Habits Of University Students Research Articles

The challenge of change: understanding the role of habits in university students’ self-regulated learning

AbstractStudy habits drive a large portion of how university students study. Some of these habits are not effective in fostering academic achievement. To support students in breaking old, ineffective habits and forming new, effective study habits, an in-depth understanding of what students’ study habits look like and how they are both formed and broken is needed. Therefore, in this study, we explored these aspects among first-year university students in six focus group discussions (N = 29). Using a thematic analysis approach, we clustered the data in five themes: Goals Matter, Balancing Perceived Efficiency and Effectiveness when Studying, Navigating Student Life: from Structured Routines to Self-Regulation Challenges, the Quest for Effective Habits with Trying to Break Free From the Screen as subtheme, and the Motivation Roller Coaster. Findings suggest that students had different study habits depending on their goals. Students had quite accurate metacognitive knowledge about effective learning strategies for long-term learning, but often used other learning strategies they deemed most efficient in reaching their goals. Students indicated intentions to change, but did not prioritize change as their current habits enabled them to pass exams and change was not perceived as adding value. Fluctuations in motivation and transitioning to a self-regulated life hampered students’ intentions to form new and break old habits. Next to insights into factors affecting students’ behavioral change intentions, the findings suggest the importance of aligning assessment methods with life-long learning and supporting students in their long-term academic goal setting to prioritize study habits which target lasting learning to optimally foster their self-regulated learning.

Relationship of attitudes for healthy nutrition with mindful eating, motivation to participate in physical activity, and academic success: A controlled study

In this study, we examined the relationship between university students' attitudes toward healthy nutrition with mindful eating, motivation to participate in physical activity, and academic success. A total of 497 healthy students aged between 21 and 38 were randomly selected from among senior students of the Faculty of Health Sciences and nonhealth-related faculties. In the study, a questionnaire form consisting of questions about the socio-demographic characteristics of the participants were used, along with the Attitude Scale for Healthy Nutrition (ASHN), Mindful Eating Questionnaire, and Motivation Scale for Participation in Physical Activity. The total scores of ASHN and MEQ were found to be significantly higher in those studying in health-related departments and those with high academic success. In addition, a significant inverse relationship was found between the total score of MEQ and BMI and waist circumference. A statistically significant and positive correlation was found between the total mean score of ASHN and the total mean score of MEQ and MSPPA. It has been concluded that the development of healthy eating and lifestyle habits in university students positively affects their academic success as well as their general health.

Vocal Hygiene Habits in College Students With and Without Self-Reported Symptoms of a Voice Problem

PurposeThe purpose of this study was to determine the prevalence of symptoms of a voice problem in college students and to assess if general health factors and vocal hygiene habits serve as risk factors for symptoms of a voice problem in this population. MethodsParticipants (n = 289) from a university in the United States completed an online survey that included demographic and general health questions, the Screen6 questionnaire, and a list of 23 vocal hygiene habits. Four participants were excluded due to receiving voice therapy and the remaining 285 participants were divided into two groups based on the results of the Screen6 questionnaire: those with two or more symptoms of a voice problem daily or weekly (n = 84) and those with fewer symptoms (n = 201). Results29.5% of the college students in this study experienced two or more symptoms weekly or daily. Throat clearing was the most commonly reported symptom. Risk factors included having a postnasal drip, experiencing severe seasonal allergies, and taking medication for depression or anxiety. The following vocal hygiene habits were reported to occur more frequently in those with symptoms of a voice problem: use your voice until it hurts, use extra muscular effort while talking, use extra respiratory effort while talking, use a pitch that you think is too high, and use a pitch that you think is too low. Non-use behaviors, such as water and caffeine consumption, did not vary significantly between groups. ConclusionsPeople with two or more symptoms of a voice problem daily or weekly report using their voice in a way that may contribute to experiencing these symptoms. Vocal hygiene education for this demographic may be more impactful if it is catered to how the voice is used rather than non-use voice care.

Nutrition Knowledge and Diet in Female College Students in Turkey: Youth Education in Nutrition Initiative/Nutrition Education Works (YENI/NEW)—A Cross-Sectional Pilot Study

Healthy dietary patterns can play a major role in preventing chronic diseases. Improving nutrition-related knowledge in young individuals is considered a promising approach to adopting healthy dietary behaviors, thus improving outcomes later in life. However, healthy eating habits in college students may prove challenging to acquire and maintain. This cross-sectional pilot study aimed to investigate the relationship between nutrition knowledge and its effect on dietary factors, body weight, and body composition in female college students in Turkey. Second- and third-year female college nutrition students (NS), (n = 85) and corresponding non-nutrition/non-health sciences students (NNS) (n = 80), aged 20–22 years old, were evaluated using a validated nutrition knowledge questionnaire, 24 h recalls, anthropometry, and body composition analysis using bioelectrical impedance during the 2015–2016 academic year. The findings revealed that nutrition knowledge was positively associated with increased intake of water, fruits and vegetables, grains, and fiber, whereas total carbohydrate intake exhibited an inverse relationship with nutrition knowledge. Moreover, protein and lipid intake, while not significant, appeared to show higher and lower values, respectively, for the NS participants compared to NNS, revealing a healthier trend for more nutrition-knowledgeable students, which was similar to the finding of a marginally better body composition profile in nutrition-knowledgeable students. As young adulthood is critical for the development of dietary habits, demonstrating the effectiveness of nutrition education is important as a potential tool for public health in terms of improving the risk of chronic diseases.

The validation of financial behavior instruments for university students: An exploratory and confirmatory factor analysis approach

This study aimed to develop and validate instruments for measuring financial behavioral constructs. This study contributes to looking at the habits of university students in managing pocket money earned from parents in daily life. The sample of this study is economic education students at state universities in Indonesia. Data collection was carried out through online questionnaires. Data analysis was carried out in 2 stages, namely, EFA (Exploratory Factor Analysis) in a pilot study of 112 respondents and CFA (Confirmatory Factor Analysis) of 440 respondents in the field study. The results showed that the financial behavior constructs with three dimensions, namely, saving behavior, spending behavior, and financial planning, have met the validity and reliability requirements to be used in future research. Researchers can then review other factors that affect financial behavior so that they can find other factors that can influence it. In addition, this study can also be carried out in various countries, but sufficient data support is needed if the dimensions in this construct will be used in future research.

Correlation of executive functions, academic achievement, eating behavior and eating habits in university students of Mexico City

Correlation of executive functions, academic achievement, eating behavior and eating habits in university students of Mexico City

Research on the Changes in College Students' Consumption Behavior Under the Background of COVID-19

Since the outbreak of COVID-19 in 2019, online consumption has grown explosively and has become the main consumption mode for modern people. As the young group who are good at using the Internet, consumption behaviors and habits of college students have undoubtedly been greatly influenced. As teenagers behavior and economic activity are important roles in human life, this paper aims to study college students economic behavior as influenced by the pandemic. The paper mainly uses theoretical analysis methods, combined with existing studies in the fields of behavioral economics, to analyze the consumption characteristics of college students from three aspects: the increase in online shopping, irrational consumption caused by online loans, and unnecessary consumption caused by community behavior. The epidemic does have effects on college students' online consumption behavior, such as increasing irrational consumption and unnecessary consumption, which needs the attention of relevant scholars and the society.

Academic Opportunities of Study Habits in College Students: An Instrumental Study

The evaluation of study habits as determinant factors in academic performance is a concern for educational agents because they determine the academic opportunities of students. However, a problem encountered is the accessibility of valid and reliable instruments to evaluate study habits from the students' point of view. In this sense, this paper analyzes the internal structure, reliability, and rating of the study habits perception questionnaire. The results and the practical contribution to the educational community in guiding intervention to improve students' academic opportunities are discussed.

The Reading Challenges, Strategies, and Habits of University Students With a History of Reading Difficulties and Their Relations to Academic Achievement

Given the increase in students with learning disabilities entering university, we investigated a broader group—students with a history of reading difficulties (HRD)—who are known to be at risk of academic struggles. We identified the self-reported reading challenges and strategies of university students with HRD (n = 49) and those with no history of reading difficulties (NRD; n = 88) and examined group differences and relations with first-year grade point average (GPA). Students with HRD reported more difficulties with perceived reading comprehension, concentration, and reading speed than students with NRD. Groups differed in use of reading strategies: Students with HRD were descriptively more likely to reduce reading volume by using alternative materials and chose to read based on text length and availability of alternative materials. For both groups, reading completion and concentration strategies were positively related to GPA, while perceived difficulty with reading comprehension and choosing to read based on interest were negatively related to GPA. Some strategies were negatively associated with GPA for students with NRD, but not for students with HRD. Findings revealed the challenges that students with HRD experience with reading in university and identified strategies, potentially adaptive or maladaptive, that they used to manage their academic reading load.

“How do you do, fellow kids?”: staying relevant with college students on your academic library’s social media

Keeping up with the cultural references, slang, and habits of college students can feel like a daunting task, but doing so is vital for any library to reach and engage with this audience. When done well in academic libraries, this practice humanizes the library, mitigates library anxiety, increases buzz about the library, and illustrates the library as a welcoming space for all. Most important, actively working to remain relevant with the current and upcoming generations of students helps libraries meet their students where they are, supporting them holistically to ensure their success in and beyond college.

Evaluation of alcohol, substance and antidepressant drug use of university students during the COVID-19 pandemic

Aim: This study aimed to investigate how the mental tension and environmental conditions caused by the COVID-19 pandemic affected the alcohol and substance use habits of university students and the changes in the rates of antidepressant drug use for mood disorders due to the pandemic.Material and Method: This cross-sectional survey study was conducted using an electronic survey completed by university students in Turkey between the years 2021-2022. Our study consisted of a questionnaire prepared to collect the demographic information of the participants and the Bapirt-Alcohol/Substance scale used to determine alcohol/substance addiction level. The survey, which took 5 minutes to complete, was randomly distributed to university students.Results: A total of 641 participants, approximately 66% female and 34% male, between the ages of 18 and 41 years were included in the study. The mean alcohol dependence scores before and during the COVID-19 pandemic were 0.91 and 1.35 and substance addiction scores were found to be 0.17 and 0.33. There was a significant difference in the average alcohol and substance addiction scores of the students during the pandemic compared to the pre-pandemic period (for alcohol addiction: p=0.000; for substance addiction: p=0.007). Students who perceived their income level as mostly low had significantly higher alcohol addiction scores during the pandemic period compared to pre-COVID-19 (p=0.014). Compared to the pre-pandemic period, the average alcohol and substance addiction scores were found to be significantly higher in students residing in dormitories/student houses during the pandemic period (p=0.014 for alcohol; p=0.001 for substances). Antidepressant drug use rates of the participants were found to be higher during the pandemic period compared to the pre-pandemic period.Conclusion: As a result of this study, when the addiction levels for alcohol and substance use in university students before the COVID-19 pandemic and during the pandemic were compared, addiction increased in general. The prevalence of depression increased due to changing lifestyles and disruptions as a result of the pandemic, and accordingly, serious increases were observed in the use of antidepressant drugs.

Health students' knowledge about healthy eating and factors associated with the university environment.

Motivation for the study: it is important to assess the level of knowledge about healthy eating in university students as this allows raising awareness about the practice and maintenance of healthy eating habits. Main findings: most university students from the nine health careers had insufficient knowledge about healthy eating. The highest proportion of students with sufficient knowledge were found in the career of nutrition. Implications: there is a need for projects at the university level that encompass the triad of psychology, food, and body; which would improve healthy eating habits in university students. To assess the healthy eating (HE) knowledge of health students and the factors associated with the university environment. This was a cross-sectional study of 512 university students (≥ 18 years) enrolled in nine undergraduate health careers. It was conducted from April to November 2017. The Instrument for Assessment of Health Promotion in Universities and the International Physical Activity Questionnaire were used. In addition, we measured weight, height and waist circumference. Bivariate and multivariate analyses were carried out with SPSS version 23.0. We found that most university students from the nine health careers had insufficient knowledge about healthy eating (71.9%; n=368). However, the highest proportion of students with sufficient knowledge was found in the career of nutrition (15.3%; n=22), followed by those in the physical education career (12.5%; n=18). The lowest percentage of students with sufficient knowledge was found in the career of medicine (8.3%; n=12). Multivariate analysis showed that sufficient knowledge about healthy eating was related to participation in healthy eating activities (p=0.012; PR=1.94), participation in activities addressing self-esteem and self-knowledge (p=0.046; PR=0.59) and being overweight (p=0.036; PR=1.53). A low percentage of health students had sufficient knowledge about healthy eating. However, participation in healthy eating, self-esteem and self-knowledge activities at the university managed to improve the level of knowledge. We recommend the development of university projects that include the psychological, food and body triad, thus involving all health careers, with the aim of improving the health and quality of life of university students.

Differences in healthy lifestyle habits in university students as a function of academic area.

It is known that the promotion and acquisition of healthy attitudes is a key factor depending on the academic training provided by the university studies on which students are enrolled.The aim of the present research is to analyse and compare lifestyle habits and health-related quality of life (HRQoL) as a function of academic training. A cross-sectional study with a volunteer convenience sample of 707 undergraduate participants aged (21.98±3.50years). Students were divided into four different groups according to their area of academic training. Socio-demographic variables, adherence to the Mediterranean diet (MD), physical activity (PA) engagement and HRQoL were recorded. PA and sport science students reported better scores in PA (6342.39±2313.99 metabolic equivalents [METs]; P=0.000), MD adherence (6.33±2.69; P=0.000) and HRQoL in physical and mental health (MH; 54.85±9.18; 53.70±13.6; P=0.000). In contrast, non-health-related sciences (NHRS) students reported the lowest scores on assessed items. Students with a medium/high monthly salary reported better MD adherence (6.16±3.07; P=0.012). In addition, females reported better scores (6.41±2.65; P=0.000) than males. Further, males indicated better perceptions of MH (46.52±18.84; P=0.014). Moreover, university students with a high level of MD adherence were revealed to engage in more PA (5181.17±2813.35 METs; P=0.000) and have better HRQoL with regards to both physical (54.76±8.84; P=0.000) and MH (48.11±16.73; P=0.000). Outcomes point to differences in MD adherence, PA and HRQoL according to academic training. NHRS students who did not know healthy habits reported lower scores for all studied items. This indicates the need for health interventions at universities.

Research on the "DIY" Innovation Mode of College Students' Self-service Kitchen

The "DIY" innovative self-service kitchen for college students, on the basis of sufficient research, fully grasps the consumption psychology and habits of college students, and builds a practical self-service kitchen development plan. The project is in line with the state's advocacy of enriching college students' spare time, mastering certain labor skills, meeting the needs of college students' experience consumption, and at the same time driving the upgrading and development of the catering industry. The project has a fully equipped kitchen and is equipped with a comfortable dining unit. It is suitable for weekend roommate gatherings, class reunions, and couples to make delicious food. If there is a need in the process of making food for a dinner party, we will provide professional cooking guidance. We have rich practical experience in project management, are responsible for publicizing services such as order taking, and can ensure the implementation of food safety and disinfection measures in terms of internal hygiene and safety.

Computer-usage and associated musculoskeletal discomfort in college students.

High use of computers among college students and the resulting musculoskeletal disorders raises concerns regarding healthy usage patterns. The purpose of this study is to examine college student's computer usage and related musculoskeletal discomfort. A sample of 338 college students completed a cross-sectional survey consisting of demographic questions, musculoskeletal discomfort indicators and questions regarding computer use. The sample included 232 (68.6%) females and 106 (31.3%) males. 61% students had reported discomfort during or after working using computers with greatest discomfort in the neck (68.5%) and lower back (66%). Female students were more likely than male students to report any musculoskeletal discomfort (66% vs 51%), p < .05. Sitting duration, awkward postures and length of time (more than eight hours) were significantly associated with musculoskeletal discomfort (R2 = 0.24, p < .01). Most female college students reported musculoskeletal discomfort during or after computer use. Daily use of computer for more than eight hours, assuming awkward postures and sitting for long duration without breaks were found to be significantly related to musculoskeletal discomfort. Emphasizing good computing habits in college students to avoid musculoskeletal symptoms in the future will prevent morbidity in future workforce.

EPSICONUT: An e-Health Programme to Improve Emotional Health and Lifestyle in University Students.

The use of information and communication technologies in the health field is known as eHealth. Nowadays, the application of technological and digital tools for maintaining/improving physical and mental health is experiencing an exponential boom. These tools have been perceived as a powerful support for face-to-face therapies and lifestyle changes. Nevertheless, there is not enough scientific research that analyses the impact and consequences of eHealth interventions. More studies are needed to validate its application. Therefore, the aim of this study was to evaluate the impact of eHealth tools in a programme called ePSICONUT. This programme was created to promote healthy lifestyle habits in university students. The sample consisted of 16 university students from the Dominican Republic aged 18–24 years ( = 20.69; s = 1.74). ePSICONUT was developed in 12 weeks and its impact was analyzed by comparing the initial and the final psychological and lifestyle tests results, which were completed online by the participants. Results reported that the professionally supervised use of eHealth tools was associated with better psychological well-being, lees anxiety and depression, and better lifestyle habits (such as diet quality), even in stressful and changing situations such as the COVID-19 pandemic circumstances. However, more studies are needed to validate and promote the use of eHealth-based intervention programmes.

Analysis of the Impact of Moral Education in Colleges and Universities Based on Short Video Technology

As the development of my country’s mobile Internet continues to advance in depth, its related industries have also continued to rise and especially, the short video industry has ushered in a period of rapid development. In the past, the research on short videos mostly started from the perspectives of communication, sociology, culture, etc., mainly based on the discussion of the content and communication characteristics of Douyin short videos and analyzed the origins behind its rapid development. The relevant research on moral education in colleges and universities is relatively weak. Based on the relevant sample data collected from questionnaires and interviews, this paper focuses on analyzing the impact of short videos on moral education in colleges and universities from the perspective of pedagogy. The rapid popularization and wide application of short video applications have had a huge impact on the study habits and living habits of college students. College students’ moral education educators must make good use of the short video application as a carrier, create new ideas for work, and enhance the attractiveness and influence of moral education work.

0252 Sleep Hygiene Education Intervention: Psychological and Physiological Associations with Sleep in College Students

Abstract Introduction College students tend to struggle with managing healthy sleep habits; these unhealthy behaviors can lead to poor sleep and impact their overall mental and physical health. More specifically, sleep is intimately connected to psychological and physiological factors such as anxiety, depression, and blood pressure. The focus of the current study was to examine habitual sleep habits in college students, provide a brief educational intervention, and investigate potential changes in psychological and physiological health. Methods Participants included 14 undergraduate students (6 men, average age M=20.64 years, SD=2.13) who wore wrist actigraphs to measure their typical sleep habits. After one week, participants completed questionnaires about sleep (Pittsburgh Sleep Quality Index, PSQI), sleepiness (Epworth Sleepiness Scale, ESS), fatigue (Multidimensional Assessment of Fatigue Scale, MAF), and psychological symptoms (i.e., depression, anxiety, and stress; Depression Anxiety Stress Scales, DASS-21). Blood pressure and heart rate were measured using a wrist device. Subjects participated in a short lecture about healthy sleep hygiene habits and the importance of sleep and then repeated the one-week observational study. Results Paired sample t-tests revealed a significant increase from baseline average sleep duration (M=5.83 hours) to post-intervention sleep duration (6.64 hours; t(13)=-2.532, p=.013). Sleep efficiency (actigraphy) and quality (PSQI) did not improve significantly. ESS scores decreased significantly (t(13)=3.76, p=.002 (pre M=9.29; post M=5.43) and MAF scores decreased significantly (t(13)=2.19, p=.047 (pre M=20.48; post M=15.60). No significant differences were found in depressive, anxiety, or stress symptoms when comparing DASS-21 scores pre- vs post-intervention. Baseline systolic blood pressure (M=114.88) significantly decreased compared to post-intervention recordings (M=108.21). Diastolic blood pressure and heart rate did not differ significantly. Conclusion The results of this study suggest that one educational lecture about sleep hygiene may be a start to improving sleep in college students. Even a 48-minute increase resulted in decreased sleepiness and fatigue. However, no improvements were found in sleep quality or efficiency. Although a slight improvement was found in systolic blood pressure, no other physiological or psychological benefits were noted. More research should be conducted on how to improve sleep habits in college students beyond an educational approach. Support (If Any) None.

0122 Sleep Hygiene Education Intervention: Sleep Factors and Cognition in College Students

Abstract Introduction College students often struggle to adjust to the demanding nature of college life, which can translate to decreased overall health and poor sleep. Healthy sleep practices are important for obtaining good sleep quality and quantity, leading to optimal cognitive performance. Interventions, including educational approaches to improve sleep in college students, may lead to better concentration, memory retention, and subsequent academic performance. The focus of the current study was to examine habitual sleep habits in college students, provide a brief educational intervention, and investigate potential changes in sleep and cognition. Methods Participants included 14 undergraduate students (6 men, average age M=20.64 years, SD=2.13) who wore wrist actigraphs to measure their typical sleep habits. After one week, participants completed questionnaires about sleep (Pittsburgh Sleep Quality Index, PSQI), sleepiness (Epworth Sleepiness Scale, ESS), and fatigue (Multidimensional Assessment of Fatigue Scale, MAF). Participants also completed cognitive tests (Stroop, Digit Span, and Simple Reaction Time). Subjects participated in a short lecture about healthy sleep hygiene habits and the importance of sleep and then repeated the one-week observational study. Results Paired sample t-tests revealed a significant increase from baseline average sleep duration (M=5.83 hours) to post-intervention sleep duration (6.64 hours; t(13)=-2.532, p=.013). Sleep efficiency (actigraphy) and quality (PSQI) did not improve significantly. ESS scores decreased significantly (t(13)=3.76, p=.002 (pre M=9.29; post M=5.43) and MAF scores decreased significantly (t(13)=2.19, p=.047 (pre M=20.48; post M=15.60). A difference in reaction times for Stroop incongruent prompts approached significance (p=.083, pre M=979.46; post M=884.70), but no differences were found for errors, Digit Span, or Simple Reaction Times. Conclusion The results of this study suggest that one educational lecture about sleep hygiene may be a start to improving sleep in college students. Even a 48-minute increase resulted in decreased sleepiness and fatigue. However, no improvements were found in sleep quality or efficiency. Although a slight improvement was found in reaction time, no other cognitive benefits were noted. More research should be conducted on how to improve sleep habits in college students beyond an educational approach. Support (If Any) None.

0255 Sleep Hygiene Index: Associations with Sleep and Mental Health in College Students

Abstract Introduction Typically, college students practice unhealthy sleep hygiene behaviors, obtain too little sleep, and experience poor sleep quality. Sleep hygiene includes the routines or practices that prepare a person for the best possible night of sleep. Good sleep hygiene habits, like creating a sleep-friendly environment and making time for sleep, promote healthy duration and quality of sleep. Stress is also an important factor to consider during the college experience. Sleep and mental health are tightly connected, and stress can negatively impact the sleep and mental health of individuals. The focus of the current study was to examine habitual sleep habits in college students, in association with sleep quality and psychological health. Methods Participants included 51 undergraduate students (18 men, average age M=20.25 years, SD=1.78) who wore wrist actigraphs to measure their typical sleep habits for one week. After one week, participants completed questionnaires about sleep quality (Pittsburgh Sleep Quality Index, PSQI) and sleep hygiene practices (Sleep Hygiene Index, SHI). Higher scores on PSQI represent poorer quality; higher scores on SHI represent unhealthy sleep hygiene behaviors. Mental health symptoms were measured by the Depression, Anxiety, and Stress Scale (DASS-21). Results Overall sleep duration was 6.59 hours and sleep efficiency was 82.55% as measured by actigraphy. PSQI scores (M=6.86) demonstrated poor sleep quality and SHI scores (M= 24.80) indicated overall poor sleep hygiene practices. SHI scores predicted higher PSQI scores (F(1, 50) = 18.05, p&amp;lt;.001), but did not predict sleep duration or efficiency. Depression, anxiety, and stress scores on the DASS predicted poorer sleep hygiene (F(1, 50) = 18.05, p&amp;lt;.001; F(1, 50) = 5.82, p=.020; F(1, 50) = 13.42, p&amp;lt;.001; respectively). Conclusion As expected, college students’ sleep was short in duration, poor in efficiency, and poor in quality. Additionally, poor sleep hygiene practices predicted poorer sleep quality. Interestingly, scores that indicated worse depression, anxiety, and stress predicted poorer sleep hygiene practices, suggesting that mental health may contribute to healthy sleep practices. More research is needed to understand the complex relationship between mental health, sleep, and healthy sleep practices Support (If Any) None.