Non-working Students Research Articles

Analisis Komparatif Literasi Keuangan Bagi Pengelolaan Keuangan Mahasiswa Manajemen Universitas Buana Perjuangan Karawang

Students, as the nation's next generation, not only have to face the increasing complexity of goods, services and financial markets, but also have to bear greater financial risks than their parents. College students have greater income and expenses than the population as a whole. Parents should teach their children about money management as many students realize that this does not make them good economic players in today's world. This research is quantitative in nature and t-test for independent samples was used to analyze the data. A total of 192 students participated in this research, both those who were working and those who were not working. Based on the study findings, there is a significant difference for financial literacy and no significant difference for financial management between working and non-working students.

Ensuring Equal Opportunities in an English-for-Specific-Purposes Course for Working-While-Studying Technical Students

The number of technical students combining work and studies has increased recently. More and more students decide to gain professional experience as early as possible, resulting in a lower attendance rate. This is highly relevant to master’s degree students who struggle to succeed in both academic and professional activities, necessitating research into academic attainment strategies. The paper describes the types of working students, their needs in English, and proposes a way to improve their academic achievement, including English proficiency. A series of tests and an interview were administered to a sample of 363 master’s degree students learning technical English. The chi-square test, Fisher’s test and the Mann–Whitney Z-test were employed in order to assess the language skills acquired by students in blended learning and offline classes, and to validate the designed blended ESP course featuring an e-course and classroom lessons. The findings of the research indicated that working-while-studying students enrolled in the blended course made more significant progress in their English skills, particularly in reading and writing, compared to non-working students who had only traditional offline lessons. The results provide insights concerning the benefits of blended learning to ensure equal opportunities for working-while-studying students and their ways of adapting to a changing learning environment.

Students’ work experience in relation to their career engagement and metacognitive awareness

ABSTRACT Higher education students in Finland and all over the world are often engaged in a paid job alongside their studies. The purpose of the present study is to explore how humanities students’ work experience is related to their career engagement and metacognitive awareness. More precisely, the aim is to investigate how the nature and amount of work are associated with career engagement and metacognitive awareness. A total of 302 master’s students filled out the questionnaire. The data were analysed by exploratory and confirmatory factor analyses, Pearson correlations, independent samples t-test and One-Way ANOVA. The results showed that working students had higher scores on networking than non-working students. In addition, the study revealed that the amount of work and work related to the study field were positively related to career engagement (career planning and networking). Regarding metacognitive awareness, the amount of work matters. Full-time working students had higher scores on both dimensions of metacognitive awareness, namely knowledge of cognition and regulation of cognition. In addition, work related to one's own study field was connected with the perceived relevance of work. The present study indicates that students’ working can enhance students’ career engagement and their metacognitive awareness.

Status in a psychological statistics class: The role of academic and status-based identities in college students’ subjective social status

Great effort has been invested in increasing STEM achievement among students, but feelings of low status among underrepresented or otherwise vulnerable students may be creating additional challenges. The present study assessed how perceptions of social status within the classroom—termed subjective social status—aligned with objective course performance and differed by sex, first-generation status, work status, and race/ethnicity among 713 students enrolled across three introductory statistics classes. Findings indicated that final exam score was moderately related to ratings of subjective social status, suggesting that factors besides objective course performance may influence classroom subjective social status. When asked to explain how they evaluated their standing in the course, students reported five main themes, including both academic achievement with respect to exam scores and their understanding of course content. When examining differences by status-based identities in subjective social status, we found that female and first-generation students had lower subjective social status compared to their male and continuing-generation peers, although results were less robust for first-generation status. Likewise, working students reported lower subjective social status relative to non-working students, despite showing no difference in final exam score. In contrast, although Asian/Asian American students outperformed Latine students, there were no differences in reports of subjective social status between Asian/Asian American, Latine, and white students. Taken together, results suggest that factors beyond course performance may relate to students’ subjective social status, and subjective social status may contribute to disparities in academic performance, especially by sex and work status.

The Impact of Pediatric CKD on Educational and Employment Outcomes.

Pediatric patients with chronic kidney disease (CKD) are at risk for neurocognitive deficits and academic underachievement. This population may be at risk for lower educational attainment and higher rates of unemployment; however, published data has focused on patients with advanced CKD and exist in isolation from assessment of neurocognition and kidney function. Data from the Chronic Kidney Disease in Children (CKiD) cohort study were used to characterize educational attainment and employment status in young adults with CKD. We utilized ratings of executive function as a predictor of future educational attainment and employment status. Linear regression models predicted the highest grade level completed. Logistic regression models predicted unemployment. 296 CKiD participants aged 18 years or older had available educational data. 220/296 had employment data. By age 22, 97% had completed high school and 48% completed 2+ years of college. Among those reporting employment status, 58% were part- or full-time employed, 22% were non-working students, and 20% were unemployed and/or receiving disability. In adjusted models, lower kidney function (p=0.02), worse executive function (p=0.02), and poor performance on achievement testing (p=0.004) predicted lower grade level completed relative to expectation for age. CKiD study patients appear to have a better high school graduation rates (97%) than the adjusted national high school graduation rate (86%). Conversely, roughly 20% of participants were unemployed or receiving disability at study follow-up. Tailored interventions may benefit CKD patients with lower kidneyfunction and/or executive function deficits to optimize educational/employment outcomes in adulthood.

Technology usage of off-campus undergraduates for library social media engagement

This study aimed to explore the technology usage of off-campus undergraduate students for library social media engagement. A cross-sectional survey was conducted among 245 off-campus university students at Adeleke University. Data were collected using a self-administered questionnaire and analyzed using descriptive statistics and chi-square analysis. The findings suggest that off-campus undergraduate students are ready for library social media engagement, with Facebook being the most commonly used platform. However, among the off-campus students, the study found that working students tend to engage less frequently with the library social media than non-working students. The major hindrance to off-campus students’ engagement with the library’s social media is their busy schedule, followed by a lack of time. The study recommends that libraries prioritize Facebook more as a social media platform for engaging with off-campus undergraduate students.

Working Students: Educational Success and Subjective Well-being

Recently, there has been an increase in the number of students who combine study with work. This requires special attention of universities to such students and updates the study of educational success factors. The study is relevant as considers working students as subjects of learning and life, from the standpoint of personal and professional development experience acquired at the university, involvement in the educational process, satisfaction with learning, and well-being. The purpose of the empirical study is to identify the features of educational experience, subjective well-being and self-change potential among working students. The study involves 290 students of bachelor and specialist programs from five universities. The sample includes students who work for more than half a year (N=95), work from time to time (N=90) and study only (N=105). The results showed that the educational experience is most formed among those students who combine their studies with work in the specialty which is being received at the university. Long-term and occasionally working students differ from non-working students by a higher desire to participate in developmental activities, confidence in their ability to successfully solve the problems of learning and social interaction, self-directed learning skills, tendency to analyze and self-control their learning. Also, working students are superior to those who are just studying in the self-change potential and the subjective well-being level. It is concluded that the success and well-being of working students are largely determined by their resources of subjectness and aspiration for development. This allows them to function successfully, combining educational and labor activities as two areas of experience accumulation. Directions for improving university practice in terms of creating conditions for the educational success of working students are proposed.

As portas permanecem semiabertas: estudantes trabalhadores nas universidades federais

Abstract The article analyzes the occupational profile of federal university students according to the following divisions: working student, non-working student, and student seeking work. Thus, it was possible to identify distinct socioeconomic profiles and asymmetries that affect how working students and, especially, non-working students access academic opportunities and university life. Considering the microdata of the Andifes Profile Surveys, it is concluded that the doors of the Ifes remain half open for working students and for students who, although non-working, are seeking work, which makes them even more vulnerable and dependent on public policies of assistance and permanence.

Evaluation of Prevalence of Fatigue among Jordanian University Students and its Relation to COVID-19 Quarantine

BACKGROUND: The novel coronavirus outbreak (COVID-19) presented an opportunity to conduct an online survey to research the psychological fatigue as a mental health issue among the students of Jadara University, Jordan. AIM: This study aimed at assessing prevalence of fatigue in the student population of Jadara University (Irbid, Jordan) and its association with COVID-19 quarantine. METHODOLOGY: A cross-sectional study was conducted in Jadara University during a period of 2 months, extending from March to May, 2020. Two-hundred students (43.8% males and 56.2% females) participated in the study and filled forms of the fatigue assessment scale. RESULTS: Psychologically-tired students constituted 59.0% of the participants whereas the remainder participants were normal students. Moreover, statistically-significant differences in fatigue between students of the various academic years (p = 0.04) were found. The highest proportion of students suffering from fatigue was observed in the fourth-, and 5th-year students (21 out of 42 and 9 out of 18, respectively, [i.e., 50.0%, each]). The lowest proportion of students suffering from fatigue was that of the 1st-year students (29.0%). Significant differences in fatigue were also found between working and non-working students (p = 0.001), where all the non-working students (92; 100.0%) suffered from fatigue while most of the working students experienced no fatigue (82; 69.0% of the working students). CONCLUSION: The current study adds to the growing body of knowledge available to policymakers and mental health practitioners throughout the world about the links between individual mental health and the COVİD-19 quarantine.

The role of time management in the self-organisation of the individual within an effective self-marketing model

The study determines the role of time management in the self-organisation of a person oriented towards successful career development, identifies opportunities and ways of self-organisation within the effective self-marketing model. Two tests have been conducted among two hundred respondents of the following categories: non-working students, working students, freelancers, specialists, middle managers and top managers. The first testing allowed us to identify differences in the structure of timing during the day by categories of respondents. Based on the second test survey, six base effective time management factors have been analysed: consistency, purposefulness, perseverance, fixation (on structuring activities), self-organisation (through external means), orientation to the present. The results of the study confirm the need for time management, its competent distribution and budgeting, and effective use in the context of the self-organisation unit of the effective self-marketing model.

Motives of Student Teachers in Academic Teacher Education for Secondary Education: Research in Flanders (Belgium) on the Motivation to Become and to Remain a Teacher

The increasing shortage of teachers in secondary education, in Flanders (Belgium) as well as worldwide, is partly due to an insufficient inflow of new teachers. This stimulates research on the motivation of students to become and remain teachers. Our research focuses on the motives of student teachers in academic teacher education for secondary education to become a graduated teacher and how this evolves during teacher education, taking into account different profiles of students. Surveys, with closed and open questions based on our theoretical framework, were conducted at different points in time during teacher education as a basis for mixed method analyses. Compared to the period between the start and the end of the teacher education courses, it appeared that graduated student teachers attached more importance to the motives ‘subject orientation’ and ‘educational orientation’. The research shows a shift to a more realistic educational orientation among graduated students. ‘Work dynamic’ aspects as a motive to work in education were generally considered equally important by women and men but combination possibilities were more important for men. Specifically related to students with a ‘teacher in training’ [TiT] statute, graduated TiT-students considered the motive ‘idealism’ more important than non-TiT-students. Related to working students, ‘work perspective’ appeared to be more important compared to non-working students. These insights into the evolving motives of student teachers have a number of possible implications for the organization of teacher education, which can also contribute to reducing the teacher shortage. Teacher education can put extra emphasis on positive and qualitative hands-on experiences by performing a well-considered selection of internship schools and mentors. At the same time, teacher education can offer even more space and time for student teachers to dedicate to internships, by keeping other activities such as deadlines and teaching moments during internships to a minimum.

Values and basic beliefs of working and non-working students

The article is prepared on the basis of empirical data obtained from a sample of senior students divided into two groups – a group of working and a group of non-working students. They studied and compared social values and individual priorities, as well as basic beliefs. It is shown that both student samples are generally characterized by the same average overall level of social values (3.9 points out of 7 possible) and a low overall level of individual priorities, although it is higher for working students (2.1 vs. 1.8 points). The priority of social values over individual values was found in both groups. Intergroup differences in the value of “power” are established: its indicator is higher among working students; non-working students attach more importance to independence. Working students, in comparison with non-working students, have a higher individual significance of conformity and achievements. Students of both groups have a high level of conviction in their own worth and luck, but the world seems to them more unfair than fair. Significant intergroup differences in none of the five basic beliefs were revealed.

Uzaktan eğitim öğrencilerinin öz-düzenleme becerilerinin incelenmesi: ISUBÜ Uzaktan Eğitim Meslek Yüksekokulu örneği

Bu çalışmanın amacı, eğitimlerinin tamamını uzaktan öğretim yoluyla alan öğrencilerin öz-düzenleme becerilerinin incelenmesidir. Bu amaç doğrultusunda çalışmada, nicel araştırma yöntemlerinden tarama modeli kullanılmıştır. Verileri toplanmasında Kendi Hızında Öğrenmeye Dayalı Derslerde Öz-Yönetimli Öğrenme Becerileri Ölçeği kullanılmıştır. Ölçeğe Isparta Uygulamalı Bilimler Üniversitesi, Uzaktan Eğitim Meslek Yüksekokulunda öğrenim gören ve tüm derslerini uzaktan öğretim yoluyla alan 141 öğrenci katılmıştır. Verilerin analizinde ve yorumlanmasında betimsel istatistikler, t-testi ve ANOVA testi kullanılmıştır. Çalışmanın sonuçlarına göre, kullanılan ölçeğin genelinde ve alt boyutlarında öğrencilerin öz-düzenlemeli öğrenme becerilerine yönelik algılarının ortalamanın üzerinde olduğunu görülmüştür. Ölçeğin genelinde yaşa ve medeni duruma göre öğrencilerin öz-düzenleme becerilerine yönelik algılarının farklılaştığı ve bu farklılaşmanın 18-24 yaş ve bekar öğrencilerin lehine olduğu görülmüştür. Öğrencilerin öz-düzenleme becerilerine yönelik algılarının Fiziksel Ortamı Yönetme alt boyutunda yaşa, medeni duruma ve çalışma durumuna göre farklılaştığı ve bu farklılaşmanın 18-24 yaş, bekar ve çalışmayan öğrencilerin lehine olduğu; Çaba Yönetimi alt boyutunda ise sadece cinsiyete göre farklılaştığı ve bu farklılaşmanın kadınların lehine olduğu görülmüştür.

Socio-psychological peculiarities of working students: personal orientation, life position, polycommunicative empathy

Introduction. There are more working students in Russia than non-working ones, but studies alongside employment are mainly due to the focus on earnings, not on professional and personal growth. The research purpose is to establish differences between working and non-working students in a number of personal parameters, the change of which can affect the atmosphere in society. Materials and methods. The sample consisted of 153 students from Moscow universities. Types of personality orientation, altruism, life position and the degree of adequacy of life perception, empathy were studied. The method of psychological testing was used, as well as the following four techniques: personality orientation test by B. Bass; diagnostics of "altruism/egoism" personal orientation; graphic test "Spider, Web, Victim" by N. Dia; polycommunicative empathy test by I.M. Yusupov. Mathematical and statistical methods were used: Student's t-test, correlation analysis (Spearman's rank correlation coefficient). Results. It has been established that the orientation towards work dominates in the sample, while its indicator in the group of working students is lower than in the group of non-working students and in the total sample (t = 2.775 at p = 0.007), while the indicator of orientation towards communication is higher. In the group of working students, the proportion of altruists was about 8%, in the group of non-working students it was 20%; however, in the group of working students, the proportion of true altruists is higher. In the group of working students, there are fewer activists in life (about 46%) than in the group of non-working students (56%), while in the group of working students there are much more of those who are in the position of “victim” (about 27% versus 16%). In the group of working students, the proportion of people with a high degree of adequacy of life perception is about 58%, in the group of non-working students – more than 61%. Discussion and conclusion. It has been established that working students are less “businesslike”, but more “sociable” (“spread themselves too thin”) and empathic, more often feel like a “victim” and have a relatively lower degree of adequacy of life perception. Non-working students have lost their main condition for minimizing the identified undesirable differences with working classmates – group communication in the classroom.

Emotional experiences and study motivation among Italian university students during the second wave of COVID-19

Objective: This study aimed to investigate the relationships between emotional experiences and study motivation in a group of nonworking and never-infected university students, during the second wave of the COVID-19 pandemic. Participants: Participants (N = 353; aged M = 21.5; SD = 2.8) were mostly female (76.2%) Italian university students. Methods: They completed an online assessment that included self-report measures of fear during the second wave of the COVID-19 pandemic, intolerance of uncertainty, optimism, and study motivation. Results: Our findings showed that older students were more optimistic than younger students. Besides, fear of COVID-19, intolerance of uncertainty, and pessimism predicted worse study motivation. Conclusions: Greater psychological support should be reserved for younger students to prevent emotional experiences that might affect the learning goal.

Prevalence and correlates of burnout in nursing and midwifery students in Ghana

Background/Aims Despite indications of extreme stress leading to burnout syndrome among healthcare students in Ghana, there is little evidence of this found in the literature. This study describes the prevalence of burnout, as well as the causes, risk factors and management strategies in place for coping with burnout syndrome among midwifery and nursing students in Ghana. Methods A descriptive cross-sectional survey was conducted among 135 midwifery and nursing students at the Pantang Nursing and Midwifery Training College. A questionnaire was used to obtain data on participants' demographic characteristics as well as emotional exhaustion, depersonalisation and personal accomplishment. Sources of academic and work-related stress were also reported. Descriptive data analysis and the chi-squared test was used to determine the effects of demographic characteristics on burnout. Results Students' experienced high levels of emotional exhaustion and depersonalisation, with mean scores of 39.63±14.68 and 16.15±6.76 respectively. Female (74.1%), single (43.0%) and nonworking (71.1%) students reported high emotional exhaustion. Midwife trainees (57.8%) reported high levels of depersonalisation. Overall, low personal accomplishment was found in 39.9% of the students. Students between the age of 20–30 years (25.9%) as well as those who were single (25.9%) and female students (47.4%) most frequently experienced low personal accomplishment. Difficulty in understanding academic courses, a packed syllabus and long lectures were the major sources of academic stress, while an excessive workload and the influence of supervisors and those in charge as well as the distance involved in travelling to work were major causes of work stress. Conclusions Burnout among midwives and nurses manifested as high levels of emotional exhaustion and depersonalisation. Various sociodemographic characteristics were associated with high levels of burnout, depersonalisation and low accomplishment. Measures should be introduced to mitigate burnout among midwives and nurses during training. The curriculum needs to be reviewed, as high workload and a packed syllabus were key causes of stress. Providing recreational courses may help to mitigate burnout. Students should also be trained on coping strategies to reduce chronic stress.

Promoting Sustainability and Reflexivity in the Career of Greek University Students

This paper aims at highlighting a grid of personal resources, which can help university students effectively respond to the complexity of labor market and career development, namely sustainability and reflexivity (life project reflexivity). Given that so far little is known regarding the degree to which higher education students possess and develop such resources, a cross-sectional survey was conducted to investigate: 1) students’ perceived level of the aforementioned resources, 2) the relationships that may exist among them, and 3) possible differences in resource levels between working and non-working students. Results demonstrated relatively high scores in the two personal resources, strong positive relationships between sustainability and reflexivity (life project reflexivity) as well as significant differences in scores concerning the university students’ work status. Implications for career counseling interventions and further research are provided.

Medical Students Meeting Pandemic Staff Needs: Duty, Drives and Dreads - a cross-sectional questionnaire survey at Aalborg University in Denmark

Background: The covid-19 pandemic hit healthcare systems globally, and demands on healthcare worker resources rose dramatically. Medical students are a potential resource to meet these demands, but to what extent can they be expected to step up, and where can they fill in. Aims: To evaluate medical students’ contribution as healthcare workers during the pandemic and assess motivation and deterrence factors. Methods: A cross-sectional survey questionnaire was distributed one year following the lockdown of the country and accessible from March 18th through April 14th 2021. All medical students enrolled at Aalborg University were asked about positions held, number of working hours, and factors of motivation and deterrence. Results: The response rate was 69% (557 of 806), and 80.4% (448 of 557) of the respondents had performed paid work as healthcare workers during the pandemic. Students took up an array of jobs in the healthcare system, the most prevalent being Covid-19 test-personal (302, 54%), assistant nurse (149, 27%) and locum physician (115, 21%), with 42.2% (235 of 557) of medical students holding more than one position. The majority worked between 11 and 20 hours weekly, and the 448 medical students working in the pandemic reported filling in for 205 full-time jobs. Working students differed from non-working students by giving the most markedly higher scores to taking pride, participating in a historical event, receiving salary and improving job opportunities (all, p<0.001). Conclusion: Medical students proved to be willing contributors and flexible resources. The 448 medical students worked an estimated 344,000 hours during the first year of the pandemic, and they supported several job types. Differences within domains for motivation and deterrence were identified.

How Employed Students Lived the Covid-19 Lockdown in Romania

This paper draws on the conceptual framework of “time poverty” to explore how employed students, a group much affected by “time poverty”, experienced changes in time allocation during the COVID-19 lockdown in Romania. Findings of a mixed-method study indicate that working and non-working students perceived and engaged differently with this sudden increase in discretionary time. Compared to non-working students, working students, welcomed this newly acquired time and saw it as an opportunity to engage in both education and self-growth activities. They also show higher levels of engagement with educational activities and an increased sense of satisfaction resulting from this engagement, as well as higher levels of wellbeing. This quick reorientation clearly reveals that time poverty is a barrier to education and personal well-being for working students.

A Study on the Relationship between Social Media Addiction and Self-Regulation Processes among University Students

In this research, the relationships between social media addiction (SMA) and self-regulation levels among university students were investigated. A sample of 329 (234 women, 95 men) university students with the age range 18-29 were selected. SMA and self-regulation scales were administered to the sample. The multiple regression analysis revealed that SMA was predicted by self-monitoring; self-evaluation and self-reinforcement did not predict SMA. The regression model accounted for 17% of the variance in SMA, while self-regulation predicted the SMA levels and the regression model accounted for 7% of the variance in SMA. Independent sample t test demonstrated that there were no gender differences between the means of SMA and self-regulation. But, there was a significant difference between the means of SMA of working students and non-working students, non-working students SMA mean scores were higher.