Graduate Students Research Articles

The Influence of Foundational Bases of Internet-Only Banks on Consumer Attitudes and Usage Intentions: Focused on the Moderating Effect of Involvement, Usage Purpose, and Construal Level

This study investigates how the foundational bases of internet-only banks shape consumer attitudes and intentions to use these services. Specifically, it examines how consumer attitudes and usage intentions toward internet-only banks are moderated by factors such as involvement, purpose of use, and construal level. This research contrasts consumer attitudes based on the foundational bases of internet-only banks (ICT-driven vs. bank-driven) and analyzes whether involvement (high vs. low) and usage purpose (deposit vs. loan) have moderating effects on these attitudes. Furthermore, it explores whether construal level (low vs. high) moderates usage intentions depending on the bank’s foundational base (ICT-driven vs. bank-driven). For empirical analysis, two types of surveys representing ICT-driven and bank-driven internet-only banks were administered to a sample of 360 participants, including university students, graduate students, and the general public in Daegu and Gyeongbuk. Key Findings: 1) Consumer attitudes were significantly more favorable toward ICT-driven internet-only banks compared to bank-driven counterparts. 2) High involvement correlated with more positive attitudes toward ICT-driven internet-only banks, whereas low involvement correlated with more favorable attitudes toward bank-driven banks. 3) For usage purpose, consumers with a loan-oriented purpose demonstrated a stronger positive attitude toward ICT-driven internet-only banks, while, counter to the hypothesis, deposit-oriented consumers also showed a preference for ICT-driven banks. 4) Regarding construal level, lower construal levels were associated with stronger usage intentions for ICT-driven internet-only banks. Unexpectedly, high construal levels also displayed elevated usage intentions for ICT-driven models. In conclusion, initial consumer responses to internet-only banks, which incorporate ICT as an enabling technology within essential financial services, appear to prioritize convenience and procedural efficiency. This study thus offers theoretical insights suggesting that both internet-only and traditional banks should address these consumer demands by enhancing service speed and simplicity.

PROMOTING THE INTERNATIONALIZATION OF THE POPNEURO, A SUCCESSFUL NEUROPHYSIOLOGY OUTREACH PROGRAM.

Here, we report a successful initiative between Brazil and Germany to stimulate neuroscience outreach: the POPNeuro Program. The POPNeuro Program is a neuroscience outreach project created in Brazil that has been active for over ten years. It was initiated in Uruguaiana/RS/Brazil and linked to the Physiology Research Group from the Federal University of Pampa. The neuroscience dissemination was developed mainly in school environments by a team that includes neuroscientists and university undergraduate and graduate students. One of the key focuses of POPNeuro is to identify and avoid the dissemination of neuromyths (misconceptions generated by a misunderstanding, a misreading, or a misquoting of scientific facts). Following an initial research cooperation, the Brazilian and German teams decided to replicate some of the POPNeuro activities in Germany. The POPNeuro spin-off developed the first activities in Germany included neuroscience disclosure activities during the TUC Open Campus Day and a Neuroscience of Learning course for sports and physical education teachers. During the activities, participants took a quiz to identify the prevalence of neuromyths and knowledge of neuroscience facts. The results demonstrate a high prevalence of neurotmyths between the different participants. Despite the socio-cultural differences, these results are in line with previous results from POPNeuro in Brazil. Considering our experience and the participants' evaluations, we are confident that promoting the internationalization of this successful neurophysiology outreach program, expanding the Brazilian POPNeuro program in Germany will have a positive impact. This initiative represents a model of international cooperation that should be stimulated.

Ideas of Russian students about the essence, types and methods of propaganda: based on the results of empirical research

This article is devoted to the comparison and analysis of a number of results of sociological studies conducted at the sociological faculty of Moscow State University named after M.V. Lomonosov in February 2024 and in April–May 2024. As part of a February 2024 pilot study conducted by standardized interview method, 42 under graduate (48%) and graduate (52%) students of the Faculty of Sociology were selected. The age of 36% of respondents was in the range of 17–18 years, 52% from 19 to 22 years, 12% — from 23 to 26 years. As part of a sociological study conducted at the Faculty of Sociology of Moscow State University named after M.V. Lomonosov in April–May 2024, a sociological study “Social communication in modern society: essence and features” a total of 401 students of the sociological faculty of Moscow State University named after M.V. Lomonosov. The study was conducted by questionnaire. 401 students of the sociological faculty of Moscow State University named after M.V. Lomonosov, of which 73,32% of bachelors and 26,68% of masters, which corresponds to the structure of the student body of the sociological faculty. Among the surveyed students, 70,07% were female, and 29,93% were male, which generally corresponds to the overall gender composition of the faculty students. 65,75% of respondents (i.e. almost two thirds of respondents) were young people aged 19 to 22 years, 19,5% — from 23 to 26 years, 14,75% — from 14 to 18 years. As part of these studies, students were asked a number of questions, including those aimed at identifying their ideas about the essence of the phenomenon of propaganda, types of propaganda, perception of propaganda, destructive and constructive propaganda. Research results have shown that in the student environment as a whole, incorrect and vague ideas about the essence of the phenomenon of propaganda, its various types and methods, as well as the negative attitude of respondents to the phenomenon of propaganda itself prevail, which is clearly visible in a number of detailed definitions of this phenomenon given by them. A significant part of students primarily associates the concept of propaganda with the concepts of “imposition”, “manipulation”, primarily because of the prevailing neoliberal ideologies in social networks and instant messengers, popular among young people, that young people themselves are not particularly aware of. Nevertheless, they state the fact that there is an acute ideological struggle in the Russian Federation and an active neoliberal ideology in modern Russia.

Social Media as a Learning Tool in Moroccan Higher Education from Students’ Perspectives

This study is important because it addresses the global shift toward digital education and emphasizes the need to examine the role of social networks in education. By shedding light on this issue, this study aims to address the challenges facing the Moroccan educational system and provide recommendations for improving educational standards and pedagogical approaches considering the country’s technological advancements. The research also seeks to answer two key questions: How do Moroccan undergraduate and graduate students view the integration of social media into education? What insights do Moroccan students offer to guide the development of innovative teaching and learning methods using social media platforms?

Can the time management trap be avoided by time management assistance among graduate students?

ABSTRACT Time management skills may impact all aspects of students’ performance and achievement. This study used mixed method research: a qualitative method together with a complementary quantitative method. The qualitative method study examined student’s preparation plans leading up to the graduate paper. The quantitative method research examined the relationship between time management skills, procrastination, and academic achievement among Master of Education (M.Ed.) students, working on their theses. This is a complex, long-term task calling for effective time management in order to avoid or minimise procrastination. Unexpectedly, time management assistance did not affect the number of on-time submissions (according to the recommended project outline). These skills were significantly positively associated with academic procrastination, indicating that individuals having good time management skills are also low procrastinators. Both variables are negatively associated with the number of on-time submissions and did not mediate the relationship between time management assistance and the number of on-time submissions contrary to the hypotheses. The number of on-time submissions was positively associated with the final mark in that, as expected, the greater the number of on-time submissions, the higher the final mark. This study provides an innovative view that improves understanding of time management assistance for students: time management assistance does not affect each student identically. It is not effective for those students with time management difficulties yet disrupts those students with good time management skills. Such students ignore the plan proposed to them by lecturers and prefer to work independently.

A psychological reaction of higher education students to the new national exit exam in the case of Dilla University, 2023

IntroductionTest anxiety is an emotional state characterized by physiological and behavioral responses linked to the fear of poor exam results. It can result in a significant impact in the overall academic achievement of students. Addressing the contributing factors of the problem is better to intervene in the academic challenges of students and create a conducive learning environment. Thus, this study investigated the association between test anxiety and the newly implemented national exit exam program among prospective graduate students at Dilla University in 2023.MethodsA community-based cross-sectional design was employed, involving 357 participants recruited from August 15 to September 14, 2023. Data collection utilized structured questionnaires combined with interviews. The Westside Test Anxiety Inventory (WTAI) assessed test anxiety levels. Epi Info version 7 facilitated data entry, with subsequent analysis conducted using SPSS version 25. A p < 0.05 was used to determine statistical significance in the multivariate logistic regression model.ResultsThe prevalence of test anxiety associated with the national exit exam among prospective graduates at Dilla University was 68.9% (95% CI: 63.9–73.7%). The analysis identified significant associations between test anxiety and several factors: non-formal educational background of parents (AOR = 2.84, 95% CI: 2.12–4.65), moderate social support (AOR = 0.24, 95% CI: 0.12–0.46), and poor coping mechanisms (AOR = 3.67, 95% CI: 2.45–5.67).ConclusionThis study revealed a substantial prevalence of test anxiety among graduating students about the national exit exam. The findings suggest that factors such as limited social support and inadequate coping mechanisms contribute to test anxiety. Targeted interventions, including social support programs, counseling services, coping mechanism training, parental education, and support for students with lower academic performance, may be beneficial in mitigating test anxiety.

Evaluating parental knowledge and attitudes toward childhood hearing loss: a cross-sectional study in Rawalpindi, Pakistan.

Childhood hearing loss poses a significant public health challenge in Pakistan, with prevalence rates over double the global average. Parental knowledge and attitudes play a crucial role in timely detection and intervention. However, limited research explores this issue within the Pakistani context. This study aimed to examine parental knowledge and attitudes regarding childhood hearing loss in Rawalpindi, Pakistan, and identify key demographic factors influencing parental perspectives. This cross-sectional survey was conducted in Rawalpindi, Pakistan from March 1 to August 31, 2023. A total of 150 parents (79 fathers and 71 mothers) of children aged 0-12 years were recruited through convenience sampling at public locations such as schools, malls, and hospitals. Data were collected through face-to-face interviews using the validated "Parental Knowledge and Attitudes towards Childhood Hearing Loss Questionnaire," administered by a graduate student to assess parental knowledge and attitudes about childhood hearing loss. Descriptive statistics determined the percentage of correct responses and knowledge/attitudes scores. Chi-square tests explored associations between demographic factors and parental perspectives. Overall, 67.3% of parents demonstrated good knowledge of childhood hearing loss. Notably, parents scored high on recognizing congenital causes (79.3%) but displayed low awareness of measles as a risk factor (29.3%). Significant gender disparities emerged in parental knowledge, with mothers exhibiting superior knowledge compared to fathers regarding newborn screening (63.4% vs. 46.8%), treatment availability (81.7% vs. 64.6%), and educational inclusion for children with hearing impairment (57.7% vs. 38.0%). Despite these knowledge gaps, parents generally held positive attitudes towards childhood hearing loss, with an average score of 94.7%. Gender and educational level significantly influence knowledge and attitudes. Although parents in Rawalpindi generally have a good understanding and positive attitudes towards childhood hearing loss, gaps in knowledge about preventable causes and gender disparities need attention. Providing tailored counselling for higher-risk, less educated groups and expanding policies for paediatric audiology services nationwide can help address these issues.

Factors bridging medical graduate students’ training and future academic achievements of dermatologists in China

Abstract Objectives Dermatology is highly competitive among medical students in China, yet, limited research has explored the factors influencing their career achievements during their studies. This study aims to examine how demographic and academic factors during training impact future career success in dermatology graduates. Methods A retrospective analysis of 61 dermatology graduates (2010–2020) from Wuhan Union Hospital was conducted. The correlation between demographic and academic data and career development indicators using Pearson’s chi-squared or Fisher’s exact test. Results The results revealed that pursuing a doctoral degree after completing master’s training, which entails a greater investment of time and effort, was closely associated with future career achievements. In contrast, the age of enrollment in graduate studies did not prove to be a determining factor. Additionally, in-depth training in research ability, demonstrated by the involvement in national research projects and the publication of high-quality science citation index (SCI) papers, exerted a positive influence on the future professional development. Besides, in terms of future promotions to administrative, teaching, and medical titles, male graduates exhibited a distinct advantage over their female counterparts. Conclusions These results suggest that in the medical field, the quality of education and training is more decisive for career development than other factors, such as the age of enrollment. On the other hand, the observed gender advantage in career promotions reflects potential structural inequalities within the medical profession, warranting further investigation and improvement.

Exploring relationships between dating app use and sexual activity among young adult college students

BackgroundUniversity campus clinics provide crucial sexual health services to students, including STI/HIV screening, testing, contraception, and counseling. These clinics are essential for engaging young adults who may lack access to primary care or have difficulty reaching off-campus services. Dating apps are widely used by young adults, yet there is a lack of studies on how they affect sexual practices. This study aimed to evaluate the use of dating apps, engagement in condomless sexual activity, and the prevalence of STIs among young adult college students in Northern Texas.MethodsA cross-sectional survey was conducted from August to December 2022 among undergraduate and graduate students aged 18–35 at a large university in Northern Texas. A total of 122 eligible participants completed the survey, which assessed demographics, sexual behaviors, dating app use, and STI/HIV testing practices. Descriptive statistics, bivariate analyses, and multivariate Poisson regression analyses with robust variance were performed to identify factors associated with dating app use and condomless sexual activity.ResultsTwo-thirds of participants reported using dating apps. Significant differences were found between app users and non-users regarding demographic factors and unprotected sexual behaviors. Dating app users were more likely to report multiple sexual partners, inconsistent condom use, and a higher likelihood of engaging in unprotected sex. Poisson regression analysis indicated that app use was associated with residing in large urban areas, frequent use of campus STI/HIV screening services, and having multiple sexual partners (p < 0.05).ConclusionThe study highlights a significant association between dating app use and engagement in condomless sexual activity among college students. University health clinics play a critical role in providing sexual health services and can enhance their impact by expanding access to testing, contraception, and inclusive, sex-positive education. Future research should explore the long-term effects of dating app use on sexual health and evaluate the effectiveness of app-based interventions in promoting safer sexual practices.

Call to Action: Responding to COVID-19, Racism, and Student Mental Health on University Campuses

ABSTRACT The onset of the COVID-19 pandemic initiated a cascade of stressors that occurred concurrently with increasing issues of racism and racial injustice events. These compounded healthcare and societal stressors significantly impacted the mental health of individuals worldwide, including university students. To address the needs of students, a survey was administered to undergraduate, graduate, and professional students at a large public university in the southeastern United States. Qualitative data were collected regarding student mental health, recommendations for institutional resources, and support needs therein. Thematic analysis of qualitative responses from 1050 university students indicated six areas students stated they wanted the university to address to support their mental health needs: (1) Communication, (2) Academic Concerns, (3) Mental Health Resources and Connections, (4) COVID-19 Safety, (5) Social Injustice, and (6) Financial Concerns. To address these areas, we propose a set of evidence-based recommendations within the Social-Ecological Framework for colleges and universities to adopt to support student mental health considering all races, backgrounds, and experiences. Additionally, we propose strategies for university and college counseling centers to provide an essential leadership role on campuses to move these recommendations forward and positively impact the mental health of students.

Graduate Student Feedback Related to Diversity, Equity, and Inclusion in the Department of Animal Science

Graduate Student Feedback Related to Diversity, Equity, and Inclusion in the Department of Animal Science

Building a valuable professional development course: instructor effort vs. perceived student value of activities in an online biotechnology course

Providing undergraduate and graduate students with the appropriate preparation for transitioning to careers in their field after graduation is a key goal of higher education institutions, with many programs employing professional development workshops or courses to assist students and provide hands-on skills in this area. Although a wide variety of activities could benefit students, instructor and career specialist time is limited. Here, we describe an online biotechnology professional development course for undergraduate and graduate students, covering career exploration and the job search process, and the students’ perceptions of the activities offered based on survey data. Overall response to the course was positive, with students at various stages of their education indicating appreciation of most of the course assignments. Interestingly, students ranked the activities that took the most instructor time, namely review of application materials, mock interviews, and career panels, as the most valuable for their personal development. The career exploration aspects of the course influenced students to be open to new possibilities. However, students struggled to make time to complete the assignments for a fully online, largely asynchronous course. Discussion of the value of the course activities, their relevance to social cognitive career theory and cognitive information processing, and suggestions for smooth implementation are provided.

An Exploration of The Path of Mental Health Education for Graduate Students in Collaboration Between Tutors and Counselors from The Perspective of Positive Psychology

At present, the mental health problems of graduate students in colleges and universities are increasing day by day, and the tutors and counselors of graduate students are indispensable roles in the training and education of graduate students, and also play a very important role in the mental health education of graduate students. From the perspective of positive psychology, this paper analyzes the advantages of mentors and counselors' participation in mental health education from the perspective of the mental-assistant cooperative education mechanism, and tries to put forward the mental-assistant cooperative education mechanism to give full play to the joint efforts of the two in the mental health education of graduate students, so as to protect the better growth of students.

Investigating frank autism: clinician initial impressions and autism characteristics.

"Frank autism," recognizable through the first minutes of an interaction, describes a behavioral presentation of a subset of autistic individuals that is closely tied to social communication challenges, and may be linked to so-called "prototypical autism." To date, there is no research on frank autism presentations of autistic adolescents and young adults, nor individuals diagnosed with autism spectrum disorder (ASD) in childhood who do not meet diagnostic criteria during or after adolescence (loss of autism diagnosis, LAD). In addition, there are currently no data on the factors that drive frank autism impressions in these adolescent groups. This study quantifies initial impressions of autistic characteristics in 24 autistic, 24 LAD and 26 neurotypical (NT) individuals ages 12 to 39 years. Graduate student and expert clinicians completed five-minute impressions, rated confidence in their own impressions, and scored the atypicality of behaviors associated with impressions; impressions were compared with current gold-standard diagnostic outcomes. Overall, clinicians' impressions within the first five minutes generally matched current gold-standard diagnostic status (clinical best estimate), were highly correlated with ADOS-2 CSS, and were driven primarily by prosodic and facial cues. However, this brief observation did not detect autism in all cases. While clinicians noted some subclinical atypicalities in the LAD group, impressions of the LAD and NT groups were similar. The brief observations in this study were conducted during clinical research, including some semi-structured assessments. While results suggest overall concordance between initial impressions and diagnoses following more thorough evaluation, findings may not generalize to less structured, informal contexts. In addition, our sample was demographically homogeneous and comprised only speaking autistic participants. They were also unmatched for sex, with more females in the non-autistic group. Future studies should recruit samples that are diverse in demographic variables and ability level to replicate these findings and explore their implications. Results provide insights into the behavioral characteristics that contribute to the diagnosis of adolescents and young adults and may help inform diagnostic decision making in the wake of an increase in the demand for autism evaluations later than childhood. They also substantiate claims of an absence of apparent autistic characteristics in individuals who have lost the diagnosis.

Application of clinical thinking training system based on entrustable professional activities in emergency teaching.

Standardized training for resident physicians (STRP) is essential for improving their clinical skills. The standardized training for resident physicians in emergency medicine differs from other disciplines, focusing more on knowledge related to medical emergencies and emergency care skills requiring urgency and real-time response. There are specific differences in knowledge content, teaching methods, curriculum design, and career development compared to other specialties. As a national-level teaching base for emergency medicine, our hospital continuously explores and innovates in teaching models, discovering a model more suitable for emergency medicine. This study summarizes practical experience in teaching and assessment integration (TAA), evaluates teaching training effectiveness with the Clinical Thinking Training System (CTTS), and examines integrating this system with innovative teaching and assessment models' impact on resident physicians' clinical abilities. In our study, we selected residents who rotated in our department from July-December 2023 and randomly divided them into a reform group (n = 106) and a control group (n = 104). The reform group received training using the Clinical Thinking Training System (CTTS) while the control group received standard training consistent with the existing STRP framework. We integrate innovative teaching and assessment (TAA) modelsand theEntrustable Professional Activities(EPAs) scale to assess students' abilities, stratifying by grade level, background, and major to evaluate students' departmental rotation examination (DRE) and EPAs scores. The DRE scores and Mini-CEX scores were significantly higher in the reformed group compared to the control group. The final assessments showed the reform group scored significantly higher in first-case documentation and overall clinical thinking decision-making. Specifically, the reform group had significantly higher scores in first-case documentation for second-year, third-year, undergraduate, and graduate students, and non-emergency specialty students. The clinical thinking decision-making scores of the reform group were significantly higher across different years, specialties, and educational backgrounds. All the EPAs results indicated the CTTS improved treatment decision-making abilities among students with different years of training, educational backgrounds, and specialties. Moreover, the ability for continuous patient management improved to some extent among students in different years and with different educational backgrounds. The integration of innovative teaching and assessment models with the CTTS is more conducive to improving the examination performance and confidence in professional behavior of resident physicians.

Research on intervention strategies for fire rescue personnel’s competency frustration: EEG experimental validation

In order to accurately measure the level of competency frustration and what measures to take to alleviate the negative effects of competency frustration, 35 graduate students were selected to verify the effect of the frontal lobe α asymmetry (FAA) as a judgement of the competence frustration level using EEG experimental method. On this basis, through two stopwatch stopping experiments, 108 fire rescue personnel were selected to conduct the experiments to investigate the intervention effects of developmental feedback and compassion-focused therapy in turn. The results showed that frontal α asymmetry could be used as an EEG indicator for judging competency frustration, and the intervention method of compassion-focused therapy reduced the level of competency frustration of the subjects, while developmental feedback interventions did the opposite. The difference in the effects of the two intervention methods indicates that when intervening in competence frustration, it is easier to reduce the competency frustration by focusing on the subjects themselves than focusing on the completion of the task.

Tribute to Kenneth Sauer (1931-2022): a mentor, a role-model, and an inspiration to all in the field of photosynthesis.

Kenneth (Ken) Sauer was a mainstay of research in photosynthesis at the University of California, Berkeley and the Lawrence Berkeley National Laboratory (LBNL) for more than 50years. Ken will be remembered by his colleagues, and other workers in the field of photosynthesis as well, for his pioneering work that introduced the physical techniques whose application have enriched our understanding of the basic reactions of oxygenic photosynthesis. His laboratory was a training ground for many students and postdocs who went on to success in the field of photosynthesis and many others. Trained as a physical chemist, he always brought that quantitative approach to research questions and used several spectroscopic methods in his research. His broad scientific interests concerned the role of manganese in oxygen evolution, electronic properties of chlorophylls, energy transport in antenna complexes, and electron transport reactions. He was also an enthusiastic teacher, an enormously successful mentor who leaves behind a legion of scientists as his abiding legacy, a lover of music and the outdoors with many interests beyond science, and a dedicated family man with a great sense of humility. In this tribute, we summarize some aspects of Ken Sauer's life and career, illustrated with selected research achievements, and describe his approach to research and life as we perceived it, which is complemented by reminiscences of several current researchers in photosynthesis and other fields. The supporting material includes Ken Sauers's CV and publication list, as well as a list of the graduate students and postdocs he trained and of researchers that spent a sabbatical in his lab.

Integration of growth mindset concepts into academic writing courses for novice researchers’ academic writing skills and competence

ABSTRACT This study analyzed both qualitative and quantitative data to explore the influence of the integration of mindset theories into academic writing courses on 39 undergraduate and six graduate students’ academic writing in a university in Taiwan. The study arrived at the following major findings. Firstly, with the integration of mindset theories and academic writing instruction, participants had a growth mindset, knowledge in academic writing in terms of structure and research method, and skills in writing a literature review. Secondly, the instructor’s modeling and feedback were considered effective facilitators for novice researchers. Based on the findings of this study, suggestions were provided to integrate mindset theories into English as a foreign language (EFL) academic writing instruction in classroom settings.

Interprofessional Team Training

Background: Interprofessional team training (IPTT) prepares students from health care professions for team-based care. Evaluating different learning environments to inform decisions about delivery format is timely and important. Purpose: To compare in-person and online IPTT learner outcomes. Method: Undergraduate and graduate students (n = 866) from 11 professions participated. Using retrospective pre-/post-methodology, 20 item Interprofessional Collaboration Competency Attainment Survey (ICCAS) scores were compared, and qualitative responses analyzed. Results: Mean ICCAS scores improved for in-person and online delivery (P < .0001) with large effect sizes (Cohen’s D = 0.94-1.86). In-person delivery resulted in greatest improvement (P = .038), offset by online logistical benefits. Qualitative themes highlighted impact on learning, importance of facilitator competence, and setting expectations. Conclusion: IPTT achieved learning consistent with competency development. Advantages from in-person delivery should be weighed against online logistical advantages.

The Practice of Project-Based Learning in a Management Information Systems Course for Graduate Students

The Project-Based Learning (PBL) is a contextualized learning method based on constructivist theory, enabling students to learn knowledge by applying knowledge and conducting experiments. Most researcher in PBL focused on the K-12 and undergraude students, less focused on graduate students. This article integrates PBL into the teaching practice activities of a management information systems (MIS) course for graduate students and constructs a PBL process consisting of four stages: startup period, middle period, presentation period, and closing period. It aims to address the practical application of relevant theories of MIS and the application of emerging information technologies in solving practical problems, so as to improve students' active construction ability of course knowledge and effectively enhance their team collaboration ability.