Assess College Students Research Articles

Grading by AI makes me feel fairer? How different evaluators affect college students' perception of fairness.

In the field of education, new technologies have enhanced the objectivity and scientificity of educational evaluation. However, concerns have been raised about the fairness of evaluators, such as artificial intelligence (AI) algorithms. This study aimed to assess college students' perceptions of fairness in educational evaluation scenarios through three studies using experimental vignettes. Three studies were conducted involving 172 participants in Study 1, 149 in Study 2, and 145 in Study 3. Different evaluation contexts were used in each study to assess the influence of evaluators on students' perception of fairness. Information transparency and explanations for evaluation outcomes were also examined as potential moderators. Study 1 found that different evaluators could significantly influence the perception of fairness under three evaluation contexts. Students perceived AI algorithms as fairer evaluators than teachers. Study 2 revealed that information transparency was a mediator, indicating that students perceived higher fairness with AI algorithms due to increased transparency compared with teachers. Study 3 revealed that the explanation of evaluation outcomes moderated the effect of evaluator on students' perception of fairness. Specifically, when provided with explanations for evaluation results, the effect of evaluator on students' perception of fairness was lessened. This study emphasizes the importance of information transparency and comprehensive explanations in the evaluation process, which is more crucial than solely focusing on the type of evaluators. It also draws attention to potential risks like algorithmic hegemony and advocates for ethical considerations, including privacy regulations, in integrating new technologies into educational evaluation systems. Overall, this study provides valuable theoretical insights and practical guidance for conducting fairer educational evaluations in the era of new technologies.

Knowledge, Attitude, and Expectancies Related to Cannabis Use: A Cross-sectional Community Study Among College Students from Bangalore, Karnataka.

Cannabis use among youth is increasing; this study aimed to assess college students' knowledge, attitude, and expectancies toward cannabis use. Cross-sectional survey using standardized tools among undergraduate and postgraduate college students in urban Bangalore, India (N = 405). Ten percent reported past three-month cannabis use, with 1% reporting daily use. Users were significantly older (median age 21, IQR 22,20 [vs. 20, IQR 21,19], p < .001) and belonged to families with higher monthly incomes (p = .02). Use was significantly higher among males than females (65.9% vs. 34.1%, p = .006) and postgraduate students than undergraduates (51.2% vs. 48%, p = .001). Users were also significantly more favorable toward cannabis use (median score 4, IQR 6,2 [vs. median 3, IQR 4,2], p = .005) and had more positive expectancies from use (median score 2, IQR 3,2 [vs. median 2, IQR 2,0], p = .001). Nearly 30% were unaware that cannabis can affect a person's ability to drive safely or that it can affect executive functions, including academic performance. Over one-third were unaware of the current legal status of cannabis in India. Overall, 36%, 25%, and 17%, respectively, said that cannabis use is safe when used for recreational purposes, cannabis should be legalized as it helps to relieve stress, and cannabis use among youngsters should be acceptable in society as it is "part of college life." Findings build on existing literature on cannabis use among college youth in India, which can guide preventive interventions and policies for this vulnerable group.

An empirical study on the assessment of college students’ student work based on group decision-making model in colleges and universities

Abstract The assessment of college and university counselors and student management team has been one of the important issues that colleges and universities are concerned about. This paper applies the group decision-making model to the assessment of college counselors’ student work, and establishes the group decision-making model of college counselors’ assessment work according to the actual work of counselors. Attitude consensus threshold is set, and ACT is combined with individual feedback parameters to realize the balance between individual minimum correction and group consistency. And the method of mutual evaluation and scoring by five appraisal subjects is used to construct Markov matrix, and then the limit distribution of the matrix is found through linear weighting. Finally, the appraisal of 105 counselors was empirically analyzed, and the group decision-making model was used to give practical significance to the five appraisal items, namely, sense of efficacy, dedication, leadership, innovativeness, and executive power, one by one. The results show that for the 205 college counselors tested in the appraisal, the mean value of the student management work ability index is 30.55, and the maximum value is 90.95, and the results of this appraisal pass the test and have practical reference significance.

A study of the precision effect of modeling ideas in the teaching of advanced mathematics applications

Abstract Mathematical modeling as a means of application of mathematical knowledge is used to solve all kinds of problems in the real world, based on the simplification of real scenarios to get the simulation linkage model, and further generate mathematical models. In this paper, we design a teaching method for integrating mathematical modeling ideas into higher mathematics, and construct a path for cultivating modeling abilities. To develop the relevant analysis, a principal component analysis framework for assessing college students’ self-efficacy in modeling ability is proposed, and its influencing factors are analyzed by multiple linear regression. To have a more comprehensive understanding of the current status of students’ modeling ability, students’ self-efficacy for mathematical modeling and mathematical modeling ability were mapped based on the scale and the pre-test paper, respectively. It was found that most of the students’ perceived self-modeling hypothesis ability scored between [4,5] points, and the scores would significantly affect the two dimensions of self-efficacy in model building (0.001) and model analyzing (0.004) ability. Regarding the number of high scores, the experimental class was 13 and the control class was 8. Regarding the percentage of high scores, the experimental class is higher than the control class in all cases. Mathematical modeling ideas integrated into the real-problem teaching mode can improve students’ academic performance compared to traditional teaching modes.

Young adults’ intention to encourage COVID-19 vaccination among their grandparents: A nationwide cross-sectional survey of college students in China

BackgroundDuring a vaccination plateau phase, traditional vaccination promotion strategies such as the mobilization of government and community appear to have limited impact on expanding the coverage. New strategies to promote vaccination are needed especially in older adults. Our study aimed to assess college students’ intention to encourage coronavirus disease 2019 (COVID-19) vaccination among their grandparents and its correlates. MethodsA cross-sectional survey was conducted in China from May to June 2022. We collected information on socio-demographics of college students and their grandparents, constructs of health belief model (HBM) and theory of planned behavior (TPB) for college students, and college students’ intention to encourage COVID-19 vaccination among their grandparents. Multilevel logistic regression models were performed to assess correlates of intention. ResultsWe enrolled 2681 college students who reported information for 6302 grandparents. 2272 students (84.7 %) intended to encourage COVID-19 vaccination for 4744 (75.3 %) grandparents. Intention was associated with having received a booster dose of COVID-19 vaccine (AOR 3.28, 95 % CI 1.68–6.42), having ever lived with their grandparents (2.07, 1.46–2.93), and having grandparents who regularly went outdoors (2.85, 1.70–4.76). HBM and TPB models showed that college students who had higher levels of perceived susceptibility (1.79, 1.12–2.87), perceived severity (1.52, 1.12–2.06) of COVID-19 among their grandparents, and higher levels of subjective norms (2.88, 1.61–5.15) were more likely to have the intention. ConclusionCollege students’ intention to encourage COVID-19 vaccination among their grandparents was high. It may be potentially viable to engage college students in promoting COVID-19 and other routine vaccination among older adults.

Introduction and Validation of a New Suchitra Scoring System and Determining the Cut off Value for Healthy Lifestyle Among College Students - Kumbakonam Urban Rural Epidemiological Study- KURES- 8

College students face a range of problems that might have an impact on their lifestyle, such as academic stress, restricted time, and money, as well as exposure to bad habits. As a result, understanding and promoting healthy lifestyle behaviours is crucial for college students' general health and academic achievement. The development and validation of an instrument (questionnaire) to assess college students' lifestyle practises provides an objective and trustworthy tool for analysing their lifestyle. The intent of this study sought to develop and test a lifestyle questionnaire for college students. The 11-question questionnaire was created to evaluate different areas of a student's lifestyle, including exercise routines, eating habits, sleep quality, stress management, and social behaviour. On a sample of 245 college students, the questionnaire was validated using target population, expert content validity, construct with other known scores, test and retest, alpha, and Pearson correlation analysis. The cut-off value for a good lifestyle was determined to be 21.5, with scores over this amount indicating a good living. Even though most students had poor sleep quality, little physical activity, and poor dietary pattern, we had a low incidence of alcohol and smoking in our sample. The majority were non-vegetarians, and fast-food consumption was much higher. To conclude, the questionnaire (Suchitra score), developed and validated for measuring lifestyle in college students is a reliable and valid tool for assessing various aspects of a student's lifestyle.

Transgender and gender-diverse (TGD) training in social education degree: Believing and creating play and narratives for learning

Game Based Learning (GBL) has demonstrated its efficacy in education by addressing issues such as student boredom, motivation, and active learning. This article specifically focuses on the implementation of a cooperative training workshop to assess university students’ satisfaction, motivation, and attitudes towards transgender and gender diverse (TGD) individuals. The project involved the participation of 36 students who engaged in a cooperative video game that promotes LGBTQI+ inclusivity. This immersive experience not only facilitated their learning but also fostered teamwork and familiarity with information and communication technology (ICT) programs and resources crucial to their future professional pursuits. The primary objective of the workshop was to enhance the training of students pursuing social education degrees and better prepare them for their future careers. The findings underscore the advantages of this cooperative workshop, which serves as a platform for students to develop practical skills, deepen their understanding of social issues, and cultivate positive attitudes towards TGD individuals. The study highlights GBL’s potential in reducing boredom, enhancing motivation, and promoting active learning. In conclusion, GBL offers promising prospects for transforming educational practices. The integration of cooperative workshops into teaching methodologies can have a positive impact on student engagement, learning outcomes, and attitudes. Further research is required to comprehensively comprehend and effectively incorporate GBL (digital game learning) into teaching practices. By harnessing the educational potential of games, we can create more engaging and effective learning environments that equip students with the necessary skills for their future careers in social education.

The Stigma towards Seeking Help among Universities Students: A Cross-Sectional Study in Jordan

BACKGROUND: The study aims to assess university students' attitudes and stigmas regarding seeking mental health help, focusing on the barriers they face. Existing literature highlights the prevalence of social stigma, embarrassment, and fear among medical students, which hinder their willingness to seek psychiatric treatment despite the burden of mental illness. METHODS: The study is a cross-sectional examination of university students in Jordan. A self-administered English questionnaire with three domains and 31 questions was used. The first domain collected sociodemographic data. The second domain measured attitudes using the Attitudes Toward Seeking Professional Psychological Help Scale (ATSPPH), a higher score indicating a better help-seeking attitude. The third domain gauged stigma using the Stigma Scale for Receiving Psychological Help (SSRPH), a higher score indicating a higher degree of perceived stigma. A pilot test involving over 20 participants was conducted. Data analysis will be done via SPSS version 26. Normality was tested using the Shapiro–Wilk test. Chi-square, Mann-Whitney U and Kruskal-Wallis tests were used to assess associations between categorical and continuous variables. A significance level of p &lt; 0.05 will be used. Finally, ethical considerations were obtained. RESULTS: In a study involving 1,151 participants. The average age of the participants was 22.35, with most identifying as female (70.7%) and single (95.1%). A majority had a monthly income exceeding 500 JDs, and around 60% lived in urban areas. Notably, 66.1% were medical students, and 88.3% were enrolled in public universities. Parental education was relatively high, with over 68% of mothers and 70% of fathers holding bachelor's degrees or higher. The study also delved into participants' mental health backgrounds, revealing that a significant portion had experienced the absence (27.6%) or death (22.7%) of first-degree relatives. A substantial number (71.5%) believed that mental illness carried a sense of embarrassment within their society, while 24.2% reported having family members who had experienced mental illness. The average score of ATSPPHS indicated that 84.7% had a negative attitude toward seeking professional help for emotional problems. Significant differences in attitudes were found across demographics, with females (p-value&lt;0.001), urban residents (p-value=0.001), and those without first-degree relatives experiencing absence or death more likely to have a higher mean (p-value=0.001, 0.002, respectively). SSRPH also yielded important insights. The mean score was 11.39, with male participants, those with absent first-degree relatives, those who believed mental illness was embarrassing, and those with family members with mental illnesses tending to have higher scores, indicating higher stigma. Lastly, Spearman’s correlation analysis revealed a weak negative association between ATSPPHS and SSRPH scales, suggesting that those with more positive attitudes toward seeking professional help tended to have lower stigma. CONCLUSION: In summary, the study shed light on the attitudes and stigma related to seeking professional psychological help among university students in Jordan. It found that negative attitudes were prevalent, particularly among certain demographic groups, and that attitudes were associated with the perception of stigma. These findings could inform interventions and educational programs to reduce stigma and promote a more positive attitude toward seeking mental health support.

Assessing University Students’ Beliefs and Attitudes towards Sustainability and Sustainable Development: A Systematic Review

(1) Background: contents and strategies related to sustainability and Sustainable Development Goals (SDGs) are being introduced in academic curricula, and the organization of the university environment is evolving to adopt sustainable practices. One of the main aims of this evolution is to raise students’ awareness of sustainability and to encourage them to develop attitudes, knowledge and competencies for acting as future responsible citizens. This implies the need to examine and understand students’ attitudes and beliefs towards sustainability. (2) Method: a systematic literature review has been performed to examine the most recent studies focused on university students’ beliefs and attitudes towards sustainable development. Three educational online databases were searched for identified research papers, and in the end, 20 papers have been included in the analysis. (3) Results: in recent years there has been a growing interest in the topic of university students’ assessment of sustainability beliefs and attitudes. Assessment was frequently limited to the environmental dimension of sustainability, placing the economic, social and educational dimensions in the background. Most of the assessing tools have been developed as quantitative questionnaires. (4) Conclusions: understanding the attitudes and perceptions of university students about sustainability issues is an essential task for helping higher education institutions to effectively infuse the contents and principles of sustainable development into their environments.

Post-Pandemic: University Students’ Satisfaction on the Use of E-Learning

In 2020, approximately all universities worldwide abruptly closed due to an urgent public health issue to stop the COVID-19 epidemic from spreading. Unfortunately, even though some universities have undergone online teaching techniques before, they are not prepared to learn online fully. This research examines whether students’ attitudes, convenience flexibility, and schools’ support influence the continuance intention toward e-learning and whether satisfaction with e-learning is the mediator of the relationships above. This study was conducted in Malaysia and Indonesia after the COVID-19 epidemic to assess university students’ intent to continue using e-learning platforms. 160 college students in all took part in the research. This study reveals that satisfaction directly influences continuance intention whereas convenience flexibility and school support influence continuance intention when satisfaction came in and plays a role as a mediator. The link between students’ attitudes, convenience flexibility, school support, and continuance intention are mediated by their satisfaction with e-learning. To bolster students' contentment with e-learning, it is suggested for universities to fortify the convenience and flexibility of the system and improve the level of support provided by the institution.

Factors associated with COVID-19 misinformation rebuttal among college students: a descriptive study.

The deluge of COVID-19 misinformation makes people confused, and acting on such misinformation can kill, leading to the tragic outcome of death. This makes it necessary to identify significant factors associated with college students' susceptibility. This descriptive study sought to ascertain factors significantly associated with college students' susceptibility to online COVID-19 misinformation. To assess college students' susceptibility to COVID-19 misinformation, we first chose as independent variables some demographic information, some well-developed, validated literacy tools, and the Patient Health Questionnaire-9 Items. Second, we selected as the dependent variable COVID-19 myths from some authoritative, official websites. Third, we integrated the independent and dependent variables into an online questionnaire. Fourth, we recruited students from Nantong University in China to participate in an online questionnaire survey. Finally, based on the data collected, we conducted quantitative and qualitative analyses to relate the independent variables to the dependent variable. Five hundred forty-six students participated in the survey voluntarily, and all questionnaires they answered were valid. The participants had an average of 2.32 (SD = 0.99) years of higher education. They have a mean age of 20.44 (SD = 1.52) years. 434 (79.5%) of the 546 participants were females. The frequency of their Internet use averaged 3.91 (SD = 0.41), indicating that they logged onto the Internet almost every day. Their self-reported Internet skill was rated 3.79 (SD = 1.07), indicating that the participants rated their Internet skills as basically "good." The mean scores of the sub-constructs in the AAHLS were 6.14 (SD = 1.37) for functional health literacy, 5.10 (SD = 1.65) for communicative health literacy, and 11.13 (SD = 2.65) for critical health literacy. These mean scores indicated that the participants needed help to read health-related materials "sometimes," the frequency that they knew how to communicate effectively with professional health providers was between "often" and "sometimes," and the frequency that they were critical about health information was between "often" and "sometimes," respectively. The sum of their scores for eHealth literacy averaged 28.29 (SD = 5.31), showing that they had a relatively high eHealth literacy level. The mean score for each question in the GHNT was determined at 1.31 (SD = 0.46), 1.36 (SD = 0.48), 1.41 (SD = 0.49), 1.77 (SD = 0.42), 1.51 (SD = 0.50), and 1.54 (SD = 0.50), respectively. These mean scores showed that a high percentage of the participants answered the 6 questions wrongly, especially Questions 4-6. Similarly, participants performed unsatisfactorily in answering the 3 questions in the CRT, with a mean score of 1.75 (SD = 0.43), 1.55 (SD = 0.50), and 1.59 (SD = 0.49) for each question, respectively. In the PHQ-9, the participants reported that they never felt depressed or felt depressed only for 1-3 days in the past week. The mean score for myths 1-6 and 9-10 ranged from 1.15 (SD = 0.36) to 1.29 (SD = 0.46). This meant that the participants rated these myths false. However, most of the participants rated myths 7-8 true (1.54, SD = 0.50; 1.49, SD = 0.50), showing that they were highly susceptible to these 2 pieces of misinformation. Through data analysis via Logistic Regression (forward stepwise), we found that (1) at an average threshold of 0.5, Internet use frequency, functional health literacy, general health numeracy, reflective thinking tendency, and depression severity were significant predictors of susceptibility to misinformation for both male and female students, (2) at a higher threshold of 0.8, aggregated general health numeracy scores and functional health literacy scores, as well as depression severity were predictors of susceptibility to misinformation for both male and female students, (3) functional health literacy, general health literacy, and depression predicted resistance to misinformation for female students, and (4) internet use frequency and self-reported digital health literacy predicted resistance to misinformation for male students. We revealed the complexity, dynamics, and differences in age, gender, education, Internet exposure, communicative health literacy, and cognitive skills concerning college students' susceptibility to online COVID-19 misinformation. Hopefully, this study can provide valuable implications for counteracting COVID-19 misinformation among Chinese college students.

Psychological impact of COVID-19 on university students in Oman: an examination of stress, resilience and meaning in life

PurposeThis cross-sectional online survey in Oman in April 2021 aimed to assess university students' resilience, stress levels and meaning during the COVID-19 pandemic and identify characteristic profiles.Design/methodology/approachA cross-sectional survey design was used to collect data from full-time students at one University in Oman. Outcomes included sociodemographic information, the brief resilience scale, the perceived stress scale-4 and the meaning in life questionnaire to explore the students' profiles.FindingsA total of 964 students participated (response rate = 34.8%), of which 35% had low resilience scores. The average perceived stress, presence of meaning in life and search for meaning in life scores were 7.9 ± 2.3, 24.2 ± 6.9 and 24.9 ± 7.7, respectively. Cluster analysis identified three groups: low-risk and fewer impacts (cluster A, n = 503, 523%), moderate-risk and moderate impacts (cluster B, n = 160, 16.6%) and high-risk and more impacts (cluster C, n = 301, 31.2%). Cluster C students experienced more psychological problems and were at high risk during the pandemic.Research limitations/implicationsThe respondents' honesty is a possible error that could influence the results. Low response rates limit its generalizability, and cause-effect relationships among mental health outcomes cannot be discerned.Practical implicationsThis study identified three distinct groups of students, each with different levels of severity in their health problems. There is an increased need for education and counseling to support students during this period, and university management should focus on implementing personal precautionary measures and providing high-tech, user-friendly platforms for students to enhance their learning.Originality/valueThese findings suggest that tailored strategies should be developed to address the unique psychological needs of each group. The study provides important information for university management to understand the pandemic's psychological impact on students and develop effective interventions to support their well-being.

A validation study of the Self-Efficacy for Strategic Learning in Biology Scales (SESLBS)

In the present study, we developed and established new self-efficacy scales for students’ strategic learning in undergraduate biology. We used exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) to examine the psychometric properties of a new self-efficacy instrument, the Self-Efficacy for Strategic Learning in Biology Scales, that assesses college students’ learning processes in biology. College students enrolled in two introductory-level biology courses were included in our study (N1 = 557; N2 = 447). Both EFA and CFA results demonstrated a two-factor solution for the instrument including students’ self-efficacy for higher-level and lower-level strategic learning processes. We further conducted a longitudinal measurement invariance analysis and scalar invariance was attained across time. Findings demonstrated sound psychometric properties and provide initial validity evidence to support the use of the new measure and subscales.

Chinese university students' preferences for physical activity incentive programs: a discrete choice experiment.

This study aims to explore and compare Chinese university students' preferences for various physical activity motivation programs. A cross-sectional study was conducted in China from February 25 to March 25, 2022. Participants anonymously completed an online questionnaire based on a DCE. A total of 1,358 university students participated in the survey. The conditional logit model (CLM), willingness to accept (WTA), and propensity score matching (PSM) were used to assess college students' preferences for different attributes and levels of physical activity incentive programs. Respondents identified the number of bonus, exercise time, and academic rewards as the three most significant attributes of the athletic incentive program. The importance of each attribute varied based on individual characteristics such as gender and BMI. In CLM, college students displayed a preference for a "¥4" bonus amount (OR: 2.04, 95% CI 1.95-2.13), "20 min" of exercise time (OR: 1.85, 95% CI 1.79-1.92), and "bonus points for comprehensive test scores" as academic rewards (OR: 1.33, 95% CI 1.28-1.37). According to the WTA results, college students were willing to accept the highest cost to obtain academic rewards tied to composite test scores. The number of bonus, exercise time, and academic rewards emerge as the three most crucial attributes of physical activity incentive programs. Furthermore, college students with different characteristics exhibit heterogeneity in their preferences for such programs. These findings can guide the development of programs and policies aimed at motivating college students to engage in physical activities.

Lived Experience: Students’ Perceptions of English Language Online Learning Post COVID-19

The purpose of this study was to assess university students' perceptions regarding online learning post-COVID-19, with a focus on international relevance. 260 students were surveyed online across six dimensions of online learning using an online survey. The findings indicate that synchronous audio and video learning can be an effective alternative to traditional learning, especially for male students. Online learning success requires taking student demographics and digital equity into consideration in a competitive higher education landscape. In addition, the study recommends further research to determine the effectiveness of online learning across disciplines and diverse student populations. The findings of this study indicate that successful online learning outcomes in international educational settings require the incorporation of digital technologies and synchronous teaching methods.

Assessment of university students’ energy saving behavior by integrating stimulus-organism-response (SOR) and the theory of planned behavior (TPB)

Concerned about balancing issues of global warming and economic growth, the growing needs of energy consumption in contexts with limited production and resources have created a serious challenge for developing countries like Pakistan. Research approaches that focus mainly on the production or purchase of environmentally friendly products or assessment of the stance of employees and households are not seen as sufficient to present the full picture of any society regarding energy saving behaviors (ESB). The attitudes and behaviors of the student population have generally not been sufficiently presented in energy saving studies to reflect current or emerging realities. Two leading behavioral theories, stimulus-organism-response theory (SOR) and the theory of planned behavior (TPB), and their relevant variables are integrated in this study to unpack the ESB of university-going students in Pakistan. Through an online survey, 410 university students from the four main urban cities of Pakistan participated in the study. The findings revealed that media and organizational climate have significantly created both a sense of social pressure and responsibility among students to cultivate stronger intentions and actions toward saving energy. The results further indicated that these behavioral intentions do indeed have a strong impact on students reported ESB. Overall, the students appeared to have been effectively influenced to be more active in saving energy for their society and country. The findings also validate the selected energy-related constructs and predictive paths in the proposed integrated SOR and TPB model. This study shows the potential for the further testing and application of the variables and this model in other contexts with other populations as the world grapples with energy shortages and global climate change issues.

Computer-Aided Analysis of Big Data for Assessing College Students' Physical Health

Computer-Aided Analysis of Big Data for Assessing College Students' Physical Health

Students’ Perspective on Digital Education Interventions During COVID-19 Pandemic and Academic Performance of University Students in Punjab

This study aimed to comprehensively assess university students' perspectives on digital education during the COVID-19 pandemic and its impact on academic performance. It focused on gauging satisfaction with digital learning, identifying challenges faced, and providing insights for future educational strategies. Sampling 1,309 students from Social Sciences, Humanities, and Arts departments across six public sector universities, the study revealed that female students exhibited greater awareness of online learning. While gender didn't affect computer skills or gadget availability, more females had reliable internet access (51%) compared to males (43%). Challenges included connectivity issues, time management, and power outages. Students expressed moderate satisfaction with study environments and support, signaling a need for improved online education solutions. Regional variations underscored the necessity for tailored strategies to address disparities in perceptions and experiences across different areas.

Assessment of college students' mental health status based on temporal perception and hybrid clustering algorithm under the impact of public health events.

The dynamic landscape of public health occurrences presents a formidable challenge to the emotional well-being of college students, necessitating a precise appraisal of their mental health (MH) status. A pivotal metric in this realm is the Mental Health Assessment Index, a prevalent gauge utilized to ascertain an individual's psychological well-being. However, prevailing indices predominantly stem from a physical vantage point, neglecting the intricate psychological dimensions. In pursuit of a judicious evaluation of college students' mental health within the crucible of public health vicissitudes, we have pioneered an innovative metric, underscored by temporal perception, in concert with a hybrid clustering algorithm. This augmentation stands poised to enrich the extant psychological assessment index framework. Our approach hinges on the transmutation of temporal perception into a quantifiable measure, harmoniously interwoven with established evaluative metrics, thereby forging a novel composite evaluation metric. This composite metric serves as the fulcrum upon which we have conceived a pioneering clustering algorithm, seamlessly fusing the fireworks algorithm with K-means clustering. The strategic integration of the fireworks algorithm addresses a noteworthy vulnerability inherent to K-means-its susceptibility to converging onto local optima. Empirical validation of our paradigm attests to its efficacy. The proposed hybrid clustering algorithm aptly captures the dynamic nuances characterizing college students' mental health trajectories. Across diverse assessment stages, our model consistently attains an accuracy threshold surpassing 90%, thus outshining existing evaluation techniques in both precision and simplicity. In summation, this innovative amalgamation presents a formidable stride toward an augmented understanding of college students' mental well-being during times of fluctuating public health dynamics.

Basic Psychological Needs Assessment of University Students in Bangladesh

The mental health of university students is a worldwide concern whose effects include, among others, inability to study, poor memory, reduced focus, attention, and fatigue. Mental health difficulties are also regarded as the leading cause of despair, depression, anxiety, and suicide among university students. This research aimed to assess the basic psychological needs of undergraduate students from a selected university in Bangladesh. This was a cross-sectional quantitative study conducted among 174 students who were selected randomly. Data were collected using a self-administered questionnaire. The following dimensions were measures to assess the basic psychological needs: relatedness, competence, autonomy, positive emotion, and intrinsic learning motivation, and self-regulated learning. The overall psychological well-being of the students was found to be poor. Female students had significantly higher mean scores for competence and motivation (p &lt; 0.05). Year of study and faculty were significantly associated with relatedness, competence, autonomy, positive emotion, and intrinsic learning motivation (p &lt; 0.05). The current study emphasises the significance of perceived competence, autonomy, and self-regulated learning for the well-being of university students. The findings also suggest that relatedness may be relevant for intrinsic learning motivation.