Quality Of Life In Students Research Articles

Academic Stress in Accounting Students: An Empirical Study

The purpose of the current study is to develop and validate an instrument for measuring academic stress in accounting students. Extant research indicates that academic stress has an adverse impact on the quality of student life and academic success. Academic stressors are categorized and examined to explore the relationship between the stressors and academic stress. Data collected from 59 accounting students in a Midwestern university in the United States are analyzed using various statistical methods, including factor analysis and scree plots, to examine the dimensionality of the concept of academic stress. A scale for measuring academic stress is developed and psychometrically tested. The validity and reliability of the instrument are also tested. The factor analysis of the instrument yields five underlying factors relating to academic stress. Statistical testing indicates that the instrument is a reliable and valid measurement of academic stress in accounting students. The validated instrument is subsequently administered to 98 accounting undergraduate students. The results of the present study indicate that differences in stress scores are based upon gender and educational level.

Orthodontic Treatment Need and Oral Health Related Quality of Life in Students in Isfahan

Objective: Oral health status particularly maxillofacial disorders in adolescents can affect different aspects of the quality of life. This study aimed to assess the age-related quality of life of students in two age groups of 11-14 years and 14-18 years to evaluate its correlation with orthodontic treatment need in adolescents in Isfahan.Methods: This cross-sectional study was conducted on 11-18 year-old middle school and high- school students. Subjects were selected via two-stage stratified random sampling from 30 schools in different areas of Isfahan city. After examination by two calibrated clinicians, Dental Health Component of Index of Orthodontic Treatment Need (DHC-IOTN) was recorded for all subjects. The Oral Health Related Quality of Life (OHRQoL) was assessed using self-reported Child Perception Questionnaire (CPQ) in 11-14 year-olds and Child Oral Health Impact Profile (COHIP) in 14-18 year-olds. After descriptive analyses, the correlation between the DHC-IOTN and the quality of life score of subjects was assessed using the Spearman’s correlation test and the Mann Whitney U test.Results: A total of 1,227 students were evaluated. The mean and standard deviation (SD) was found to be 18.3 (13.7) for CPQ score in 11-14 year olds. For COHIP score it was found to be 103.6 (18) in 14-18 year olds. A total of 22% from the 604 students examined in the first group, and 17% of 570 students in the second group definitely needed orthodontic treatment. Significant differences existed in the mean quality of life score among the three groups requiring orthodontic treatment in the two age groups (p<0.05). The correlation between the malocclusion severity and quality of life subscales was weak.Conclusion: Based on the results, malocclusion significantly affects the dental function and social and emotional domains of quality of life. However, considering the role of confounders, studies with condition-specific formats of the questionnaire are required to assess the correlation of malocclusions with the quality of life after controlling for other factors.

A relationship between physical activity and healthy quality of life in students

A relationship between physical activity and healthy quality of life in students

Study of the effect of purposeful activity (gardening) on quality of life in students with moderate to profound depression of Golestan dormitory in Ahvaz Jundishapur University of Medical Sciences

Introduction: Students encounter many stressful factors during their educational time. Stress can result in different physical and mental disorders, dysfunction and decreasing quality of life. One of the nature based intervention is using purposeful activity of gardening. The goal of this research is Studying of the effect of using purposeful activity (gardening) on quality of life in students with moderate to profound depression of Golestan dormitory in Ahvaz Jundishapur University of Medical Sciences. Materials and Methods: This study was a randomized controlled trial and accomplished in 90-91 educational years of university. Sample was 50 depressed female students of Golestan dormitory in Ahvaz Jundishapur University of Medical Sciences. Students' settled in experimental and controlled groups randomly. Both groups were taken WHOQOL-BREF (Quality of life test). Then gardening sessions carried on in dormitory yard for 3 days per week through 2 months. Both groups were assessed with the same quality of life questionnaire again after intervention. Results were analyzed by SPSS18 for windows. Results: Using statistical tests showed that general quality of life increased in experimental group. Analysis of subsections after intervention revealed that quality of life increased in the bases of physical and environmental health but not in the bases of mental and social relational health in experimental group. Conclusion: General quality of life increases after using purposeful activity of gardening in depressed female students who are resident of dormitory but changes in subsections of quality of life after intervention (gardening) need more studies. Keywords: occupational therapy, depression, quality of life, gardening

A relationship between physical activity and healthy quality of life in students

The purpose of this research is to relationship between physical activity and healthy quality of life in students. Statistical population of this research involves all physically active male students in Iran from which 1352 students participated in the study as sample by using cluster sampling and sample random method. Collection data tools of this research were questionnaire according to its nature: Sharkey Physical Activity Questionnaire and Life Quality Questionnaire (WHOQOL-BREF, 2204) were used after consultation to professors, guidance and advice of authorities. As all respondents were students BREF type was selected, including four aspects of life quality plus two general questions about life and health quality evaluation. Reliability of Physical Activity Questionnaires was r = 0.91. Inferential statistics (Correlation coefficients) was also used. Results showed that there was a low significant relationship between participation in sport activities and physical health in active students (r= 0.38, p= 0.000). There was a low significant relationship between participation in sport activities and mental- psychological condition in active students (r= 0.27, p= 0.003). In case of social communication, there was a low significant and positive relationship between participation in sport activities in active students (r= 0.32, p= 0.000). There was a low significant relationship between participation in sport activities and environmental domain in active students (r= 0.05, p= 0.62). There was a low significant relationship between participation in sport activities and life quality in active students (r= 0.24, p= 0.008). In conclusion, performing sport activities during leisure time has physical benefits, and also effective influences on overcoming mental problems. As well as invulnerability to many diseases and disorders, those who train regularly enjoy disciplined life, more performance and social relationships by acquiring freshness and further enjoy of life.

Promoting Social and Emotional Growth of Students with Disabilities

Students with disabilities are often faced with numerous challenges as they progress through their school years. In addition to disability-related challenges, they may encounter additional difficulties such as bullying in school and lack of social acceptance by their peers. It is important that students with disabilities develop competence in skills that will promote their social success in school. Affective education during their school years may improve the quality of life for students with disabilities as they transition into adulthood. Music-making experiences can provide opportunities to practice important life skills that will benefit students’ social and emotional development.

How Retaking the Entrance Examination Can Enhance Student Quality of Life at University

We examined how the experience of retaking the college entrance examination (RCEE), along with levels of resilience and social support, affect individuals' experience of life change at university, their satisfaction with university life, and how meaningful they perceived their lives to be. We analyzed survey data from 524 university students in Korea (204 men and 320 women; 203 students with RCEE experience and 321 students with no RCEE experience). Results showed that students with RCEE experience underwent a positive life change, and that resilience and good social support led to a synergistic effect of the RCEE experience on the change. Furthermore, the RCEE experience, being resilient, and having a high level of social support resulted in those students having an increase in satisfaction with, and finding greater meaning in, university life. These results are discussed in terms of growth following adversity.

Health-related quality of life in students of North khorasan University of Medical Sciences in 2011

Health-related quality of life in students of North khorasan University of Medical Sciences in 2011

Academic or Functional Life Skills? Using Behaviors Associated with Happiness to Guide Instruction for Students with Profound/Multiple Disabilities

The field of special education has begun to concentrate its efforts on developing objectives and procedural strategies that promote a positive quality of life for students with profound multiple disabilities, while determining which educational strategies are the most appropriate. A multielement design was used to compare the effects of two educational conditions, academic skills instruction and functional life skills instruction, on the quality of life indicators of four students with profound multiple disabilities. Results indicated that all four students demonstrated a greater number of behaviors associated with happiness while receiving academic skills instruction. Implications for current educational practices are addressed and directions for future research are discussed.

Relation between sleep quality and attention in students of business administration

Sleep is important for cognitive restoration and quality of life in students. There are few studies about sleep quality (SQ) and effects of diurnal and nocturnal schedules upon students in Columbia. Objective: To assess and correlate SQ, sleepiness, and attention. Participants: 69 men and 88 women (mean age = 22.7 years, SD = 4.11), students of business administration. Instruments: Pittsburgh Sleep Quality Index, Epworth Sleepiness Scale, and Toulouse-Piéron’s Attention Test. Results: 51% of the students did not have an optimal SQ, but this was not significantly different between diurnal and nocturnal schedules. Seventy-six percent of students showed some level of sleepiness and 59% of them with a moderate or marked level of sleepiness. Students on nocturnal schedules tended to be sleepier and have a worse SQ than those on diurnal schedules. Sleep latency showed a positive correlation with attention (Spearman’s rho = 0. 227, p = 0.004). It is recommended that future studies measure a wider range of variables to enable the issue of how broad are the effects of diurnal vs. nocturnal schedules to be focused upon more clearly.

Survey on the prevalence of allergic rhinitis and its effect on the quality of high school students' life.

Allergic rhinitis (AR) is a common airway disease. In order to study the prevalence of AR in high school students in Kerman, the Score for Allergic Rhinitis (SFAR) was used and the quality of life in the students affected by rhinitis was evaluated using the SF-36 questionnaire. This was a cross-sectional, analytical, descriptive study, based on the SFAR scale. Quality of life in students with AR was evaluated using the SF-36 questionnaire. From 1511 students who completed the SFAR questionnaire, 291 (52.6%, girls; 47.4%, boys) had AR. Domestic dust was the most common cause of the disease. The most common symptoms of AR were rhinorrhea (76.6%), epiphora (76.3%), nasal congestion (64.3%), and itching (54.3%). According to the ARYA scale, (Allergic Rhinitis and its Impact on Asthma), 41.9% of students had moderate-to-severe rhinitis and 58.1% had mild rhinitis. A total of 43.1% of patients with moderate-to-severe rhinitis had a persistent condition and 56.9% had an intermediate condition. Results of the SF-36 questionnaire among students with AR showed a significant difference in physical functioning and bodily pain in comparison with healthy students. The results of this study show that the prevalence of AR among Kerman high school students is 19.3%. Because of the effect of this disease on the life quality of high school students in terms of both physical functioning and bodily pain, efforts should be made to reduce allergen levels as far as possible.

The relationship between computer games and quality of life in adolescents

Background:Term of doing computer games among teenagers is growing rapidly. This popular phenomenon can cause physical and psychosocial issues in them. Therefore, this study examined the relationship between computer games and quality of life domains in adolescents aging 12-15 years.Materials and Methods:In a cross-sectional study using the 2-stage stratified cluster sampling method, 444 male and female students in Borkhar were selected. The data collection tool consisted of 1) World Health Organization Quality Of Life – BREF questionnaire and 2) personal information questionnaire. The data were analyzed by Pearson correlation, Spearman correlation, chi-square, independent t-tests and analysis of covariance.Findings:The total mean score of quality of life in students was 67.11±13.34. The results showed a significant relationship between the age of starting to play games and the overall quality of life score and its fourdomains (range r=–0.13 to –0.18). The mean of overall quality of life score in computer game users was 68.27±13.03 while it was 64.81±13.69 among those who did not play computer games and the difference was significant (P=0.01). There were significant differences in environmental and mental health domains between the two groups (P<0.05). However, there was no significant relationship between BMI with the time spent and the type of computer games.Conclusion:Playing computer games for a short time under parental supervision can have positive effects on quality of life in adolescents. However, spending long hours for playing computer games may have negative long-term effects.

Letter to the Editor The effects of a first-aid education program for middle school students in a Greek urban area

Letter to the Editor The effects of a first-aid education program for middle school students in a Greek urban area

What matters most

PurposeThis study presents institutional research and aims to explore the underlying factors that contribute to hospitality management students' satisfaction and perceptions of service quality at a higher education college in Ireland. Research focusing on hospitality and leisure management education argues for greater cognisance of the relevance of students' experience with third level education. Therefore, the current paper seeks to address the issue of student feedback and satisfaction measurement in light of recent proposals.Design/methodology/approachThe responses to a “course satisfaction questionnaire” taken from a database of first year students (n=263) were factor‐analysed using the principal component technique, the purpose of which was to identify latent explanatory variables of the student satisfaction concept as applied in a hospitality management context. Descriptive analysis was used to examine the level of satisfaction within the data. Tests for gender and nationality differences were conducted. Correlational analysis along with multiple regression techniques were applied to the data set to explore the salient relationships between satisfaction variables.FindingsAnalysis reveals a multidimensional structure of student satisfaction. Six underlying factors accounted for a high percentage of variance in explaining student satisfaction. Academic support, welfare support and course communication structures are identified as being significant determinants while differences based on nationality are observed, particularly in relation to pre‐placement support.Practical implicationsIssues such as quality of student life and other non‐institutional factors need to be accounted for in offering a more comprehensive explanation of student satisfaction. The role of pre‐work placement preparation is emphasised. The potential to chart the level and structure of student satisfaction throughout the whole institution is suggested. Furthermore, the prospect of conducting longitudinal research serves as a unique opportunity. The use of quantitative techniques, bolstered by qualitative methods, is recommended as a future direction for data collection, analysis and synthesis.Originality/valueThis paper attempts to fill a gap in student satisfaction research from a hospitality and tourism management perspective.

P-1385 - Evaluation of stress in students under the university entrance

The study aims to assess the level of stress in students being university entrance, which isusing the LSSI a psychological test that measures the stress and classifies it into four phases: alarm, resistance, near-exhaustion, and exhaustion. We seek to understand whether theassessment to go to university increases the level of stress on the student or not and it ispossible to discern ways to manage stress, thus improving the quality of student life and learning. Psychological test was applied in two groups of students from the same school in the city of Guarulhos, a group that will undergo evaluation to join a university called the experimental group and another group that will not undergo this evaluation, we call this thecontrol group. Each group had 30 people. We conclude that the experimental group is themore students with symptoms of stress, 78.2%. In the control group had 45% of people with symptoms of stress only. In both groups we find most people with stress in the resistance phase predominantly psychological symptoms. In both groups, the percentage of women with symptoms of stress is higher than that of men. Through the results of this research we can seethat there is a need to think about ways to manage stress of people who will be subject toevaluation, it was proven that this increases the chances of the person to be affected by stressand this can be harmful to health and to their learning.

A Note on Student Quality of Life

An aggregated sample of students (n = 3407) from the University of Northern British Columbia covering 7 of the 8 years from 1998 to 2005 is analyzed to show the relative and combined explanatory power of some life domain (e.g., satisfaction with family relations) and university-related variables (e.g., satisfaction with UNBC instructors) on some global quality-of-life variables (e.g., life satisfaction). It was found that, in combination with the life domain variables, the university-related variables added practically nothing to our explanatory power. The most powerful university-related variable was students’ satisfaction with their instructors.

Research Acts: Using the Drama Workshop as a Site for conducting Participatory Action Research

In this article I discuss the drama workshop as a site for conducting participatory action research in a project in which students and teachers workshop together to envisage and enact the social practices that they believe would improve the quality of school life for students and teachers. Anti-naturalistic dramatic conventions are used to investigate the issues, to shift the frames of thought through which problems are understood and to deepen insight into the discourses influencing behaviour. The methodology outlined here is particularly relevant to those seeking to involve youth in transformative projects addressing social, environmental or political well-being.

Building a Partnership to Evaluate School‐Linked Health Services: The Cincinnati School Health Demonstration Project

ABSTRACT: The Cincinnati School Health Demonstration Project was a 3‐year collaboration that evaluated school‐linked health services in 6 urban elementary (kindergarten to eighth grade) schools. Partners from the Cincinnati Health Department, Cincinnati Public Schools, Cincinnati Children's Hospital Medical Center, and The Health Foundation of Greater Cincinnati wanted to determine if levels of school‐linked care made a difference in student quality of life, school connectedness, attendance, emergency department use, and volume of referrals to health care specialists. School nurses, principals and school staff, parents and students, upper‐level managers, and health service researchers worked together over a 2.5‐year period to learn about and use new technology to collect information on student health, well‐being, and outcome measures. Varying levels of school health care intervention models were instituted and evaluated. A standard model of care was compared with 2 models of enhanced care and service. The information collected from students, parents, nurses, and the school system provided a rich database on the health of urban children. School facilities, staffing, and computer technology, relationship building among stakeholders, extensive communication, and high student mobility were factors that influenced success and findings of the project. Funding for district‐wide computerization and addition of school health staff was not secured by the end of the demonstration project; however, relationships among the partners endured and paved the way for future collaborations designed to better serve urban school children in Cincinnati.

Building a Partnership to Evaluate School-Linked Health Services: The Cincinnati School Health Demonstration Project

The Cincinnati School Health Demonstration Project was a 3-year collaboration that evaluated school-linked health services in 6 urban elementary (kindergarten to eighth grade) schools. Partners from the Cincinnati Health Department, Cincinnati Public Schools, Cincinnati Children's Hospital Medical Center, and The Health Foundation of Greater Cincinnati wanted to determine if levels of school-linked care made a difference in student quality of life, school connectedness, attendance, emergency department use, and volume of referrals to health care specialists. School nurses, principals and school staff, parents and students, upper-level managers, and health service researchers worked together over a 2.5-year period to learn about and use new technology to collect information on student health, well-being, and outcome measures. Varying levels of school health care intervention models were instituted and evaluated. A standard model of care was compared with 2 models of enhanced care and service. The information collected from students, parents, nurses, and the school system provided a rich database on the health of urban children. School facilities, staffing, and computer technology, relationship building among stakeholders, extensive communication, and high student mobility were factors that influenced success and findings of the project. Funding for district-wide computerization and addition of school health staff was not secured by the end of the demonstration project; however, relationships among the partners endured and paved the way for future collaborations designed to better serve urban school children in Cincinnati.

Prologue Exploring the Meaning of Science and Defining Rigor in the Social Sciences

This special issue of Behavioral Disorders seeks to elucidate, rather than debate, the meaning of science and to define, rather than defend, the notion of rigor in the social sciences addressing the quality of life for students with emotional or behavioral disorders. The goal is to foster a deeper understanding of the meaning of science and the definition of what constitutes legitimate knowledge for the social sciences, with reference to special education and the field of behavioral disorders in particular. This prologue describes the conceptual framework that guides this special issue and provides a brief overview of each contributing researcher's article.