Determinants Of College Students Research Articles

Determinants of College Students’ Online Fragmented Learning Effect: An Analysis of Teaching Courses on Scientific Research Software on the Bilibili Platform

In the era of mobile Internet, online fragmented learning has become one of the mainstream ways for college students to study independently. Analyzing the online fragmented learning effect (OFLE) has essential reference value for guiding the online learning behavior of college students and optimizing the allocation of online learning platform resources. It also provides sustainable solutions for enhancing college students’ online independent learning effect. For this paper, we took college students who have studied teaching courses on scientific research software (TCSRS) on Bilibili as our research subjects, constructed a theoretical model of college students’ OFLE based on the theory of online learning and fragmented learning, verified the model through using questionnaire data, and analyzed the determinants of college students’ OFLE and its mechanisms. Our results indicate the following: (1) Most college students spend a dispersed amount of time learning TCSRS, showing the characteristics of “fragmentation”. (2) Learning motivation (LM), self-efficacy (SE), and fragmented time utilization (FTU) have a significant positive effect on college students’ OFLE. (3) Knowledge fragmentation (KF) affects college students’ OFLE, but it is not significant. These dimensions provide a theoretical reference for quantitative research on the impact of college students’ OFLE. Finally, also in this paper, improvement countermeasures are proposed from the perspective of improving college students’ OFLE and ability.

Do these widely believed factors really affect college students' grades?

Presumably everyone knows that the grades of college students are generally not ideal. As far as our daily cognition is concerned, the factors that determine the grades of college students are nothing more than hard work, the quality of the learning environment, and the education of the family. But I think everyone has a certain misunderstanding about the determinants of college students' grades. As a college student, I can clearly feel that university study is completely different from middle school study. Here I have selected a few typical indicators that everyone believes influence college student grades, explored the reasons for this, and tested whether this is the case.

Determinants of College Students’ Actual Use of AI-Based Systems: An Extension of the Technology Acceptance Model

Acceptance of, behavioral intention towards, and actual use of AI-based systems or programs has been a topic of growing interest in the field of education. A considerable number of studies has been conducted to investigate the driving factors affecting users’/students’ intentions regarding certain technology or programs. However, few studies have been performed to understand college students’ actual use of AI-based systems. Moreover, the mediating effect of students’ learning motivation was seldom considered. Therefore, the present study was conducted to explain factors contributing to college students’ actual use of AI-based systems, as well as to examine the role of their learning motivations. As a result, perceived usefulness and perceived ease of use of AI-based systems positively impacted students’ attitude, behavioral intentions, and their final, actual use of AI-based systems, while college students’ attitude towards AI-based systems showed an insignificant impact on students’ learning motivations of achieving their goals and subjective norms. Collectively, the findings of the present study could enrich the knowledge of the technology acceptance model (TAM) and the application of the TAM to explain students’ behavior in terms of the adoption of AI-based systems.

Factors Influencing Students’ Continuance Usage Intention with Virtual Classroom during the COVID-19 Pandemic: An Empirical Study

The constant variation of COVID-19 has intensified the spread and recurrence of the epidemic, and education continues to be hard hit in most countries. The virtual classroom has become the main platform to replace the traditional classroom in the COVID-19 pandemic context. Due to the lack of a comprehensive understanding of college students’ perceptions of the platform system, it is essential to explore the factors and mechanisms that influence students’ willingness to use virtual classrooms consistently to improve the learning efficiency and optimize the effect of educational communication during the epidemic. This study integrates the Delone and McLean (D&M) information systems (IS) success model, expectation–confirmation model (ECM), and instructor quality factor to construct an operational model, and it used a structural equation model to analyze the 411 valid samples received from online questionnaires. The results reveal that the determinants of college students’ perceived usefulness of virtual classrooms are service quality, instructor quality, and confirmation, while system quality has no effect on perceived usefulness in the context of the COVID-19 pandemic. Secondly, system quality, service quality, and instructor quality are three critical antecedents of confirmation, and perceived usefulness and confirmation positively affect satisfaction. Finally, perceived usefulness and satisfaction directly affect college students’ continuance intention.

Adoption of M-learning apps: A sequential mediation analysis and the moderating role of personal innovativeness in information technology

Within the emerging context of the digitization of the education industry, mobile learning terminals constitute a significant advance in how information is communicated. Previous studies revealed that the influence mechanism proposed by TAM could be extended with other determinants. The impacts of privacy concerns, personal innovativeness in information technology, and conditional process analyses have been underexplored.The primary aim of this study is to examine factors influencing the students’ intentions to continue using mobile learning Apps in the academic context. A further objective is to identify the mediating and moderating mechanisms underlying the relationships between continuance intention and its antecedents.The purposive questionnaire was conducted among college students through an online survey, with 293 valid respondents. The quantitative methods through regression analyses and Maximum Likelihood Method Structural Equation Modeling (SEM) were employed to assess the proposed models and perform data analyses. The results confirm that the determinants of college students' continuance intention toward M-learning Apps are perceived ease of use (PEU), perceived usefulness (PU), students' perceived satisfaction (SAT), personal innovativeness in information technology (PIIT), and privacy concerns (PC), which together explain 63.4% of the variance of continuance intention (CI). Specifically, privacy concerns impose a weakly negative effect on students' continuance intention, with a coefficient of −0.093. This study also verifies that perceived ease of use on continuance intention was mediated by perceived usefulness and students' satisfaction. It includes a serial mediation as the effect of perceived ease of use on satisfaction flowed through perceived usefulness, where students' satisfaction mediated the impact of perceived usefulness on continuance intention. The total effects of perceived ease of use on continuance intention are 0.633. In addition, the students' perceived satisfaction is marginally moderated by personal innovativeness in information technology, affirming PIIT imposed a quadratic impact on college students’ continuance intention toward M-learning Apps.The study provides valuable insights for educational institutions and educational M-learning software companies on how to utilize M-learning Apps to motivate college students to learn more efficiently and increase students’ engagement with instructors.

Analysis of Key Factors Affecting Undergraduate Entrepreneurship Ability from a Big Data Perspective

To achieve rapid social and economic growth, society has raised expectations for the overall quality and competence of today’s college students in the environment of big data. College students must have a strong spirit of creation and entrepreneurship, as well as a precise level of professional knowledge and practical talents. Based on this backdrop, a weighted K-means clustering method (WK-means) is utilized to investigate the key determinants of college students’ entrepreneurial ability and their interactions with important text content, such as the college student innovation and entrepreneurship competition. To begin, extract a number of characteristics from the sample of entrepreneurial college students, particularly the entrepreneurial ability components. The sample is then divided into two groups. Entrepreneurs who succeed are categorized as positive, while those who fail are classified as negative. The clustering result yields the feature weight of each sample. The weight of each attribute is proportionate to its importance. Second, using the multivariate relationship analysis approach, the correlation between various factors is determined, and the impact of various factors on college students’ entrepreneurial capacity is further investigated. The results of the experiment demonstrate that adaptability and learning ability are the most important characteristics influencing college students’ entrepreneurial aptitude, whereas self-control has little impact.

Sociodemographics, Beliefs, and Attitudes as Determinants of College Students' Career Aspirations

We sought to determine the extent to which sociodemographic characteristics indirectly influence the relationships among self‐efficacy beliefs, feminist attitudes, and career aspiration domains. A group of college students (N = 1,129; 37% racial minorities) from an urban midwestern university participated in the study. Two moderation analyses were conducted and yielded interaction effects of Self‐Efficacy Beliefs × Gender on leadership aspiration (p = .01) and Self‐Efficacy Beliefs × Sexual Orientation on leadership aspiration (p = .050). Results indicated that a stronger endorsement of self‐efficacy beliefs led both male and lesbian, gay, bisexual, queer, intersex, and questioning (LGBQIQ) students to seek out leadership positions within their chosen career field. The effect of feminist attitudes on achievement aspiration was stronger for LGBQIQ students than for heterosexual students (p = .044). On the basis of these results, we present several recommendations to aid career counselors in their work with college students to promote an increase in self‐efficacy and to increase career aspirations.

Determinants of psychotherapy outcome expectations: Qualitative accounts from socially anxious college students

AbstractAimPatients' prognostic psychotherapy outcome expectations are robustly associated with post‐treatment outcomes. However, little is known about the determinants of such expectancies, especially in college students whose beliefs have yet to be influenced by prior therapy experiences. Understanding factors that relate to such truly ‘baseline’ predictive beliefs can have implications for addressing undergraduate students' willingness to begin a course of, engage in, and benefit from mental health treatment, beyond simply having had prior positive or negative experiences. In this qualitative study, we examined socially anxious college students' first‐hand accounts of the primary determinants of their baseline treatment outcome expectations.MethodsSemi‐structured interviews focused on participants' personal, cultural and contextual outcome expectancy determinants were they to begin a course of psychotherapy in the future. Data were analysed according to grounded theory and consensual qualitative research principles.ResultsCategories including coursework, media and the experiences of important others were considered positive expectancy determinants in some cases and negative expectancy determinants in others, depending on whether the related depictions in class, on the screen, or in discussions were positively or negatively valenced. Although there was balance among most of these predictors, coursework was more commonly considered a positive versus negative expectancy determinant. More unique negative expectancy determinants were based on incorrect information regarding mental health and/or psychotherapy or stigma surrounding mental illness.DiscussionFindings contribute to the currently scant literature on determinants of college students' baseline treatment beliefs.

Money Attitude and Socio-Demographic Factors as Determinants of University Students’ Spending Behavior in Shah Alam, Malaysia

ABSTRACTNowadays, uncontrollable spending habit towards Malaysian young generations are becoming progressively. They have a tendency to have less value of money compared to the elder generations in spending their money. Since the cost of living in Malaysia has improved remarkably, the young generations enjoyed spending their money heavenly, therefore Malaysia faced changes in lifestyle and spending trend. This study proposes to investigate the relationship between money attitude and socio-demographic as determinants of college students’ spending behaviours. As such, the correlation between money attitude factors (power-prestige, distrust, retention-time and anxiety) and spending behaviours among Malaysian college students is a topic worthy of further exploration. At the same time, this study also attempts to explore whether college students’ spending behaviours are affected by their socio-demographic factors such as gender, age. The sample of this study consists of 176 students from three different universities in the Shah Alam area i.e University Selangor (UNISEL), University Management Science (MSU) and Universiti Teknologi Malaysia (UiTM). The regression analysis showed that there were only two factors of money attitude (power-prestige, and anxiety) that had a significant effect on spending behaviour among these universities’ students. However, from the analysis, it can be revealed that none of the socio-demographic factors had a significance (more than 0.05) towards the spending behaviour of the students. Thus, age (positive result) is the most influenced factor of the students’ spending behaviour. Consequently, several suggestions have been put forward and hoped that it will assist students in managing their fund effectively

대학생들의 전공영역 플립러닝형 영어 전용강의 수강의도 결정요인 연구 : 이러닝 수강동기, 영어 전용강의 인식, 기술수용모델, 계획행동이론을 중심으로

이 연구는 이용과 충족 이론, 기술수용모델, 계획행동이론의 융합모델인 IMTBPT 모델을 활용하여 대학생들의 전공영역 플립러닝형 영어 전용강좌 수강의도 결정요인을 확인해 보고자 했다. 이를 통해 대학생들의 플립러닝형 영어 전용강좌 수강의도를 높이기 위한 대학, 교수 차원의 전략에 대한 함의를 제시하고자 한 것이다. 이 연구의 결과는 다음과 같다.BR 첫째, 이러닝 수강동기는 학습 자율성, 학습 용이성, 학습 콘텐츠 우수성 동기 등 3개로 나타났다. 둘째, 이러닝 수강동기 중 학습 자율성(-), 학습 콘텐츠 우수성(+) 동기는 플립러닝형 전공영역 영어 전용강의 수강의도에 영향을 미쳤다. 셋째, 플립러닝형 영어 전용강좌에 대한 인식 중 전공 능력에 대한 인식(+)과 영어 능력에 대한 인식(-)은 각각 플립러닝형 전공영역 영어 전용강의 수강에 대한 태도와 수강의도에 영향을 미쳤다. 넷째, 기술수용모델 변인 중 용이성은 유용성에 정적 영향을 미쳤고, 유용성과 용이성은 플립러닝형 전공영역 영어 전용강의 수강에 대한 태도에 정적 영향을 미쳤다. 유용성은 플립러닝형 전공영역 영어 전용강의 수강의도에 정적인 영향을 미쳤다. 다섯째, 계획행동이론을 구성하는 3가지 변인 모두 플립러닝형 전공영역 영어 전용강의 수강의도에 정적인 영향을 미쳤다.

Determinants of college students' use of online collaborative help‐seeking tools

AbstractResearch has noted the effectiveness of online tools (e.g., discussion boards) for supporting help seeking among class members. However, help seeking is not necessarily warranted via online learning tools because some factors (e.g., low Internet self‐efficacy) may influence students' intention to use them. This study aims to identify the determinants of students' use of a web‐based help‐seeking tool called EchoLu. For this purpose, a structural model was developed based on technology acceptance model and tested using a structural equation modelling approach. According to the data analysis results, general Internet self‐efficacy, information‐search self‐efficacy, web‐based learning self‐efficacy, and EchoLu‐specific self‐efficacy play a significant role in students' intentions to use online help‐seeking tools. Contrary to the previous research, no statistically significant relationship was found between general Internet self‐efficacy and EchoLu‐specific self‐efficacy, and between web‐based learning self‐efficacy and perceived usefulness. Implications of the findings for guiding practitioners in supporting effective help‐seeking are presented. Limitations of the study and future research prospects are discussed as well.

Situational factors and personality traits as determinants of college students’ mood

In the present study we measured three dimensions of mood (energetic arousal, tense arousal, and hedonic tone) using a student sample in six academic situations. The first three measurements took place during neutral lectures, the fourth and fifth before and after an exam, respectively, and the last during the two weeks after the exam when students’ grades were announced. Moreover, we also measured students’ personality traits according to the five factor model. The study revealed a few significant results. First, each mood dimension had different dynamics during the semester. Second, the most consistent personality predictors of mood were neuroticism (positive relationship with tense arousal and negative with hedonic tone) and conscientiousness (positive association with energetic arousal). Moreover, the results showed different relationships between tense and energetic arousals across situations, with the weakest association being before an exam.

Ethics of Tomorrow's Business Managers the Influence of Personal Beliefs and Values, Individual Characteristics, and Situational Factors

Cheating is a common problem on today's college campuses. This study examined the determinants of college students' attitudes toward various forms of cheating. Multiple regression analysis revealed that students who are idealists, older, economics majors, or middle children tend to behave more ethically than do other students. Students who are male, tolerant, relativistic, and opportunistic tend to behave less ethically than other students. The opportunity to cheat is able to explain cheating more than any of the other determinants.

Determinants of college students' overall evaluations of their academic programs

This research explored the determinants of college seniors' overall evaluations of their academic programs (i.e., their major departments). The research was conducted with a sample of 775 students at two universities. The results suggest that, in general, stimulating course work and good teaching were somewhat more important than opportunities for faculty/student interaction or perceived faculty knowledgeability. There were significant field and gender differences, however. For example, faculty availability and course stimulation were more critical among women than among men, and faculty teaching ability was particularly significant in artistic fields. Theoretical and applied implications are discussed.