Course Of University Studies Research Articles

From procrastination to frustration—How delaying tasks can affect study satisfaction and dropout intentions over the course of university studies

Procrastination leads to obstructive consequences for students in higher education. Cross-sectional studies show that procrastination is positively associated with study dissatisfaction and students' intentions to drop out of their university degree program. However, the reciprocal effects between these variables throughout an entire university degree program are still equivocal. Drawing on a sample of N = 463 students enrolled in university teacher education and applying cross-lagged panel modelling, this is the first longitudinal study that provides evidence that procrastination leads to dissatisfaction while dissatisfaction leads to dropout intentions over the course of three years of studying, rather than the other way around. Our findings support the relevance for universities to implement effective intervention programs to help students reduce procrastination, improve their well-being, and decrease their intentions to drop out of their university degree program. Educational relevance statementThe most detrimental effects on higher education students' achievement-related behavior and well-being are due to their maladaptive learning strategies indicated by procrastination. The main goal of the present research was gaining deeper insights into the reciprocal relations between students' procrastination, study satisfaction, and dropout intentions in higher education. It should be noted that the reciprocal effects between these variables throughout an entire university degree program are still equivocal. In this study, we examined individual differences in the longitudinal and possibly reciprocal associations between procrastination, study satisfaction, and dropout intentions over the course of three years of university education. This is the first longitudinal investigation that provides evidence for the hypotheses suggesting that procrastination leads to dissatisfaction while dissatisfaction leads to dropout intentions over time, rather than the other way around. Our findings have practical implications for implementing prevention and intervention programs at universities that can assist students in decreasing procrastination, improving their well-being, and reducing their intentions to drop out of their university degree program.

Level of knowledge about prehospital management of a patient with chest pain among nursing and midwifery students

Aim: To assess the level of knowledge about chest pain and the management procedure in patients with chest pain among nursing and midwifery students. Material and methods: The study was conducted in 276 nursing and midwifery students at the Medical University of Lodz, Poland. Results: First-year first-cycle program students constituted the largest group among the respondents (114 people), whereas the smallest group included third-year first-cycle program students. Classes attended in the course of university studies were the most common source of knowledge about chest pain in the surveyed group (62.7%, 173 subjects), whereas 6.9% of the respondents (19 individuals) reported having no knowledge about chest pain. Depending on their age, the surveyed students most often assessed their level of knowledge about prehospital management of a patient with chest pain as satisfac¬tory - 45.3% (125 respondents), and least frequently as very good - 4% (11 respondents). As regards the characteristic symptoms of myocardial infarction pain, the students most often indicated the correct answer, i.e. retrosternal pain (81.8%, 226 respondents), while 18.2% (50) of the students did not know the right answer. Conclusions: Cardiovascular diseases are the main cause of death in Poland, therefore, especially students of every medical field at the beginning of the education cycle should acquire knowledge and skills in the field of pre-hospital management of a patient with chest pain.

The Uses of Engineering Notebooks Among Pre‐Engineering Students at a Hispanic‐Serving Institution

AbstractIn this article, we draw on sociocultural perspectives on literacy to explore the ways in which pre‐engineering students took up and made sense of engineering notebooks implemented as part of a robotics project in a first‐semester university study course at a large, public Hispanic‐Serving Institution. Through ethnographic methods, we uncovered two primary sets of uses for the notebooks: (1) recording and remembering and (2) problem solving and decision‐making. The study illustrates the ways in which entering college students, especially those from underrepresented groups who seek to become engineers, may take up opportunities to “try out” disciplinary literacies through meaningful engagement with the practices of the discipline.

Quantum-mechanical approach to simulation of molecular crystals thermal conductivity

This article is devoted to the implementation of scientific achievements into the educational process of physics specialties students in the framework of study course “Solid State Physics”. In this work, based on our previous scientific results, we present a quantum-mechanical approach that can adequately describe the temperature dependences of the dielectric crystals thermal conductivity. The basic provisions of quantum-mechanical approach are studied by students in the framework of university study course “Solid State Physics” and are based on Einstein and Debye classical models. This approach is based on the assumption that in dielectric crystals heat is transferred due to the phonons (Debye model) and thermal diffusion between the thermally activated neighboring quantum mechanical oscillators directly from site to site on a time scale of one-half of the oscillation period (Einstein model). In term of this consideration the thermal conductivity of molecular crystals are simulated in the framework of thermal conductivity model where heat is transferred by low-frequency phonons with taking into account phonon–rotation coupling, and above the phonon mobility edge by “diffusive” modes. For this purpose the theoretical temperature dependences of the isochoric thermal conductivity have been calculated numerically in the interval near or over the Debye temperature and compared with experimental results for solid C6H12, CHCl3 and CH2Cl2. Using simple molecular crystals as an example it is shows the dualism of the nature of heat transfer processes in the temperature region of the order of the Debye temperature and above. The obtained results will be useful for implementation in the educational process in the study course “Solid State Physics” in particular for understanding the features of heat transfer in the high-temperature range of dielectric crystals existence.

Paradoxes of Doctoral Studies in Education Sciences in the Czech Republic

Adequate staffing of university studies with qualified academics was completed thanks to the reimplementation of three-stage university education during the post-socialist restoration of higher education in the Czech Republic. Thus, the doctoral degree of education has been attained by more than four-fifths of academic staff, with over two-fifths of them being aged 50+. The current course of university studies, including doctoral study programs, is influenced by their focus on educational and research strategy. With regards to the regulations for graduating in doctoral studies, doctoral candidates act as homo oeconomicus following neo-liberal educational policy. The conditions for doctoral studies, namely, those in educational sciences, thus lead to paradoxes caused by the current higher educational policy. The objective of the paper is to analyze the neoliberal set-up of the higher education policy of the Czech Republic in the field of doctoral studies in educational sciences in particular and its possible impacts in the area of labor-market integration of graduates and university training of academics.

INFLUENCE OF VALUES-BASED ORIENTATIONS OF EDUCATION STUDENTS ON EVOLVEMENT OF THEIR PROFESSIONAL FLEXIBILITY

There is a need to develop professional flexibility and the values-based attitude to pedagogical activity in future teachers. In recent years, pedagogical activity has been associated with extreme and stressful situations, constantly changing conditions of learning, and general uncertainty. This imposes requirements to the professional flexibility of future teachers. Teachers are required have the stability of their personal qualities, on the one hand, and flexibility, on the other hand. Therefore, this work considers professional stability as a fundamental basis. Professional flexibility of future teachers is understood as a set of emotional, vocational and behavioral flexibilities, which provide a values-based attitude to pedagogical activity, regulation and stability of professional behavior, readiness to respond quickly to changing conditions and challenges of the professional environment by finding original solutions to professional problems. An empirical study of the values-based orientations of 213 first-year students was carried out in the South Ural State Humanitarian Pedagogical University, Chelyabinsk, for four years. It was found that students are orientated towards values that are prioritized in pedagogical activity, and this provides the basis for the successful formation of the values-based orientations to pedagogical activity. In the course of university studies and specially organized work, the existing values-based orientations of future teachers are gradually transformed into a values-based attitude to pedagogical activity, which in turn underlies the evolvement of professional flexibility.

THE IMPACT OF PROFESSIONAL TRAINEESHIP ON THE STUDENTS ’ PERCEPTION OF THEIR KNOWLEDGE AND FUTURE WORK IN THE AGRIBUSINESS SECTOR

The paper presents the results of research on the impact of paid professional traineeships done by students during their studies on the perception of knowledge they have gained, as well as on agribusiness as their work environment and their further professional career. The aim of the research was to evaluate paid traineeships as a factor determining the way in which the knowledge gained by students during studies and their future work are perceived. The research material included the results obtained in a study of students conducted twice – before and after they had completed their professional traineeships. The research tool was the auditorium questionnaire, and the collected data underwent a statistical analysis, followed by a discussion. It was found that the respondents appreciated work placements as a way of gaining experience during studies. At the same time, the results of the investigation indicate that in the students’ opinion, graduating from a good university guarantees finding an interesting job. This was additionally confirmed by disagreeing with the statement that gaining good grades in the course of university studies does not bring any benefits (as indicated by the gamma correlation coefficient). Thus, completing a traineeship is significant for a future professional career, as it allows the students to look at it more realistically, including the financial aspect. However, their expectations, both before and after the work placement, remained relatively high, compared to the actual earnings reported in the University Graduates’ Economic Future monitoring system (ELA).

University Studies Leadership: Vision and Challenge

Abstract Although University Studies at Portland State University often receives attention for its signature curricular structure of year-long thematic mentored Freshman Inquiry, thematic mentored Sophomore Inquiry, thematic departmental Cluster courses, and community-based Capstone courses, it is the underlying pedagogical values and philosophy that represent the real revolution in higher education—a revolution that is ongoing at Portland State. Few large state universities can claim to offer a quarter-century of experience with general education change of this magnitude. This article addresses how a shared purpose evolved over the course of University Studies' history and was impacted by what various leaders emphasized during their tenure. Representing bookends of the quarter-century existence of University Studies, two voices make up the authorship of the article: the president of Portland State at the time of the founding of University Studies, who catalyzed the processes that led to this ground-breaking program, and the current executive director, who has made transparent the ethic of care embedded in the program from the start. Together, the authors tell the story of University Studies' past and present and look to its future, highlighting how evidence-based, relational, caring innovation has resulted in the program through the collaborations of its empowered constituents.

Role of Social Representations in Student Motivation for Acquiring Further Education

In the context of active development of further education services many universities become interested in engaging students into further education programs. From this perspective, it is extremely important to determine relevant social factors majorly impacting the students’ representation about further education and its role in building and shaping up the motivation to continue education. This study focuses on the analysis of social representation in the processes of motivation of students to acquire further vocational education in course of university studies. This study is based on the results of survey among 452 Russian students. In this work attitude of Russian students to further education was investigated by means of six scales: (1) information awareness of further education programs; (2) social representation about further education (in general, regarding the contents, conditions, cost); (3) representation about required program characteristics and expectations; (4) wish to receive further education in present and in future, as well as bars thereto. In students’ perception four main representations about further education were found. Study results prove that social representations have little effect on students’ intention to receive further vocational education in course of university studies, but the effect is significant in a long-term perspective.

Digital Support for University Guidance and Improvement of Study Results

This paper will analyze [email protected], a project developed by the University of Turin since the 2014/2015 academic year. The project's main purpose is to support students in their choice of the most appropriate university study course. An educational model for university guidance has been developed and applied in the creation of a self-paced MOOC. It is provided through a learning management system integrated with an advanced computing environment, an automated assessment system and a web conference system. In the platform students can find accessible activities such as interactive resources, information, orienting material about 15 scientific courses, automatically graded tests, review courses. As a result, the University of Turin has recorded enrollment growth in scientific courses. Students’ feedback has shown high appreciation of these innovative teaching methods and digital devices for learning Mathematics and other scientific subjects. In the next future, the University of Turin is interested in extending a similar service oriented towards other courses, especially courses which provide a highly selective admission test and requires a specific background of knowledge.

Employers Expectations Vis-à-vis Graduates Of Faculties Of Economics. Results Of A Direct Study

This paper presents employers’ opinions concerning competencies they expect of graduates of Faculties of Economics with elements of environmental protection. In order to provide empirical input, we conducted a questionnaire-based study among 200 top managers of (mostly) businesses located in the Lodz region (voivodeship), including 194 enterprises and 6 entities do not involved in business but whose activities are, directly or indirectly, linked with environmental protection. The findings of our study demonstrate that while both soft and professional competencies acquired in the course of university studies are important to employers, the respondents valued soft competencies more. They found foreign languages to be the most important, although surprisingly they also attached high importance to a good command of Polish. When assessing university curricula, employers indicated that general courses, the foundations of a university education, remain important as a basis to improve the professional skills of university graduates and to reinforce their position in the labour market.

Application of Interactive Classification System in University Study Course Comparison

The growing amount of information in the world has increased the need for computerized classification of different objects. This situation is present in higher education as well where the possibility of effortless detection of similarity between different study courses would give the opportunity to organize student exchange programmes effectively and facilitate curriculum management and development. This area which currently relies on manual time-consuming expert activities could benefit from application of smartly adapted machine learning technologies. Data in this problem domain is complex leading to inability for automatic classification approaches to always reach the desired result in terms of classification accuracy. Therefore, our approach suggests an automated/semi-automated classification solution, which incorporates both machine learning facilities and interactive involvement of a domain expert for improving classification results. The system's prototype has been implemented and experiments are carried out. This interactive classification system allows to classify educational data, which often comes in unstructured or semi-structured, incomplete and/or insufficient form, thus reducing the number of misclassified instances significantly in comparison with the automatic machine learning approach.

INVESTIGATING THE STUDENTS’ VALUE ORIENTATIONS IN THE LEARNING ENVIRONMENT OF THE HIGHER SCHOOL

The research objective is investigation of value orientation system and its development in the context of social and professional personality growth in the higher school. Methods: For diagnosing the value sphere, the author applies the morphological life value tests of V.F. Sopov and L.V. Karpushina, and C.S. Bubnov’s diagnostic method of the actual value orientation structure. Results: The research findings demonstrate a significant potential of vocational education environment for fostering the students’ life values due to the organized and structured educational processes, and involved psychological and pedagogical teaching techniques. Additionally, the author emphasizes the interrelation between a student’s capability of living in the present, flexible behavior, and self-awareness, - on the one hand, and such values as a family, financial position, achievements, social contacts and creativity. Scientific novelty: The research identifies the development dynamics of students’ value orientation in the course of university studies with regard to the gender differences. Practical significance: The identified specificities of students’ value orientation dynamics can be used for planning the content of training sessions and extracurricular activities.

THE DEVELOPMENT OF VALUE-ORIENTED ATTITUDE TO THE FUTURE PROFESSION IN THE STUDENTS MAJORING IN ART AND ART TEACHING

Рассмотрено развитие ценностого отношения к буду-щей профессии студентов в процессе обучения в вузе через аксиологизацию педагогических и специальных художественных дисциплин.

Mindfulness training for stress management: a randomised controlled study of medical and psychology students.

BackgroundDistress and burnout among medical and psychology professionals are commonly reported and have implications for the quality of patient care delivered. Already in the course of university studies, medicine and psychology students report mental distress and low life satisfaction. There is a need for interventions that promote better coping skills in students in order to prevent distress and future burnout. This study examines the effect of a seven-week Mindfulness-Based Stress Reduction (MBSR) programme on mental distress, study stress, burnout, subjective well-being, and mindfulness of medical and psychology students.MethodsA total of 288 students (mean age = 23 years, 76% female) from the University of Oslo and the University of Tromsø were randomly allocated to an intervention or control group. The control group continued with their standard university courses and received no intervention. Participants were evaluated using self-reported measures both before and after the intervention. These were: the ‘General Health Questionnaire, Maslach Burnout Inventory Student version, Perceived Medical School Stress, Subjective Well-being, and Five Facet Mindfulness Questionnaire’ and additional indices of compliance.ResultsFollowing the intervention, a moderate effect on mental distress (Hedges’g 0.65, CI = .41, .88), and a small effect on both subjective well-being (Hedges’g 0.40, CI = .27, .63) and the mindfulness facet ‘non-reacting’ (Hedges’g 0.33, CI = .10, .56) were found in the intervention group compared with the control group. A higher level of programme attendance and reported mindfulness exercises predicted these changes. Significant effects were only found for female students who additionally reported reduced study stress and an increase in the mindfulness facet ‘non-judging’. Gender specific effects of participation in the MBSR programme have not previously been reported, and gender differences in the present study are discussed.ConclusionFemale medical and psychology students experienced significant positive improvements in mental distress, study stress, subjective well-being and mindfulness after participating in the MBSR programme.Trial registrationNCT00892138