Rural Students Research Articles

An examination of psychology of working theory with first-generation college students from rural China.

Rural first-generation college students (FGCS) face significant barriers as they transition into the world of work, yet no studies have explored their career development using psychology of working theory (PWT). The present study aimed to examine the predictor and outcome portions of PWT with a sample of FGCS from rural China. We administered online surveys to 549 participants and employed structural equation modeling to analyze the data. The results showed that economic constraints and marginalization were negatively related to future decent work perception through work volition and career adaptability, respectively. However, the direct paths from economic constraints and marginalization to future decent work perception were not significant. Moreover, future decent work perception was positively correlated with positive mental health. Based on these findings, we underscore the importance of building confidence in securing decent work among rural FGCS to improve their positive mental health. Overall, this study is the first to apply PWT to understand the work expectations and positive mental health among college students with multiple marginalized identities. Implications for future research are discussed. Vocational interventions at the individual and systemic levels are also presented. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

Corrected Myopia and Its Association with Mental Health Problems Among Rural Primary School Students in Northwest China

ABSTRACT Purpose The aim of this study was to evaluate the myopia correction and its association with mental health problems among rural primary school students in China. Methods Using survey data from 17,950 students in 251 rural primary schools, this study examines the association between corrected myopia and mental health problems, as well as academic performance among rural students in China. Vision exams were offered to sample students, and student mental health status was measured using the Mental Health Test (MHT). Results The results show that 21.98% of sample students failed the vision screening for myopia. Over 65% of sample students showed some form of anxiety, with 56.86% experiencing learning anxiety and 18.71% experiencing body anxiety. The MHT score of myopic students was higher than that of students with normal vision, indicating that myopic students had worse mental health overall. Correcting myopia with eyeglasses was associated with better mental health, indicated by a lower MHT score (by 0.62 points) when controlling for covariates. Myopic students with high baseline academic performance who wore eyeglasses benefited especially from myopia correction, as they had a lower total MHT score (by 1.77 points) and lower body anxiety score (by 0.49 points, p < 0.05) than their high-performing peers with uncorrected myopia. Conclusions These findings suggest that future mental health prevention programs in rural China should focus on reducing the prevalence of myopia and providing eyeglasses to myopic students as potential interventions.

Teachers Co-Designing and Enacting Elementary Data Science Curriculum through Connected Learning

We detail a research-practice partnership between an elementary school and educational researchers with a common goal of increasing data science literacy among rural elementary students. Drawing on connected learning theory and using the CT-STEM taxonomy of practices, we co-developed data science units with teachers and they subsequently implemented them in classrooms. Connected learning was used to envision the unit co-design process. In that regard, we assisted teachers in drawing on students’ interests when selecting real-world problems to solve during the design of data science units and providing learning opportunities mirroring what students enjoy and engage in outside of school. Qualitative methodology guided the data analysis of observations, reflective journals, interviews, and curriculum artifacts. Five primary themes emerged describing the teachers’ approach in relation to connected learning when co-designing and implementing the units, implying that effective data science instruction for elementary school students might be intentionally designed for student interests and experiences, be locally relevant, model and foster group work and peer collaboration, encourage student agency through production, and meld disciplinary standards and content with prior and new instructional practices. This research suggests connected learning can guide educators in planning and enacting data science units and lessons in elementary classrooms.

“Because I’m from a Rural Background”: An Examination of Rural Students in Higher Education Through a Critical, Non-Deficit Framework

ABSTRACT Rural students and the barriers to their postsecondary success have become increased topics of interest in higher education research. However, most literature has engaged deficit-based lenses, placing the onus for barriers on rural students and communities and discussing education as a way to “save” rural populations. This study offers the counter notion that higher education institutions have a responsibility to provide equitable environments for rural students and that rural students bring a wealth of strengths to postsecondary spaces. Utilizing a critical, non-deficit framework, we conducted interviews with 11 rural students and analyzed their college experiences. Findings reveal that postsecondary contexts are minoritizing and marginalizing to rural populations yet participants engage rural-centric strengths to navigate those environments. We encourage scholars to use critical, non-deficit frames to discuss minoritized and marginalized student populations in higher education, including rural students, as well as postsecondary practitioners and policymakers to critically interrogate how they may be harming or disregarding rural students and how they can capitalize upon rural strengths to foster rural student college success.

The Impact of Digital Literacy Skills and ICT Self Efficacy on Academic and Functional Skills at Secondary Islamic School District Kotaddu South Pakistan

Amid present day’s fast technological development, the incorporation of information technology in teaching and learning can no longer be overlooked. However, the results found that despite the improved digital literacy skills and self-efficacy about ICT among the students of Kot Addu which was the DBGb/rDBG rural and semi-urban students there was have lack of research work that investigates the ways to strengthened the students’ learning outcomes through digital literacy and ICT self-efficacy. The effects of digital literacy and ICT self-efficacy on academic and functional skills of students of secondary Islamic schools in District Kot Addu, South Pakistan. In this quantitative study, the author assesses the participants’ levels of digital literacy, ICT self-efficacy, and functional skills using structured questionnaires on 300 students enrolled in 5 different secondary Islamic schools in the region. The quantitative data was collected using an Administration Questionnaire. The collected data was processed by calculating the percentage distribution of the demographics of the respondents. Cronbach Alpha score and the experts’ opinion was then utilized to establish the validity and reliability of the questionnaire during the pilot test conducted in Kot Addu district. Descriptive and inferential techniques were applied on the data collected from the participants to examine the correlation between the independent measures; digital literacy and ICT self-efficacy to the dependent measures; the academic performance and the functional skills. The findings also show a similar significant positive relationship between the following variables: digital literacy and students’ functional skills, ICT self-efficacy, and academic performance.

Limited effect of sleep education among rural middle-school students in eastern China: a 4-month intervention study

Limited effect of sleep education among rural middle-school students in eastern China: a 4-month intervention study

Analysis of the Impact of the "Rural Teacher Support Program" Policy on Educational Equity in China

In China, educational equity is a significant public concern. To address the urban-rural educational gap, the government launched the "Rural Teacher Support Programme." This paper analyzes the policy's impact on educational equity, detailing its background, objectives, and implementation measures. It assesses the programme's effectiveness in enhancing rural education quality, narrowing the educational divide, and boosting rural students' learning engagement. The research also identifies challenges in implementation, including teacher training, career development, cultural differences, and teacher composition disparities. Recommendations include promoting digitalization, increasing joint funding, and optimizing teacher incentives. Findings reveal notable improvements in the rural teaching workforce, including increased teacher numbers, quality, and living conditions, alongside enhanced stability and professional development opportunities. However, disparities in policy effectiveness persist across provinces, with local governments showing bias in policy tool application, particularly in recruiting and training arts educators. Overall, the programme has successfully diversified policy tools to improve rural teacher retention.

Digital empowerment for rural migrant students in China: Identity, investment, and digital literacies beyond the classroom

Abstract Drawing upon Darvin and Norton’s (2015) model of investment, this article examines how Xing and Jimmy (both pseudonyms) as two male Chinese English as a foreign language learners from rural migrant backgrounds negotiate their identities and assemble their social and cultural resources to invest in autonomous digital literacies for language learning and the assertion of a legitimate place in urban spaces. Employing a connective ethnographic design, this study collected data through interviews, reflexive journals, digital artifacts, and on-campus observations. Data were analyzed using an inductive thematic approach as well as within- and cross-case data analysis methods. The findings indicate that Xing and Jimmy experienced a profound sense of alienation and exclusion as they migrated from under-resourced rural spaces to the urban elite field. The unequal power relations in urban classrooms subjected them to marginalized and inadequate rural identities by denying them the right to speak and be heard. However, engaging with digital literacies in the wild allowed these migrant learners to access a wide range of linguistic, cultural, and symbolic resources, empowering them to reframe their identities as legitimate English speakers. The acquisition of such legitimacy enabled them to challenge the prevailing rural–urban exclusionary ideologies to claim the right to speak. This article closes by offering implications for empowering rural migrant students as socially competent members of the Chinese higher education system in the digital age.

At the Crossroads: Postsecondary Education Access Opportunities and Constraints for Rural Black Students

Abstract: This longitudinal qualitative study delves into the nuanced dynamics of postsecondary education access and choice for 23 rural Black students during their senior year of high school. Employing a multifaceted methodological approach encompassing interviews, visual data, and geospatial data, this research illuminates conditions that influence postsecondary education access and opportunity for rural Black youth. Results highlight how postsecondary education opportunity for rural Black students is shaped by local Black social networks, institutional contexts and climates, proximity to hometown, postsecondary education costs and affordability, as well as the intersecting forces of class, racial, and spatial inequities. This study also demonstrates how participants' meaning making of these conditions changed over time, thereby influencing their postsecondary education trajectories and decision-making processes. This research contributes insights into the shifting dynamics, meaning making, and forces that shape postsecondary education access for rural Black youth over time, providing implications for creating more equitable postsecondary education opportunities for rural Black youth.

The Impact of Digital Literacy Skills and ICT Self Efficacy on Academic and Functional Skills at Secondary Islamic School District Kotaddu South Pakistan

Amid present day’s fast technological development, the incorporation of information technology in teaching and learning can no longer be overlooked. However, the results found that despite the improved digital literacy skills and self-efficacy about ICT among the students of Kot Addu which was the DBGb/rDBG rural and semi-urban students there was have lack of research work that investigates the ways to strengthened the students’ learning outcomes through digital literacy and ICT self-efficacy. The effects of digital literacy and ICT self-efficacy on academic and functional skills of students of secondary Islamic schools in District Kot Addu, South Pakistan. In this quantitative study, the author assesses the participants’ levels of digital literacy, ICT self-efficacy, and functional skills using structured questionnaires on 300 students enrolled in 5 different secondary Islamic schools in the region. The quantitative data was collected using an Administration Questionnaire. The collected data was processed by calculating the percentage distribution of the demographics of the respondents. Cronbach Alpha score and the experts’ opinion was then utilized to establish the validity and reliability of the questionnaire during the pilot test conducted in Kot Addu district. Descriptive and inferential techniques were applied on the data collected from the participants to examine the correlation between the independent measures; digital literacy and ICT self-efficacy to the dependent measures; the academic performance and the functional skills. The findings also show a similar significant positive relationship between the following variables: digital literacy and students’ functional skills, ICT self-efficacy, and academic performance.

Spatial mapping and alignment of SHS, HEIs, and Industry in Northwestern Leyte

This study examines the spatial distribution and alignment of Senior High Schools (SHS), Higher Education Institutions (HEIs), and industries in Region VIII, focusing on the interconnections between geographic, educational, and economic factors. Key areas of analysis include Ormoc City, Albuera, Kananga, Isabel, and Palompon. Urban centers like Ormoc City host a high concentration of SHS offering diverse tracks such as Science, Technology, Engineering, and Mathematics (STEM) and Accountancy, Business, and Management (ABM), catering to the demands of Information Technology (IT) and business industries. In contrast, rural areas focus on technical-vocational (TVL) tracks aligned with agriculture and fisheries but often lack alternative career pathways. HEIs are concentrated in Ormoc City, creating accessibility challenges for rural students and limiting program diversity in industrial hubs such as Isabel and Palompon. Although there is strong alignment between TVL tracks and agro-industrial needs in Albuera and manufacturing demands in Isabel, significant gaps remain, including inadequate IT specialization to meet Ormoc City’s industry needs, limited HEI capacity for STEM graduates in rural areas, and insufficient business management programs in Palompon. These findings provide actionable insights for policymakers, educators, and industry stakeholders to address educational gaps and strengthen regional economic development.

Relationship between Humor Style and Psychological Well-Being of Bangladeshi University Students

Humor style plays an important role in maintaining psychological well-being. However, no research has yet addressed these concerns. Thus, this study aimed to determine the humor styles and psychological well-being of Bangladeshi university students and the relationship between humor style and their psychological well-being. A sample of 502 university students (346 males and 156 females) was conveniently selected for data collection. The average age of the students was 22.77±1.95 years. The Banglaversion of the Humor Styles Questionnaire and Warwick-Edinburgh Mental Well-being Scale were utilized to gather relevant data. The results revealed that positive humor styles, specifically Affiliative (36.75±8.71) and Self-Enhancing (36.39±8.74), were dominant among Bangladeshi university students than negative humor styles. Male students exhibited a higher tendency towards negative humor styles, such as aggressive humor (25.55±7.13) and self-defeating humor (28.05±8.49), compared to their female counterparts. Additionally, urban students demonstrated a higher inclination towards affiliative humor styles (37.51±8.87) in comparison to rural students. Furthermore, it was found that Bangladeshi male university students had higher levels of psychological well-being compared to female students. A total of 15.9% reported poor psychological well-being. Psychological well-being is positively related to self-enhancing and affiliative humor but negatively related to aggressive humor. In conclusion, student’s dominant humor style is positive humor style and the majority of students have moderate psychological well-being; however, a significant number of students, particularly females, have poor psychological well-being. Understanding the findings can help to design interventions that promote mental health among Bangladeshi university students. Bangladesh Journal of Psychology Vol. 24, December 2024, pp. 33-48

Psychosocial characteristics of smartphone use behaviors – comparison between urban and rural school students in India

Objective: To compare smartphone usage between urban and rural high school students in North India. Materials and Methods: This cross-sectional study was conducted among high school smartphone users aged 13–18 years, from urban and rural settings in North India. Demographic data were collected, and a validated 45-item tool was used to assess problematic smartphone use (PSU). Data analysis was done using Stata version 12.0. Logistic regression was used to identify independent predictors of problematic use. Results: A total of 578 students participated in the study, with a mean age of 14.8 years. PSU was identified in 38.9% of participants (urban: 43.7%; rural: 35.8%; P = 0.06). Among urban students, age emerged as a significant predictor, with older students displaying a greater likelihood of problematic use (adjusted odds ratio [aOR] = 3.16). In rural students, problematic use was significantly influenced by gender (higher in males, aOR = 2.80), type of school (private school students, aOR = 3.94), usage of multiple devices (aOR = 4.34), and engagement in social networking activities (aOR = 3.21). Furthermore, higher maternal education level was identified as a protective factor against problematic use among rural adolescents (aOR = 0.13). Notably, unsuccessful attempts to control or reduce smartphone use were significantly higher among rural students (42.7%) compared to urban students (32.6%) (P = 0.02). Conclusion: PSU was comparable between urban students and rural students. Gender, maternal education, and economic access influenced smartphone use among school students in India. There is an urgent need to address the specific risk factors related to both urban and rural contexts.

Inventive thinking among rural students: a preliminary research

Inventive thinking is identified as one of the most significant skills for addressing 21st-century challenges. This skill serves as a catalyst for the Malaysia government's efforts to nurture innovative and creative culture responding to the digital disruption demands. This effort is aimed to narrow down the inequality gaps between rural and urban areas by fostering quality education and training for citizen. Therefore, this study aims to determine rural students' level of inventive thinking. This study utilized a survey design with instrument is adapted from the Systematic Inventive Thinking Model. Simple random sampling was employed by selecting thirty rural students from Form Four Science stream in Seremban, Negeri Sembilan. This study is significant for assessing students' ability to think inventively. The findings showed that the rural students' level of inventive thinking was moderately low. Therefore, there is a need to foster rural students' inventiveness within the classroom context. Stakeholders are responsible to monitor, strategize, and implement intervention programs to enhance particularly rural students' inventive thinking.

Research on the Interactive Relationship between Rural E-commerce and College Students' Entrepreneurship under the Background of Rural Revitalization

Research on the Interactive Relationship between Rural E-commerce and College Students' Entrepreneurship under the Background of Rural Revitalization

URBAN-RURAL COMPARISONS OF ATTITUDE TOWARDS MENTAL ILLNESS AMONGST HEALTHCARE UNIVERSITY STUDENTS

Abstract: Objective: To examine and compare the differences in attitudes of healthcare university students towards mental illness from urban and rural backgrounds. Design: Cross-sectional study Place and duration of study: Study was conducted at Liaquat University of Medical &amp; Health Sciences Jamshoro, Sindh from October to December 2023. Methods: Sampling population were undergraduate students registered in different undergraduate healthcare programs (MBBS, BDS, DPT, Pharmacy, Nursing, Biomedical Engineering, BS MLT, BSRT, BS Forensic Chemistry/Biology and other allied departments), aged 18-27 years, of either gender, gave their consent of participation were included in the study. Data was collected with the help of online questionnaire. Mental Illness Clinician Attitude Scale (MICA-2 and 4) were employed to assess the healthcare student’s attitude towards mental illness. Results: There was female preponderance and mean age of subjects was 21.38 years ± SD 1.689. Majority of students were from MBBS and studying in final year and belonged to rural areas. The Median MICA score was 52. There was significant difference between scores of rural and urban students and statistically significant difference was noted among students from different departments and academic years. Conclusion: Overall attitude of healthcare university undergraduate students towards mental health illness is unsatisfactory. Whereas, the students from rural areas had poor attitude towards mental illness compared with those from the urban areas.

ACADEMIC ANXIETY AMONG HIGH SCHOOL STUDENTS IN RELATION TO GENDER AND AREA OF RESIDENCE

Main purpose of the present research is to study and compare Academic Anxiety among High School Students in Relation to Gender and Area of Residence. Total of 200 high school students were randomly selected from Sabarkantha District. In present research following Academic Anxiety Scale by Dr. Mohmmed Abid Siddiqui and Dr. Atieq Ul Rehman was used for data collection. To analyzed the data ‘t’ test was used. Results reveals that Male high school students have more academic anxiety then female high school students, urban high school students have more academic anxiety then rural high school students. male urban high school students have more academic anxiety then male rural high school students, female urban high school students have more academic anxiety then female rural high school students.

Effects of humour‐logotherapy tailored to rural college students: A quasi‐experimental study

AbstractObjectiveThis study aimed to examine the effects of humour‐logotherapy (HL) on meaning in life, perceived stress and depressive symptoms among rural college students in South Korea.Methods and MeasuresThe sample for a non‐randomised quasi‐experimental study comprised 40 college students. HL was operated in six sessions, lasted 90 min and included 10 min of humorous activities. The data were analysed using the IBM SPSS/WIN 23.0 for the χ2 test with Fisher's exact test, a t‐test, the Shapiro–Wilk test and a repeated measurement ANOVA.ResultsHL was effective in enhancing meaning in life (F = 6.52, p = .002) and reducing stress (F = 3.71, p = .029) and depressive symptoms (F = 3.26, p = .044). The effects of enhancing meaning in life and reducing stress persisted for 4 weeks; however, the effect of reducing depressive symptoms persisted for less than 4 weeks.ConclusionThe results suggest that HL can be used as an effective intervention for enhancing meaning in life, reducing stress and alleviating depression among rural college students.

Suitability, acceptability, feasibility of modern menstrual methods: a qualitative study in Coimbatore district, Tamil Nadu, India.

To examine women's perceptions of modern menstrual hygiene methods (MMHM), such as tampons and menstrual cups, focusing on socio-demographic variations and special groups in the Coimbatore district of Tamil Nadu. A qualitative study among women of reproductive age (15-49 years) group was conducted using Focus Group Discussions (FGDs) among twelve women subgroups independently in 2023. The present study involved 23 focus group discussions (FGDs) across various groups of women, including those in formal and informal sectors, urban and rural areas, school and college students, healthcare workers, women in sports, tribal women, transgender women, and female sex workers (FSW), with a total of 188 participants. The age range varied across groups, from 15 to 45 years. Over half of the participants were married (51.1%), and 68.7% were literate, though illiteracy was higher in the informal sector, rural, tribal areas, transgender women, and FSW groups. Sanitary pads were the most used menstrual hygiene method (88.3%), followed by cloth (4.8%), and modern methods like menstrual cups or tampons (1.6%). Notably, 70% of FSW and 28.6% of tribal women still used cloths. Menstrual hygiene choices were often influenced by family recommendations, school-based menstrual hygiene sessions, institutional policies, and social media. Regarding satisfaction, 27.1% were content with their menstrual hygiene method, citing accessibility, affordability, and leakage prevention. However, issues with pads included heat, rashes, and discomfort. A significant number (31.4%) shifted from cloth to pads recently, mainly due to leakage and lack of adequate washing facilities. Only 6.1% had tried modern menstrual methods, with tampons and menstrual cups being considered more suitable but less feasible, especially among tribal women. Participant concerns ranged from the potential health risks of sanitary pads to waste disposal challenges. Recommendations included public menstrual hygiene management (MHM) dispensers, better waste collection practices, and increased awareness through advertisements. Some participants advocated for the concept of free menstruation, emphasizing informed choices and accessibility for all. The findings suggest that increasing access to modern menstrual hygiene products, coupled with comprehensive education and support, could improve acceptance and feasibility, especially for marginalized and underrepresented women.

Supporting Rural Students With Emotional and Behavioral Disorders on the School Bus With Behavior Contingency Contracts

Riding the school bus can be an especially challenging time of the school day for students with emotional and behavioral disorders (EBDs). Behavior contingency contracts are an effective, evidence-based intervention that can be used to support students in less structured settings. In rural school settings, where long bus routes are common, behavior contracts can be particularly valuable. This article provides an overview of the use of behavior contingency contracts to support students in one lessstructured setting: the school bus. Steps to implementing a contingency contract, guidelines for implementation, and a sample contract are discussed.