Influence College Students Research Articles

Advancing open education through open-source software: examining UTAUT 2 factors in adoption and implementation

PurposeThis study aims to examine the factors influencing university students' adoption of open-source software (OSS) within the context of open educational practices (OEP) by applying an extended Unified Theory of Acceptance and Use of Technology (UTAUT 2) model.Design/methodology/approachThe research employs a quantitative approach, gathering data from 156 students at Hong Kong Metropolitan University through an online survey. The survey was designed to test nine hypotheses derived from the UTAUT 2 model, incorporating additional constructs relevant to OSS. Structural equation modelling (SEM) was used to analyse the data and test the relationships between constructs.FindingsThe results indicate that Performance Expectancy (PE), Effort Expectancy (EE), Price Value (PV), Self-Efficacy (SE) and Value Alignment (VA) significantly influence students' Behavioral Intention (BI) to adopt OSS. Conversely, Social Influence (SI), Facilitating Conditions (FC), Hedonic Motivation (HM) and Habit (HT) were not significant predictors. The findings suggest that while UTAUT 2 provides a useful framework for understanding OSS adoption, it requires adaptation to fully capture the unique characteristics of OSS in educational settings.Originality/valueThis study contributes to the literature by extending the UTAUT 2 model to the context of OSS adoption in higher education, highlighting the importance of economic factors and user alignment with OSS values. The results offer practical insights for higher education institutions aiming to promote OSS, emphasizing the need for support structures, training, and the promotion of OSS’s economic and collaborative benefits.

Exploring Individual Factors Associated with the Prevalence of Cybercrime Victimization Among Students at Egerton University, Kenya

In the modern digital epoch, identifying the factors linked to cybercrime victimization is crucial, particularly among the youth, who are often more exposed to such risks. This study examined the role of individual attributes, namely gender, age, and academic level, in influencing university students’ vulnerability to seven distinct cybercrimes. Originating from Egerton University’s primary campus in Njoro sub-county, Nakuru County, Kenya, the research harnessed structured questionnaires to collect quantitative data. Participants’ ages varied from 18 to over 26 years. The gender distribution comprised 57.2% males and 42.8% females. Regarding academic engagement, 4.5% were diploma students, a majority of 92.6% were undergraduate students, and a smaller 2.9% were master’s students. Notably, our analyses indicated that while gender did not significantly influence cybercrime victimization, age, and academic level emerged as influential factors. This paper further explores these findings, highlighting their implications in the broader cybersecurity awareness and education framework.

Case Study on Positive Effects of Forward Transfer on Chinese College Students' English Writing, based on the Common Underlying Proficiency Hypothesis

When many scholars in China already examined the impact of native language transfer on second language acquisition, they typically focused more on the disadvantages brought by reverse transfer, and then demonstrated how to facilitate second language acquisition by mitigating such effects. In contrast, this paper, based on the Common Underlying Proficiency Hypothesis, delves into the influence of college students' native language writing proficiency on their writing abilities in English, emphasizing the positive influence of conceptual foundation on cognitive academic linguistic proficiency. Jim Cummins came up with the Common Underlying Proficiency Hypothesis which contains two major ideas. The first differentiates between Basic Interpersonal Communicative Skills and Cognitive Academic Linguistic Proficiency. The second is called Linguistic Interdependence Hypothesis, which highlights the potential mutual reinforcement between mother tongue and second language. Based on the above theory, this work analyses in detail five sets of samples collected, that is, five Chinese and English essays by Chinese university students, to find examples of the positive influence that mother tongue can have on second language learning, i.e., the occurrence of forward transfer. Then, through these concrete examples, this work analyses a way to actively make forward transfer happen and they both deal with the differences and similarities between Chinese and English, since they are the trigger of mother tongue transfer. The feasibility of this approach is supported by analysis of the five couple of samples.

대학생의 학습양식 기반 학습전략 향상 모바일 앱 프로토타입 개발

Objectives This study aimed to develop a prototype of a mobile application to support the improvement of learning strategies for college students based on their learning styles. Methods With reference to a literature review of learning strategies and styles, strategies were extracted to inform the design of a mobile application aimed at supporting the use of learning strategies based on learning styles. Experts validated the extracted strategies, and the prototype was initially developed accordingly. A usability test was performed with students from University A, and based on the test results, the initial prototype was revised until an evolved version was finalized and presented. Results The strategies were extracted and divided into groups considering such factors as the characteristics of college student users, the connection between learning strategies and academic performance, and the characteristics of mobile applications, respectively. Expert validation of the design strategies indicated that both CVI and IRA were 1.00, securing validity and reliability. The mobile app prototype developed based on the extracted strategies featured menus such as learning style diagnosis, learning strategy recommendation, learning strategy application, learning management, sharing for collaborative learning, and gamification for facilitating learning. The usability test results for the prototype showed that the mean values for all items were 4.25 or higher, signifying positive results. Conclusions The significance of the mobile app prototype presented in this paper lies in its consideration of users’ learning styles, which are among the relevant user characteristics, to recommend appropriate learning strategies and support users as they apply those learning strategies in reality. The study results indicate that utilizing learning styles and gamification could positively influence college students by motivating them to enhance their understanding of learning strategies while also improving their ability to utilize those learning strategies.

Integrating Sustainable Educational Innovations and Spatial Cognition: A Study of Factors Affecting College Students’ Sustainable Learning Behavior in Virtual Simulation Environments

Objective: This study investigated the factors influencing college students’ continuous utilization intention of virtual simulation software (Animation Character Virtual Simulation Software V1.0) in the context of current efforts to promote sustainable educational practices and explored design strategies to enhance this willingness in a sustainable manner. Method: Based on the Expectation Confirmation Model of Information System Continuance (ECM-ISC), this study developed a model to examine the impact of college students’ spatial ability (SA) on their virtual simulation learning behavior. Upon administering a questionnaire to the selected participants (N = 164), the survey data were analyzed for reliability and validity. Subsequently, the relationships among the model’s variables were explored. Result: For college students majoring in Digital Media Art, spatial ability significantly positively affects their sustainable utilization intention of virtual simulation software within 3D virtual scenarios. Meanwhile, it positively impacts perceived ease of use (PEU) and flow experience (FE), which are key factors in promoting the sustainable adoption of such technologies. The introduced spatial ability, perceived ease of use, and flow experience influence the endogeneity of the ECM-ISC. Moreover, gender differences in spatial ability are profound among these students. Conclusion: The primary influencing pathway is spatial ability → flow experience → expectation confirmation → perceived usefulness → continuous utilization intention. Enhancing spatial ability is one effective way to advance virtual simulation software, offering new insights for its design and long-term improvement in alignment with sustainable educational practices.

Unveiling the impact of school organizational justice on students’ professional commitment through academic stress mediation

Accurately understanding the critical elements influencing college students’ professional commitment is both an urgent practical requirement and a critical theoretical proposition in today’s intensely competitive job market. In order to provide new light on career development in the context of higher education, this study intends to investigate the complex interactions among college students between perceived organizational justice, academic stress, and professional commitment. Using descriptive statistics, correlation analysis, regression analysis, and structural equation modeling, we carried out a thorough investigation of H University’s full-time undergraduate students in Central China in order to thoroughly examine our hypothesis. The results show that students’ professional commitment is much lower when they view organizational justice to be lacking, and that there is a partial mediating role for academic stress in this relationship. Interestingly, organizational justice has a positive correlation with professional commitment and a negative correlation with academic stress. These findings provide educators and policymakers with insightful information, indicating that, in an increasingly competitive labor market, professional commitment is largely dependent on students’ ability to manage their academic stress and develop a sense of organizational justice. This study adds a new understanding of career development in higher education settings by merging professional commitment research with organizational justice theory. It also has significant implications for educational practices and career support measures.

Family happiness and college students' smartphone addiction control: the chain mediation effect of emotion regulation and self-control.

More and more college students use smartphones for a long time every day. The problem of smartphone addiction has become a hot topic of social concern. It not only affects the physical and mental health of college students but also affects the development of families and society. To investigate the effect of family happiness on college students' smartphone addiction, we conducted a questionnaire survey and analysis. In this study, 214 college students were investigated using the adolescent family happiness questionnaire, college students' smartphone addiction scale, self-control scale, and emotion regulation scale. The data were analyzed by Amos and SPSS26.0 software. The results showed that: (1) Family happiness, emotion regulation, and self-control were significantly inversely correlated with smartphone addiction; (2) Emotion regulation and self-control served as partial mediators in the linkage between family happiness and smartphone addiction, and the chain mediation effect of emotion regulation and self-control was significant. Family happiness, emotion regulation, and self-control are key factors that significantly influence college students' smartphone addiction behavior. Family happiness not only has a direct effect on college students' smartphone addiction behavior but also has an indirect effect on it through the chain mediation effect of emotion regulation and self-control.

Effects of Physical Exercise Input on the Exercise Adherence of College Students: The Chain Mediating Role of Sports Emotional Intelligence and Exercise Self-Efficacy.

The aims of this study were to investigate the effects and mechanisms of physical exercise input, sports emotional intelligence, and sports self-efficacy on exercise adherence, and to examine the chain-mediating role of sports emotional intelligence→sports self-efficacy. The Physical Exercise Input Scale, Exercise Adherence Scale, Sports Emotional Intelligence Scale, and Sports Self-Efficacy Scale were used to investigate 1390 college students in three universities in the Henan Province. (1) Physical exercise input was a significant positive predictor of exercise adherence (β = 0.29, t = 5.78, p < 0.001); (2) sports emotional intelligence and sports self-efficacy mediated the relationship between physical exercise input and exercise adherence; (3) physical exercise input influenced exercise adherence through the separate mediating role of sports emotional intelligence (β = 0.10, t = 5.98, p < 0.001), the separate mediating role of sports self-efficacy (β = 0.13, t = 2.64, p < 0.01), and the chain mediating role of sports emotional intelligence→sports self-efficacy (β = 0.09, t = 2.80, p < 0.01). (1) Physical exercise input can positively predict the level of sports emotional intelligence and sports self-efficacy of college students; (2) Physical exercise input can not only directly influence college students' exercise adherence but can also indirectly influence it through sports emotional intelligence or sports self-efficacy levels alone, as well as through the chain mediation of the two.

The influence of college students’ sports policy attitude on sports anomie behavior: a masked chain mediation model

The influence of college students’ sports policy attitude on sports anomie behavior: a masked chain mediation model

“We Met in a Place that Fostered Exploring”: Campus Environments that Influence Boundary-Crossing Friendships

AbstractThe college years represent a prime opportunity for students to develop prosocial skills through friendships that cross social boundaries (i.e., in which the two friends differ on at least one aspect of sociocultural identity such as race, political affiliation, or religion). By cultivating empathy and reducing social stratification, these friendships may serve as a needed remedy for the ongoing and deepening tribalism dominating the current U.S. political climate, ultimately advancing a more justice-oriented society. We utilized data from 55 focus groups with 268 participants at 18 U.S. institutions of various sizes, locations, and affiliations to explore how campus environments and experiences influence college students’ boundary-crossing friendships. Participants highlighted how aspects of their campus climates (size, structural diversity, norms, and identity support) encouraged as well as discouraged crossing social boundaries. They discussed how programs (curricular and co-curricular), spaces (residence and dining halls, prayer spaces), and informal social opportunities (such as studying, dining, socializing, or having meaningful conversations) helped them develop and deepen friendships across the social boundaries of religious, secular, and spiritual (RSS) identity; political beliefs; race/ethnicity; and other identities. They also described the power of early campus experiences in setting the stage for crossing social boundaries. Our findings add texture to prior quantitative research documenting the power of campus conditions and environments for fostering friendship across social boundaries, and they illuminate effective ways for colleges and universities to create environments and experiences that provide students with opportunities and reasons to connect and build friendships that bridge social divisions.

Bridging Generations and Values: Understanding Generation Z’s Organizational Preferences and the Mediating Role of Sustainability and Innovation Attitudes in Turkey

Gen Z is well-recognized as the first generation to have lived through the full digital era. They are used to utilizing technology, have been on social media since they were young children, and have even developed an addiction to it because they grew up in a technologically advanced world. Preliminary research has looked at Gen Z’s educational preferences in the marketing and education realms, as well as product promotion techniques directed towards them. Furthermore, most of the early Gen Z research was conducted in the United States. Because there is a lack of reliable literature studies on HR and organizational research material related to Gen Z and their career-related objectives, organizations are ill-prepared to accept this new generation into the workforce. This study identifies the organizational values that the members of Generation Z find significant. The purpose of the study is to ascertain how closely the members of Generation Z align with corporate values and preferences. The research employs a quantitative methodology: 109 Turkish university students who were enrolled in classes were given a survey. Consequently, this identified the preferences of Generation Z members in Turkey. The literature lacks reliable studies regarding diverse investigations on Generation Z’s preferences conducted outside of the United States. This research will add to the literature about this topic. This study’s conclusions highlight how complex and multidimensional Generation Z’s views are regarding innovation and sustainability in the Turkish setting. The analyses did not show any significant mediating or predicting effects, contrary to the initial hypotheses that suggested a direct relationship between these attitudes, society contributions, educational attainment, and personal values. This implies that the variables influencing university students in Generation Z’s sustainability and innovation orientations are more complicated than previously thought and might not be directly impacted by the variables looked at in this study.

Factors Influencing University Students’ Continuance Intentions towards Self-Directed Learning Using Artificial Intelligence Tools: Insights from Structural Equation Modeling and Fuzzy-Set Qualitative Comparative Analysis

This study investigates the intricate causal mechanisms of university students’ sustained use of artificial intelligence (AI) tools for self-directed learning (SDL) within the theoretical framework of self-determination theory (SDT). Employing a convenience sampling strategy, 387 university students from China were included in the study. Methodologically, we employed structural equation modeling (SEM) for the measurement and causal analysis, and we employed fuzzy-set qualitative comparative analysis (fsQCA) for the configurational analysis. The research results emphasize several important insights. Perceived usefulness, intrinsic motivation, and satisfaction play important roles in encouraging university students’ continuance intentions. Satisfaction emerges as a pivotal mediator, bridging the connection between perceived usefulness, intrinsic motivation, and continuance intention. The system quality, the information quality, and social interaction have significant positive influences on perceived usefulness. Perceived autonomy and perceived competence display strong correlations with both intrinsic motivation and satisfaction. Moreover, the results from the fsQCA show five configurations, in which the key factors collectively shape students’ continuance intentions through complex interactions through various configurations. The findings reveal diverse configurations by which university students form continuance intentions towards using AI tools for SDL, providing detailed insights into the profound and indirect impacts on forming continuance intention behaviors. This enriches and advances the current theoretical understanding.

Incident factors in the use of ChatGPT and dishonest practices as a system of academic plagiarism: the creation of a PLS-SEM model

The objective of this study was to construct a causal model that explores the factors influencing university students’ behavioral intention to use ChatGPT as a learning resource, and to understand the reasons behind their engagement in dishonest practices when incorporating ChatGPT into their academic work. We gathered data through a survey, with the participation of 368 university students. Our analysis employed a causal model based on the Partial Least Squares Structural Equation Modeling (PLS-SEM) approach. On one hand, we verified the hypotheses regarding factors contributing to the intention to use ChatGPT, such as the quality of information generated by the software, the credibility of this information, and student satisfaction with the responses provided. On the other hand, we found compelling evidence of significant factors affecting the intention to use ChatGPT inappropriately, including the absence of clear regulations on plagiarism and corresponding penalties in universities, the students’ insufficient research and academic skills (such as conducting research or writing in a scholarly manner), the adverse impact of teachers’ workload (excessive tasks or insufficient commitment to assessments), and the general lack of interest and motivation towards academic tasks. Collectively, these factors accounted for 53.20% of the variance in students’ behavioral intention to utilize ChatGPT. These findings affirm the effectiveness of this model in explaining the software’s role in text production and quality, as well as students’ tendencies toward dishonest use.

Social support and college students' exercise adherence: Chain mediating effect test

This study explored the relationships between social support, cognitive reappraisal, emotional intelligence, and college students' exercise adherence. We investigated the mechanism underlying the relationship between social support and exercise adherence to provide a potential route through which to promote exercise adherence among college students. Using convenience sampling, we recruited 1,621 college students in Liaoning Province, China, who completed scales measuring social support, exercise adherence, cognitive reappraisal, and emotional intelligence. The results showed that (a) social support directly and positively influenced college students' exercise adherence, and (b) social support indirectly influenced college students' exercise adherence through the independent mediating effect of emotional intelligence and the chain mediating effect of cognitive reappraisal and emotional intelligence. This research deepens understanding of the influence of social support on exercise adherence in college students.

Factors Influencing Chinese Vocational College Students' Satisfaction with Learning Management Platform

Background and Aim: In the rapidly evolving landscape of education, online learning platforms, such as the Chaoxing Learning Platform, have gained substantial attention. Recognizing the pivotal role of student satisfaction in the effectiveness of these platforms, this study aims to investigate the factors influencing college students' satisfaction specifically within the context of Beihai Vocational College.Materials and Methods: This study employed a purposive sampling method, selecting 150 respondents from Beihai Vocational College who met the research objectives to ensure the representativeness and credibility of the survey results. Quantitative research methods were applied, utilizing measurement tools in various aspects, including system quality, information quality, interaction, perceived usefulness, and student satisfaction. Results of Cronbach’s Alpha of the research instruments show that the alpha coefficient of information quality and interaction is within the range of 0.8 to &lt;0.9， and the alpha coefficient of system quality, perceived usefulness, and student satisfaction is within the range of 0.9. The level of Cronbach’s alpha in the variables is within very good to excellent level. This indicated the acceptable level of internal consistency of the research instrument, which confirmed the reliability of the research instrument. Ultimately, methods such as descriptive statistics and multivariate regression analysis were used to conduct in-depth data analysis, aiming to comprehensively understand the impact of the Chaoxing learning platform on student satisfaction. Results: The results of the study showed that the independent variables system quality (β = 0.1465, P = 0.287), information quality (β = 0.3602, P = 0.016), and perceived usefulness (β = 0.5478, P = 0.005) were significantly positively correlated. In addition, the test also found that interaction (β = -0.0430, P = 0.084) did not have a significant effect on students' satisfaction with the Chaoxing Learning Platform at Beihai Vocational College. Conclusion: The results of the study indicate that most of the students of Beihai Vocational College are satisfied with using the Chaoxing Learning Platform for learning, and students can learn, communicate, and collaborate well through this platform, which provides satisfactory learning results.

Cultural risk & adaptation: Contributions to psychopathology by social position

Culturally-influenced adaptation and maladaptation may influence college students' mental health across various forms of cultural identity (e.g., racial/ethnic identity, socioeconomic status [SES]). In this cross-sectional study, 925 college students (Mage = 19.9, 67% self-identified female, 64% White, 25% Hispanic/Latino, 69% middle class or below) responded to a one-time questionnaire. Confirmatory factor analysis revealed that cultural risk (insecurity, stress, discrimination) and adaptation (centrality, routine behaviors, motivation, resilience) were differentially associated with internalizing symptoms. Multigroup analyses by cultural identity subgroups indicated that cultural risk was associated with greater internalizing symptoms across all SES groups, but most salient for high SES students, and more strongly associated with anxiety among White students compared to racial/ethnically minoritized students. Cultural adaptation more saliently predicted internalizing symptoms for students with lower-middle/working-class SES identity. College students experience multi-faceted risk and adaptation related to their cultural identities, experiences of which are shaped by social position and differentially contribute to mental health.

The sustainable practice of education fairness in China: The influence of college students’ perceptions of senior teachers' support on students’ well-being

The sustainable practice of education fairness in China: The influence of college students’ perceptions of senior teachers' support on students’ well-being

How Teachers' Emotional Leadership Influences College Students' Learning Engagement.

Teachers' emotional leadership plays a crucial role in influencing college students' learning engagement. This study, grounded in Affective Events Theory, surveyed 1034 Chinese college students (649 females and 385 males) to examine their perceptions of teachers' emotional leadership, achievement emotions, emotional susceptibility, and learning engagement. The findings reveal that teachers' emotional leadership has a significant positive impact on college students' learning engagement. Specifically, college students' achievement emotions mediate the relationship between teachers' emotional leadership and their learning engagement. Additionally, college students' emotional susceptibility moderates the relationship between teachers' emotional leadership and their achievement emotions; however, it does not moderate the impact of teachers' emotional leadership on learning engagement through achievement emotions. This study validates the application of Affective Events Theory in the educational field, deepens the understanding of the mechanism and boundary conditions of emotional leadership's impact on learning engagement, and offers insights for enhancing college students' learning engagement.

How important is the role of the internet in influencing college students’ consumption patterns in China?

In recent years, the proportion of Chinese teenagers in online shopping has gradually increased, and more and more college students and even high school and junior high school students will choose online shopping. This study collected the consumption patterns of college students and the use of online credit through questionnaires and provided effective strategies for constructing harmonious consumption patterns and concepts.

“I am afflicted with the evil eye!” How Islamic cultural beliefs influence college students’ perceptions of their academic experience

PurposeIslamic culture believes the evil eye can cause distress, mental illness, physical illness and even death through envious glances. However, the gap was highlighted about the influence of college students’ religious beliefs, particularly those of the evil eyes, on their academic failures. Based on this notion, this study aims to explore how evil eye beliefs affect students’ academic experiences with failures in a culturally diverse educational environment.Design/methodology/approachThis study included 18 female Sunni-Muslim students from Kuwait University by using Heidegger’s phenomenological framework. The study conducted 18 face-to-face interviews over four weeks and analyzed the data using NVivo 14 with thematic analysis and phenomenological assumptions.FindingsThis in-depth study shows how the pervasive belief in the evil eye in academic settings challenges students. The study found how this cultural belief affects students’ mental health, academic performance and social interactions. The study also explored cultural sensitivity’s wider implications, how educational institutions face the psychological stress this belief causes, cultural effects on academic failure and student coping mechanisms.Research limitations/implicationsBecause the study was qualitative and exploratory, the findings provide depth rather than breadth of understanding about students’ evil eye perceptions. The study does not consider the possibility that “evil eye” beliefs might be psychological delusions, complicating cultural beliefs and mental health symptoms. This oversight makes it challenging to select participants who have genuinely experienced evil eye effects. Teachers interviewed students who might withhold private information or alter their responses due to power dynamics or a desire to appear positive. This setting might bias data, reducing its authenticity and depth.Practical implicationsThe study suggests that academic institutions should address cultural beliefs to support students’ education and academic performance rather than promoting hate, evil eye and oppression.Originality/valueThis study highlights the need for academic environments to address and mitigate the evil eye belief’s unique challenges, creating a more inclusive and supportive learning environment for all students.