of socioeconomic factors were addressed. Method: A mixed Ditriac-type approach was applied, with a non-experimental and cross-sectional design, where the total population was 1215 university students and the probabilistic sample for the survey was 292 students and the non-probabilistic sample for the interview was 29 students who served to collect quantitative and qualitative data respectively. Quantitative data were obtained through the COMPDIG-PED instrument of digital competence in pedagogy, whose reliability was assessed by Cronbach's Alpha coefficient α = 0.911 and academic performance was evaluated through documentary analysis of the institution's academic records, which were then processed in SPSS, and qualitative data were analyzed with Atlas.ti software considering 15 codes, 10 sub categories and 6 categories, also taking into account the socioeconomic aspect throughout the process, from the selection of participants to the interpretation of the results. Results and conclusions: The results support a moderate degree of positive correlation of digital competencies and academic performance with an rs = 0.546 and with a significance level p = 0.000, where with respect to the coefficient of determination it is shown that digital competency influences 30.5% on the academic performance of university students, while the remaining 69.5% is affected by other socioeconomic factors. Concluding that there is positive correlation and 30.5% of influence of digital competencies with respect to academic performance, where the remaining 69.5% is due to socioeconomic factors such as educational level in parents, economic level, work, sentimental relationship and the management of time dedicated to study. Originality/value: To provide insight into students' perceptions on the management of digital competencies and their influence on academic performance, integrating socioeconomic aspects.

The impact of collaborative ePortfolios on academic learning in a university setting

This study is focused on promoting self-reflection and self-regulation of learning through the use of digital tools to improve the academic performance of university students. Specifically, the main objective is to evaluate the impact of the use of collaborative ePortfolios on facilitating the comprehension of the concepts being studied. During the 2021/2022 academic term, a voluntary survey was administered to 60 students in the Adaptation Course of the Primary Education Degree Program. Through a structural equation analysis, a theoretical model was analyzed in which the intensity of participation in the ePortfolio appears as a mediating variable between the different independent variables and the improvement in academic learning. The results of the study confirm this mediating function for some variables, while at the same time they show a direct positive relationship between the intensity of participation in the ePortfolio and comprehension of the course concepts. The findings of this study can have important implications for the promotion of digital tools, such as ePortfolios, to improve learning in the university context. In addition, the work offers methodological alternatives to the recurring problem of analyzing complex relationships (both direct and indirect effects) with small samples.

Hábitos de estudio basados en recursos audiovisuales como mediadores del rendimiento académico en estudiantes universitarios

In recent years, various studies have been developed regarding academic performance related to self-esteem, cognitive commitment, motivation, among others. However, there is still a limitation in works that analyze to what extent study habits function as mediating factors of academic performance in students. This work aimed to determine to what extent study habits explain academic performance in university students in northern Peru.

Bidirectional reduction effects of perceived stress and general self-efficacy among college students: a cross-lagged study

Perceived stress and general self-efficacy are important issues closely related to the mental health and academic performance of college students. Previous studies have explored the correlation between perceived stress and general self-efficacy, but the understanding of the reciprocal effects of these two factors is still limited. Based on two-wave longitudinal data, this study investigated the bidirectional relationship between perceived stress and general self-efficacy in a sample of Chinese college students. The correlation results showed that perceived stress was significantly negatively correlated with general self-efficacy. Furthermore, by cross-lagged analysis, it was found that perceived stress can significantly negatively predict subsequent general self-efficacy and that general self-efficacy can significantly negatively predict subsequent perceived stress. Bidirectional reduction effects between perceived stress and general self-efficacy are observed among Chinese college students. The results emphasize the necessity of timely stress intervention for college students and the establishment of measures to enhance general self-efficacy.

Examining the benefits and drawbacks of social media usage on academic performance: a study among university students in Bangladesh

PurposeThis research aims to explore how social media influences the academic performance of university students in Bangladesh and examines the benefits and drawbacks of its usage.Design/methodology/approachWe distributed a well-structured questionnaire among students enrolled in various programs at different universities in Bangladesh to collect data. We analyzed the data using factor analysis and regression models to uncover the impact of social media on academic performance.FindingsOur research findings demonstrate that social media plays a crucial role in facilitating communication, information sharing and content development among university students in Bangladesh. Excessive reliance on social media can lead to dependence and hinder innovation, as students tend to excessively rely on readily available resources.Research limitations/implicationsWe relied on self-reported data from a limited sample size, which may affect the generalizability of our findings.Social implicationsThis study highlights the need to promote responsible use of social media among university students in Bangladesh to enhance their academic performance. We recommend implementing effective policy measures to control and manage undesired usage patterns, foster an intellectually equipped student body and contribute to the development of a knowledgeable and successful Bangladesh.Originality/valueThis research makes a significant contribution by examining the influence of social media on academic performance among university students in Bangladesh. It proposes practical policy measures to address the drawbacks associated with excessive reliance on social media, thereby contributing to decision-making and intervention strategies for promoting responsible usage.

Born this way or formed this way? Distal personality traits and proximal self-efficacy of Malaysian students and their academic performance

It has been acknowledged that academic performance has important consequences in one’s career, thus, a better understanding of both distal and proximal predictors deserves consideration. Based on social cognitive theory, this study contributes to the limited research investigating the academic performance of university students in Malaysia using the trait model which considers the mediation of self-efficacy (proximal characteristic) in the relationship between student personality (distal trait) and academic performance (outcomes). In a sample of 264 participants, self-efficacy positively relates to academic performance and positively mediated effects of all traits (except neuroticism) on academic performance. Contrary to past research, conscientiousness, extraversion, and agreeableness do not exert direct effects on academic achievement but instead through self-efficacy. Openness to experience turned out to be the strongest predictor pointing to a need for in-depth investigations into this dimension and for more complex model incorporating other proximal attributes in predicting academic performance in future research.

Level of Stress, Coping Strategies and Academic Achievement of College Students during HyFlex Learning

Effective stress management strategies correlate with improved academic performance in college students, yet inconsistent findings in existing research warrant further investigation. This study explored the intricate interplay between stress levels, coping mechanisms, and academic achievement in HyFlex learning. A stratified random sample of 111 students from five specializations within the Bachelor of Secondary Education program participated. Utilizing a descriptive-correlational design, data were collected through validated self-report questionnaires and a weighted general average. Subsequent descriptive statistics and bivariate correlation analysis revealed moderate stress levels among participants who preferred task-oriented coping strategies. Interestingly, a significant positive association was observed between stress levels and academic achievement and emotion-oriented coping, while a negative correlation emerged between stress and task-oriented coping. Avoidance-oriented coping, conversely, displayed a significant negative association with academic success. These findings underscore the crucial role of educational institutions in providing robust support mechanisms for stress management and cultivating a task-focused learning environment to optimize student well-being and academic performance within the HyFlex model.

Curricular, interactional, and structural diversity: identifying factors affecting learning outcomes

ABSTRACT Discussions of ‘diversity’ in higher education are often limited to structural diversity (i.e. access to higher education based on demographic variables), which is just one form of diversity that impacts student learning outcomes. Others include curricular diversity (a measure of the interdisciplinary of the coursework) and interactional diversity (a measure of informal interaction). This study aims to explore the effects of all three categories of diversity on the academic performance of college students. Using data from a top higher education institution in Taiwan, we construct indicators of curricular diversity (i.e. curricular evenness (CE), ratio of elective credits (REC), ratio of inter-collegiate credits (RIC), and interdisciplinary experience (IDE). Interactional diversity was measured using student's participation in activities involving interaction with others, and structural diversity was measured by student's personal and contextual characteristics. Our goal was to determine which of these forms of diversity impacted students’ self-reported skills in interdisciplinary communication (ICS) and collaborative problem solving (CPS). Results show that curricular diversity is significantly associated with interactional diversity. In terms of learning outcomes, curricular and structural diversity are associated with both ICS and CPS, while interactional diversity is associated with CPS. Interactional diversity also moderates the relationships between curricular diversity and ICS as well as CPS. This research implies that institutions of higher education need to promote curricular and interactive diversity to fix systemic biases that limit or relate to structural diversity.