Academic Challenges Research Articles

Return-to-School Experiences of Adolescents After Allogeneic Hematopoietic Cell Transplant: A Qualitative Interview Study of Transplant Recipients.

Returning to school after allogeneic hematopoietic cell transplant (HCT) can improve quality of life and promote positive adjustment. However, this process may be challenging, and there is a limited understanding of school-aged children and adolescents' perspectives on this process. We conducted semi-structured interviews over video with pediatric recipients of HCT (10-18years of age at HCT; 1-7years post HCT) who were treated at our institution and had returned to in-person school post HCT. We performed a thematic network analysis focused on exploring salient challenges regarding the return-to-school process post HCT and potential areas for improvement. We interviewed 16 participants (mean age 13.8years at HCT). Four themes emerged: (i) challenges of returning to school, (ii) keys for a successful return-to-school experience, (iii) overall perceptions of the process, and (iv) recommendations for improvement. HCT recipients described several social/emotional, physical, and academic challenges while returning to school and cited strong sources of support as critical to a successful transition. Recommendations for a better transition process included the following: (a) fostering peer support, (b) establishing social connections, (c) providing mental health support, (d) identifying a go-to point of contact for issues, and (e) maintaining academic support. Our findings highlight perspectives from school-aged recipients of HCT regarding gaps in support and areas for improvement to facilitate successful return to school after HCT. Additional assistance throughout the process may optimize academic and social reintegration and support recovery after HCT.

Instructor's Emotional Intelligence Improves Pilot Student's Achievement at Akademi Penerbang Indonesia Banyuwangi

This study investigates the impact of Instructor Emotional Intelligence (IEI) on Pilot Student's Academic Achievement (PSA) at the Indonesian Aviation Academy in Banyuwangi. A quantitative approach using a survey method was employed to collect data from 20 pilot students selected through purposive sampling. The main research instrument was a questionnaire designed to measure relevant variables, which was validated for reliability and accuracy. Data analysis was conducted using the Partial Least Squares Structural Equation Modeling (PLS-SEM) method with the SmartPLS 3 software, allowing for examination within a small sample and complex model structure. The findings indicate a significant relationship between instructor emotional intelligence and pilot student academic achievement. Indicators such as emotion management, empathy, and instructor motivation contribute positively to enhancing pilot students' academic performance. The loading factor and path coefficient values suggest that IEI has a strong influence on PSA, highlighting that students are more motivated and prepared to face academic challenges when guided by emotionally intelligent instructors. This study underscores the importance of instructors’ emotional skills in creating a supportive learning environment that can foster increased motivation and academic achievement among students. It recommends that aviation education institutions consider implementing emotional intelligence training for instructors to improve the quality of education and student learning outcomes.

Analyzing new teachers’ professional challenges in teacher training faculties in Iran

ABSTRACT Professional preparedness in teaching is vital for navigating today’s challenging environment. In Iran, teachers undergo four years of education at teacher training faculties. This study investigates the experiences of 22 recent graduates to identify their professional challenges. Data were collected through semi-structured interviews and analyzed thematically. The findings reveal three main categories of challenges: infrastructural and planning issues, scientific and academic challenges, and organizational and human-related problems. Each category highlights obstacles that participants believe hinder their professional development. Graduates feel that attention from policymakers to these challenges within teacher training institutions could significantly enhance their growth and improve the overall quality of education in the country. Therefore, addressing these issues is essential for advancing educational standards and providing better professional development opportunities for graduates. The study underscores the importance of recognizing and resolving these challenges to foster a more effective educational environment in Iran’s teaching system.

Academic Challenges Encountered by The Bachelor of Technical Vocational Teacher Education (BTVTED) Students: Basis for Policy Formulation

Academic Challenges Encountered by The Bachelor of Technical Vocational Teacher Education (BTVTED) Students: Basis for Policy Formulation

Comparative analysis of cognitive behavioral therapy and dialectical behavior therapy in enhancing psychological capital among medical students: a randomized controlled trial.

Medical students are confronted with a complex stress environment, encompassing academic challenges, residency training, and future workplace pressures. Therefore, the exploration of effective psychological capital intervention strategies is crucial for enhancing their mental health and promoting career development. The aim of this study was to evaluate the efficacy of group cognitive-behavioral therapy (GCBT) and dialectical behavior therapy (DBT) in boosting the psychological capital of medical students and to compare the advantages and disadvantages of these two therapies. A randomized controlled trial was conducted, recruiting 56 second-year medical students, who were randomly assigned into three groups: GCBT intervention group, DBT intervention group, and control group. The intervention period lasted for 6 weeks, during which the GCBT and DBT groups received respective interventions, while the control group did not receive any intervention. Regardless of whether GCBT or DBT was used as an intervention, the psychological capital levels of the intervention group students showed significant improvement (mean ± SD, p < 0.05), with effect sizes ranging from 0.324 to 0.667. Further follow-up studies revealed that this improvement remained stable within 1 month post-intervention (mean ± SD, p < 0.05). Both group cognitive-behavioral therapy (GCBT) and dialectical behavior therapy (DBT) have been proven to be effective psychological intervention methods, capable of significantly enhancing the psychological capital of medical students. However, there are certain differences in their effects, providing diverse intervention options to cater to the varied psychological needs of medical students.

Leveraging Mobile Technology for Enhanced Mental Health Levels in University Students

With the advent of the digital era, the application of mobile technology in higher education has become increasingly prevalent, particularly in the management of students’ mental health. University students face multiple pressures, including academic, social, and career-related challenges, which have led to a rise in mental health issues. As a result, the utilization of mobile technology to collect and analyze students’ mental states and behavioral data in realtime has emerged as significant research focus. Current studies predominantly rely on traditional survey methods, which fail to capture students’ dynamic mental states in real-time and often lack an in-depth understanding of complex behavioral patterns. Moreover, few existing studies have examined the integration of multi-source data, thereby limiting comprehensive analyses of mental health risks. This study proposes a dynamic mental behavior inference and mental health risk assessment framework for university students based on multi-source data integration. The framework aims to analyze students’ mental health conditions comprehensively by integrating diverse data from mobile technology. Experimental results and analyses were presented to verify the framework’s effectiveness and practicality, providing new insights for mental health management in higher education and laying the foundation for future research.

The Role of Interpersonal Communication in Maintaining The Mental Health of University Students in Makassar: A Phenomenological Study

Maintaining mental health among university students is a growing concern, especially in culturally rich regions like Makassar. This study investigates the role of interpersonal communication in supporting the mental well-being of students in Makassar. The research aims to understand how students utilize interpersonal communication to address mental health challenges and adapt to academic and social environments. Using a qualitative approach with an interpretative phenomenological design, in-depth interviews were conducted with ten students from various study programs in Makassar. The findings reveal five primary functions of interpersonal communication: (1) serving as emotional catharsis, (2) establishing social support systems, (3) managing conflicts and academic pressures, (4) aiding cultural adaptation for migrant students, and (5) facilitating mental health care through technology. The research highlights the influence of local cultural values, such as sipakatau (mutual respect) and siri' na pacce (a sense of shame and empathy), on the ways interpersonal communication is practiced. The results underscore the importance of interpersonal communication skills in equipping students for academic and professional challenges. These findings have critical implications for higher education institutions in designing mental health support programs that are culturally sensitive and address students' interpersonal communication needs.

Intervención en habilidades de estudio sobre el estrés y la autoeficacia académicos en universitarios de nuevo ingreso

Introduction. Academic stress is a significant issue in higher education and it can be a risk factor for future academic and mental health problems. Programs aimed at reducing academic stress have often focused on psychological interventions (mindfulness, cognitive-behavioral therapy, etc.), while neglecting interventions centered on promoting study and learning skills. High academic self-efficacy is a protective factor against many academic challenges. The aim of this study was to analyze the effectiveness of an intervention based on teaching study skills in reducing academic stress and increasing academic self-efficacy among first-year Nursing students at a Spanish university. Method. A controlled study with pretest and posttest measurements was designed and conducted with a group of 206 first-year Nursing students who completed the University Academic Stress Questionnaire and the General Academic Self-Efficacy Questionnaire. The intervention was divided into three components (Time Management, Study Techniques/Learning Strategies, Exam Preparation), delivered in both group and individual formats. To assess its effectiveness, a mixed-design analysis of variance (ANOVA) was used. Results. The results demonstrated significant improvements in the experimental group, both in academic self-efficacy and in the reduction of stress related to academic overload, studying tasks and exam performance. These effects were sustained throughout their first-year studies. No such improvements were observed in the control group. Discussion or Conclusion. The results and their implications are discussed for the implementation of study skills-based programs in university settings, as well as suggestions for future interventions targeting the reduction of academic stress and the enhancement of academic self-efficacy in university students.

An Investigation into the Effects of Culture Shock on Freshmen EFL Students at the University of Labor and Social Affairs, Ho Chi Minh City Campus

This study explores the impacts of culture shock on freshmen English as a Foreign Language (EFL) students at the University of Labor and Social Affairs (Ho Chi Minh City Campus), with a particular focus on the psychological, emotional, and academic challenges they encounter during their transition to urban life. Culture shock, a multifaceted phenomenon involving emotional, psychological, and cognitive stressors, can significantly hinder students’ adjustment to new cultural and academic environments. The study identifies several key negative effects, including confusion, fear, homesickness, and discomfort, all of which interfere with language learning and social integration. Through qualitative methods, including semi-structured interviews and group discussions, the research uncovers students' experiences of psychological distress and their struggles with adapting to urban lifestyles and communication barriers. In addition to these challenges, the study highlights effective coping mechanisms, such as pre-arrival preparation programs, fostering cultural acceptance, and cultivating a positive mindset, which help students navigate the adjustment process. The findings emphasize the importance of pre-arrival training and the integration of Social Emotional Learning (SEL) strategies within the curriculum to promote both academic success and emotional resilience. The research concludes by advocating for a holistic approach to student support, where universities implement comprehensive strategies that address the emotional, social, and academic needs of EFL students. By focusing on these areas, institutions can reduce the negative impacts of culture shock, ensuring students’ successful integration into the academic community and enhancing their overall well-being.

Faith, Friends, and Humor: How Medical Students Cope with Academic Stress in a Private Medical University in Saudi Arabia

Faith, Friends, and Humor: How Medical Students Cope with Academic Stress in a Private Medical University in Saudi Arabia

User Experience in Information System Platforms: A Study on Learning Styles and Academic Challenges

Understanding student academic struggles and improving the use of information system platforms are essential for enhancing higher education. This study aims to examine how course management and student learning patterns affect higher education, particularly in the context of escalating academic challenges and competition in China. Using a quantitative-method approach, this research analyzes students' independent, cooperative, and inquiry learning styles to explore the relationship between course settings, student learning patterns, and academic difficulties using a 400 sample size. This study indicated that inquiry-based learning fosters critical thinking and deeper topic engagement but also provides academic challenges that can delay student progress. Inquiry-based learners struggle with time management and hard topics without institutional guidance, therefore they may not be right for all college students. The study found that current information system platforms encourage traditional or autonomous learning, which may preclude collaborative or inquiry-based learners. These platforms lack resources and adaptability to meet all learners' needs, which may harm academic success. Higher education benefits from supporting varied learning styles. To help diverse student groups overcome academic problems, information system platforms should contain more adaptive and specialist educational technologies. The study offers educators practical advice on creating a more inclusive curriculum that satisfies diverse learning needs by studying course administration and user experience. Real-time feedback and flexible modules may alleviate academic stress for inquiry-based learners. The findings also suggest that governments should promote more flexible educational technologies that can accommodate varied teaching techniques and student preferences.

경계선 지능 초등학생의 잠재적 개발을 위한 문화예술교육의 교육적 지원

The purpose of this study is to propose educational support that can help elementary students with borderline intelligence overcome cognitive and emotional limitations through arts and cultural education. To this end, we analyzed the impact and effects of arts and cultural education based on previous studies, exploring educational approaches that cater specifically to the needs of elementary students with borderline intelligence. The findings show that incorporating arts and cultural education elements into curriculum learning can alleviate cognitive, social, academic, and emotional challenges faced by students with borderline intelligence. Based on these results, we suggest implementing blended arts and cultural education support that integrates experiential arts activities into subject learning, thereby complementing the limitations of conventional education. Future research is anticipated to further analyze the potential improvements in cognitive abilities, academic outcomes, and social skills according to different grades and selected arts and cultural items for students with borderline intelligence.

Artificial Intelligence (AI) as a Tool to Address Academic Challenges in South African Higher Education

This systematic literature review (SLR) study explores artificial intelligence (AI) as a tool to address academics challenges in South African higher education. Numerous difficulties beset higher education system in South Africa, such as a lack of funding, high student-to-lecturer ratios, and unequal access to high-quality education. Relevant academic databases, such as PubMed, Google Scholar, ERIC, and Web of Science, was searched using a combination of keywords relating to South African higher education, AI in education, academic issues, and AI technologies. A total of twenty (20) documents were identified and used in this study. The examination looks at how AI is currently being used, how it affects how people teach and learn, and the opportunities and challenges that come with using it in this setting. The results show that artificial intelligence (AI) technologies, including automated assessment tools, intelligent tutoring systems, and adaptive learning platforms, have the potential to improve personalized learning experiences, boost student engagement and academic performance, and facilitate effective management of educational resources. However, overcoming several issues, such as a lack of technological know-how, restricted infrastructure, concerns about equity, and ethical implications is necessary for the successful integration of AI in South African higher education. It encourages educators, politicians, and technology experts to work together to establish long-term solutions for incorporating AI into teaching and learning processes while maintaining inclusivity, equity and ethical issues.

Transition from primary to lower secondary school in Austria. Findings from a longitudinal study during COVID-19

AbstractTransition from the familiar environment of primary school to the larger, more complex setting of secondary school is, for most students, marked by social and academic challenges as well as a need to fit in. The aim of this contribution is to investigate the possible impact of achievement-related personal resources and social support in coping with the developmental task of transitioning from primary to lower secondary school during COVID-19. We make the assumption that a sudden shift to distance learning due to the pandemic intensified the challenges of transitioning to secondary school and led to educational disadvantage, in particular for students who were struggling with the demands of self-regulated distance learning.Data were generated from a longitudinal study carried out in a rural-alpine region of Austria in 2021 and 2022. During the time where COVID-19 was affecting education, 188 pupils were surveyed in the year prior to and after their transition from primary to lower secondary school. In order to analyse the impact of achievement-related personal resources and social support, a multivariate hierarchical regression analysis was conducted.Results showed that managing the transition to lower secondary school relied heavily upon pupils’ ability to cope with self-regulatory demands of distance learning, their achievement-related personal resources and social integration in class in primary school. However, from the findings, we can conclude that social support in secondary school also plays an important role. The ability to cope with social and academic demands in secondary school is at a higher level when pupils receive school-related support from their parents, recognise their school climate as supportive and perceive their teachers’ expertise in judging academic achievements as high.

Peran Komunikasi Verbal dan Nonverbal Dalam Dukungan Sosial Teman Sebaya Terhadap Resiliensi Mahasiswa

This study examines the role of verbal and non-verbal communication in peer social support and its impact on student resilience, an area that is still rarely studied. Academic and social challenges during lectures demand high resilience, and peer support is believed to strengthen this resilience. This study uses a quantitative approach and survey method, data from 15-20 students of various study programs at the Balikpapan College of Economics was collected through an online questionnaire covering aspects of demography, communication, and resilience. The analysis of the research data was carried out in a descriptive manner. The results showed that verbal communication, such as motivation, as well as non-verbal communication, such as eye contact, were significant in supporting resilience. The combination of these two forms of communication helps students cope with academic stress. These findings propose a communication-based mentoring program in educational institutions to improve student resilience and psychological well-being

Supervised Machine Learning for Prediction of Minimum Completeness Criteria (KKM) Scores for Elementary School Students

This study aims to predict potential declines in students' Minimum Completeness Criteria (KKM) in higher grades (4th, 5th, and 6th) by analyzing their cognitive, affective, and psychomotor scores from lower grades (1st, 2nd, and 3rd). Using a quantitative research method, various machine learning algorithms were applied, including Naive Bayes, K-Nearest Neighbors (KNN), Support Vector Machines (SVM), and Neural Networks. The dataset comprised students' scores across cognitive, affective, and psychomotor domains from the lower grades. After training and comparing the models, the Neural Network algorithm demonstrated the best performance, achieving 89% accuracy and 100% recall. These results indicate that the model can help teachers identify students at risk of struggling with KKM standards in higher grades, enabling early interventions. The study concludes that Neural Networks offer a promising tool for early detection of academic challenges in elementary education.

Academic Expression of a Chinese Master's Nursing Student in Proposal Defense in the Philippines: A Qualitative Analysis and Improvement Suggestions of a Case Study

This case study explores the academic expression challenges faced by a Chinese nursing master's student during the thesis proposal defense in the Philippines. By analyzing recorded transcripts of the defense Q&amp;A segment and panel feedback documents, the st udy identifies specific issues in academic expression, including vague definitions, unclear research objectives, and deficiencies in theoretical frameworks and research designs. The feedback from professors emphasizes the importance of a systematic researc h design, clarity in academic terminology, and adherence to academic writing standards. The study offers targeted suggestions for the student to enhance academic expression, such as improving content organization, enriching theoretical frameworks, refining data collection methodologies, and integrating diverse academic sources. Additionally, it provides universal recommendations for all international students facing similar challenges, including the significance of seeking continuous fe edback, engaging in s elf reflection, and developing effective academic communication skills. Overall, this research aims to provide valuable insights and strategies for international nursing students to navigate academic expression challenges in cross cultural contexts effecti vely.

Testing the CASEL Model: Exploring Relationship between Social Emotional Competencies and Academic Performance of Distance Learners

Social emotional competencies (SEL) enable an individual to understand thoughts, ideas, and feelings. These are also important for students’ emotional, mental, and social well-being to achieve academic goals (Fitzgerald, Shipman, Pauletic, Ellesworth, &amp; Dymnicki, 2022). In this study we investigated whether social and emotional variables correlate with academic performance of students through CASEL model. Survey was conducted (N=150 female and 70 male) distance learners. For measuring the levels of social emotional competence, the Social Emotional Competence Questionnaire (SECQ) was used which was based on CASEL model given by (Zhou &amp; Ee, 2012). This scale contained five sub-constructs: “self-awareness competence, social awareness competence, self-management competence, relationship management competence, and responsible decision-making competence”. For measuring academic achievement of students their result was taken. Results showed that academic achievement of distance learners is significantly correlated with social emotional abilities such self-awareness, social awareness, self-management, relationship management, and responsible decision-making. Social-emotional competencies (SEC) in distance learning should be the future focus of research for the reasons that they are the key competencies for academic success. Such learners can improve their ability to deal with educational challenges in remote settings if they acquire SEC, such as self- awareness, social awareness, relationship management, self-management, and responsible decision-making competence can enhance learners’ ability to manage academic challenges in remote settings. Integration of SEC development should be the priority for institutions in distance education programs and facilitating a learning support culture. The areas for further studies could be constituted in effective interventions to strengthen SEC for the positive academic outcomes of distance learners.

A Comprehensive Analysis of the Factors Influencing Absenteeism among Medical Students at the University of Zawia, Libya

Attendance of undergraduate medical students is crucial for their medical education, but absenteeism is a growing problem globally due to academic and personal challenges. This study at the University of Zawia surveyed 302 undergraduate medical students, primarily female, to understand the factors influencing their attendance. The study found that, external factors like traffic congestion and high costs of private transportation impacted attendance, while pedagogical factors like preferring home-based learning and dissatisfaction with teaching methods were significant. Social factors like peer influence were less influential, suggesting commitment to the field. Institutional factors like inadequate classroom resources, poor infrastructure, scheduling, and security were major concerns. The college's response to absenteeism was moderate, suggesting that institutional issues may be less critical. The study underscores the complex interplay of external, academic, and personal factors affecting student participation in medical education. Factors like traffic congestion, high costs of transportation, and inadequate infrastructure significantly hinder attendance, while dissatisfaction with traditional teaching methods and the belief that non-attendance does not affect grades are notable academic factors. Faculty-related issues, such as unclear explanations and ineffective teaching methods, greatly influence attendance decisions. Study recommendations include improving public transportation, updating teaching tools and classroom facilities, and enhancing teaching quality and engagement to address the complex interplay of factors affecting student attendance in medical education programs.

Digital literacy as a catalyst for academic confidence: exploring the interplay between academic self-efficacy and academic procrastination among medical students

BackgroundDigital literacy influences academic behaviors, especially in medical education, where students encounter considerable academic challenges. However, the effects of this phenomenon on academic self-efficacy and procrastination remain inadequately understood.ObjectivesThis research explores the relationships between digital literacy and academic self-efficacy, emphasizing the mediating role of academic procrastination and its various dimensions among medical students.MethodsA descriptive cross-sectional survey was conducted from seven medical colleges from October to December 2023. The research employed meticulously validated measurement tools encompassing a digital literacy scale, academic self-efficacy scale, and academic procrastination scale and collected data on 659 medical students. Descriptive statistics and inferential testing (mediation analysis) were performed to investigate the direct and indirect relationships of the study variables.ResultsThe empirical results confirmed that digital literacy positively influenced academic self-efficacy and negatively correlated with academic procrastination. Among the five dimensions of procrastination assessed, self-efficacy emerged as the most potent mediator, significantly reducing procrastination and enhancing academic self-efficacy, followed by affective procrastination, time management, task avoidance, and behavioral procrastination.ConclusionThe findings underscore the critical role of digital literacy in fostering academic self-efficacy and reducing procrastination among medical students. Educators can develop more effective interventions to support medical students in their academic journey by targeting specific dimensions of procrastination, particularly self-efficacy-related procrastination. Future research should consider longitudinal studies to confirm causality and explore these dynamics in diverse educational settings.