Academic Variables Research Articles

The longitudinal interplay of self-esteem, social relationships, and academic achievement during adolescence: Theoretical notions and bivariate meta-analytic findings

Self-esteem and social relationships have been recognized as key socio-emotional predictors of diverse life-outcomes in adolescence and beyond. Despite such recognitions, fairly little is known about their longitudinal interplay with academic variables and thus, to what degree educational outcomes are interrelated with these socio-emotional dynamics during adolescence. Whereas the interplay between self-esteem and social relationships is already well documented in developmental and personality psychological research, the goal of the current paper is to extend this bivariate picture by including the educational perspective. Specifically, the aim of the current study is twofold: From a theoretical point of view, we aim to integrate developmental, differential, and educational concepts to emphasize the importance of a joint consideration of self-esteem, social relationships, and academic achievement during adolescence. Empirically, we aim to present a meta-analytic overview on existing longitudinal studies to illustrate the current knowledge and highlight remaining research gaps in the current adolescent literature. We conclude by outlining important directions for future research.

Predictors of Students' Performance in Nursing and Midwifery Technician Licensure Examination in Southern Malawi.

Success in the nursing and midwifery licensure examination is the only legal prerequisite to practice as a nurse and midwife in Malawi. However, the past decade has registered poor performance of students in Nursing and Midwifery Technician (NMT) licensure examinations for candidates who failed on the first attempt. The study sought to unravel whether students' socio-demographic and academic characteristics could predict NMT licensure examination performance on the first attempt. We conducted a quantitative ex post facto using stratified random sampling. We reviewed 280 former NMT licensure exam candidate records from 2013 to 2017 with a study population of 2,668 NMTs. We reported descriptive statistics and used Chi-square / Fisher's exact test and logistic regression to determine the significance of associations and predictors respectively. We found that the NMT licensure examination could be predicted by students' academic characteristics, especially entry Malawi School Certificate of Education (MSCE) point scores [p < 0.001, OR 0.830, 95% CI (0.771-0.892)], and exit college final scores [p < 0.001, OR 1.214, 95% CI (1.131-1.303)]. We established that students' socio-demographic characteristics like age [χ2 (2, N =280) =13.143, p < 0.001], and marital status [χ2 (1, N = 280) = 5.645, p = 0.018] were significantly associated with NMT licensure examination performance but were not predictors of NMT licensure examination outcome. Furthermore, we did not find any association between NMT licensure examination performance and the sex of the students [χ2 (1, N = 280) = 0.523, p = 0.470]. NMT licensure examinations performance predictors are academic variables like entry MSCE and exit college final scores. Consequently, teaching institutions should frame relevant admission criteria, and timely support the students at risk of failure in licensure exams.

Predictors of Success in the National Physical Therapy Examination for Hispanic Doctor of Physical Therapy Students.

Hispanic/Latino students often underachieve in higher education programs in the health professions and have shown lower first-time pass rates on the National Physical Therapy Examination than their White peers. A plausible explanation for this difference is the lack of English proficiency. The purpose of this study was to determine predictive academic variables for passing licensure examination on the first attempt for Hispanic/Latino Doctor of Physical Therapy (DPT) students. Numerous studies have been conducted to determine the factors that predict success on the National Physical Therapy Examination; however, there is a scarcity of literature on the predictors of success for Hispanic/Latino DPT students, particularly on the influence of English proficiency. A nonprobability convenience sample of 67 Hispanic students from a single DPT program was used. A retrospective, predictive, correlational study was conducted. Data collection was performed by secondary analysis of student academic profiles. Predictor variables included proficiency in the English language; undergraduate grade point average; verbal, quantitative, and written skills; and first-year and third-year grade point average while enrolled in the physical therapist education program. The first-time pass rate was 59.7% (n = 40). Results showed that students who passed and those who did not pass on their first attempt differed in first-year and third-year program grade point average with large effect sizes of d = 1.13 and d = 1.48, respectively; however, third-year grade point average was the only significant independent predictor of success. English proficiency and preadmission variables did not predict first-time success. The results suggest first-year and third-year grade point average may be used to identify at-risk students. Use of these variables is encouraged to monitor the progression of students. The study highlighted the need to identify additional predictors of performance.

Critical thinking among institutional academic advisors and sociodemographic, professional and academic variables: A multicenter correlation study

BackgroundIn nursing education, essential skills include Critical Thinking (CT). There is scant evidence on how nurse educators could promote CT in students in a clinical context. ObjectiveTo analyse the level of CT and correlated variables in healthcare nurses overseeing the clinicals of nursing undergraduates. MethodsThe study population were all nurse educators for clinicals at hospitals with nursing undergraduates. To evaluate the CT skills of nurses the Nursing Critical Thinking in Clinical Practice Questionnaire (N-CT-4 practice) was administered. Frequencies, percentages and measures of central tendency and scatter were obtained. A bivariate analysis was performed to analyze the correlation between the nurse educators’ CT level and the sociodemographic, professional and academic levels. The nonparametric Mann-Whitney and Kruskal-Wallis tests were used to compare two independent groups. Statistical significance was defined as P < .05. ResultsThe total number of participants was 639. The highest mean CT level was seen in clinical nurses involved in undergraduate nursing instruction and with experience of up to 10 years (mean CT score = 372 (33.3), p = .007). Global CT levels were similar in women and men (mean CT score: 364 (31.9) in women and 358 (40.5) in men, p = .187), with statistically significant differences only observed in the intellectual and cognitive indicator (P = .022). ConclusionsCT levels are high in teaching healthcare professionals in the clinical environment.

RELATIONSHIP OF ACADEMIC MOTIVATION &amp; SELF-EFFICACY WITH ACADEMIC GRADES OF STUDENTS: SOCIAL SUPPORT AS A MEDIATOR

It is a fact that achieving higher education is an important milestone in life. Therefore, this completion of education can be stressful for the scholars and also leads to the future anxiety. In this connection, work overload, working late at night, perceived further threats and fear of failure are also associated factors of stress and anxiety among scholars. On the other hand, there are some factors which are linked with the scholar’s level of academic motivation, success and academic achievement like, academic motivation, self-efficacy and social support. This research sets out to seek out the relationship of these positive academic variables between university students by taking a sample of (N=150) students by using online G. power sample calculator. The variables of interest was measured by using academic motivation scale, self-efficacy scale and perceived social support scale. On the basis of the responses of the students results reported a considerable relationship between academic motivation, self-efficacy and the level of social support. As reported from the mediation analysis, level of social support proved as a mediator between academic performance and self-efficacy. Gender wise analysis revealed that the level of self-efficacy and academic motivation was higher among male students as compared with female students. On the basis of the results, this concluded that academic motivation, self efficacy and social support are positive predictors of academic achievement. Keywords: Self-efficacy, academic achievement, academic motivation, Social support.

0401 Factors Associated with Insomnia in Male University Students

Abstract Introduction University students can experience high levels of stress, and this can impact sleep quality and increase insomnia symptomology. Little research has investigated insomnia in male university students. This study examined factors associated with insomnia in male students to address concerns and direct resources. Methods Male students aged 18-35 at Memorial University completed an online survey. The Insomnia Severity Index (ISI) was used as the dependent variable to measure insomnia. Participants self-reported demographic and academic variables and also completed the Morning Evening Questionnaire (MEQ), Mindful Attention Awareness Scale (MAAS), Medical Outcomes Study Social Support Survey (MOS-SSS), Kessler Psychological Distress Scale (K10), and indicated sleep medication and stimulant use. Univariate and multivariate linear regressions were used to examine the relationship between insomnia and demographic factors, chronotype, social support, mindfulness, psychological distress, and sleep medication and stimulant use. Results The majority of participants (n=564; Mage = 23) were white (77.8%), undergraduates (76.3%), and enrolled full-time (90.7%). The mean insomnia severity score was 7.7 (SD = 5.42). Overall, 46% scored in the no insomnia range, 36% scored in the subthreshold insomnia range, 16% scoring in the clinical insomnia (moderate severity) range, and 2% scored in the clinical insomnia (severe) range. At the univariate level, sleep medication use (β = -.275, p &amp;lt; .001), stimulant use (β = -.158, p &amp;lt; .001), chronotype (β = -.344, p &amp;lt; .001), social support (β = -.244, p &amp;lt; .001), mindfulness (β = -.409, p &amp;lt; .001), and distress (β = .577, p &amp;lt; .001), were significantly associated with insomnia symptom severity. In the multivariate model (Adjusted R2 = .40, p &amp;lt; .001), only evening chronotype (β = -.195, p &amp;lt; .001), greater distress (β = .429, p &amp;lt; .001), and sleep medication use (β = -.139, p &amp;lt; .001) remained significantly related to insomnia. Conclusion This study identified factors associated with insomnia in male university students. Addressing insomnia, particularly in those with evening chronotype and those who use sleeping medication, may improve psychological distress and the overall well-being of male university students. Support (if any) Dr. Sheila Garland is supported by a Canadian Cancer Society Emerging Scholar Award (Survivorship) (grant #707146).

A systematic review of social classroom climate in online and technology-enhanced learning environments in primary and secondary school

Although the significance of a positive social classroom climate in face-to-face learning has been established, its role within online and technology-enhanced learning environments is unclear. The central aim of this systematic review was to synthesize the findings of empirical studies which have examined any aspect of the social classroom climate in online and technology-enhanced learning environments in primary and secondary schools. Appropriate search terms were entered into ACM Digital Library, Web of Science, Scopus, and ERIC in November 2021. Articles were included if they were relevant for the aim, reported primary data, sampled primary/secondary school students and/or teachers, and were published in journals, conference proceedings, or book chapters in English. Furthermore, articles were excluded if they focused on the development/testing of measurement tools. The thematic narrative synthesis includes 29 articles, comprising of qualitative, quantitative, and mixed-method studies. A quality assessment checklist was completed for all. The findings encompass examinations of the social classroom climate in online learning before and during the Covid-19 pandemic, in blended learning environments and a comparison between them. Furthermore, associations between the online social classroom climate and academic variables is explored, as is the fostering thereof through synchronous/asynchronous discussion groups and social media. We discuss the theoretical framing of the studies, the impact of a positive classroom climate in online and technology-enhanced learning environments on students, as well as practical approaches and new opportunities in leveraging technologies. Based on the findings and the studies’ limitations we outline implications and future research, such as the need to consider students’ voices and diversity, technology perspectives, a transdiciplinary approach and the reconceptualization of boundaries.

Gamification and Player Profiles in Higher Education Professors

This paper conducts descriptive quantitative research of the player profile of a set of 808 university professors, and the player profiles that participants consider most suitable for learning when educational gamification is employed in higher education. It also studied the existence of influential variables in the chosen player profiles, including sociological (gender and age) and academic variables (area of knowledge). The results reveal that most professors are mostly explorers, followed by the socializers, and consider these player profiles as the most efficient for achieving learning objectives. There are no gaps based on sociological aspects or knowledge about gamification, but there are gaps based on area of knowledge. It is proposed that universities design training sessions for professors on educational gamification and further research on factors that influence the configuration of their player profile.

Investigating the impact of demographic and academic variables on assessing students' perceived information literacy self-efficacy

This paper explores the demographic and academic variables influencing students' perceived information literacy self-efficacy using Kurbanoglu et al.'s Information Literacy Self-Efficacy Scale (ILSES) and its two subscales. An online survey was created to gather data from students which contained Bangla version of the 28-item ILSES together with demographic and academic questions. A printed version of the survey was also distributed to students locally. A total of 408 students participated in the study. The findings revealed that students had moderate self-efficacy, with higher confidence in basic and intermediate-level information literacy (IL) tasks compared to advanced skills. There were significant differences in IL self-efficacy based on students' demographic and academic variables. The results suggest that age and computer proficiency were significantly associated with students' self-efficacy beliefs in information literacy. Overall, the 28-item ILSES and its two smaller subscales yielded similar results, indicating that shorter versions of the ILSES can be utilized to reduce questionnaire completion time without compromising the validity of the results. This study highlights the importance of demographic and academic variables in shaping students' IL self-efficacy beliefs and emphasizes the need for providing adequate support and training to improve information skills among students.

Mining for Retention Gems and Unearthing Identity and Belonging

ObjectiveTo determine the relationship between first-year retention and variables related to professional engagement and professional, academic, and personal identities. MethodsThis study evaluated data from 3 cohorts of students at a private 0–6 college of pharmacy. A theoretical and conceptual framework linking professional identity and retention informed the study. Professional engagement scores from the first semester of pharmacy school served as a surrogate of professional identity. Grade point average (GPA) and traditional demographic variables (eg, gender, race/ethnicity, in-state resident) served as surrogates of academic and personal identities, respectively. Logistic regression models were used to determine the relationship between first-year retention and identity variables. ResultsBelonging, a domain of professional engagement, was positively related to first-year retention. In multivariable models, belonging and cumulative GPA were associated with increased odds of retention, while in-state status was associated with decreased odds. In separate models for those with GPA ≥3.00, and<3.00, belonging was associated with first-year retention in both. Belonging was also associated with first-semester retention, but not second-semester retention. ConclusionA decision to leave a Doctor of Pharmacy program is complex, but the vast majority of the literature in pharmacy education appears to focus most intently on academic variables, including GPA. This study demonstrates that belonging, an important element in professional identity formation, remains related to first-year retention, even after controlling for grades and other personal variables. This finding unearths several theory-informed gems and strategies that educators may employ to enhance retention.

Academic Differences in BSN Admission Routes: Implications for Persistence

To increase retention of prelicensure nursing students, several routes are used for admission to nursing programs. Students can be accepted as an early matriculation (EM) student at the point of university admission or they can follow a traditional competitive approach (TR) for admission. A retrospective matched cohort study design was used to explore the differences among selected academic variables in two groups of prelicensure undergraduate students (n = 136) in the same program. EM students had significantly lower science grade point averages (GPAs), pre-program GPAs, and junior-level GPAs than TR students. However, there were no significant differences between the two groups in scores on the RN Fundamentals ATI examination, an important predictor of future NCLEX-RN success. EM students were as successful as their counterparts on standardized examinations in the first semester of a nursing program. More research is needed to understand program outcomes associated with students entering nursing programs via different routes. [J Nurs Educ. 2023;62(5):302-306.].

How to Procrastinate Productively With ADHD: A Study of Smartphone Use, Depression, and Other Academic Variables Among University Students With ADHD Symptoms

Objective: The association between chemical dependency and Attention-Deficit Hyperactivity Disorder is widely recognized, but there is less data regarding modern behavioral addictions among young adults. Method: In this cross-sectional study, a sample of 408 Hungarian college students (67.2% female, mean age 23.37 years [SD = 3.87]) responded to an online survey including the Adult ADHD Self-Report Scale, the Center for Epidemiologic Studies-Depression Scale (CES-D), the Procrastination Scale, the Short College Boredom Scale, and the Smartphone Addiction Scale (SAS-SV). Results: Regression analyses showed that passive procrastination (ß = .31, p < .001), depression (ß = .20, p < .001), academic boredom (ß = .18, p < .001), active procrastination (ß = −.12, p < .001), and smartphone addiction (ß = .13, p < .001) were significantly related to ADHD symptoms, accounting for 41% of the variance. Conclusion: Findings provide important additions to knowledge of mental health challenges among young adults with ADHD.

Social-Emotional Skills, Career Adaptability, and Agentic School Engagement of First-Year High School Students.

The transition to the first year of high school constitutes a critical moment because it corresponds to the implementation of a career choice, which can impact students' satisfaction and psychosocial adjustment. The career construction model of adaptation holds potential to explain how students adapt to high school, by suggesting linkages among adaptive readiness, resources, responses, and results. However, research applying the career construction model to school transitions, combining social-emotional, career, and academic variables is still needed. This study explores the roles that social-emotional skills (an indicator of adaptive readiness) and career adaptability (an indicator of adaptability resources) play in explaining first-year high school students' agentic school engagement (an indicator of adapting responses). Measures of social-emotional skills, career adaptability, and school engagement were completed by 136 students (63.2% girls; M age = 15.68). Results from the hierarchical linear regression analysis suggest that social-emotional skills and career adaptability explain 32% of the variance and significantly contribute to explaining agentic school engagement. These findings seem illustrative of the potential of the career construction model of adaptation to deepen knowledge and understanding about the transition to high school and the implementation of career choices. Aligned with the literature, this study supports the calls for integrative psychological practices that acknowledge social-emotional, career, and academic variables when fostering students' psychosocial adjustment.

Sociodemographic and academic factors associated with unhealthy lifestyle among Brazilian nursing students.

This study aimed to identify sociodemographic and academic factors associated with unhealthy lifestyles among Brazilian undergraduate nursing students. A cross-sectional study was completed by 286 nursing students in Brazil. Multinomial logistic regression was conducted to examine the association between sociodemographic and academic variables with the latent lifestyle indicator. The model fit's validity was assessed using Akaike information coefficient estimation, Hosmer-Lemeshow test, and the ROC curve. A high health risk lifestyle was 2.7 times more likely among students aged 18-24 years than students aged 25 years or older (OR = 2.7, 95% CI = [1.18, 6.54] p = 0.02); 2.3 times more likely among students with ≥400 h of semester time (OR = 2.3, 95% CI = [0.93, 5.90], p = 0.07); and 3.8 times more likely among female students (OR = 3.8, 95% CI = [0.82, 8.12], p = 0.09). A moderate health risk lifestyle was 1.8 times more likely among students from the 6th to 10th semesters (OR = 1.8, 95% CI = [-0.95, 3.75], p = 0.07). Sociodemographic and academic factors were associated with unhealthy lifestyles. Health promotion efforts are necessary to improve nursing students' health behaviors.

보육교사의 그림책 선정 요인과 보육교사의 학력, 연령 변인 관계 분석

This study focuses on current trends in which childcare, which used to be completely dependent on mothers, is now handled by childcare teachers in early childhood institutes in reflection of the social trend of dual income families. Picture book reading, which is a form of education and play for young children, is implemented by childcare teachers. At this, analysis was conducted on the relationship between the academic variables and age variables of childcare teachers and picture book selection. The purpose of this study was to provide exploratory base material on children’s fairy tale books through this and in improving the perceptions of teachers on picture books. Research results showed that there were no significant differences among the academic variables and age variables of childcare teachers working in early childhood institutes in the selection of picture books.

Characterizing intercampus migration in a private university of Baja California, Mexico.

Given the socioeconomic and environmental differences between Mexico's geographical regions, having a multi-campus system is common for private and public universities. Hence, students may choose to migrate from one campus to another. Although such a phenomenon is not properly students' desertion, students' migration impacts campus' main indicators: enrollment growth goals, terminal efficiency, accreditation programs, and revenue. Thus, the campus of origin internalizes migration as students' desertion. By considering a campus from a private multi-campus university in Baja California, Mexico, this study characterizes and predicts students' migration and predicts by determining the socioeconomic and academic variables that impact the probability of moving to a different campus. Our database comprises quantitative and qualitative information of 356 dropout students from 2008 to 2018. Hence, we apply the logistic regression technique to build a predictive model; we found that the most significant predictive variables are the GPA results, age, financial support, and academic development. So, our main results characterize migrant students as having top grades, coming from the high school campus, and attending engineering programs. Surprisingly, economic variables are not significant in choosing to migrate from one campus to another.

Suicide ideation among Brazilian college students: Relationship with academic factors, mental health, and sexual abuse

BackgroundSuicide is one of the leading causes of death among youth and its occurrence among college students is a matter of great concern. Challenges of transitional adulting and mental illness increase the likelihood of suicidal cognition in students. The objective of present study was to investigate the prevalence of suicide ideation and associated factors in a representative sample of Brazilian college students (n = 12,245). MethodsData were drawn from a nationwide survey and further subjected to estimate the prevalence of suicide ideation and its association with socio-demographic and academic characteristics. We performed logistic regression analyses upon a conceptual framework, considering individual and academic factors. ResultsThe point-prevalence of suicide ideation among college students was 5.9 % (SE = 0.37). In the final regression model, variables associated with the likelihood of suicide ideation were psychopathology, sexual abuse, and academic variables, such as dissatisfaction with the chosen undergraduate course (OR = 1.86; IC95 % 1.43–2.41) and low academic performance (OR = 3.56; IC95 % 1.69–7.48). Having children and religious affiliation were inversely associated with the likelihood of suicide ideation. LimitationsParticipants were recruited from state capitals, which limited data generalizability to non-urban college students. ConclusionsThe impact of academic life on the mental health of students should be carefully monitored in in-campus pedagogical and health services. Early identification of poor-performance students with social disadvantages could indicate vulnerable ones who are much in need of psycho-social support.

Stressors inherent to clinical practices and their relationship with emotional intelligence in nursing students: A cross sectional study

BackgroundThere is a wide body of knowledge about Emotional Intelligence and its benefits in health care, generating better productivity, clinical performance and communication with work teams, patients and families. Its relationship with stress and with performance of clinical practices has also been studied, although the results are not conclusive or up-to-date. ObjectivesTo study and correlate the perception of Emotional Intelligence and the stressors inherent to Nursing students' clinical practices. DesignA multicenter and observational study was carried out through cross-sectional surveys with Nursing students during the 2021/2022 academic year. Participants377 students were included in the study, recruited through non-probabilistic sampling in four Spanish universities. MethodsSociodemographic and academic variables were collected, as well as the following main variables: perceived Emotional Intelligence and stressors in clinical practices. ResultsThe study sample consisted of 377 students (89.1 % women; mean age of 23.15 ± 5.50). The perception of Emotional Intelligence obtained adequate ranges. The stressors that generate most concern are being attacked by the patients, lack of competence, and impotence and uncertainty. There are statistically significant differences in Emotional Intelligence by gender and university, as well as in stressors between each other. The Emotional Intelligence dimensions are weakly correlated with the stressors, although with statistical significance. ConclusionsThis study shows that Emotional Intelligence slightly influences the stressors inherent to clinical practices, so that EI can help cope with the difficulties of clinical work. Specifically, emotional clarity has an inverse relationship with some stressors. However, the attention and repair dimensions do not present such a clear relationship in our study or in previous ones. This shows the need to include Emotional Intelligence training in Nursing training curricula.

How mindfulness, self-compassion, and experiential avoidance are related to perceived stress in a sample of university students.

University students constitute a population that is highly vulnerable to developing mental health problems, such as distress. The role of different variables associated with the development of states of stress has been studied in order to identify potential risk and protective factors. This study explored whether mindfulness, self-compassion, and experiential avoidance, while controlling for specific sociodemographic and academic variables, were potential significant protective or risk factors explaining perceived stress in a sample of 589 Spanish university students (81.2% female, age range 18-48 years). A hierarchical multiple regression analysis was performed using an exploratory cross-sectional design. Higher experiential avoidance, lower self-compassion, lower mindfulness, not perceiving family support, higher total study hours per week, having a partner (vs. being single), being female (vs. being male), and being older were significantly associated with higher levels of perceived stress. In conclusion, perceived stress in our sample was positively associated with experiential avoidance, which could be regarded as a potential psychological risk variable. In contrast, perceived stress was negatively correlated with self-compassion and mindfulness, which, in turn, could be seen as protective factors. Accordingly, it is concluded that programmes aimed at reducing stress and at improving well-being among university students should include experiential avoidance, self-compassion, and mindfulness as therapeutic targets.

Does body concern, food desire and academic variables associated with anxiety symptoms in women Nutrition students?

PurposeThis study aims to assess the relationship between anxiety with body concern, academic variables and food desire in undergraduate Nutrition students.Design/methodology/approachThis was a cross-sectional study conducted with 173 students from the undergraduate course of Nutrition in the Midwest region of Brazil. Socioeconomic, academic and behavioral data (Beck Anxiety Inventory, Body Shape Questionnaire and Food Desires Questionnaire) were collected.FindingsOne-third of the students had moderate or severe anxiety symptoms. There were no differences between socioeconomic characteristics in terms of the intensity of anxiety symptoms. Students with minimal symptoms of anxiety had a higher average grade in the course, when compared to those with mild or moderate symptoms and those with severe symptoms (p = 0.001). It was observed that 46.2% had some concerns about their bodies and 11% had severe body concerns. The average grade was associated with anxiety so that 1 point in the global grade is associated to 54% (p < 0,001) less chance of having moderate; severe anxiety. In conclusion, average grade was associated with anxiety in undergraduate Nutrition students.Originality/valueAverage grade was a protection factor for anxiety in undergraduate Nutrition students.