Academic Performance Research Articles

A psychological reaction of higher education students to the new national exit exam in the case of Dilla University, 2023

IntroductionTest anxiety is an emotional state characterized by physiological and behavioral responses linked to the fear of poor exam results. It can result in a significant impact in the overall academic achievement of students. Addressing the contributing factors of the problem is better to intervene in the academic challenges of students and create a conducive learning environment. Thus, this study investigated the association between test anxiety and the newly implemented national exit exam program among prospective graduate students at Dilla University in 2023.MethodsA community-based cross-sectional design was employed, involving 357 participants recruited from August 15 to September 14, 2023. Data collection utilized structured questionnaires combined with interviews. The Westside Test Anxiety Inventory (WTAI) assessed test anxiety levels. Epi Info version 7 facilitated data entry, with subsequent analysis conducted using SPSS version 25. A p < 0.05 was used to determine statistical significance in the multivariate logistic regression model.ResultsThe prevalence of test anxiety associated with the national exit exam among prospective graduates at Dilla University was 68.9% (95% CI: 63.9–73.7%). The analysis identified significant associations between test anxiety and several factors: non-formal educational background of parents (AOR = 2.84, 95% CI: 2.12–4.65), moderate social support (AOR = 0.24, 95% CI: 0.12–0.46), and poor coping mechanisms (AOR = 3.67, 95% CI: 2.45–5.67).ConclusionThis study revealed a substantial prevalence of test anxiety among graduating students about the national exit exam. The findings suggest that factors such as limited social support and inadequate coping mechanisms contribute to test anxiety. Targeted interventions, including social support programs, counseling services, coping mechanism training, parental education, and support for students with lower academic performance, may be beneficial in mitigating test anxiety.

The Effect of Virtual Laboratories on the Academic Achievement of Undergraduate Chemistry Students: Quasi-Experimental Study.

Experimentation is crucial in chemistry education as it links practical experience with theoretical concepts. However, practical chemistry courses typically rely on real laboratory experiments and often face challenges such as limited resources, equipment shortages, and logistical constraints in university settings. To address these challenges, computer-based laboratories have been introduced as a potential solution, offering electronic simulations that replicate real laboratory experiences. This study examines the effect of virtual laboratories on the academic achievement of undergraduate chemistry students and evaluates their potential as a viable alternative or complement to traditional laboratory-based instruction. A quasi-experimental design was implemented to examine the cause-and-effect relationship between instructional methods and student outcomes. The study involved 60 fourth-year BSc chemistry students from Dilla University, divided into 3 groups: a real laboratory group (n=20), which performed real laboratory experiments; a virtual group (n=20), which used virtual laboratory simulations; and a lecture group (n=20), which received lecture-based instruction. Quantitative data were collected through tests administered before and after the intervention to assess academic performance. The data analysis used descriptive and inferential statistics, such as means and SDs, 1-way ANOVA, the Tukey honestly significant difference test, and independent-sample t tests (2-tailed), with a P value of .05 set for determining statistical significance. Before the intervention, the results indicated no significant differences in academic achievement among the 3 groups (P=.99). However, after the intervention, notable differences were observed in student performance across the methods. The real laboratory group had the highest mean posttest score (mean 62.6, SD 10.7), followed by the virtual laboratory group (mean 55.5, SD 6.8) and the lecture-only group, which had the lowest mean score (mean 43.7, SD 11.5). ANOVA results confirmed significant differences between the groups (F2,57=18.429; P<.001). The Tukey post hoc test further revealed that the real laboratory group significantly outperformed the lecture-only group (mean difference 18.88; P<.001), while the virtual laboratory group also performed significantly better than the lecture-only group (mean difference 11.7; P=.001). However, no statistically significant difference was found between the real laboratory and virtual laboratory groups (mean difference 7.12; P=.07). In addition, gender did not significantly influence performance in the virtual laboratory group (P=.21), with no substantial difference in posttest scores between male and female students. These findings suggest that computer-based laboratories are a viable and effective alternative when real laboratories are unavailable, enhancing learning outcomes when compared with traditional lecture-based methods. Therefore, universities should consider integrating computer-based laboratories into their practical chemistry curricula to provide students with interactive and engaging learning experiences, especially when physical laboratories are inaccessible.

Leadership Styles of Headteachers, Teacher Commitment and Academic Performance within Ejisu Municipality

This was a survey study aimed at finding out the relationship between leadership styles, teacher commitment, and academic performance within the Ejisu Municipality. The researchers selected 50 headteachers purposively and 210 teachers, using the sample size calculator by Raosoft. A set of closed-ended questionnaires was used, and this comprised 67 items for the respondents. The data was analyzed, using descriptive statistics, t-tests, and correlation analysis. The study discovered, among other things, that leadership styles such as democratic, transactional, autocratic, situational, and laissez-faire significantly influenced teacher commitment in the schools selected for the study. However, laissez-faire leadership style had a negative influence on teacher commitment. It was also revealed that democratic and transactional leadership styles had a positive effect on academic performance and it was statistically significant. The study, therefore, recommended that the Municipal Education Directorate should organise seminars on leadership styles, teacher commitment, and academic performance for headteachers, their assistants, and all heads of department so they to know not only the influence these leadership styles have on teacher commitment, and academic performance but also the positive relationships between these concepts in the management of any school system in terms of positive academic performance.

Predicting Students’ Academic Performance Using Data Mining Method

Predicting students' academic performance is a critical task in educational institutions to identify students likely to succeed or need intervention. This study leverages data mining techniques to analyze and predict student outcomes, contributing to more informed decision-making in educational management. Using data from various academic sources, the research implements three popular data mining algorithms—Naive Bayes, Multilayer Perceptron, and C4.5 Decision Tree—to classify student success. These techniques allow the identification of patterns and dependencies in student data, providing insights that can assist educators in creating tailored interventions. The results indicate that the Naive Bayes algorithm outperforms other classifiers in terms of prediction accuracy, making it a viable tool for predicting academic performance. This research underscores the potential of data mining to enhance educational outcomes by allowing proactive responses to students' academic needs.

Impact of Social Media on Students' Academic Performance at Green Hope University, Garowe, Somalia

This study investigates how students at Green Hope University in Garowe, Somalia, perform academically in relation to social media, particularly Facebook and TikTok. In light of social media's pervasiveness in daily life, the study aims to determine how these platforms affect academic performance in this particular sociocultural context. Through surveys and questionnaires, information was gathered from 144 participants including students, instructors, parents, and university administration using a mixed-methods approach. The results showed that Facebook (r=0.480) and TikTok (r=0.550) had favorable relationships with academic achievement, indicating that social media can improve academic engagement when utilized carefully. But the study also emphasizes the necessity for students to utilize social media under supervision because excessive use can lead to distraction. Future research prospects are highlighted along with the ramifications for parents and educators.

The impact of ergonomics and biomechanics on optimizing learning environments in higher education management

In higher education, the design of learning environments is serious in prompting student well-being, engagement, and academic performance. Traditional classrooms often lack ergonomic consideration, leading to discomfort, increased physical strain, and reduced concentration. As education evolves, there is a growing need to apply ergonomic and biomechanical principles to create spaces that accommodate students’ diverse physical and cognitive needs. Despite the theoretical support for these interventions, there is limited empirical evidence on their practical impact in educational settings. This study addresses this gap by examining the effects of ergonomic and biomechanical adjustments on student outcomes in higher education. Utilizing a mixed-methods approach, the research was conducted across four universities with a diverse sample of 126 students. The interventions included adjusting furniture, optimized spatial layouts, and environmental adjustments to assess their influence on postural alignment, muscle activity, and engagement. Key findings revealed significant improvements: postural alignment showed an increase in spinal angle from 118° to 133° and a reduction in neck angle from 37° to 29°. Muscle activity, particularly in the neck and lower back, decreased by 40% and 44%, respectively. Additionally, self-reported comfort improved from a mean of 2.8 to 4.3, while physical strain decreased from 3.7 to 2.2. Engagement levels also improved, with scores rising from 3.1 to 4.5. These results underscore the importance of ergonomic design in promoting student well-being and fostering a more conducive learning environment, providing evidence-based recommendations for optimizing learning spaces in higher education.

Effects of blended learning in physical education on university students' exercise attitudes and basketball skills: a cluster randomized controlled trial.

The importance of physical education in higher education is widely recognized, as it improves not only exercise attitudes and motor skills but also physical fitness, social skills, and academic performance. However, physical education courses in Chinese colleges and universities face various constraints, such as a shortage of teachers, limited teaching methods, and insufficient resources, resulting in low student motor skills, negative attitudes toward sports, and low participation rates. This study explores the effectiveness of a blended learning model, which integrates traditional face-to-face instruction with online learning components, in improving university students' exercise attitudes and basketball skills. The research was conducted in 2022 at Luoyang Normal University in China, utilizing a cluster randomized controlled trial (CRCT) with 78 healthy first-year university students. Participants were randomly assigned to either the experimental group (blended learning) or the control group (traditional learning), and the intervention lasted 16 weeks. Exercise attitudes were assessed via the Exercise Attitude Scale, whereas basketball skills were evaluated via set shot and half-court dribbling and shooting tests. Both instructional models improved students' exercise attitudes and basketball skills; however, the blended learning model demonstrated significantly superior outcomes. Effect sizes (d) ranging from 0.57 to 1.92 indicated that the experimental group showed greater improvements in behavior attitude, target attitude, behavior cognition, behavior intention, emotional experience, behavior control, and subjective standards. In basketball skills, the experimental group outperformed the control group in set shots (d = 0.56) and half-court dribbling and shooting (d = 0.46). Compared with traditional methods, blended learning significantly enhances university students' exercise attitudes and basketball skills. Future research should explore the long-term effects and underlying mechanisms of blended learning in physical education, involving larger and more diverse samples to validate these findings.

Meta-analysis of a Moderate-to-Vigorous Physical Activity Intervention for Academic Achievement in Children and Adolescents.

To analyze the intervention effect of moderate-to-vigorous physical activity (MVPA) on the academic performance of children and adolescents. Experimental studies on the effects of MVPA on the academic performance of children and adolescents were comprehensively searched in Web of Science, China Knowledge Network and other databases, and the Cochrane Risk of Bias Assessment Tool was used to assess the quality of the literature, and the Meta-analysis was performed by Review Manager 5.3. 1) A total of 11 high-quality literature were included, including 4552 subjects; 2) MVPA had a positive effect on the academic performance of children and adolescents (SMD=0.24; 95%CI:0.13, 0.35, P<0.0001), with differences in the effect of different subjects, and the mathematics has the best effect (SMD=0.23; 95%CI:0.11, 0.34, P≤0.0001), followed by reading (SMD=0.24; 95% CI:0.02, 0.46, P<0.05), and the comprehensive achievement intervention effect was not significant (SMD=0.33; 95% CI:-0.15, 0.80, P=0.18); 3) MVPA has the greatest impact on children aged 9-11 years (SMD=0.30; 95%CI:0.06, 0.54, P<0.05); 4) The optimal dose of intervention for MVPA is a long cycle of 30-60 minutes per session(SMD=0.34; 95%CI:0.12, 0.56, P<0.01), 2 times per week(SMD=0.28; 95%CI:0.2, 0.35, P<0.001); 5) The effect of literature publication bias detection was positive. 1) MVPA has a moderate effect on promoting academic achievement in children and adolescents, with younger age groups often benefiting more than older adolescents due to age-related cognitive plasticity; 2) MVPA has limited intervention effect on the performance of other subjects, which leads to the unsatisfactory effect of the intervention on the comprehensive performance; 3) Attention should be paid to the fine control of the intensity of the physical activity to guarantee individual MVPA participation to promote the academic achievement of children and adolescents; 4) Long-term participation, 30-60 minutes per session, 2-3 times per week of MVPA has been shown to be an effective intervention dose to enhance academic performance.

Experiences of bullying among nursing students during clinical practice: a scoping review of qualitative studies.

Bullying in the clinical setting has become a significant issue for nursing students. The experience of bullying during clinical practice can negatively affect students' mental and physical health, as well as their professional development. Nursing students are often targets of verbal abuse, intimidation, and discrimination from various individuals in the clinical environment. This behavior not only harms individual students but also affects the quality of patient care. The aim of this study is to provide a deeper understanding of the phenomenon of bullying toward nursing students, identify research gaps, and offer recommendations for future research. This study employed a scoping review method, with articles sourced from four major databases: CINAHL, PubMed, Scopus, and Web of Science. The main keywords used included "bullying," "nursing students," "clinical practice," and "verbal violence." Inclusion criteria were studies with nurse participants, original research articles, and published within the last 10 years (2015-2024). Data were manually extracted using tables and analyzed through a qualitative descriptive approach. Eleven articles met the inclusion criteria. This scoping review focuses on the findings of an exploration of the experiences of bullying experienced by nursing students, identifies research gaps, and provides suggestions for future research. Findings showed that nursing students experience various forms of bullying, including verbal violence and intimidation, often triggered by power imbalances in interactions with clinical staff and mentors. The impact of bullying is not only detrimental to students' mental health, but also affects their academic performance and quality of learning. Research gaps found include a lack of studies on the direct relationship between bullying and clinical assessment outcomes, as well as a lack of understanding of effective strategies to address bullying. This study recommends the need for clearer anti-bullying policies and transparent reporting systems, as well as further research to explore the impact of bullying in the context of nursing culture and education system.

Differences that matter: inquiry-based learning approach to research writing instruction.

According to the extant literature, inquiry-based learning instruction can be an effective pedagogical tool as it frames learning as problem-solving activities. However, considerable debate exists about how to implement inquiry-based instruction. The present study compared the academic performance and engagement (as measured by course learning outcomes) of freshmen exposed to one of two inquiry-based learning modes differing in the volume of load-reducing instruction. The context was a writing-intensive, research-oriented course that enrolled second-language speakers with a didactic past. Thus, the study also examined whether the two modes differentiated freshmen's second-language writing anxiety, a key emotive negative reaction likely to emerge in a writing-intensive course. At the end of the semester, the condition that involved greater load-reducing instruction before problem-solving activities yielded superior attainment of learning outcomes encompassing knowledge acquisition and use of problem-solving skills. No differences in engagement, withdrawal rates, or writing anxiety were detected. Writing anxiety was only minimally related to students' performance and engagement as measured by the course learning outcomes. These findings illustrate that ostensibly minimal variations in the implementation of inquiry-based learning can have a selective impact on cognitive rather than emotive processing.

Generative Artificial Intelligence (ChatGPT‐4) and Social Media Impact on Academic Performance and Psychological Well‐Being in China's Higher Education

ABSTRACTThe rapid advancement of generative artificial intelligence (GAI) and the extensive use of social media have transformed how students engage with educational materials and interact with their peers. Collaborative learning (CL) platforms, empowered by artificial intelligence (AI) algorithms, have gained popularity due to their potential to enhance learning outcomes and provide personalised educational experiences. This research examines the effects of generative AI (ChatGPT‐4) and social media use on young students' academic performance and psychological well‐being, focusing on CL. The study conceptual framework was examined based on a sample of 441 Chinese university students. The statistical technique PLS‐SEM is put into practice to measure the structural framework of academic performance and psychological well‐being. The findings of this study show that generative AI (ChatGPT‐4) and social media positively influence young students' academic performance and psychological well‐being. Additionally, the results of this research study show that CL positively mediates between social media, academic performance and psychological well‐being. Conversely, it negatively mediates the association between generative AI (ChatGPT‐4), academic performance (AP), and psychological well‐being. The findings can facilitate a better understanding of the implications of technologies in the educational context and subsequently aid in formulating evidence‐based strategies to optimise their impact on students's academic success and well‐being.

A Study on the Impact of Instruction Language on Academic Achievement in Higher Education

The impact of the language of instruction on academic achievement is a critical issue, particularly in multilingual settings. This study investigates how using French as the medium of instruction affects the academic performance of first-year physics and chemistry students at Moroccan universities. The research, conducted at Mohamed I and Abdelmalek Essaadi Universities, involved 365 students and 20 teachers. Data were collected through questionnaires and semi-structured interviews. We conducted a correlation analysis to examine the relationship between French proficiency and academic performance in physics and chemistry. A frequency analysis identified common difficulties students face when studying these subjects in French. An ANOVA determined if using French as the medium of instruction significantly impacts academic performance. The results show a significant relationship between students' proficiency in French and their academic performance in science subjects taught in French. Our analysis indicates that instruction in a non-native language has a negative impact on academic success. Many students expressed discomfort with French, citing difficulties with scientific vocabulary and comprehension. Teachers corroborated these challenges, noting that students' limited French proficiency impedes their understanding of complex scientific concepts, contributing to higher failure rates. Additionally, a strong positive correlation was found between French language proficiency and academic performance in physics and chemistry. Students with lower proficiency in French tend to have poorer academic performance in these subjects.

Why do undergraduate medical students choose medical humanities? A cross-sectional study at an Italian University.

Medical humanities can contribute positively to clinical practice and medical education. Therefore, in many countries, medical schools have been progressively incorporating medical humanities into their curriculum. In Italy, only a few medical schools offer a variety of medical humanities courses, often as elective. What induces Italian medical students to take a medical humanities course has not yet been explored. The aim of this study is to fill this gap by investigating whether academic performance, sociodemographic and psychological variables may influence student motivation. We conducted a cross-sectional study in a medical school and collected data from 260 medical students, from the 3rd to the 6th year of the degree course. The students who chose to take a course in Medical Humanities were compared with those who chose not to take such a course, analysing numeric variables (age, grade point average, psychometric scores) and categorical variables (gender, nationality, educational level, living conditions). Motivations were investigated by open-ended questions and categorized prior to analyses. The two subgroups showed no significant differences in sociodemographic characteristics, except for age, which was lower for the students who chose to take a medical humanities course (p < 0.001). Among the psychometric scores, only the anxiety score differed significantly between the groups, being lower for the students who chose a medical humanities course (p < 0.05). Regarding academic performance, the number of examinations passed was similar between the groups, while the average grade was lower for the students taking the course (p < 0.01). Interest in the humanities and their educational potential were the main reasons for choosing to take a course in medical humanities (76.2%). Concurrent commitments and lack of time were the major obstacles to this choice (39%). Age, anxiety levels and academic performance seem to be inversely associated with the choice to take a medical humanities course. Considering the workload due to curricular activities when planning elective courses could increase student participation.

The Impact of Slight to Mild Hearing Loss on Academic Performance and Behavior of 9-15-Year-Olds.

To examine the impact of slight to mild hearing loss in children by studying its association with academic performance and behavioral problems. This study was embedded within a prospective birth cohort in Rotterdam, the Netherlands. Participants underwent audiometric and behavioral evaluations between ages 9-11 (April 2012-October 2015) and 13-15 (May 2017-September 2019). At 13-15, a multiple linear regression was conducted to explore the relationship between hearing acuity and both academic and behavioral outcomes. A cross-lagged analysis using data from ages 9 to 11 investigated bidirectional associations between hearing loss and behavioral problems. The cross-sectional part of the study involved 4688 participants at the age of 13-15 years. The relative risk for children with slight to mild hearing loss of being placed in a lower educational level compared with the highest level was 1.52 (95% confidence interval (CI) [1.14, 2.02]). Among boys, elevated high-frequency pure-tone average (HPTA) was associated with a higher total problem score (per 1 dB HPTA: β = 0.01; 95% CI [0.00, 0.02]). For girls, elevated low-frequency pure-tone average (LPTA) was associated with a higher attention problem score (per 1 dB LPTA: β = 0.02; 95% CI [0.01, 0.02]). Cross-lagged effects showed that participants with increased pure-tone averages in low frequencies at 9-11 years had more social problems at ages 13-15 years (Z-score difference: 0.01; 95% CI [0.01, 0.02]). Elevated hearing thresholds in slight to mild hearing loss were linked to poorer academic performance and increased behavioral problems. 2 (prospective cohort study) Laryngoscope, 2024.

Validating the impact of gamified technology-enhanced learning environments on motivation and academic performance: enhancing TELEs with digital badges

This research focuses on validating the impact of gamified technology-enhanced learning environments (TELEs) on motivation and academic performance. The study aims to categorize and design digital badges based on game mechanics and to evaluate the effects of two distinct types of digital badges on learning outcomes. The research involved 95 university students learning classical Japanese grammar. The findings reveal that digital badges significantly enhance learners’ intrinsic motivation, positively affecting all five dimensions of intrinsic motivation, while their impact on extrinsic motivation was found to be minimal. Additionally, when comparing the two categories of digital badges, no significant differences in effectiveness were observed. The primary interest of this paper lies in exploring the design and efficacy of digital badges within technology-enhanced learning environments, contributing valuable insights into how these elements can enhance student engagement and learning outcomes.

Assessment of group formation methods on performance in group-based learning activities

Research on teaching and learning has demonstrated many benefits from team-and group-based learning for improving content comprehension and meeting learning outcomes in a wide range of disciplines. We help to expand on this research, by shedding additional light on the impact of group formation decisions on group performance during group learning activities in a higher education classroom setting. Our objective is to assess the impact of different group formation strategies, including random assignment, self-selection, and methods based on individual metrics, such as academic performance and individual skill levels. Using an experimental design approach, we find that GPA-based and math-ability based group formation strategies may provide some additional benefit to group performance on the margin when initially forming groups. Self-selection of groups may be more beneficial after students learn more about each other (e.g., skills sets and work ethic) during the progression of the course. Our study contributes to the literature by providing an assessment of different group formation strategies that are accessible to a wide range of instructors for small to large classes, as well as guidance on use of different group formation strategies within classes, specifically for classes with more quantitative and analytical tasks.

Challenges faced by women and persons excluded because of their ethnicity and race in physics learning environments: Review of the literature and recommendations for departments and instructors.

Physics, as a discipline, has long struggled with pervasive stereotypes and biases about who is capable and can excel in it. Physics also ranks among the least diverse among all science, technology, engineering, and mathematics (STEM) disciplines, often cultivating and fostering learning environments that lack inclusivity and equity. Moreover, stereotypes about brilliance, inequitable physics learning environments and the overall physics culture not only impact the experiences and outcomes of students who major in physics, but also those from other STEM disciplines who must take physics courses. Here we undertake a narrative review, delving into research concerning diversity, equity, and inclusion within undergraduate physics education. We concentrate on the experiences of women and persons excluded due to their ethnicity or race (PEERs) in physics, aiming to shed light on the alarming current situation. The review begins with a few concrete examples of exclusionary experiences that research shows are common for women in physics and can reduce their interest or motivation to pursue a physics major. Then, we provide our conceptualization of equity in physics learning environments and describe the frameworks informing the perspective taken in the review. We then discuss issues related to inequities in physics learning environments, including but not limited to inequities in academic performance, participation, and persistence in physics, as well as psychological factors such as physics self-efficacy, perceived recognition, social belonging, mindset beliefs, and others. We also review research on factors commonly associated with the lack of diversity, equity, and inclusion in physics including the lack of role models, stereotypes associating physics with brilliance, and the overall prototypical culture of physics. We emphasize that addressing these systemic issues in physics requires a holistic approach. We conclude with a list of recommendations for physics departments and instructors on how they can play an important role in transforming the physics culture and making the learning environments equitable and inclusive so that all students can engage in learning physics and enjoy it while feeling supported.

The Perceived Impact of Leadership Practices of Academic Leaders on Student Success in a Higher Education Institution in South Africa

The research reported on in this paper was motivated by the need to investigate student complaints in the higher education sector in South Africa regarding the poor quality of teaching and learning which has resulted in low student success rates in many institutions in the country. To mitigate poor student success rates, higher educational institutions in South Africa need to consider implementing effective leadership practices of academic leaders to support students in their academic journey. This study identified how academic leaders leadership practices are perceived by students in a higher education institution in South Africa, and to identify which leadership practices are more impactful in supporting student success. According to Hoadley, Christie and Ward (2009) and Hallinger (2011), leadership practices are indeed aligned to academic performance. Grajfoner (2024) suggests that effective academic leadership is a key contributor to attaining academic excellence. However, Bryman (2007: 14) asserts that “one of the key problems in Higher Education is that not enough is known about exactly what makes an effective leader and what, in turn, may make them ineffective”. The theoretical framework upon which the study is based was developed by Mukan, Hawryluk and Stolyarchuk (2015: 42), who suggest that “leadership is a derivative quality of people collaborating, co-operating and supporting each other. It is characterized by openness and is a dynamic, inclusive, collegial process that occurs in a particular context”. In this research, a quantitative study was conducted using a purposeful sample selected from the target population of students at a higher education institution in South Africa. The final sample included 78 undergraduate students from the selected institution. The analysis undertaken in the study revealed that perceived leadership practices of academic leaders do have an impact on student success and that student success is not based on any one element of leadership practice alone; instead there are various perceived dimensions of leadership practices that play a role in promoting student performance. The findings of the study highlighted three key leadership practices that impact on student success, namely engagement, support and communication.

Moderated serial mediation effects of adaptation problems, academic stress, and interpersonal relationships on the sleep quality of early-year university students

PurposeDue to heightened anxiety levels, sleep disorders become more prevalent among university students. This study, centered on adaptive capacity in early-year university students, aimed to explore the underlying mechanisms through which anxiety affects sleep quality.MethodsBetween February 2023 and June 2023, a cohort of first- and second-year university students (mean age 18.8 years) from Hunan Province, China, took part in an online survey. Anxiety was assessed using the Self-rating Anxiety Scale; adaptation problems, academic stress, and interpersonal relationships were assessed using the Adolescent Self-Rating Life Events Checklist; and sleep quality was assessed using the Pittsburgh Sleep Quality Index (PSQI). A moderated serial mediation model, based on Hayes’ Model 92, was used to assess the hypothesized model.ResultsThe survey resulted in 3,490 valid responses. Among respondents, 24% exhibited anxiety symptoms and 30.4% showed abnormal sleep patterns (i.e., PSQI score ≥ 8). The most significant path identified based on indirect effects was anxiety (β = 0.109), adaptation problems (β = 0.183), academic stress (β = 0.081), and sleep quality (all p-values &amp;lt; 0.001). Furthermore, interpersonal relationships moderated the effects of adaptation problems (β = −0.015, p &amp;lt; 0.001), academic stress (β = −0.012, p &amp;lt; 0.001), and anxiety (β = 0.003, p = 0.002) on sleep quality.ConclusionElevated anxiety and sleep disorders are common among university students. Adaptive capacity may play a crucial role in sleep disorders among early-year university students. Interventions such as fostering strong interpersonal relationships in campus environments, may prove beneficial in improving academic performance and sleep quality.

Top Dyslexia-Oriented Transcription &amp; Study Methods

Dyslexia is a prevalent learning disorder characterized by difficulties in reading, spelling, and writing, affecting academic performance and self-esteem. This review paper explores top dyslexia-oriented transcription and study methods, emphasizing the need for specialized strategies tailored to dyslexic learners' unique needs. The paper delves into the challenges faced by dyslexic students, including slow reading ability, difficulties in decoding words, and associated anxiety. It discusses various assistive technologies such as speech-to-text software, text-to-speech applications, and digital scanning pens that aid in transcription and study. Additionally, it highlights the benefits and limitations of these tools. The review also examines effective study methods, including reading assistance techniques, word processing and writing tools, and multisensory learning approaches, which enhance comprehension and retention. Practical recommendations for educators, parents, and policymakers are provided to ensure successful implementation and integration of these methods. The paper concludes with insights into future directions, emphasizing the importance of emerging technologies and ongoing research in developing more targeted interventions. By adopting these methods, dyslexic students can achieve improved academic outcomes and greater self-confidence.