Role In College Students Research Articles

The Role of Self-Esteem and Life Satisfaction on University Students’ Engagement

Student engagement in academic and non-academic activities on campus is very important for student success in academic and social fields. Self-esteem and life satisfaction have a role in increasing student engagement. This research aims to determine the extent of the simultaneous role of self-esteem and life satisfaction in the student engagement of active university students in Bandung City. The respondents of this research were 397 active university students in Bandung City. The measurement tool used to measure student engagement is USEI (University Student Engagement Inventory). The Rosenberg Self-Esteem Scale (RSES) was used to measure self-esteem, while the Satisfaction with Life Scale (SLWS) was used to measure life satisfaction. The statistical analysis technique used is Multiple Regression to calculate the simultaneous role of life satisfaction and self-esteem on student engagement. The data processing results show that life satisfaction and self-esteem simultaneously or partially play a positive role in university students’ engagement. When university students have self-esteem and life satisfaction together, their role in student engagement is greater than their respective roles in student engagement. Apart from that, self-esteem plays a bigger role than life satisfaction toward student engagement. Practically, parents and lecturers can provide experiences that support the development of university students' self-esteem and satisfaction with their lives so that it can increase student engagement.

The Financial Behavior of Young Generation in Indonesia

Purpose This study explored self-efficacy's link to student financial behavior, assessing its influence and dimensions. The aim was to improve financial literacy and behavior among students through interventions. The study deepened understanding of self-efficacy's role in university students' financial behavior. Design/methodology/approach In quantitative research, researchers employ SEM, specifically PLS, to examine self-efficacy and financial behavior in university students. The study has 100 student respondents and uses SEM-PLS for complex analysis, aiming to offer empirical evidence for hypotheses. Findings could significantly enrich comprehension of self-efficacy's influence on financial behavior in college students. Finding Results show a positive link between variables. Higher self-efficacy relates to improved financial behavior. Confident individuals budget, save, and make wise financial choices. This underscores the need to enhance self-efficacy in interventions for better student financial behavior. Overall, findings emphasize self-efficacy's pivotal role in shaping financial behavior. Research limitations/implications This study offers empirical evidence of a positive link between self-efficacy and financial behavior, broadening understanding. It highlights psychological factors in financial behavior and extends self-efficacy's role in financial management literature. Financial education programs should enhance self-efficacy for better financial management, benefiting students' overall well-being. Originality/value This research merges self-efficacy and financial behavior concepts, showcasing the link between psychological factors and financial actions. Combining these constructs provides a holistic view of how self-beliefs impact financial choices and behaviors.

THE LIVING QURAN STUDY (Analysing the Participation of University Students’ Parents in Learning during The Covid -19 Pandemic)

Online learning in the Covid-19 pandemic era was a new experience for lecturers, teachers,educators, and parents. Online learning in kindergarten, elementary school, junior highschooll, and senior high school levelss relied on the parents’ involvement and guidance itoptimal. This article responded to the absence of a study about the role of universitystudents’ parents in online learning in covid 19 pandemic. This study aimed to explain therole of parents of university students in online learning during covid 19 pandemic, whichwas conducted from home. It is qualitative research with a survey method involving 34students of the Faculty of Dirasat Islamiyah, State Islamic University of Syarif HidayatullahJakarta, on September 2021 on the subject of Al-Quran Memorization. The Faculty usedArabic language specializing it from other faculties. A questionnaire using g-form was usedas the data collection instrument considering that the study was carried out when theacademic activities were arranged in covid 19 pandemic era. The data we obtained werethematically grouped based on the research questions. They were then analyzed throughthree stages: data restatement, description, and interpretation. The study found that manyparents were involved in online learning during the Covid -19 pandemic. Their roles areclassified into academic, material, and motivational. The study was limited to one Faculty ina university and only investigated the parents’ role in guiding their children in onlinelearning of Alquran memorization subject. Further study should be carried out in a widerscale with more various variables.

Self-regulation, adaptive motivation, and alcohol consumption: understanding university students’ motivation for drinking

ABSTRACT Objective A study was conducted to examine relationships among university students’ self-regulation, motivational structure, and alcohol consumption. Method Participants were student drinkers (N = 105, females = 77.7%, mean age = 19.82 years) who completed a demographics questionnaire, the Alcohol Use Questionnaire, Short Self-Regulation Questionnaire, and Personal Concern Inventory (PCI). Results Self-regulation was negatively correlated with the amount of alcohol that students drank on typical (p < .05) and atypical (p < .01) occasions. PCI adaptive motivation was also negatively correlated with typical (p < .05) and atypical (p < .05) drinking. Finally, adaptive motivation and self-regulation were positively correlated with each other (p < .05). Conclusions The study demonstrates that self-regulation and motivational structure play an important role in university students’ alcohol consumption. Interventions could be developed for experimentally manipulating these measures with the aim of reducing students’ use of alcohol.

Triple helix revisited: Community development by innovative knowledge transfer to local small businesses with a role of university students as catalyst

Triple helix revisited: Community development by innovative knowledge transfer to local small businesses with a role of university students as catalyst

Triple helix revisited: community development by innovative knowledge transfer to local small businesses with a role of university students as catalyst

Triple helix revisited: community development by innovative knowledge transfer to local small businesses with a role of university students as catalyst

Family Subjective Socioeconomic Status and University Students' Online Shopping Addiction: A Gender-Based Analysis.

Online shopping addiction has surged among today's university students. Previous studies have focused on individual and network factors, whereas neglecting family-related roles. This study examined the relationship between subjective socioeconomic status (SSES) and university students' online shopping addiction (OSA) using the life course model of consumer behavior, and explored the chain-mediating role of vanity and materialism, and the moderating role of gender. We surveyed 635 students from two universities in Henan Province, China, using self-administered scales and questionnaires assessing subjective SES (SSES), OSA, materialism, and vanity. The results showed that SSES is negatively associated with OSA. Materialism played a mediating role, whereas vanity and vanity-materialism played a suppressing role between SSES and OSA. A direct relationship between SSES and OSA was found only in men, whereas the indirect path of SSES-vanity-materialism-OSA was found only in women. These results enable better recognition and understanding of the family's role, including family economic status, in university students' gender-specific OSA. They also advance the understanding of the transmission mechanism between family economic status and university students' OSA and promote better recognition and awareness of the family's role in university students' gender-specific OSA.

Social Affect Regulation in University Students During the COVID-19 Pandemic

Given how much time humans spend in social contexts, interest has been growing in socially mediated forms of affect regulation. Historically, though, research on affect regulation has focused on individual forms of regulation, such as cognitive reappraisal. To address this gap, we investigated social affect regulation in university students through an online survey, with a particular focus on social reappraisal. Specifically, we tested whether the frequency with which students communicate with their social contacts is related to how much social reappraisal support they receive from those contacts, and whether social reappraisal support is associated with mental health. Our final sample consisted of 152 undergraduates from across North America who reported on a total of 1,124 social contacts. We consistently found that communication frequency was positively associated with perceived social reappraisal support across several modalities of communication (e.g., text-based, video-based, in-person). However, we observed no associations between levels of social reappraisal support and measures of mental health. This research was part of a preregistered project on social affect regulation in university students in the context of the COVID-19 pandemic (https://osf.io/q7bvw/). Thus, we present findings in relation to this context. These findings underscore that social forms of affect regulation play a significant role in university students’ lives, emphasizing the value of further research into their mechanisms and effects.

Participation Constraints of University Student-athletes in Selected Sports in Kenya

Participation in sports plays an important role in university students’ lives, such as the development of a healthy lifestyle and the promotion of education. However, there is low participation in sports in universities which may be due to various constraints experienced or perceived by university students. The purpose of this study was to examine constraints hindering university student-athletes participation in sports activities. The study used a cross-sectional survey design and questionnaires to collect data. Respondents were male (n=198) and female (n=191) student-athletes from public and private universities in Kenya, participating in six selected sports. T-tests and One-way analysis of variance were used to test hypotheses at a 0.05 level of significance. The findings indicated that participation in sports was most affected by structural constraints and least affected by social-cultural constraints. There were significant differences between male and female student-athletes in regard to structural constraints, (t = -2.21, p=0.03) and interpersonal constraints t = 1.14, p = 0.02). There was a significant difference of private and public institutions with regard to structural (t = .39, p=0.01) and intrapersonal constraints (t = 0.69, p=0.03). Female students significantly experienced more constraints than male student-athletes. Student-athletes from public universities experienced more constraints than those from private universities. Universities should encourage students to use sports facilities by coming up with more facilities and a favorable environment. Secondly, Kenyan universities should put in place structured sports programs for student-athletes. University students’ perceptions about sports should be enhanced in order to reduce the constraints that hinder their participation in sports. A longitudinal study is recommended to investigate sports participation constraints of student-athletes throughout their campus life and thereafter.

Motivations for social withdrawal and academic adjustment in emerging adulthood.

While social withdrawal in childhood is typically associated with lower academic functioning, little is known about how motivations for social withdrawal may be connected to academic adjustment in emerging adulthood. The purpose of the present study was to examine associations between social withdrawal motivations (i.e., shyness, avoidance and unsociability) and indices of academic adjustment, including academic achievement (i.e., grade point average [GPA]) and academic motivation (i.e., intrinsic value, self-efficacy and test anxiety), while accounting for gender and conscientiousness. Participants were 623 emerging adults between the ages of 18 and 25 (Mage =20.15, SD=1.67; 79% female) who were currently attending university. Hierarchical regression results showed that shyness was negatively associated with intrinsic value and self-efficacy. Whereas shyness was positively associated with test anxiety, avoidance was negatively associated with test anxiety. Social withdrawal motivations were not associated with GPA. The findings suggest that some motivations for social withdrawal play a role in university students' academic motivation, but not their academic achievement.

The Role of Problem-Solving Skills in Career Decision-Making Self-Efficacy and Vocational Outcome Expectations

The aim of this study was to determine the role of university students’ problem-solving skills in their career decision-making self-efficacy and vocational outcome expectations (VOE). The research study group comprised 327 female (70.6%) and 136 male (29.4%) students; a total of 463. Statistical analysis showed positive significant correlations between problem-solving points, career decision-making self-efficacy, and VOE. Additionally, problem-solving points explained 25% of variability in career decision-making self-efficacy and 17% of variation in VOE. The results were interpreted in comparison with literature findings and recommendations proposed for applications and similar research to be completed in the future.

Universities as an Arena of Contentious politics: mobilization and control in Hong Kong’s Anti-Extradition movement of 2019

ABSTRACT This article examines the role of university students during the anti-extradition movement in Hong Kong, analyzing their strategy to mobilize schools’ physical, symbolic, and interpersonal resources, and how the authorities reacted by restricting and redefining key resources. Universities have served as a safe space since police officers traditionally are not allowed to enter them. Some schools are also strategically located to allow for more disruptive protests. Since Confucianism venerates the moral value of learning, universities are perceived as a hallowed symbol of intellectual conscience, justifying students’ defiance. Universities are commonly seen as warm families whose leaders are obliged to protect students. Finally, universities sustain a rich network of cross-mobilization. The regime restricts access to resources by tightening campus control and reshuffling university leadership, and redefined the symbolic meanings by discrediting higher education. We find interpersonal relationships constitute the most resilient resource because they are embedded in everyday life common identities.

Intercultural teacher–student relationships: a qualitative study of students on 2+2 tertiary joint programs

Teacher–student relationship (TSR) is, despite its importance, an under-researched area in higher education, and this is particularly the case with TSR between international students and their teachers at the host institutions. Past research has found that social integration plays an important role in university students’ academic performance and in international students’ satisfaction with their overseas experience. By using rich interview data, this study examined the TSRs Chinese international students experienced on 2+2 tertiary joint programs between Chinese institutions and an Australian university. Three major themes emerged from this study: Students’ experiences of TSR at their Chinese home institutions, their experiences of TSR at the Australian university, and the student-initiated reasons for cross-cultural differences. This study contributes to the literature by calling the attention of policy makers and program managers of 2+2 joint programs (and other joint tertiary programs) to the important issues of intercultural communication and intercultural awareness.

Prototype perception of physically active peers: result from a study among Hungarian university students

Introduction: Previous studies argued the role of social prototypes in making desicisions on healthy and unhealthy behaviors. Positive images associated with a certain behavior might increase the possibility of developing the behavior. While most of the studies focused on health risk behaviors, health promoting behaviors have been less investigated yet. However, young adults are more conscious about the social images associated with health behaviors compared with their younger equivalents; much of the relevant research has been conducted with the latter groups. Purpose: The main aim of this study was to (1) examine how university students perceive their physically active peers, (2) map the adjectives associated with the ‘physically active peers’ prototypes, (3) identify respondents’ categories based on their prototype perception, and (4) detect relationships between social images, sociodemographic variables, sporting habits and social attitudes. Material and Method: Cross-sectional, self-report data were obtained from a convenience sample of 515 respondents aged 18-31 years via a survey with students from a Hungarian university. Result: Cluster analyses detected three independent clusters: “Negative” image” group, “Positive appearance” group, “Positive appearance and personality” group. Age, gender, self-assessed SES, sporting friends, social support, social network, Internet use, competitiveness and the need to belonging seemed to make a difference along these groups of social images. Conclusion: Our findings suggested that social variables may play a moderate role in university students’ sport-related prototype formation.

Study of Psychosocial and Academic Indicators in Young Adults from Andalucía, Spain.

Background: The university years bring a great deal of vital changes. In addition, psycho-social factors play a key role in university students’ development and their consumption of harmful substances. The aim is to analyse academic performance according to psychosocial factors, self-concept, emotional intelligence and harmful substance consumption in a sample of future Physical Education teachers. Methods: The present study was carried out with a sample of 775 undergraduate students who were studying for the Primary Education Degree in Physical Education in Andalusia, Spain. The main instruments used include an ad hoc questionnaire, the Self-Concept Form-5 test, Alcohol Use Disorders Identification Test, Fagerström Test for Nicotine Dependence and the Emotional Intelligence Inventory adapted to Sport. Results: The results show that young people who have a greater general self-concept and self-emotional management are those who access the university degree through Vocational Training. In relation to the average record mark, it was observed that participants with marks of notable and outstanding obtained higher scores in general self-concept, academic dimension and hetero-emotional management. Those with grades of passed and outstanding were those with higher levels in the physical dimension of self-concept and emotional use. In relation to receiving a scholarship to study, it has been shown that those university students who do perceive it have higher levels in most of the dimensions of emotional intelligence and self-concept. Conclusions: Finally, the harmful substances did not show significant relationships with academic factors, except between tobacco and the average mark of the file.

The Role of Demographic Factors in the Spiritual Health of the Students of Iran University of Medical Sciences

Introduction: Spiritual health has a substantial effect on other aspects of health. Due to the important role of university students in the development of a country, it is necessary to examine the correlates of different dimensions of health using appropriate tools in this community. This study aimed to determine the role of demographic variables in the spiritual health of the students of Iran University of Medical Sciences. Method: In this descriptive and cross-sectional study, the statistical sample comprised 473 students selected by convenience sampling method. To collect data, a researcher-made demographic questionnaire and the spiritual health questionnaire, which has been developed by Amiri et al., were used. The collected data were analyzed through SPSS software. Results: According to the Mann-Whitney U test, there was a significant difference between the mean scores of spiritual health in women (78.51) and men (70.41). This difference was also significant between married (80.42) and single (74.81) students. This is while there was no significant differences between various groups in terms of other demographic factors. Conclusion: It can be concluded that women and married students have higher spiritual health in comparison to men and single ones. This is while other demographic variables such as age, education, employment position, and place of residence could not predict the level of spiritual health in university students.

The role of university students’ wellness in links between homelessness, food insecurity, and academic success

ABSTRACT In recent years there has been a steep increase in attention among higher education professionals to the prevalence of unmet basic needs among college students. There is also growing acknowledgement that food insecurity and homelessness among students is associated with incredible distress and a host of negative consequences for students’ success. Understanding the mechanisms that link basic needs insecurity to academic success could identify critical points of intervention to ensure educational equity among students. Our aim was to determine whether university students’ wellness mediated the association between unmet basic needs (i.e. homelessness and food insecurity) and academic success. Of the 1,330 students at a large southeastern U.S. university who completed an online survey (28% response rate), 15.49% were food insecure and 9.47% had been homeless in the past 12 months. Results of multinomial logistic regression analyses indicated that psychological well-being and sleep mediated the link between food security and GPA. Homelessness was not associated with GPA, so mediation was not examined. Implications for addressing homelessness and food insecurity among college students are offered.

ÜNİVERSİTE ÖĞRENCİLERİNDE YAŞAM DOYUMUNUN YORDAYICISI OLARAK YAŞAM POZİSYONLARI

The aim of the study was to examine the relationship between life satisfaction and life positions among university students. The sample of the study consists of 429 university students (224 female - 205 male) studying at the Education Faculty of Uşak University, who accepted to participate in the research voluntarily, during 2017-2018. A correlational research model was used in this study. In the study, the scales of Life Satisfaction Scale developed by Diener, Emmans, Lorsen and Griffin (1985) and Life Positions Scale Moral Maturity Scale developed by Boholts (2002) were used for data collection. In the findings of the research, it has been seen that life satisfaction is positively associated with life positions of I am OK-You are OK and I am OKYou are not OK; it is negatively associated with life positions of I am not OK-You are not OK and I am not OK-You are OK. Also the result of the study has shown that life positions have a predictor role in university students’ life satisfaction. Implications of these findings are discussed within the context of literature.

Teachers’ negative emotional feedback can facilitate students’ learning: the role of epistemic motivation in undertaking divergent- and convergent-thinking tasks

Epistemic motivation, which is the desire to understand the environment and others’ emotions more accurately, influences individuals’ behaviour. To explore the role of university students’ epistemic motivation in learning, I examined the interaction effects of teachers’ emotional feedback type (positive vs. negative) × students’ epistemic motivation level (high vs. low) × task type (divergent vs. convergent) on enjoyment, effort, feedback perception and performance. Regardless of task type, students in the high epistemic motivation condition showed higher task effort and performance, whereas students in the low epistemic motivation condition showed lower task enjoyment when receiving negative emotional feedback. The students who undertook a divergent-thinking task in the low epistemic motivation condition and received negative (vs. positive) emotional feedback perceived that the feedback was less helpful in improving their performance. This study indicates that the effects of negative emotional feedback on learning can be differentiated by students’ epistemic motivation level and task type.

Impact of ICT on Students’ Academic Performance: Applying Association Rule Mining and Structured Equation Modeling

Information and communication technology (ICT) plays a significant role in university students’ academic performance. This research examined the effect of ICT on the students’ academic performance at different private universities in Chittagong, Bangladesh. Primary data have been collected from the students of those universities using a survey questionnaire. Descriptive Statistics, Reliability Analysis, Confirmatory Factor Analysis, OLS regression, Structured Equation Modeling (SEM) and Data Mining algorithms such as Association rule mining and éclat have been employed to evaluate the comparative importance of the factors in identifying the academic performance of the students. From a statistical and mining perspective, overall results indicate that there is a significant relationship between ICT use and students’ academic performance. Also, student’s addiction to ICT has a significant influence on the comparative measurement in identifying the academic performance of the students. Finally, some recommendations are provided on the basis of the findings.