Group Of Students Research Articles

Pautas para la creación de videos educativos para estudiantes y docentes universitario

This article presents a guide for the creation of educational videos for students and teachers which was based on the search for information on specialized literature, as well as on an instrument carried out for a group of university students to know their knowledge about the subject. The study has a diagnostic scope and based on its results and the documentary analysis of the specialized literature, a proposal for a guide for the creation of educational videos is made. The results of the questionnaire reveal that videos are used and created with great frequency for educational purposes, but there is no methodology or systematized process for their creation, a need that coincides with other studies in the discussion. Therefore, we conclude with the design of the guide that aims to give general recommendations for carrying them out, identifying the ideal context to use it and what tools are needed to create this Digital Teaching Material and facilitate the teaching and learning process.

Investigating the Impact of Using TikTok on Listening Comprehension Acquisition for First-year Students at the College of Science and Arts in Unaizah

The present study explores the impact of TikTok on listening comprehension skills among first-year English language students at the College of Science and Arts in Unaizah. With the rise of social media as a learning tool, particularly during the COVID-19 pandemic, TikTok has emerged as a platform for informal language acquisition. The research employs a descriptive survey methodology, comparing two groups of students: one with high engagement (8-10 hours per week) in educational TikTok content and another with minimal or no engagement. The primary research questions investigate the essential listening comprehension skills that students should master and whether significant differences exist between the two groups in acquiring these skills, specifically in skimming, scanning, and critical listening. The findings provide practical insights for educators on integrating modern technology into language instruction. Ultimately, this investigation seeks to fill a gap in existing research regarding TikTok's influence on EFL listening comprehension, offering valuable implications for both theoretical understanding and practical application in language education.

M-Learning and Experiential Learning in Vocational Education

The aim of our research was to investigate the impact of the use of mobile devices in mobile technology (MT)-enabled experiential learning (EL). Methods/Analysis: The basis of the research was an experiment. Quantitative data included pretest and post-test results of two groups of students (ELs and regular education students). Qualitative data consisted of individual analysis of a final questionnaire composed of 37 items, some of which were open-ended. A 5-point Likert scale was used for evaluation, and some questions were open-ended. Findings: The results showed that the average knowledge gained in the EL group's post-test increased compared to the regular class. We found that after the photographing/note-taking phase, students with the ability to use mobile devices generally lost interest in further observation. We also found that both groups had great difficulty in the question design and comparison sections, in finding answers to the prepared questions. Novelty/Improvement:it became apparent that the teaching process needed to be modified. The photo-taking phase should be done after close observation so that the sensory experience is not replaced by mobile devices. The comparison phase did not show a significant result in any of the observed viewpoints and can be omitted. The sensory experience, sound recording, requires some modifications, more effectively applied in the classroom environment, as ambient noise was a problem in the teaching process. Doi: 10.28991/ESJ-2024-SIED1-017 Full Text: PDF

The impact of game reward mechanisms on enhancing elementary school students' English vocabulary acquisition based on the ARCS motivation model

As globalization progresses, the need for proficiency in a common language grows, placing emphasis on effective language learning. Vocabulary retention, as a core aspect for students’ language learning, remains challenging for non-native learners. To achieve this, many educational institutions incorporate digital technologies that support long-term memory retention. Game-based learning, especially when integrated with reward mechanisms, has been shown to enhance students’ motivation by providing goal-oriented incentives. This study developed the "Max Vocab Fun" app, an English vocabulary learning tool for third-grade elementary students, incorporating game-based rewards. A one group, pre-test and post-test quasi-experimental design examined the app's impact on students' vocabulary acquisition and motivation. The ARCS Model Learning Motivation Scale used to measure the motivational impact of the app's reward mechanisms. Findings show significant improvement in vocabulary retention, with the gamified approach notably benefiting lower-achieving students. Overall, the app effectively increased motivation and contributed to a more positive learning environment, demonstrating the potential of integrating game-based rewards into language learning to improve outcomes for diverse student groups.

Exploring dental students' knowledge on oral cancer prevention: a cross-sectional study in Moldova, Armenia, and Belarus

BackgroundSurvival rate of patients with oral cancer (OC) remains to be very low despite advancements in therapy and surgical techniques. This is attributed to the fact that most OC cases are discovered at a late stage. Dentists play a vital role in early detection of OC through oral mucosal examination, and in informing the patients about avoidable risk factors of the disease, such as tobacco and excessive alcohol use. This study aimed at evaluating knowledge about OC among dental students in Moldova, Armenia and Belarus; three former soviet countries with high rates of tobacco use.MethodsThis was a cross-sectional, multi-country study based on self-administered questionnaire. Dental students in their clinical years at three dental faculties in Moldova, Armenia and Belarus were invited to participate in the study. Data collection took place during the period May to September 2019. Association between different categorical variables was investigated using Chi-squared test. A knowledge score ranging from 0–14 was constructed from the obtained data. Differences in the knowledge score between different groups of students was investigated using either student`s t-test whenever comparing two groups, or One-way ANOVA with Bonferroni`s correction for three or more groups. The level of significance was set to 0.05 for all statistical tests.ResultsA total of 642 dental students participated in the study. The mean knowledge score was found to be 6.62 ± 2.61, with 45% of the students scoring below the mean. Students from Belarus had the highest score (7.3 ± 2.14) in comparison to Armenia (6.66 ± 2.64) and Moldova (5.66 ± 2.81), as revealed by ANOVA test. However, we observed a significant increase (p-value < 0.001, ANOVA) in the students` knowledge score as they proceed through study years from third (6.07 ± 2.61) to fifth year (7.49 ± 2.48). In addition, we found that Students with current or previous cigarette smoking habits had significantly (p-value < 0.001, student`s t-test) lower mean knowledge score (5.96 ± 2.82) when compared to students who have never been smokers (6.98 ± 2.42).ConclusionsThe present study reveals notable gaps in OC knowledge and concerning tobacco use behaviors among dental students in Moldova, Belarus, and Armenia. By providing comprehensive education on risk factors and addressing personal habits, dental schools can better prepare future professionals to play a critical role in OC prevention and management.

Segmenting Croatian university students and investigating their tendency to adopt innovative food products based on their food-related lifestyles

PurposeThis paper aims to detect the patterns of food-related lifestyles of university students, identify the groups of individuals based on these lifestyles and investigate their tendency to adopt innovative food products.Design/methodology/approachThe data collected from university students in Croatia (n = 641) were analysed using factor and cluster analyses and a chi-squared test.FindingsThe findings revealed 11 food-related lifestyles and four groups of university students: “Convenience-oriented”, “Conscious consumers”, “Adventurous eaters” and “Family-oriented Cooks”. Adventurous eaters are the most interested in buying innovative food products, and many of them are food innovators (20%). Sampled individuals are open to new foods, and only a tiny percentage are reluctant to try new and unfamiliar foods.Practical implicationsThe study provides recommendations on how marketers and food producers might target these consumers more efficiently and boost the sales of innovative food products.Originality/valueThis study contributes to the literature by (1) revealing food-related lifestyles among university students in Croatia, (2) developing the typology of consumers based on their lifestyles and (3) providing new knowledge of how food-related lifestyles affect the adoption of innovative food products.

Finding purpose of life through K’aat-Kaizen in higher education institution’s students: a mixed study in Mexico

PurposeThe educational environment in the twenty-first century has evolved by leaps and bounds in the last four years after COVID-19 pandemic. The concern of quality of student’s learning has increased in the last few years derived from the international accreditations and the global competitive environment among the same, some reasons why student learning have decreased have been stress, anxiety, depression, insomnia and eating disorder in different countries as Spain, Mexico and England. In this manner, theoretical frameworks of Individual Kaizen such as the Japanese Ikigai (reason for being in life) or the Mexican and Latin American K’aat-Kaizen (purpose and vision of life) seem that they help this environment. The purpose of this research is to explore how the Kaizen individual model as is the K’aat-Kaizen can help HEIs students in Mexico to find a possible purpose of life that helps them to improve their learning in their university careers.Design/methodology/approachThe methodology of the study was mixed, a quantitative questionnaire and semi-structured interviews were developed and a K’aat-Kaizen Report diary was applied to a group of third and fourth year university students of International Business at the University of the Americas Puebla in Mexico (Private University).FindingsAccording to the results of the mixed research, it is feasible to indicate that an individual Kaizen framework (K’aat-Kaizen) can be applied to undergraduate students of a HEI with positive results. The theoretical sample of 12 students (male and female) allowed to observe a quantitative and qualitative progress of the K’aat-Kaizen framework in its pillars that behaved as vectors of emotional strength. Finally, another important conclusion is that the K’aat-Kaizen brought the students into an environment of harmony (without stress) in the classroom and while they learn they discover their purpose in life, having quality of life in their university environment.Research limitations/implicationsThis research has several limitations, one of them, is the fact that this is a first approach to applying K’aat-Kaizen and that much more research work is needed with a larger sample, and although we have Mexican and French students, it is necessary to extend it to a wider range of samples both in other Mexican universities and abroad. Finally, although mixed research is robust, it is required to work on more data collection methods, maybe a longitudinal approach to see results over time, because with little time it was not possible to identify the mushin-no-shin (do tasks without thinking) in the students.Originality/valueFirst article exploring the implementation of an individual Kaizen framework (the K’aat-Kaizen) to help students find a life purpose to enhance their learning and classroom experience.

"The Forgotten Minority": Perpetuation of Ableism in Medical Education.

Accounting for approximately 1 in 4 community-dwelling adults in the United States (US), people with disabilities (PWD) experience significant disparities in health care quality, access, and outcomes. At the same time, US physicians have reported feeling unprepared to care for PWD and have revealed significant negative bias about this population. To understand how physicians are trained to care for PWD in US medical schools. Qualitative, critical theory paradigm. US medical school faculty (n = 8) and students (n = 9) were purposively sampled for knowledge of disability-related training based on known engagement in activities to advance disability-related medical education. Inclusion was limited to English language proficiency. n/a. Data were collected through focus groups, hosted virtually with separate groups for faculty and medical students between September 2021 and February 2022. Each meeting was recorded, transcribed, and de-identified. Deductive and inductive coding schemes were applied by multiple coders until reaching thematic saturation. Prominent themes revealed critical shortfalls in medical education, including (1) disability being omitted from standard curricula; (2) disability being framed as a problem within individuals; (3) pervasive discrimination against PWD in medicine; and (4) over-reliance on ad hoc faculty and student-led efforts to cultivate curricular change. Data also revealed multifactorial barriers to including disability training as part of US medical education, such as avoidance of personal and institutional responsibility, and permeations of ableism across social and training contexts. Medical education may perpetuate negative bias about disability through a hidden curriculum. Insufficient support from institutional and licensing authorities has stymied efforts to expand and improve disability-related training such that disability is not included in existing curricula focused on mitigating health care disparities - despite known vulnerabilities for PWD. Without improvements to disability-related curricular content, physicians will remain ill-equipped to care for the nation's largest minority group.

Effect of context-based instructional approach on students’ science process skills acquisition in environmental concepts

ABSTRACT The purpose of the study was to determine how students’ acquisition of Integrated Science Process Skills (ISPS) was affected by the integration of a context-based instructional approach (CBIA) with the five stages of the learning cycle (5Es LC). Pre- and post-test assessments were administered using a quasi-experimental design to two groups of ninth-grade students: 46 students in the treatment group who were exposed to CBIA and 48 students in the comparison group who were taught using a conventional instructional strategy (CIA). The assessments focused on environmental topics, and ANCOVA, independent sample t-tests, and paired sample t-tests were used in the data analysis. The science process skill test scores of the treatment group showed a significant favourable effect of CBIA, with no discernible gender-based differences. In conclusion, the study suggested that the integration of CBIA with 5Es LC was more effective than traditional teaching methods in improving students’ ISPS proficiency.

Preventing risks by experiencing them: effects on knowledge and behaviour

Abstract Safety villages are interventions that aim to boost children's knowledge and behaviour regarding risk-taking behaviours and their consequences via an experiential learning approach. In safety villages, children experience scenarios involving risks that resemble real-life situations. We investigated the extent to which desirable learning outcomes from a single-session safety village visit are visible outside the safety village context. In a well-powered quasi-experimental preregistered field study, we compared students (aged 11–13) who received experiential safety education to a control group of students who had not yet received the education on three important learning outcomes: Knowledge-application, risk-taking behaviour and general risk-taking tendencies. Data were collected outside of the safety village environment, before or after the visit, and without explicit reminders of the visit. Results show students who received experiential safety education outperformed those who did not yet receive experiential education on knowledge-application and reduced risk-taking behaviours. We found no differences on general risk-taking tendencies. These results show a single visit to a safety village visit can reduce risk-taking of risks that were experienced in the village, but not general risk-taking tendencies. Theoretical and policy implications are discussed.

ROAR-CAT: Rapid Online Assessment of Reading ability with Computerized Adaptive Testing

The Rapid Online Assessment of Reading (ROAR) is a web-based lexical decision task that measures single-word reading abilities in children and adults without a proctor. Here we study whether item response theory (IRT) and computerized adaptive testing (CAT) can be used to create a more efficient online measure of word recognition. To construct an item bank, we first analyzed data taken from four groups of students (N = 1960) who differed in age, socioeconomic status, and language-based learning disabilities. The majority of item parameters were highly consistent across groups (r = .78–.94), and six items that functioned differently across groups were removed. Next, we implemented a JavaScript CAT algorithm and conducted a validation experiment with 485 students in grades 1–8 who were randomly assigned to complete trials of all items in the item bank in either (a) a random order or (b) a CAT order. We found that, to achieve reliability of 0.9, CAT improved test efficiency by 40%: 75 CAT items produced the same standard error of measurement as 125 items in a random order. Subsequent validation in 32 public school classrooms showed that an approximately 3-min ROAR-CAT can achieve high correlations (r = .89 for first grade, r = .73 for second grade) with alternative 5–15-min individually proctored oral reading assessments. Our findings suggest that ROAR-CAT is a promising tool for efficiently and accurately measuring single-word reading ability. Furthermore, our development process serves as a model for creating adaptive online assessments that bridge research and practice.

Comparing some the Tripartite Consequences of Leisure-Recreational Sports among Selected University Students in Iran and Iraq

The purpose of this study was to compare the triple consequences of recreational sports among selected Iranian and Iraqi university students. and then thematic analysis was used to analyze the data. In the quantitative part, the Kendall W and independent t-tests were used. Based on the findings of the qualitative part, out of a total of 202 identified basic themes, 43 themes constituted physical outcomes, including the development of individual skills and abilities, reduction of injuries and illnesses, physical vitality, and contribution to the proper functioning of body organs; 75 themes constituted psycho-emotional outcomes, including individual growth, moral-behavioral development, emotional-trait development, and life development; and 84 themes constituted social outcomes, including social growth, communication development, improvement of social status, and social life development. In the quantitative part, it was also found that there is a significant priority between the triple consequences of recreational sports from the perspective of Iraqi and Iranian students, so that "psycho-emotional outcomes" from the perspective of Iraqi students and "physical outcomes" from the perspective of Iranian students were the first priority. Also, it was found that there is a significant difference between the triple consequences in the two groups of students, and this difference in all cases is higher in favor of Iraqi students.

Bullying in Undergraduate Medical Education of Bangladesh : Situation Analysis

This was descriptive type of cross sectional study. Both quantitative and qualitative approaches were applied to explore current situation of bullying among undergraduate medical students of Bangladesh. Study was designed to find out categories of bullying occurred, persons involved in bullying, factors contributing for the occurrence of bullying, effects of bullying on the students and steps to be taken against the bullying. The study was carried out in eight (five government and three non government) medical colleges in Bangladesh over a period from July 2023 to June 2024. Undergraduate medical students and teachers of medical colleges were the study population. Sample size was 632 for administering questionnaire to the students, 16 for focus group discussion to the students and 16 for in-depth interview of the teachers. Convenience sampling technique was adopted to enroll the respondents and to select medical colleges. Data was collected from those who were present at the time of data collection and respondents willing to participate in the study as respondents. One self administered semi structured questionnaire was used for data collection. A schedule for focus group discussion was used to collect data from two groups of undergraduate medical students and a schedule for in-depth interview was used to collect data from the teachers of medical colleges. Prior informed consent from the respondents was taken. Study revealed that verbal bullying was most common type of bullying. Other types of bullying were physical, political, economical and cyber bullying. According to gender, male, students are more involved in bullying than female students. According to residence status, majority of the students involved in bullying behavior were residing in the hostel. According to economical status, students belongs to middle class family were involved more in bullying activities. Senior students were involved more in bullying, other persons were peer students, teachers, staff of medical college and hospitals administrators of medical colleges and hospitals, was also involved to some extent. Study also revealed that environment of college campus and hostels play important roles in occurrence of bullying. Other factors involved in bullying are weak administration, student politics, teachers politics and lack of monitoring by the authority. Anxiety, depression, academic regression were common effects of bullying on the students. Other effects were physical illness, leave hostel, leave medical colleges and suicidal tendency. Several steps to be taken to prevent bullying in medical colleges. Most important steps are staying of super in the hostel, taking appropriate action by local authority, and counseling and motivation to the students, opportunity of the students to inform local and higher authority and action taken to prevent recurrence of bullying. Study recommend supporting undergraduate medical students by preventing bullying. This could be achieved by launching educational program, establishing students support system, increasing cultural program among medical students, developing awareness among medical students, teachers and ensuring punishment of liable individual as per policy. BJME, Volume-16, Issue-01, January 2025: 2-14

“It Makes Me Feel Like a Real Author”

This study explored multimodal literacies as it pertained to the use of digital technologies to create multimodal, digital texts within the scope of writer’s workshop in a fifth-grade classroom. The research was conducted from the viewpoint of sociocultural theory, multiliteracies, and New Literacies as writing is a social practice and communication is multimodal. Analysis of six classroom observations, student interviews, a student focus group, and a teacher interview indicate using multimodal literacies: (a) fosters high levels of engagement, (b) enhances meaning-making, (c) fosters opportunities for collaboration, (d) provides opportunities for publishing of professional-looking books for an authentic audience, and (e) fosters writing skills and writer identity.

A scoping review of interventions on middle school students' attitudes towards science.

The aim of the study was to review the scientific literature on educational interventions to promote positive attitudes towards science in middle school students. Due to the decline in positive attitudes towards science observed in this critical age group of students and the implementation of training programmes aimed at changing this situation, we sought to identify components of training proposals that have received attention from researchers. This paper presents a scoping review of 37 papers published in English and Spanish over the last 10 years. The review aims to describe the research outputs and analyse the effectiveness and characteristics of program interventions, drawing from various databases. The results show the need to examine the operational definition of the constructs used in the programmes, to focus attention on the influence of intrinsic variables on middle school students' attitudes towards science, such as racial group or self-efficacy, and to conduct follow-up evaluations to assess the permanence of attitudes. While acknowledging limitations related to construct clarity or language restrictions in the search process the findings suggest that middle school students' attitudes towards science remain an open area of research, as there is no consensus on the characteristics of effective programmes.

Asymptomatic carriage and molecular characterization of Staphylococcus aureus in pre-clinical and clinical medical students.

Medical students are exposed to the hospital environment and patients during their studies, increasing the risk of exposure to virulent and antibiotic-resistant isolates of Staphylococcus aureus. The aim of the study is to determine the prevalence of Staphylococcus aureus among medical students who have varying levels of exposure to the hospital environment to provide valuable insights into the risk of colonization and transmission. Nasal swabs and fingerprints were obtained and cultured on a selective medium for staphylococci. The obtained isolates were confirmed as methicillin-sensitive S. aureus (MSSA) or methicillin-resistant (MRSA) using PCR. Antibiotic resistance, the presence of virulence genes including enterotoxin encoding genes, and spa typing were performed. Among pre-clinical students, MSSA was detected on the nose in 45.2% and on the fingerprints in 10.6% of the participants. Among clinical students, MSSA was detected on the nose in 42.0% and on the fingerprints in 25.4%. Only one MRSA isolate was obtained. Genes seg and sei were the most frequently detected in both student groups, with their presence in over 40% of isolates among clinical students. The eta and etb genes were mainly detected from the nose in both student groups. In pre-clinical students, S. aureus carrying eta gene occurred in 6.4% and etb in 8.5%. In clinical students, the occurrence was 5.1% for eta and 8.5% for etb. The tst gene was identified only in the nose and fingerprints of the clinical student group. The most frequently observed resistance was to clindamycin and erythromycin. In total 58 different spa types were identified. High rates of asymptomatic MSSA carriage were observed in both groups of medical students. Detected MSSA strains showed a high degree of genetic variability, with a number of them carrying the virulence and antibiotic resistance genes. Although students do not exhibit increased risk to their patient's, increased hygiene is required in asymptomatic carriage personnel. The overall prevalence of MRSA was low, with a minimal risk of spread.

Leveraging natural language processing for automated assessment and feedback production in virtual education settings

With the rapid development of online teaching, the traditional teacher face-to-face evaluation and feedback model in online teaching faces problems such as high labor costs, low efficiency, and insufficient personalization. The application of natural language processing technology in the field of education has become a trend. Based on this choice, this article applied natural language processing to achieve automated evaluation and personalized feedback of online teaching processes. This article chose to use recurrent neural network (RNN) algorithm for text generation, and adopted Seq2Seq-based (Sequence-to-Sequence) recurrent neural network framework for automatic text feedback generation. Then, a group of student performance data was collected and divided into a control group and an experimental group, and comparisons were made between manual feedback and automatically generated feedback, respectively. Finally, the effectiveness and impact of automatic evaluation and feedback generation were evaluated by comparing the performance data and analysis results of two groups of students. The average accuracy of the automatic evaluation system designed in this article was 95.6%, which was higher than the 84.5% of manual evaluation. The accuracy of the automatic evaluation system designed in this article was higher, and the time spent on manual evaluation and automatic evaluation was compared. The average time spent on manual evaluation was 62.2 seconds, while automatic evaluation shortened the time to 36.98 seconds. For the feedback results, the graphical curves of the manually generated and automatically generated feedback results in terms of feedback on student grades were basically consistent, which can fully prove that the automatically generated feedback results have high accuracy. The remarkable efficacy of natural language processing (NLP) in online education is vividly illustrated by a recent study, where an NLP model notched an impressive average ROUGE score of 93.8 points. This achievement outstrips the performance of three other algorithmic models in the realm of automatic assessment and feedback generation. Such comparative experiments underscore the transformative potential of NLP technology, significantly boosting teaching efficiency and enriching the learning experience by adeptly tackling the perennial challenges of evaluation and feedback in online education settings.

Optimizing Learning Path Design in Mobile Learning Platforms for Online Courses

With the rapid advancement of information technology, online education, particularly vocational education, has become a vital avenue for enhancing skills and knowledge. Vocational education necessitates flexible and personalized learning path design to accommodate the diverse needs and behaviors of learners. Mobile learning platforms, as a pivotal form of modern online education, provide learners with the convenience of accessing educational resources anytime and anywhere. However, existing methods for optimizing learning paths exhibit notable limitations, primarily in accurately capturing learners’ dynamic behaviors and in providing personalized and intelligent path design. Therefore, how to optimize learning paths based on learners’ dynamic behavior data has become a research hotspot in academia and educational practice. At present, many studies focus on matching analysis based on students’ static characteristics with course content but overlook learners’ behavioral changes and dynamic needs during the learning process. Traditional recommendation algorithms and rule-based path design methods are difficult to cope with complex learning behaviors and diverse learner needs. This study addresses these limitations by proposing an optimization model for mobile learning path design based on multi-view prediction of dynamic student behaviors. The model extracts mobile interaction features from student groups, constructs a multiple mobile behavior collaborative encoder, and employs multiple task label prediction techniques to achieve personalized and intelligent optimization of learning paths. The results demonstrate that this approach significantly enhances the learning efficiency and experience of learners, offering novel insights and technological support for the path design of mobile learning platforms.

Dependent Group-Oriented Contingencies:A Synoptic Review

Dependent group-oriented contingencies (DGOC) are those in which the consequences for a group of students is dependent on the performance of one member or a small subsection of the group. There have been several reviews of group-oriented contingencies but none focusing solely on DGOCs to the exclusion of independent and interdependent types of group-oriented contingencies. Therefore, the purpose of the present review was to describe studies only using DGOCs to determine their feasibility and effectiveness for children and adolescents in school and school-related settings. Results indicated that DGOC can be used effectively, but methods need to be in place to minimize the risk of other students scapegoating and threatening the child for whom the contingency was implemented.

Does Participation in Group Music Activities and Pro-Social Behavior Among College Students Have an Association? A Study of the Interlocking Mediating Effects of Positive Social Connections and Peer Support

It has been demonstrated that music can be an effective tool for shaping the future of college students. This study aimed to investigate the effects of college students’ participation in group music activities on their pro-social behavior, and for the first time introduced the psychological variables of “positive social connections” and “perceived peer support”. The results of this study show the following: (1) Group music activity participation is positively associated with pro-social behavior. (2) Positive social connections serve as a mediator between college student group music activity participation and college students’ pro-social behavior. (3) Perceived peer support serves as a mediator between college student group music activity participation and college students’ pro-social behavior. (4) Positive social connections and perceived peer support interlock to shape the relationship between group music activity participation and pro-social behavior. This study explores the intrinsic factors of college students’ participation in group music activities to promote their pro-social behavior from the dual perspectives of music psychology and behavioral psychology, provides empirical support for educational practice, emphasizes the importance of group music activities in promoting the development of college students’ pro-social behavior, and provides insights into new perspectives for college students’ overall healthy development.