Consequences For Students Research Articles

Composing Time in a Secondary U.S. Classroom: (Not) Challenging Ideological Polarization through Straight and Queer Temporal Movements

Drawing on a larger year-long ethnography at a public, urban, comprehensive high school in the Midwestern United States, this article describes the texts students composed in a co-taught sophomore (grade 10) humanities course combining social studies and English language arts. Bringing together sociocultural perspectives on literacy and composition with queer theorizations of time, I argue for the utility of attending not only to time’s multi dimensionality but also its multi directionality. Doing so in writing instruction can help thaw binary polarization and foster more humanizing temporal and in turn ideological movements. To illustrate, I present an ethnographic case of students writing about the history of gendered clothing in 20th-century U.S. society. I examine how different temporal ideologies had consequences for students (not) reproducing antagonistic, polarized binaries with respect to oppressive values, in particular anti-LGBTQIA+ values as they intersect with class, race, and politics. Although my emphasis is how gender and sexuality intertwine with economics, race, and politics, this article suggests that attending to the multidimensionality and multidirectionality of time is a productive site for scholars and educators committed to praxes of justice in writing instruction.

Middle School Students’ Proportional Reasoning Ability in Solving Proportional and Non-proportional Problem

The objective of this descriptive qualitative study is to describe students' proportional reasoning ability in solving each type of proportional problem, namely missing-value problem, numerical comparison problem, and qualitative comparison problem. A non-proportional problem was also included in this study to assess students' ability in one of the indicators used to measure proportional reasoning ability. The instrument used in this study consists of mathematical word problems on the proportion concept. The participants involved nine eighth-grade students, who were chosen from a total of 49 eighth-grade students at a school in Bandung City. These students were selected using a technique known as purposive sampling, by looking at the answers of students who best represent the answers of other students. The gathered data were analyzed using content analysis and narrative analysis techniques. According to the results, students appeared to have difficulty solving proportional problems of all types using proportional reasoning. Students are still struggling with distinguishing between proportional and non-proportional situations, as well as direct and inverse proportions. Furthermore, students often encounter difficulties when attempting to solve numerical comparison and qualitative comparison problems. This might be a consequence of students' lack of experience in solving these types of problems. Another tendency is the use of the cross-multiplication algorithm in solving missing-value problems without knowing the purpose of using the algorithm.

Assessing the Prevalence of School Burnout in German High Schools: Psychometric Properties, Gender Differences, and Cut-Off Criteria.

School-related stress and burnout can have serious consequences for students' well-being and academic outcomes. However, there are few studies that assess the prevalence of school burnout, especially in Germany. The present study aims to determine the percentage of N = 1117 high school students who are likely to suffer from school burnout-also with regard to differences in gender and grade level. For this purpose, two different cut-off criteria are compared. Prior to this, the psychometric quality of the MBI-SuS adapted to the school context is examined. The validity and reliability of the three-factor MBI-SuS could be confirmed. Scalar measurement invariance was found for grade level but only partially for gender. The overall prevalence of school burnout of 20.9% found with the common cut-off criterion fits international prevalences, whereas the prevalence of 4.6% (determined with our recommended content-related cut-off criterion) is in line with observations from clinical practice. Depending on the cut-off value, girls suffer slightly more from school burnout, but no differences were found with respect to grade level. Results indicate that a substantial proportion of students are at risk for school burnout, highlighting the importance of prevention and intervention. Criteria for cut-off values should be applied with caution.

Anxiety associated painful temporomandibular disorders in Peruvian dental students during the major waves of COVID-19 infection: A cohort study

Abstract Aim: During the major waves of coronavirus disease 2019 (COVID-19) infection, Peru had the highest case fatality rate in the world. This situation may have caused psychological conditions with somatic consequences in students who were susceptible to infection due to exposure to infected patients. The present study was designed to investigate the association between anxiety levels and painful temporomandibular disorders in dental students from two Peruvian provinces during the major waves of COVID-19 infection. Materials and Methods: The study conducted was both longitudinal and analytical. The total population consisted of 558 dental students from Peru, with 314 from Chimbote and 244 from Trujillo. No sample size calculation was necessary as the entire student population was invited to participate. Of the 366 students who initially joined the closed cohort, only 204 remained at the end of the study. During the first and second waves of COVID-19 infections, the Zung anxiety diagnostic test and the diagnostic criteria for painful temporomandibular disorder (DC/TMD) triage questionnaire were used to assess anxiety levels. The study also evaluated variables such as sex, age, marital status, academic year of study, area of residence, housing type, and occupation. The study employed statistical analysis to determine the relative risk (RR) of painful TMD incidence during the first and second waves of COVID-19 infections. A logit model was also used to determine the presence of painful TMD, with odds ratio (OR) as the measure. The statistical significance level was set at P < 0.05. Results: During the initial wave of COVID-19 infections, 50% (95% CI: 43.1–56.9%) of the 204 students experienced anxiety, while 26.5% (95% CI: 20.4–32.6%) reported TMD. Furthermore, those who exhibited anxiety were eight times more likely to develop TMD (OR = 8.88, 95% CI: 3.95 - 19.97). In the second wave, 62.3% (95% CI: 55.6–69.0%) of students reported anxiety, and 86.3% (95% CI: 81.6–91.0%) reported TMD. Additionally, individuals with anxiety were found to have a significantly higher likelihood of developing painful TMD, with a nine-fold increase in risk (OR = 9.87, 95% CI: 5.08–19.19). The cohort of students exposed and not exposed to anxiety during the first and second waves of COVID-19 infection showed a 4.58 times higher risk (95% CI: 2.61–8.03) of developing painful TMD due to anxiety. Conclusion: Between the first and second waves of COVID-19 infection, the prevalence of anxiety and painful temporomandibular disorder (TMD) increased among dental students. This establishes anxiety as a significant predisposing factor for the development of painful TMD over time.

The effects of the use of digital technologies and the management of Internet use on psychosocial and behavioral deviations in primary school children

This study aimed to explore the relationship between internet addiction and psychosocial consequences in primary school students in Pristina. Internet addiction is characterized by compulsive behavior that leads to adverse outcomes, often interfering with crucial aspects of life like work and school. As information technology becomes increasingly integral to society, concerns arise over its overuse, particularly among students, where it can pose a significant risk. The primary objective of this research was to analyze the link between internet addiction and psychosocial consequences for Pristina's primary school students. A correlational research design was employed to examine whether there is a significant connection between the extent of internet addiction and the resulting psychosocial consequences. Quantitative research methods were integrated into the study's methodology. Two instruments were used for data collection: the first to measure internet addiction, focusing on students' internet usage habits, devices employed, and time spent online, and the second to assess psychosocial consequences, encompassing changes in behavior, emotional well-being, and self-esteem attributed to internet usage. The study encompassed 200 primary school students drawn from "Elena Gjika" and "7 Marsi" primary schools in Pristina, aged between 10 and 15, with an average age of 13.18 years. The results showed a positive correlation between internet dependence and psychosocial consequences in students; however, this correlation did not prove to be statistically significant. Moreover, the analysis indicated that there are no differences in the context of internet dependence and psychosocial consequences concerning the gender and age of students in primary schools in Pristina. Similarly, the study among Pristina students in primary school revealed no statistically significant variations depending on age or gender about internet addiction and its psychosocial effects.

In Search of Responsible Career Guidance: Career Capital and Personal Purpose in Restless Times

Management educators have developed a wide variety of approaches to ensure students develop job-ready skills, resilience, and other forms of career capital to gain and retain employment in an ever-changing, competitive job market. Yet, concerns about the employability agenda’s consequences for students’ self-concept and wellbeing have gained urgency amid a crisis of confidence in capitalism. Humanistic approaches to management education map an alternative path, starting from students’ unique values, voices, and experiences, and leading to the pursuit of a personal purpose. In this essay, we explore the tensions and potential synergies of the career capital and personal purpose approaches to career preparation and support. Building on our experiences at the University of Melbourne’s Faculty of Business and Economics, we discuss how integrative learning experiences can combine these two approaches to (1) encourage students to recognize the mutual influence of career capital and personal purpose; and (2) provide rich opportunities for external stakeholder involvement to contribute to students’ career capital and personal purpose development efforts. We believe that our proposals for embracing both career capital and personal purpose considerations can help management educators recalibrate their efforts to help students develop personally meaningful and sustainable careers.

Detrimental Impact of Technological Tools on Handwriting

The initiation of technological tools has modernized several features of current human life, involving, education, communication, and work. Nevertheless, this paper searches for the detrimental influence that these tools have on the skill of handwriting. Traditional handwriting is gradually becoming a neglected skill due to the increasing prevalence of digital devices and the widespread use of keyboards for writing tasks. The purpose of this research paper is to look into the consequences of this modification in writing practices on mental development, manual skills, and overall handwriting proficiency. Through a broad survey of present literature and experimental studies, this research paper highlights numerous key findings. To begin with, it examines how reduced exposure to handwriting due to total dependence on technological tools can weaken intellectual processes such as memory retention and information processing. Furthermore, it explores the prospective destructive effects on hand-operated skills development among children who are not provided with sufficient opportunities for handwriting practice. Additionally, this paper investigates the impact on legibility and speed in both children and adults when switching from handwritten to digital typing. Moreover, this research explores the implications for educational settings where typing is replacing handwriting as the primary mode of written expression. It discusses likely consequences for students' learning outcomes and recommends approaches for incorporating technology while preserving the importance of developing proficient handwriting skills. Generally, this research paper sheds light on the detrimental impact that technological tools have on handwriting capabilities. By considering these effects, educationalists, parents, and legislators can make informed decisions regarding curriculum design and instructional practices to ensure that future generations maintain a balance between digital literacy and essential physical skills like handwriting.

Economic Impact of Nursing Student Course Repetition.

Nursing student course repetition is a common occurrence and results in consequences for students and institutions. This study sought to describe the costs of course repetition for nursing students and nursing programs. A qualitative multiple case study approach was used to consider 4 cases, which were analyzed according to Stake's methodology. Students who repeated courses experienced loss of anticipated income, and additional expenses associated with extending their time in school. Institutions tended to have limited economic impact, so long as attrition was prevented. Nursing programs can consider altering policies to help those who repeat, or providing proactive support to prevent students from failing and needing to repeat.

Consequences of exposure of operating room students to clinical learning challenges

Background & Objective: Clinical environment is a significant component in relation to students' learning. Exposure to the challenges of the clinical learning environment has some consequences for students and can affect their learning. Identifying these consequences will moderate the challenges, and therefore, improve the quality of learning in such environments. The present study aimed to explain the consequences of exposure to clinical learning challenges among operating room students. Materials & Methods: This study was conducted based on the qualitative content analysis approach at Shahrekord University of Medical Sciences, Shahrekord, Iran, in 2022. A total of 14 surgical technology students were selected by a purposeful sampling method. The required data were collected using in-depth, semi-structured face-to-face interviews. The data were analyzed using Graneheim and Lundman's approach. Results: The results of the study revealed two categories (i.e., learning distress and using harmful clinical shortcuts) and four subcategories (i.e., feeling of helplessness in learning, anxiety, incomplete care, and wrong modeling). Under the conditions and challenges in the learning environment, students felt helpless toward learning, experienced anxiety, and suffered from learning distress. It was also found that in the clinical learning atmosphere, when faced with the existing challenges, the students would be likely to facilitate the care process and attempt to do unprincipled care by imitating the wrong personnel examples. Conclusion: Faced with the learning challenges of the clinical environment, the operating room students suffered from learning stress and resorted to harmful clinical shortcuts. Examining students' anxiety and their disappointment and helplessness toward the conditions and challenges of clinical education, identifying clinical wrong patterns in the care process, as well as modifying the care process provided by the personnel as wrong role models of students can have an effective impact in reducing the existing consequences.

Defining and exploring online engagement fatigue in a university context

This paper seeks to define online engagement fatigue. The need for a definition is twofold. First, the increased reliance on the internet for the full delivery of higher education courses could result in online engagement fatigue. Second, a clear definition is required for the theoretical construct of online engagement fatigue to ensure meaningful research and to advance knowledge. Thus, the challenge is to understand what online engagement fatigue is and what are its consequences for students and educators. A social constructionist approach was used to develop an emergent definition of online engagement fatigue, which was then refined through a qualitative exploration of how it is perceived by students and educators. The perceptions that students and educators hold about online engagement fatigue were collected through interviews with 18 students and ten educators. There were differences in how the students and educators perceived online engagement fatigue, with students more likely to confirm its existence and more likely to render examples of its effect. A refined definition is offered which gives a basis upon which future research can investigate this phenomenon in divergent settings.

Digital technology adaptation and initiatives: a systematic review of teaching and learning during COVID-19

COVID-19 dramatically influenced students’ and staff’s learning and teaching experiences and approaches to learning. While many papers examined individual experiences in the context of higher education, synthesising these papers to determine enabling and hindering influences of digital adaptation was needed to guide the next phase of online learning reforms. This study explored the main dimensions of digital technology adaptation in higher education during the COVID-19 pandemic. The consequences for student and staff experiences and what aspects should be sustained and developed were discussed in this review. A total of 90 articles (published between 1st January 2020 and 30th June 2021) were identified and analysed based on the preferred reporting items for systematic reviews and meta-analyses framework. Four dimensions (with associated sub-factors) were found to influence student and staff experiences: techno-economic; personal and psychological; teaching, learning and assessment; and social. The findings highlighted that an integrated approach, across institutional, technical platforms, and individuals would be required to sustain digital learning initiatives during the crisis time.

Comparing Student and Recruiter Evaluations of Computer Science Resumes

<italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Contribution:</i> This study identifies which entry-level computer science (CS) resume items are most important and compares the ratings of student and recruiter participants to investigate the accuracy of student beliefs. To the authors’ knowledge, this study is the first to analyze the extent to which CS students understand the resume screening process. The results of this have consequences for students in their own resume development. <italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Background:</i> Although prior research studies the importance of different resume items generally, little is known about resumes for CS majors, which may contain distinctive sections. Less still is known about whether students understand the resume screening process. <italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Research Questions:</i> Which items on entry-level CS resumes most directly influence screening decisions? What gaps exist between CS students’ and recruiters’ perceptions of resume items? Does the disparity in expertise between students and recruiters contribute to differences in resume screening? <italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Methodology:</i> 197 recruiters and 73 CS undergraduates screened randomized CS resumes. Data were analyzed using ordinary least-squares regression with interactions. <italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Findings:</i> Students were more likely than recruiters to move resumes to the next level and spent about 7 s less than recruiters when screening resumes. Though students correctly assessed the value of most resume items, they significantly overestimated the value of prior work experience such as internships.

The Impact of Distance Learning on Academic and Emotional Aspects of Primary School Children

To reduce the COVID-19 spread, people have been forced to reduce social interactions and this strategy has also been applied to the school world. Italian schools were closed from February to early June 2020 (and, also, thereafter), and distance learning (DL) was adopted to maintain the teaching process. Concerns about consequences for students' learning and affective wellbeing have been risen. In the hypothesis that DL may have influenced students’ learning, we conducted, starting from November 2020 a screening for learning, reading, writing, and calculating skills in children from grade 1st to 3rd grade, to detect any differences between their performance and normative data. Moreover, a survey was carried out on adults (parents and teachers) close to the children involved in the research, to verify whether the experience of the lockdown may have caused emotional and behavioral changes through a questionnaire addressed to parents and teachers. From the analysis of the results, a general lack of performance in the writing tests emerged, with lower performances in children attending second and third-grade classes. Moreover, a consistent prevalence of children’ malaise was observed by adults close to them during the second pandemic wave, with behavioral manifestations seen by the 69.5% of teachers and by the 54.1% of parents.

Identifying the antecedents and consequences of critical thinking with cognitive education method in students

Background and Aim: Among the goals of contemporary education of students is openness to diversity, challenging their own beliefs and values, and learning from diversity so that citizens can be active and responsible and willing to accept challenges and have more comprehensive and complex views of the world and social relations. Have. This research was conducted with the aim of investigating the antecedents and factors influencing critical thinking and the consequences of students' critical thinking. Methods: The exploratory qualitative research method is a content analysis type with an interview tool. The statistical population of the research was based on valid articles of critical thinking literature and conducting interviews with 21 expert professors, experts, managers and teachers who are proficient in cognitive education and critical thinking until reaching theoretical saturation, and the method of data analysis was qualitative. And it was done by coding concepts, sub-category and main category in MAXQDA2020 software. Results: Antecedents affecting critical thinking include: cognitive education, cognitive conflict, questioning and problem solving, problembased learning, and project-based learning. The consequences of critical thinking include: modifying measures for sustainable education, empowering students, cognitive learning and rational judgment. Conclusion: The results showed that cognitive training, cognitive conflict, questioning and problem solving, problem-based learning, and project-based learning are effective on critical thinking and cause the consequences of reforming measures for sustainable education, empowering students, cognitive learning, and rational judgment.

Att delta utan att närvara

Compulsory schooling in Sweden was introduced in 1842. However, its meaning has changed over time, both in terms of who it applies to, how long it applies and how it can or should be implemented. During the 2000s, compulsory schooling has become synonymous with the obligation to be present in school and attend class. There are students who for medical, mental and social reasons can not go to school and fulfill their school obligation. In order to ensure that these students receive the education they are entitled to, a new chapter was introduced in 2020 in the Swedish Education Act, enabling distance learning. The purpose of the article is to learn more about how the educational policy framework of school attendance and everyone’s right to education can affect the meaning of compulsory schooling, and how this discursive change can have consequences for students, schools, and society. To achieve this, government policy texts on distance education and school attendance published in 2017-2021 are analyzed. The consequences that are perceived to follow from teaching beyond the school area are also discussed here. One consequence that is highlighted is that the school’s democracy mission ends up in danger. The analysis is inspired by Carol Lee Bacchi’s approach WPR (What’s the Problem Represented to be).

School staff perceptions of the nature and consequences of students’ use of e‐cigarettes

ObjectiveThe aim of this study was to assess the nature and consequences of student vaping in Australian primary and secondary schools by consulting staff working in these settings. MethodsA national sample of 196 school staff was accessed via a web panel provider and administered an online survey about students’ e‐cigarette use. Three‐quarters of the survey respondents were teachers/teacher aides, with the remainder divided between those in other student‐facing roles and office staff. ResultsA majority (78%) of respondents expressed concern about current levels of vaping in schools. Around half reported negative outcomes relating to mental well‐being, social/peer interactions, and school performance. Only one‐third of respondents reported a vaping policy (35%) or vaping‐prevention education (31%) being in place at their schools. ConclusionsE‐cigarette use in schools is an area of concern for school staff, yet relevant policies and education programs appear to be lacking. Implications for public healthSchools represent a key context for encouraging health promoting behaviours and discouraging harmful behaviours, including vaping. These results highlight the need to monitor and address student e‐cigarette use in schools and provide staff with greater support to prevent the negative consequences associated with vaping by children at school and beyond.

Moving Back to the Parental Home in Times of COVID-19: Consequences for Students' Life Satisfaction.

Residential independence from parents is a key marker for young adults’ transition to adulthood. Losing this independence by returning to the parental home marks a regression of adult development with negative implications for returnees’ subjective wellbeing. This paper investigates how a return to the parental home during the COVID-19 pandemic affects the life satisfaction of university students. We used nationwide survey data from German university students (N = 913) to analyze differences in life satisfaction for those who did or did not return to their parental homes. Our results revealed two main findings. First, university students who moved back to their parental home reported significantly lower life satisfaction than those who remained living independently. Second, the association between moving back and life satisfaction varied by age. A return to the parental home was more detrimental to older students’ life satisfaction, while students aged 24 or younger did not experience a significant decrease when moving back to the parental home. We discuss the implications of our findings in the context of young adults’ subjective wellbeing during the COVID-19 pandemic.

‘We have our lessons in Teams’ – Strategies chosen in Swedish schools during the COVID-19 pandemic and consequences for students in upper secondary education

In Sweden during the COVID-19 pandemic, compulsory schools were generally kept open but upper secondary schools closed and turned instead to distance education for a time during the spring term 2020. This article investigates the strategies chosen in Swedish schools, with special focus on the consequences of these decisions for students in upper secondary education. The study, built on interviews with a group of 15- to 19-year-old youths, contributes through a student perspective on learning from home during remote education. The article analyzes the strategy in the Swedish education sector during the pandemic, and describes how a group of upper secondary students perceived the shift to digital and remote teaching during the pandemic with regard to the availability of the digital infrastructure and to studying under the new conditions of distance and remote education. Possible lessons to learn from the pandemic in Sweden could be that students are better technically prepared to work with computers, but less prepared to work independently.

Encountering Overdose: Examining the Contexts and Correlates of US College Students’ Overdose Experiences

Background As overdose rates increase, it is critical to better understand the causes and contexts of overdose, particularly for college students who exhibit high rates of alcohol and drug use. The purpose of this study was to examine the social contexts of U.S. college students’ overdose experiences (their own, witnessed, and family’/friends’), and to assess the correlates of personal overdose. Methods A cross-sectional survey containing open- and closed-ended questions about overdose encounters was completed by undergraduate students at a southeastern American university (n = 1,236). Descriptive frequencies assessed prevalence, substance involvement, and fatalities associated with different encounter types. A content analysis of open-ended responses examined the social contexts of encounters. Multivariate logistic regression was used to assess the correlates of personal overdose. Results Forty-one percent of respondents reported at least one type of overdose encounter and witnessed overdose was most common. Substances involved varied across encounter type and 20-40% of respondents reported overdose-related fatalities. Students who encountered overdose often reported multiple experiences and many attributed overdoses to mixing substances. Respondents commonly encountered overdose as intervening bystanders and overdose events were often perceived to be intentional or the result of using substances to cope with stress/mental health concerns. Personal overdose was significantly associated with having ever mixed alcohol with prescription drugs, been diagnosed with a mental disorder, witnessed an overdose, and had a family member/friend overdose. Conclusion Findings suggest a need for future research into the contexts and consequences of students’ overdose encounters to more effectively tailor overdose prevention/response initiatives within college communities.

Retrospective and Concurrent Victimisation as Predictors of Social Self-Concept and Loneliness in First-Year University Students

Peer victimisation during school years has been found to significantly shape the way students perceive themselves and how they enter into relationships with peers, thus impacting students’ current and long-term wellbeing. However, victimisation has seldom been examined in university students. The present study aimed to investigate students’ current level of self-reported peer victimisation and perceived peer support and their retrospectively reported victimisation as predictors of their social self-concept and loneliness in their first year of university. First-year university students (N = 200; 26% male) participated in the study. The results indicated that retrospectively reported victimisation experiences during their years of schooling explained additional variance in social self-concept and loneliness beyond their concurrent peer experiences. These findings indicate that experiencing victimisation during school years could have consequences for students’ wellbeing that are not limited to the period of primary and secondary schooling, but can persist after their transition to university. Practical implications for the promotion of mental health in the higher education context are discussed.