College Student Learning Research Articles

Innovation and Expansion of Neural System-Based Teacher Evaluation Management Mechanism in Academy

The traditional evaluation mechanism of ideological education in universities faces many challenges. How to improve the quality of knowledge service work in the university and enhance instructors' skill level and effectiveness is the main problem facing the sustainable development of higher education in the new century. This article studies the innovation and expansion of the evaluation and management mechanism for university teachers based on the neural system in order to achieve effective scientific and systematic teaching methods. The experimental results show that the improvement rate of higher education academic performance under neural system learning is 75.12%, which is 17.34% higher than traditional Blended Open Learning(BOP) learning methods. Therefore, the improvement rate using the neural system learning is higher. This article targets different groups responsible for university-level teaching, thereby greatly improving the learning of college students.

A Study on the Influence of Emotional Intelligence on Academic Satisfaction Among Chinese College Students: The Mediating Effect of Learning Engagement and the Moderating Effect of Social Support

This study primarily examines the interconnections among college students' Emotional Intelligence, Learning Engagement, Academic Satisfaction, and Social Support. A total of 535 college students participated in the survey utilizing the Emotional Intelligence Scale (EIS), the Learning Engagement Scale (UWES-S), the Perceived Social Support Scale (PSSS), and the University Version of Learning Satisfaction Scale. Findings indicate that the Emotional Intelligence of college students exhibits significant variability, with notable gender disparities. Emotional Intelligence is found to have a substantial positive influence on both Academic Satisfaction and Learning Engagement, while Learning Engagement further positively affects Academic Satisfaction. Additionally, Learning Engagement serves as a mediating factor between Emotional Intelligence and Academic Satisfaction, and Social Support acts as a moderating variable in the Emotional Intelligence-Academic Satisfaction dynamic.

Study of the Group Mentality of University Students under Educational Involution

With the rapid development of the society, the phenomenon of educational internalization is becoming more and more common. Its performance in colleges and universities for students need to constantly strive to improve their academic performance and comprehensive quality to make themselves stand out in the fierce competition for college admission or employment. In the second case, the mentality of the bound college students is gradually changing, and the tendency of "inner roll" is mixed with the tone of "lying flat".As a component part of the youth group and an important force in the youth team, students play an essential role in social development, cultural inheritance and national construction.The group mentality of college students "lying in the middle volume" under the education involves the physical and mental development of college students learning and success, and the guidance of popular culture. It is not only a simple educational problem, but also a social problem.Through the appearance of "lying flat" and "inner volume", the mentality of "lying in the middle volume" of college students, grasp the law of college students, is conve to promoting the power of talents, which is the proper meaning of the work of young talents.duci.

Toward a synergistic framework of investment and motivation: Bridging imagined identities and English learning of Chinese university students

AbstractImagined identity, which opens up a variety of future possibilities for language learners, has been theorized from seemingly incompatible psychological and sociological perspectives in applied linguistics. Researchers have thus appealed for a transdisciplinary theoretical combination of these perspectives for a more nuanced understanding of language learning in context. This article makes the case for a synergistic theoretical framework of investment and motivation to theorize the idiosyncratic relationship between individuals’ imagined identity and language learning behavior. Empirical findings from a multiple‐case study conducted in Yunnan, in the south‐western corner of China, are presented to demonstrate how this framework enables a nuanced analysis of individuals’ language learning. Findings suggest that the interconnectedness of imagined identity, motivation, and investment is informed by both learner agency and contexts. This paper proposes that learners’ development of imagined identities and ways of investing in learning could be individually different, even under similar circumstances, which indicates the need for personalized teaching to improve learning outcomes. This synergistic framework thus provides implications for pedagogical practices and a need for personalized teaching.

Messengers in providing debates within a remote online learning of university students

Messengers in providing debates within a remote online learning of university students

Exploring educational experiences that correlate with self-directed learning in college students seeking to pursue science, technology, engineering, math, and medical (STEMM) fields

Exploring educational experiences that correlate with self-directed learning in college students seeking to pursue science, technology, engineering, math, and medical (STEMM) fields

International youth literature in the Chinese EFL classroom

Abstract This qualitative case study examines the role of international youth literature in enhancing the English language learning and global competence of Chinese university students. Through engaging in meaningful literacy activities, this study reveals the potential of a critical-global-literacies-based approach to foster cultural sensitivity and global awareness. By investigating how students gained knowledge of cultural diversity and developed a critical understanding of our interconnected world, this paper advocates for a dynamic approach to literature-oriented English language education, thus prompting a paradigm shift in teaching practices.

A qualitative study on university student learning as part of an outdoor leadership course in Vietnam

ABSTRACT The current study uses experiential learning theory as a framework to understand themes associated with student outcomes of an outdoor leadership course in Vietnam. The study explores student-oriented themes, benefits of outdoor learning, and examples of contextualized concrete experience. Two hundred and eighteen university students participated as part of a 3-day two credit course with the theme of servant leadership. Survey responses were analyzed using qualitative methods and results produced higher and lower order themes linked to learning outcomes, program goals, and experiential learning mechanisms. Themes emerged related to course instructional goals (leadership), programmatic features (outdoor setting), and individual skills (problem solving). Themes were also associated with the outdoor setting and connections to nature appreciation, mental health, stress reduction, health and wellness, and proud moments linked to risk taking and physical challenge. Instructional process, concrete experience, and emergent thematic connections to the outdoor education setting are discussed.

Exploring the Influence of Family Cultural Capital, School Environment, and Peer Relationships on the Scientific Literacy of Primary School Students: A Conceptual Analysis in Chengdu City, China

This paper explores the impact of blended education on the quality of college student learning in Southwest China during the post-epidemic era. The study highlights the potential of blended learning to enhance student engagement, adaptability, and learning outcomes through the integration of digital tools with traditional teaching methods. It identifies critical factors such as institutional support, technological infrastructure, and faculty training as essential for maximizing the benefits of blended education. Additionally, the paper examines the unique socio-cultural context of Southwest China, emphasizing the need to address regional disparities in digital access to ensure educational equity. The findings suggest that blended education can serve as a transformative model for higher education in the region, fostering essential 21st-century skills and reducing educational inequalities. The paper concludes with recommendations for policymakers and educators to support the sustainable implementation of blended education, contributing to a more resilient and inclusive higher education system.

Blended Learning: Analysis of University Student Learning Motivation for Citizenship Learning Courses in Elementary Teacher Education

The COVID-19 pandemic highlighted the need for ongoing education, prompting the education sector to seek alternatives to solely online learning. One of the steps that this university has taken is to combine the benefits of face-to-face and online learning through the use of technology, which is called blended learning. This study aims to assess the extent of student motivation for learning in a mixed learning environment in the Citizenship Learning course within the Elementary School Teacher Education department at UIN Sunan Kalijaga, Yogyakarta. This study employs a mixed method approach, with a sample size of 30 students as participants. Data for the study was acquired via observations, interviews, and questionnaires. The study results showed that the level of university student motivation towards Citizenship Learning through blended learning was 63.72% with a high category. This study showed that students’ learning motivation remains strong when using blended learning despite challenges like internet network reliability, device availability, and implementing appropriate learning methodologies.

The relationship between college students' learning engagement and academic self-efficacy: a moderated mediation model.

Despite the return of college students to campus in the post-pandemic era, the deep influence of COVID-19 on learning approaches persists. Existing research has explored fewer mechanisms underlying academic self-efficacy and learning engagement. In line with social cognitive theory, the psychological resilience framework, and vocational socialization theory, this research investigated academic self-efficacy, professional commitment, psychological resilience, and academic engagement among college students in the post-pandemic era. In this research, the focus was on understanding the impact of academic self-efficacy on learning engagement, taking into account gender as a moderator and psychological resilience and professional commitment as mediators. We conducted a survey with 1,032 college students in Henan Province, China, utilizing the Psychological Resilience Scale, Academic Self-Efficacy Scale, College Student Learning Engagement Questionnaire, and College Student Professional Commitment Scale. SPSS and the Process plugin were used to assess mediating and moderating effects. Academic self-efficacy significantly and positively correlates with college students' commitment to learning. The positive anticipation of learning engagement facilitated by academic self-efficacy exerts its effect through the fully parallel mediation of psychological resilience and professional commitment. Notably, the mediation effect of professional commitment was greater than that of psychological resilience. Further research found that the mediation of professional commitment was moderated by gender, with female students demonstrating stronger perceptions of professional commitment associated with elevated levels of learning engagement. Gender did not exhibit a significant moderating effect on psychological resilience. College students' academic self-efficacy, professional commitment, and psychological resilience must be addressed to enhance their learning engagement.

In what environment can female college students excel? An analysis of gender differences in learning of Chinese college students

With the expansion of higher education in China, gender equity has been largely improved at the entrance to undergraduate education. Yet, whether male and female students developed equally during college is still under debate. Using data from a Chinese national college student survey in 2021, this study explores gender differences in learning behaviors and outcomes of college students and examines whether they are influenced differently by educational environmental factors. Employing multiple regression models, we find that though female students outperformed males on active learning behaviors and academic scores, they were less active in higher-order learning behaviors, resource-intensive high-impact educational practice, and student-faculty interactions and reported lower educational gains than their male counterparts. Environmental and educational factors, including institute type, gender composition, academic challenges, and student support, influence the gender gaps in different ways. Overall, most female college students behave under the gender expectations of society and are less responsive to educational factors than their male counterparts. Collectively, these findings underscore the need for heightened awareness of gender gaps in the learning process in different learning environments and advocate for a more tailored collegiate environment that optimally supports female students’ educational pursuits.

The use of artificial intelligence and its impact on the learning of university students: a review of the literature

The use of artificial intelligence and its impact on the learning of university students: a review of the literature

Assessment of the Impact of Virtual Reality on Empathy and Learning in University Students

This quasi-experimental study examined the effects of a virtual reality (VR) intervention on the empathy and learning of university students studying Law and Administration, using a random sample of 300 students, divided into an experimental group and a control group of 150 students each. The research was based on the potential of VR as an immersive educational tool. The students were randomly selected, and detailed demographic and academic information was collected from them. The experimental group participated in VR activities designed to promote empathy through experiential learning. Empathy was measured using the Interpersonal Reactivity Index (IRI), and academic performance was assessed through structured questionnaires before and after the intervention. The quantitative results revealed a significant increase in empathy levels and academic performance in the experimental group compared to the control group. Qualitative interviews and surveys confirmed these findings, highlighting a greater understanding and empathy towards others among participants in the VR activities. The VR intervention proved effective in enhancing empathy and learning, suggesting that integrating immersive technologies into the academic curriculum can offer significant benefits for the personal and academic development of students. Future research is recommended to explore the application of VR in other educational contexts and disciplines.

Exploration of Personalized Learning for University Students in the Era of AI

This paper delves into the pivotal role of Artificial Intelligence (AI) in enhancing personalized learning for university students. It begins by highlighting the challenges faced by students in resource acquisition, learning method adaptability, and motivation, and then discusses how AI can address these issues through customized resources and adaptive learning environments. The paper further explores the application of AI in course design, intelligent tutoring, learning analytics, and collaborative learning platforms, showcasing the technology s potential to improve learning efficiency and outcomes. It also examines the future trends and challenges in the popularization of personalized learning, emphasizing the need for ethical considerations and data security. The paper concludes by suggesting that future research should focus on the long-term impact of AI in education and the importance of ensuring equitable access to its benefits for all students.

Graduate public health student learning experiences, social connectedness, and mental health during COVID-19: pedagogical implications for public health academic departments.

The COVID-19 pandemic impacted college student learning both globally and nationally. Current literature points to decreases in social connectedness, adverse mental health outcomes, and decreased overall learning outcomes; however, there are limited findings from higher education institutions within the Bay Area, California. There are also limited studies that examine the COVID-19 impact among public health graduate students, especially to understand how the pandemic renewed their interest in the field. The purpose of this study was to investigate the effects of COVID-19 on graduate student learning experiences, social connectedness and mental health within the Master of Public Health program at San José State University in San Jose, California. We employed a convergent mixed-methods design using a survey that quantitatively assessed student learning experiences through a retrospective pre-and post-design, and a semi-structured interview guide that qualitatively assessed student learning experiences and its relationship with mental health and social connectedness using a phenomenological design. Data were collected between September 2022 and June 2023 and analysis was performed using descriptive statistics and thematic analysis. A total of 22 students completed the survey and four participated in follow-up semi-structured interviews. Of the 22, 12(54%) were among the 18-29-year age group, 9(41%) identified as Asian, 21(95%) identified as female, and 9(41%) identified as a first-generation college student. When comparing survey responses, the median change in learning experiences pre and during-pandemic were statistically significant across several areas such as student ability to stay organized (p < 0.0001), participate actively in class (p < 0.001), retain course material (p < 0.0001), collaborate with peers (p < 0.0001), and maintain a sense of connection with their cohort (p = 0.0001) and broader campus community (p < 0.0001). Semi-structured interviews further revealed the following six themes: (1) Consistent faculty support; (2) Sense of community; (3) Reduced social connectedness; (4) Impact on mental health; (5) Deeper public health understanding; and (6) Facilitators and barriers. Educational practitioners are encouraged to offer hybrid academic programs and establish resource infrastructures that provide students with social and mental wellness support when transitioning to different learning modalities.

College Student Learning Preparedness: Do Time Management Skills and Sleep Quality Matter?

The success of the learning process is more probable when students demonstrate high levels of readiness to learn. However, evidence from previous studies suggests that not all students possess this readiness. This study aims to investigate the individual and combined effects of time management and sleep quality on students' preparedness for learning. Utilizing a quantitative survey design, the research engaged 178 students from the Kerinci State Islamic Institute. Sample size determination followed the Krejcie &amp; Morgan formula, with sample selection executed through Simple Random Sampling. Data collection incorporated the Self-Directed Learning Readiness Scale, Time Management Scale, and Sleep Quality Scale. Analysis of the research data involved simple and multiple linear regression. Results indicate that both time management and learning readiness significantly influence students' preparedness for learning, with time management exerting a stronger impact. This research carries substantial implications for addressing students' learning readiness challenges through the promotion of effective time management strategies and the assurance of adequate sleep quality. Such interventions can be efficiently implemented through higher education's guidance and counseling services, involving counselors and additional support structures.

Research on the Current Situation of Hybrid Learning for Domestic College Students Based on SPOC Background

With the development of the promotion of information technology, teaching methods are becoming diversified, and traditional teaching methods are being drastically impacted. MOOC plays an important role during this process. However, as its application expands, problems and controversies also arise. In order to make up the deficiencies that MOOC brings to education field, the concept of Small Private Online Course (SPOC) comes up. The advantages and potentials of SPOC are understood through the support of SPOC to the teaching mode, the optimization of personalized learning, the degree of online participation, and diversified presentation. At the same time for SPOC applied to hybrid learning, it can help teachers return to classrooms, focus on efficient teaching. In this work, through the study of the current situation of SPOC in China combined with the case study analysis of hybrid learning, the study hopes to further promote the popularity of SPOC and provide some references to the outlook for its future development underlining hybrid learning environment.

Positive and negative factors of the influence of new media and the digital environment on ideal and belief education among university students in China

The authors identity the relationship between the positive and negative aspects of social media and the ideal belief learning and behavior of university students. The cluster sampling method was adopted in the paper, including Guangdong, Shandong, Henan, Sichuan, and Jiangsu provinces. A total of 1014 questionnaires were distributed to a purposive sample of university students between the ages of 16 and 35. The authors applied the uses and gratifications theory to study students’ social media behavior. This study identified 18 positive and negative effects of social media. Noteworthy positive outcomes attributed to social media in fostering ideals and beliefs encompass heightened awareness, enhanced communication facilitation, convenient connectivity, reduced expenses on educational materials, improved social and communication proficiencies, as well as diminished stress levels. The negative effects of new media and the Internet include a lack of critical thinking, a waste of time, dysgraphia, disrupted connection to learning, students’ laziness, and health risks.

Cultivation of Information Literacy among College Students in the Perspective of Internet+Wisdom Education

Under the view of Internet+Wisdom Education , information literacy, as a necessary prerequisite for wisdom teaching in colleges and universities, is one of the most crucial factors in the process of wisdom teaching in colleges and universities, especially in art colleges and universities, and it directly influences the effect of both sides of teaching. College students, as a learning group, should be fully aware of the impact of information literacy on their own learning quality, and endeavour to improve and constantly improve their own information literacy ability, in order to ensure their own high-quality and efficient learning, so as to better complete their studies. The purpose of this paper is to discuss how college students should pay attention to information literacy and put forward corresponding countermeasures to enhance the effect of college students learning and wisdom teaching.