Academic Well-being Research Articles

Enhance physical, mental and academic wellbeing of pupils in Germany through digital health literacy

Abstract Background Digital health literacy (DHL) involves the ability to find, understand, appraise, and apply health information from digital sources. It serves as the foundation for informed decision-making about one’s health and well-being using digital technology and online health information sources and services. Despite its significance, the role of DHL in relation to schoolchildren’s wellbeing remains underexplored. Therefore, this study aims to investigate how schoolchildren’s DHL influences their physical, mental, and academic well-being. Methods The cross-sectional survey comprised a representative sample of N = 1448 school-aged children (9-18 years) living in Germany. DHL was assessed via a translated and adapted version of the DHL instrument. The assessment of physical, mental, and academic well-being relied on the KINDL questionnaire. Linear regression analyses were conducted, with the scale score of physical, mental, and academic well-being serving as dependent variables and DHL as predictor. Additionally, potential confounding variables such as sex, age, migration background, subjective family wealth, chronic illness, and subjective health status were included in the analyses. Results All three regression models were significant (physical: F(9,1325) = 34.99, p < .001; R2 = 0.19; mental: F(9,1320) = 27.43, p < .001; R2 = 0.16; academic: F(9,1336) = 15.19, p < .001; R2 = 0.09). DHL significantly predicted physical (B=.08, p=.01), mental (B=.17, p<.001), and academic (B=.21, p<.001) wellbeing. Conclusions This study provides the first evidence of the predictive power of DHL for schoolchildren’s physical, mental, and academic well-being. It emphasizes the importance of promoting DHL in schoolchildren to empower them to find, understand, appraise, and apply digital health information effectively. Key messages • Digital health literacy significantly predicts schoolchildren’s physical, mental, and academic well-being. • Promoting digital health literacy can empower schoolchildren to make informed decisions about their well-being.

An examination of sources fostering student teachers’ academic well-being

ABSTRACT This study examined student teachers’ perspectives on the sources of their academic well-being within the context of a four-year undergraduate teacher education programme in Qatar. A survey was developed and validated using a conceptual framework entailing cognitive, social and emotional dimensions. Statistical analyses involving 806 responses revealed five factors that contributed to participants’ academic well-being, namely: (F-1) self-regulated learning, (F-2) academic values, (F-3) social engagement, (F-4) peer learning and (F-5) emotional engagement. Comparative analyses between gender, age, reported GPA and credit hours verified the different influence of the five factors on fostering academic well-being. These results are further discussed in light of implications for using the validated instrument and devising tailored interventions.

Test anxiety and coping strategies among university students an exploratory study in the UAE

Test anxiety is a widespread problem among university students, with negative consequences for their social, physical, and academic well-being. Therefore, students may engage in activities that might alleviate anxiety symptoms, including taking medication. The study aimed to identify factors affecting test anxiety among medical and non-medical students during examination period and their coping approaches. A cross-sectional study was conducted using a survey to collect data. The westside test anxiety scale was used to measure the students’ anxiety levels. Univariate and post hoc analyses were used. The number of participants was 925 from 14 colleges, and 82.9% of them were female. The results indicated that the test anxiety was moderately high. Young students, females, junior students, and students with low cumulative grade point averages (cGPAs) has statistically significant high test levels with p-values 0.042, 0.01, < 0.001, and < 0.001, respectively. Most students used multi methods to cope with anxiety. The most common non-pharmacological coping approaches are praying (59.5%), drink caffeine and/or energy beverages (49.6%). Only a few students (6.6%) used medications to cope with test anxiety, with only 2.2% using propranolol. The study concluded the test anxiety was a common among university students and an action should be taken to reduce the anxiety level. The priority of support programs should target females, young students, and those with low cGPA. In addition, there is a need to raise awareness among students to reduce caffeine and energy drinks consumption, maintain enough and quality sleep during this period and avoid using medication without expert advice.

Exploring Academic Well-Being Of College Students In The Digital Age: Evaluating YouTube's Impact As An Educational Resource

Social media has strongly influenced various aspects of our everyday walks of life. During the pandemic, Online education tools and techniques have taken over from the traditional face-to-face teaching-learning method of chalk and board. As a good digitalized teaching medium, YouTube has now emerged to satisfy Generation Z's needs. With its ground-breaking approach to audio-visual learning, YouTube has simplified and revolutionized teaching and learning. YouTube has shown to be a successful educational tool since it links academics, educators, and research investigators across the globe and provides intriguing, enlightening, and entertaining content. This has given education a new dynamic perspective by fostering innovation and creativity. Hence, the objective of the current study is to investigate the various factors that influence the use of YouTube as a learning tool, which also influences the academic well-being of college students in the digital era. Structural Equation Modeling was applied to evaluate the influence of key constructs like Information Quality, Information Usefulness, and Information adoption on the Academic well-being of the students in digital format. The study confirms the significant effect of YouTube as a learning tool on the academic well-being of Undergraduate students of Arts, Science and Humanities disciplines.

The Association Between Parental Academic Support and Students’ Academic Well-Being: The Mediating Role of Academic Resilience

Background: Parental academic support plays a significant role in fostering academic resilience in students. By providing encouragement, guidance, and emotional support, parents can help their children develop the coping skills and self-confidence necessary to overcome obstacles and persist in their academic endeavors. Objectives: This study examines the relationship between parental academic support and students’ academic well-being, with a particular focus on the mediating role of academic resilience. Methods: This study employed a descriptive-correlational design. The population included all high school students in Ahvaz city during the 2022 - 2023 academic year. A sample of 384 students was selected using a multistage cluster sampling method. The research instruments included the School-Related Well-Being Scale (SWBS), Academic Support Scale, and Academic Resilience Scale. Structural equation modeling (SEM) in SPSS 25 and AMOS 25 was used to analyze the model relationships, followed by bootstrapping to test indirect effects. Results: The findings indicated significant positive relationships between academic resilience and academic well-being, and between parental academic support and academic resilience (P &lt; 0.001). However, the direct relationship between parental academic support and academic well-being was not significant. The indirect relationship between parental academic support and academic well-being through academic resilience was found to be significant (P = 0.006). The final model demonstrated a good fit to the data, as evidenced by fit indices, including RMSEA (0.001), TLI (0.99), and CFI (0.99). Conclusions: The findings support the hypothesized mediating role of academic resilience. These results suggest that parental involvement, which fosters students' ability to recover from setbacks and persist in their studies, ultimately contributes to positive academic experiences and well-being.

Investigating the impact of digital counseling platforms on high school students' well-being for enhancing emotional resilience and academic performance

The urgency of using digital platforms in guidance and counseling services is increasing along with the need for flexible and accessible support for high school students, especially in dealing with academic pressure and emotional challenges. Digital approaches provide ease of access for students, but their effectiveness on emotional well-being and academic performance still needs to be explored. This study used qualitative methods with semi-structured interviews to explore the experiences of students who have used digital counseling platforms. Results showed that the digital platform facilitated access to counseling services and helped students manage academic stress and anxiety. Positive impacts were also seen in improved academic performance. However, the study revealed that the interpersonal relationship between counselors and students was not as strong as that established in face-to-face counseling sessions. Nonetheless, the platform offers a significant solution in supporting students' emotional and academic well-being, especially in situations with limited face-to-face access. The results of this study emphasize the importance of developing digital counseling services that not only prioritize flexibility, but also maintain the quality of emotional connection in the counseling process.

Pedagogy of Belonging: Cultivating wellbeing literacy in higher education

AbstractWellbeing literacy is the capability to set intentions and comprehend and compose wellbeing language. This is cultivated and embodied across contexts with the intention of maintaining or improving the wellbeing of oneself, others, or the world. In this paper, as co-authors we share the way we understand our wellbeing as educators in higher education, that is, through a Pedagogy of Belonging. Belonging is one of the domains to our wellbeing as academics and educators, as well as students in the studied higher education learning context. Pedagogy of Belonging helps us develop our wellbeing literacy individually and collectively. Through an authentic inquiry framed by hermeneutic phenomenology, we highlight four vignettes, showcasing what this looks like across different disciplines located in one school of an Australian university. In these vignettes, we look at what it means to engage with diverse areas of wellbeing that enhance our collective capacity to flourish. We have paused, listening deeply to our academic and wellbeing needs, addressing these together to develop a shared language that supports our wellbeing. We describe the valuing of meaning, curiosity associated with relationship building, multi-modal ways of being with each other, passion, and positive emotions that promote academic wellbeing capabilities that, in turn, support, develop, and sustain a wellbeing literacy. In demonstrating how a wellbeing literacy can be developed, maintained, and/or improved, we open new avenues of investigation that interrupt the dehumanising of higher education learning contexts.

Emerging adults' journeys out of the shutdown: Longitudinal narrative patterns in a college career defined by COVID-19.

The COVID-19 pandemic has defined the college career for this generation of learners, threatening mental health, identity development, and college functioning. We began tracking the impacts of this pandemic for 633 first-year college students from four U.S. universities (Mage = 18.8 years) in Spring 2020 and followed students to Spring 2023. Students provided narratives about the impacts of COVID-19 and reports of mental health concerns, identity development, well-being. Students reported concerns for mental health, identity, and well-being during the first year of COVID-19 impacts. The return to in-person activities predicted broad increases in narrative growth and concomitant decreases in COVID-19 stressors, increases in identity exploration and commitment, and increases in psychological and academic well-being. Changes in COVID-19 stressors and narrative growth served as mediators between the return to in-person activities around campus and student outcomes. Findings expand insights of development and mental health across much of this generation-defining event. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

THE RELATIVE CONTRIBUTION OF ACADEMIC PASSION TO ACADEMIC WELL-BEING AMONG NURSING STUDENTS

The current study aimed to reveal the relative contribution of academic passion to the academic well-being among nursing students. To achieve the study objectives, a sample of (143) male and female students from Palestinian students inside the Arabs (48) was selected by using the available sample method for the summer semester of the academic year 2023-2024. The academic passion scale and the academic well-being scale were applied to them. The results showed that the level of academic well-being was within the high level and that there were no statistically significant differences at (=0.05) in the responses of the sample members on the academic well-being scale attributed to the gender and academic level. The results also showed that whenever the obsessive academic passion increases by a standard unit, the academic well-being increases (0.489), and whenever the harmonious academic passion increases by a standard unit, the academic well-being increases (0.297).&lt;p&gt; &lt;/p&gt;&lt;p&gt;&lt;strong&gt; Article visualizations:&lt;/strong&gt;&lt;/p&gt;&lt;p&gt;&lt;img src="/-counters-/soc/0725/a.php" alt="Hit counter" /&gt;&lt;/p&gt;

Impact of blended teaching on academic achievement and well-being in operating room students: a semi-experimental study

BackgroundVarious virtual education methods, in addition to encouraging student-centered learning, positively impact the development of personal capabilities and improvement of students’ personality growth, especially when e-learning is combined with traditional education.AimThe present study is a semi-experimental study that Impact of Blended Teaching on Academic Achievement and Well-being in Operating Room Students.MethodsThis semi-experimental study, conducted over one academic semester, involved pre-test and post-test assessments with 44 operating room students in two university centers. Participants were selected through a census method and assigned to control and intervention groups. Data collection tools included the Hermance’s Academic Achievement and Hein’s Academic Well-being questionnaires.ResultsThe results of this study indicated a statistically significant difference in the level of well-being before and after the intervention, demonstrating a significant improvement in well-being in the Blended Teaching group after the intervention (P < 0.01). Independent t-tests showed no statistically significant difference in the mean score of academic achievement between the two groups after the intervention.ConclusionBased on the results of this study, blended teaching led to an increase in academic well-being in undergraduate students. To improve the level of academic well-being of students, educational policy makers should consider ways to educate students about new educational approaches. Prioritizing strategies in using educational methods may enhance academic well-being and leading to positive educational outcomes and fostering qualified and competent care in the nursing profession. Teaching clinical skills needs repetition, daily practice and continuous use to be internalized and become a habit. It may be that due to the short period of time and the absence of the first-semester students in clinical courses and fields, the level of academic achievement of the students did not show any particular change. It is suggested that more studies be conducted on comparing the use of this method with other self-centered and active training methods with a larger sample size.

Understanding time perspective’s influence on academic burnout and achievement in Chinese undergraduates

University students are highly vulnerable to experiencing academic burnout due to various pressures, necessitating an exploration of its causes and effects. Time perspective theory emphasizes how individuals' perspectives of past, present, and future events shape their behavior. Yet, the relationship between time perspective, burnout, and academic achievement remains unclear. This study investigates this association in Chinese undergraduates using survey and official grade point average (GPA) data. Results indicate positive correlations between Past-Negative, Present-Hedonistic (PH), Present-Fatalistic time perspectives, and academic burnout. Additionally, only Present-Hedonistic (PH) and future time perspectives significantly predict GPA. A mediation model reveals misbehavior as a mediator between Present-Hedonistic (PH) time perspective and GPA. These findings highlight time perspective’s importance in academic well-being and outcomes, shedding light on the distinct roles of future and Present-Hedonistic time perspectives.

Emotion Regulation and Academic Burnout Among Youth: a Quantitative Meta-analysis

Emotion regulation (ER) represents an important factor in youth’s academic wellbeing even in contexts that are not characterized by outstanding levels of academic stress. Effective ER not only enhances learning and, consequentially, improves youths’ academic achievement, but can also serve as a protective factor against academic burnout. The relationship between ER and academic burnout is complex and varies across studies. This meta-analysis examines the connection between ER strategies and student burnout, considering a series of influencing factors. Data analysis involved a random effects meta-analytic approach, assessing heterogeneity and employing multiple methods to address publication bias, along with meta-regression for continuous moderating variables (quality, female percentage and mean age) and subgroup analyses for categorical moderating variables (sample grade level). According to our findings, adaptive ER strategies are negatively associated with overall burnout scores, whereas ER difficulties are positively associated with burnout and its dimensions, comprising emotional exhaustion, cynicism, and lack of efficacy. These results suggest the nuanced role of ER in psychopathology and well-being. We also identified moderating factors such as mean age, grade level and gender composition of the sample in shaping these associations. This study highlights the need for the expansion of the body of literature concerning ER and academic burnout, that would allow for particularized analyses, along with context-specific ER research and consistent measurement approaches in understanding academic burnout. Despite methodological limitations, our findings contribute to a deeper understanding of ER's intricate relationship with student burnout, guiding future research in this field.

Belongingness matters: A qualitative exploration of peer acceptance and rejection among high school students

Peer acceptance and rejection among high school students profoundly influence their emotional and social development, underscoring the necessity for comprehensive research in this domain. This qualitative study explores the experiences and perspectives of 20 high school students on peer acceptance and rejection. Utilizing a phenomenological design, the research was conducted in a private school in Cebu through in-depth interviews. The thematic analysis revealed that students highly value positive and supportive peer relationships, which enhance their sense of belonging and self-worth. Conversely, experiences of peer rejection and negative interactions were linked to feelings of loneliness, low self-esteem, and anxiety about losing social acceptance. Participants often went to great lengths to avoid rejection and maintain their social status, significantly impacting their mental health. Coping strategies reported included distraction, self-soothing, self-care, and engaging in creative activities. The findings suggest that educators and policymakers should prioritize fostering healthy peer relationships by promoting tolerance and empathy. Creating a safe and supportive environment that encourages self-expression and open communication is crucial. These measures can help schools develop a more inclusive and supportive environment, contributing to the social, emotional, and academic well-being of students.

How AI Literacy Affects Students’ Educational Attainment in Online Learning: Testing a Structural Equation Model in Higher Education Context

Artificial intelligence (AI) has contributed to various facets of human lives for decades. Teachers and students must have competency in AI and AI-empowered applications, particularly when using online electronic platforms such as learning management systems (LMS). This study investigates the structural relationship between AI literacy, academic well-being, and educational attainment of Iranian undergraduate students. Using a convenience sampling approach, we selected 400 undergraduate students from virtual universities equipped with LMS platforms and facilities. We collected data using three instruments—an AI literacy scale, an academic well-being scale, and educational attainment scale—and analyzed the data using Smart-PLS3 software. Results showed that the hypothetical model had acceptable psychometrics (divergent and convergent validity, internal consistency, and composite reliability). Results also showed that the general model had goodness of fit. The study thus confirms the direct effect of AI on academic well-being and educational attainment. By measuring variables of academic well-being, we also show that AI literacy in China and Iran significantly affects educational attainment. These findings have implications for students, teachers, and educational administrators of universities and higher education institutes, providing knowledge about the educational uses of AI applications.

Exploring intrinsic and extrinsic sources of academic well-being among university teachers through Q methodology research

PurposeThis paper investigated the intrinsic and extrinsic sources of academic well-being among university teachers at one university in Qatar, to understand how different factors influence their well-being within academia.Design/methodology/approachDrawing on systems theory, this study employs Q methodology research. Data were collected and analyzed using 35 statements (Q-items) related to academic well-being. Twenty-one university teachers participated in the study, providing a range of perspectives on the factors that influenced their academic well-being.FindingsThe analysis revealed two distinct perspectives among the participants concerning the sources of academic well-being. Factor 1 (F-1) emphasized workplace conditions as the primary source of well-being, whereas Factor 2 (F-2) highlighted individual conditions. Additionally, a significant portion of participants did not align strongly with either factor, indicating diverse and individualized sources of well-being that suggest a complex interplay of various elements affecting academic well-being.Research limitations/implicationsThe study’s sample size is limited to twenty-one university teachers at a single institution, which may affect the generalizability of the findings. Future research should consider a larger, more diverse sample to explore the universality of the findings across different academic contexts.Practical implicationsThe implications for university teachers, researchers, leaders and policymakers include a better understanding of the sources that contribute to academic well-being and the need for adopting systems thinking in addressing these sources.Originality/valueThis study employs a unique application of Q methodology within a systems theory framework to explore the sources of academic well-being among university teachers. Unlike previous research that has primarily focused on anxiety, stress and burnout, this study provides a holistic perspective by capturing the complex interplay between organizational structures and individual identities.

How university management decision making affects academic educators’ wellbeing, decision making and ability to change

AbstractUniversity policy setting and implementation has the potential to significantly affect the quality and delivery of teaching and learning by effecting academic wellbeing and performance, particularly during times of significant change. Existing research predominately focuses on student wellbeing, largely overlooking academic wellbeing. This article presents a study which illustrates how university decision making can affect academic wellbeing. Fifteen academics were interviewed in June 2023 to explore how change shaped their teaching. Applying the lens of Self Determination Theory (SDT), the data were then analysed to identify how the university’s response to environmental change affected academic wellbeing and performance. The findings suggest that how institutions implement policy decisions, particularly in high stress environments, is critical to understanding how academics respond. This study provides a rationale for why, in times of significant change, clear upper management decision making, and effective resource management systems are essential to support academics in adopting wellbeing and coping behaviours. The authors conclude by recommending that the application of SDT may offer a structured approach for higher education policy makers and management decision makers to identify possible impacts of change on academic motivation, wellbeing and decision making.

Hubungan religiositas dengan social media addictions pada mahasiswa Universitas Muhammadiyah Prof. Dr. Hamka

Excessive social media use among students has been linked to detrimental impacts on mental, physical, and academic well-being. This study investigated the relationship between religiosity and social media addiction among 102 college students Universitas Muhammadiyah Prof. Dr. Hamka. Employing an accidental sampling technique, data were collected using the MUDRAS religiosity scale and a modified social media addiction scale. Data analysis was carried out using the Pearson correlation test in SPSS 20. Pearson correlation analysis revealed a significant negative correlation (-0.212) between religiosity and social media addiction, suggesting that higher levels of religiosity are associated with lower levels of social media addiction. These findings support the notion of religiosity as a potential protective factor against this prevalent issue. Future research should explore this relationship in greater depth to develop effective prevention and intervention strategies

Unraveling the Nexus: Emotional Abuse, Emotional Competence, Self-concept, and Academic Achievement Among Adolescents.

This research delves into the intricate relationship between emotional abuse, emotional competence, self-concept, and academic achievement among adolescents in Kashmir, with a specific focus on gender differences. Adolescence, marked by vulnerability, witnesses the profound impact of emotional abuse on cognitive, emotional, and psychological development. A comprehensive survey involving 300 high school students reveals significant gender disparities in emotional abuse experiences, emotional competence levels, self-concept, and academic achievement. Boys are shown to be more susceptible to emotional abuse, particularly in dimensions such as rejection, terrorizing, isolation, ignoring, and corruption. Conversely, girls exhibit higher emotional competence, self-concept, and academic achievement, emphasizing the role of societal and familial dynamics. The study underscores the need for targeted interventions recognizing gender-specific nuances, aiming to mitigate emotional abuse's adverse effects and foster a conducive environment for adolescents' emotional and academic well-being. The findings contribute to a nuanced understanding of the multifaceted challenges faced by adolescents in the context of emotional well-being and academic success.

Importancia de las relaciones sociales y de la inteligencia general en estudiantes de Educación Secundaria Obligatoria

This study explores the relationships between emotional intelligence (EI), general intelligence (GI), and demographic factors (gender, age, grade repetition). The sample consisted of 341 secondary students (177 male students and 164 female students) aged between 12 and 17 from the province of Valladolid (Spain). Regarding gender, significant differences were identified in the correlations between EI and GI, suggesting variations in the manifestation of this relationship between male and female students. Age also influenced these correlations, highlighting the evolution of the EI-GI relationship as students grow and mature. Grade repetition was associated with differences in correlations, indicating the impact of educational experiences on the development of emotional and cognitive skills. Although the correlations found do not support concluding theories, they highlight the importance of addressing EI, especially in students repeating grades, to enhance social skills and academic well-being. These findings help to understand the EI-GI interaction in educational contexts, emphasizing the relevance of considering demographic and contextual factors in the promotion of these skills in students.

Edukasi Anti-Bulyying Melalui Strategi Kolaboratif Aliansi Siswa-Guru Dalam Menciptakan Zona Bebas Perundungan di Sekolah Dasar

Bullying in elementary school is a serious problem that can negatively impact children's psychological and academic development. The main problem identified was the high rate of bullying in primary schools which negatively impacted students' emotional and academic well-being. The purpose of this educational seminar is to develop and implement anti-bullying strategies that involve the active participation of students and support from teachers, as well as to evaluate their effectiveness in creating a safe school environment. The method used involves designing a collaboration-based anti-bullying education program, training teachers and students, and implementing related activities. Data was collected through surveys, interviews, and observations to measure changes in bullying rates, student attitudes, and school climate. The results of the study showed that the implementation of collaborative strategies was effective in reducing the incidence of bullying and increasing students' awareness of positive behavior. In addition, there is an increase in student involvement in anti-bullying activities and stronger support from teachers. In conclusion, the collaborative strategy of the student-teacher alliance succeeded in creating a bullying-free zone at Sukaraja Elementary School. The program not only reduces bullying but also improves the overall school climate, demonstrating the importance of the involvement of all parties in bullying prevention efforts