Sample Of Students Research Articles (Page 1)

Introduction: In the scientific literature, medical students’ emotional intelligence is associated with better professional achievements, higher quality of patient care, and lower levels of burnout. Self-compassion may help reduce experienced stress and enhance psychological well-being. Although emotional intelligence and self-compassion are important competencies for future physicians, research examining the interplay between these constructs is still lacking. Therefore, this study aims to fill this research gap. Methods: The study involved 234 medical students (years I–VI) from the Lithuanian University of Health Sciences. The participants’ mean age was 22.14 ± 3.51 years. The questionnaire consisted of the Emotional Intelligence Scale, the Self-Compassion Scale, and sociodemographic questions. Results: The findings revealed that medical students demonstrated a relatively high level of emotional intelligence. No statistically significant differences in emotional intelligence were found based on sociodemographic variables. Medical students showed a moderate level of self-compassion. They were significantly more likely (p < 0.001) to apply positive self-compassion strategies than negative ones. A statistically significant association was found between self-compassion and age (p < 0.001). A weak but statistically significant positive correlation was identified between emotional intelligence and self-compassion (rho = 0.41, p < 0.001). Conclusions: Emotional intelligence among medical students was not associated with sex, age, or study year. Self-compassion was related to some sociodemographic characteristics, excluding sex. A statistically significant association between emotional intelligence and self-compassion was observed in the sample of medical students. Keywords: emotional intelligence, self-compassion, medical students

Introduction Major depressive disorder is a debilitating and common mental health condition. Rumination and indecisiveness are both well-established cognitive risk factors for depressive symptoms, but their interactive effects remain underexplored. Drawing on theories about rumination's level of construal, which distinguish between abstract and concrete modes of thinking, this study examined whether aversive indecisiveness moderates the relationships between rumination modes (abstract and concrete) and concurrent depressive symptoms. Method We recruited two samples: an undergraduate student sample (Sample 1, N = 412) and a general population sample (Sample 2, N = 258). Participants completed self-report measures of depressive symptoms, rumination modes, and indecisiveness. Robust linear regression was used to test moderating effect of aversive indecisiveness on rumination modes while controlling for gender, age, income, and timepoint. Results Aversive indecisiveness significantly moderated the relationship between abstract rumination and depressive symptoms in both samples, such that the positive association was stronger at higher levels of indecisiveness. In Sample 2, aversive indecisiveness also moderated the relationship between concrete rumination and depressive symptoms, such that the negative association was stronger at higher levels of indecisiveness. Discussion These results suggest that the co-occurrence of abstract rumination and aversive indecisiveness may confer heightened risk for depressive symptoms, highlighting the importance of considering both factors jointly in understanding and treating depression.

Background: It is essential to establish sustainability practice in the university environment, this can be evolved through raising the positive attitudes among university students especially among undergraduate health and medical sciences students for being future responsible citizens. Objective: to assess the attitudes of medical and nursing undergraduate university students in Babylon university, Iraq. Methods : this was a cross-sectional comparative study conducted on convenient samples of undergraduate nursing and medical students in Babylon university (nursing and Hammurabi medical colleges) during the period October 2024, through January 2025, data collection was done through a self-filled pre-determined and validated questionnaire adopted from other studies , this approach included the demographic characteristics and questions related to students beliefs about sustainable development goals mainly (environment, economy, society and education), differences of attitudes between the two group were assessed using t independent statistical test. Results: Total of 302 students from both schools were enrolled in this study, males are predominant among medical students, more than half of the study sample were rural dwellers. There was a significant correlation for attitudes toward sustainable development goals (SDGs) as perceived by nursing and medical students across the four dimensions: environment, economy, society, and education. Overall, the results highlight that attitude toward SDGs are interrelated, with stronger correlations observed in the economy and society dimensions for both groups. The high mean score in the societal dimension in this study indicates that both nursing and medical students place significant importance on societal well-being and equity. Conclusion: both groups share a common positive attitude regarding economic dimension, nursing students had higher attitudes score in education dimension. Contents about SDGs strategy should be introduced in the college curricula, further large-scale analytic studies are strongly requested.

ABSTRACT The present study adopted a phenomenological approach to explore how high school students perceive their teachers' rhetorical and relational communication behaviours in artificial intelligence (AI)‐supported classrooms and how these behaviours influence their willingness to attend such classes. Data were collected through semi‐structured interviews and written reflective narratives from a purposive sample of high school students ( n = 63) who regularly engaged in AI‐enhanced classrooms. A descriptive phenomenological method was used to analyse the dataset. The findings revealed that teachers' rhetorical and relational communication behaviours—particularly clarity, credibility, care, confirmation, stroke and verbal and nonverbal immediacy—played a critical role in shaping students' willingness to attend AI‐enhanced learning environments. These findings underscore the importance of preserving human rhetorical and relational dynamics in AI‐mediated classrooms and offer new insight into how teacher communication behaviours can influence students' readiness to be present in contemporary educational contexts.

This study explores the use of positive politeness strategies in requests made by Jordanian and Omani students within an academic context. By examining the positive politeness strategies employed in their interactions, the research aims to identify the preferred strategies utilized by these students when communicating with their classmates. Data is collected through memos and semi-structured interviews from a sample of Jordanian and Omani students. The study anticipates uncovering both differences and similarities in the positive politeness strategies employed by the two groups, while also investigating the influence of culture on their request patterns. To analyze the data, the positive politeness strategies will be identified and then classified. The theorists of the politesse model claimed that the politeness strategies are universal and are employed by people in different forms based on various social variables. The study reveals that Jordanian students prefer to utilize the four positive politeness strategies of giving reasons, concern for the hearer's wants, promises, and in-group identity. On the other hand, Omani students prioritize the four positive strategies of giving reasons, assuming reciprocity and giving sympathy, hedging, and seeking agreement. Both Jordanian and Omani participants use the giving reasons strategy; otherwise, they use different strategies altogether. Future research could compare the persuasion strategies that could be employed by Jordanian and Omani students in their communication.

Hygiene is a set of measures aimed at preventing infections and the onset of infectious diseases, and studies have shown that handwashing can prevent a significant number of deaths worldwide. However, the school is both a space whose primary function is the transmission of knowledge and educational skills, but it is also a place of social life, so that in this logic the issue of health must be strongly involved in the school programmes. Indeed, the success of students depends on their health, and health promotion in schools is a vital skill that enables every citizen to take his or her place individually and collectively in matters of health and well-being. The objective of our study is to evaluate the adoption of healthy and sufficient attitudes and knowledge by first-year college students about handwashing in order to assess the knowledge acquired during their learning in elementary school regarding health education. The survey was conducted via a questionnaire on health behaviours of school-aged children (HBSC) among a sample of students in the first year of secondary school. Then, we chose to analyse statistical data from the school and university health teams of the provincial delegation of the Ministry of Health and Social Welfare in the province of Sidi Kacem. A total of 1,045 high school students were surveyed. The average age of the students was 14 years. 64% had no information about the consequences and severity of not washing their hands, only 7% of these students always used soap to wash their hands, and about 31% reported washing their hands before eating. Barriers to handwashing for these students were difficulty finding soap for 48% and lack of information for 27%. The prevalence of influenza was 23% in this sample. The results of this study show that students are not able to develop healthy attitudes about the importance of handwashing. It is therefore very important to strengthen pedagogical approaches to health education in the primary and preschool period.

ABSTRACT This paper examines approaches for influencing people's confidence in their knowledge without influencing knowledge. Three studies examined the relative effectiveness of training and false feedback approaches. Participants chose which of two IKEA products they thought was more expensive and indicated their confidence in that judgment for 50 product pairs. In Study 1, participants took part in one of five conditions designed to manipulate their confidence: false feedback‐increasing, false feedback‐decreasing, training‐increasing, training‐decreasing, or control. For false feedback, we told participants they did very well or poorly on the task. For training‐increasing, we gave participants information about IKEA pricing that appeared useful but was difficult to implement. For training‐decreasing, we developed an automated calibration training technique that provided personalized calibration feedback consisting of a calibration diagram accompanied by textual summary information and advice. Neither the false feedback nor training approach increased confidence on 50 subsequent knowledge‐confidence judgments. However, both manipulations designed to reduce confidence were successful, with a substantially larger effect in the calibration training condition. In Study 2, we adapted the calibration training approach to provide false feedback indicating participants were either underconfident or overconfident. Both the original calibration training pproach and the new false feedback approach indicating overconfidence reduced confidence, and the false feedback approach indicating underconfidence increased confidence. Study 3 tested the effectiveness of this new false feedback approach on an on‐line rather than student sample, finding essentially the same results as those in Study 2. Throughout the three studies, the effects of the manipulations extended to overconfidence, overall calibration, and the Brier score. The results provide a potential tool for research and practice regarding confidence in knowledge.

This study investigates the level and impact of second language (English) anxiety on learning performance among bachelor's degree students in UiTM. Drawing upon the theoretical framework of the Affective Filter Hypothesis, the research problem explores how anxiety acts as a barrier to language acquisition and its effects on learners’ academic performance. A mixed-methods research design was employed, with a convenience sampling of students who completed a survey and participated in interviews. Both quantitative survey data and qualitative textual responses were collected and analysed by using descriptive statistics and thematic analysis, respectively. The findings indicate that learners experience a moderate level of language anxiety, with speaking tasks being a primary source of apprehension. Furthermore, the results revealed a complex relationship in which high anxiety negatively impacted performance, while a low to moderate level could be motivating. In conclusion, anxiety is not a simple negative construct but a causal factor that requires targeted pedagogical interventions. The study's implications suggest that future research should adopt longitudinal designs and explore cultural differences to further refine the understanding of language anxiety and its effects.

Adaptive testing is one of the most effective approaches to digital knowledge assessment, providing personalization through the automated selection of test items tailored to the examinee’s proficiency level. The key components of such testing include: a bank of scaled test items, an adaptation algorithm, and specialized software. Developing a high-quality item bank requires preliminary psychometric analysis to evaluate their suitability for use in adaptive systems.This article presents an empirical analysis of a set of physics test items using the Rasch model. The study involved piloting the items on a representative sample of students, followed by scaling using the Winsteps software. For each item, difficulty parameters, model-fit indices, and correlation characteristics were determined. Items that did not meet the requirements of adaptive testing were identified and excluded from the final bank. As a result, a set of items with stable statistical properties was formed, suitable for further use in computerized adaptive knowledge assessment systems.The findings confirm the feasibility of integrating the developed item bank into educational information systems and digital platforms. Future publications will present real-time adaptive testing algorithms and the development of software for automated test generation based on scaled parameters. This study lays the groundwork for creating effective digital tools for assessing learning outcomes.

ABSTRACT The stress response associated with acculturation is called acculturative stress, which is associated with negative outcomes such as depression and anxiety. This study examined the extent to which acculturative stress is related to social anxiety, Taijin Kyofusho, resilience, and social support in Asian international students studying in Canada. In this online cross-sectional study, a sample (n = 221) of Asian international students, currently enrolled in postsecondary programs in Canada, completed self-report measures of acculturative stress, social anxiety, Taijin Kyofusho, resilience, and social support. The results indicated that although social anxiety, Taijin Kyofusho, resilience, and social support were significantly correlated with acculturative stress, only social anxiety and resilience were significant predictors of acculturative stress in a hierarchical regression analysis. This study contributes to the understanding of acculturative stress in Asian international students, and the findings have implications for interventions to reduce acculturative stress by targeting social anxiety and promoting resilience.

ABSTRACTObjectives To examine the predictors and differences of the nurses’ perceived cultural humility in clinical settings, as perceived by nursing students.DesignA quantitative cross-sectional design was carried out using the consensus-based Checklist for Reporting of Survey Studies checklist.SettingsA governmental and a private university.ParticipantsA non-random convenience sample of 264 nursing students from universities in Jordan was recruited.Main outcome measuresThe nurses’ perceived cultural humility in clinical settings.MethodsAfter a pilot study to validate the adopted instrument for use in a student sample, an online survey using Google Forms was posted in August 2023. The acquired data were analysed using descriptive and inferential statistics from the Statistical Package for Social Sciences V.26.ResultsOn a 1–5 Likert Scale, a score of less than 4 indicated low nurses’ perceived cultural humility; thus, it was considered low (mean=3.51/5, SE=0.036). This cut-off was based on the scoring method employed by Sexton et al, which defined scores below 4 on a 5-point scale as low. The 95% CI for the overall mean score was 3.44 to 3.58. The highest means of the nurses’ perceived cultural humility in clinical settings were that nurses are considerate (mean=3.79, SE=0.060) and they already know a lot (mean=3.73, SE=0.052). The lowest mean of the nurses’ perceived cultural humility in clinical settings was that nurses are genuinely interested in learning more (mean=3.14, SE=0.073). Being trained in governmental hospitals, an average and junior nursing student predicted the nurses’ perceived cultural humility in clinical settings (t-test=13.55, p=0.001, R2=0.082, adjusted R2=0.071). At 0.05, the 95% CIs for the predictors were as follows: governmental hospital (−7.35 to –1.69), graduate point average ≤2.5 (−9.12 to –2.96) and junior level (0.09 to 4.37).ConclusionsThis study contributed valuable insights into nurses’ cultural humility in clinical settings; further research is still needed. Low-reported nurses’ perceived cultural humility calls for immediate teaching strategies to integrate cultural humility within clinical settings and create more conducive learning environments. When examining the predictors and differences of the nurses’ perceived cultural humility in clinical settings, it became evident that hospitals had the most significant factor. It is essential to integrate cultural humility at an early stage of students’ academic level; they will treat their patients with a culturally oriented approach and will have positive perceptions of the nurses who mentor them. Hospitals had the most significant factor, specifically the type of hospital where students were trained (governmental vs private), which strongly influenced their perceptions of nurses’ cultural humility.

Positive emotional eating among college students: A systematic scoping review.

Typical nomothetic, dimensional conceptualizations of personality traits have demonstrated that traits show robust patterns of change across the lifespan. Yet, questions linger about both the mechanisms underlying trait change and the extent to which we can understand any individual using only dimensional approaches. Alternatively, a person-specific conceptualization of personality that emphasizes processes specific to one person may offer more insight into changes at the expense of generalizability. We argue that taking an idiographic, person-specific dynamic network approach to understanding a person provides an opportunity to bridge the nomothetic-idiographic gap and understand processes underlying trait change that may point to how personality changes across the lifespan. In this study, we examined whether the properties of idiographic personality networks were related to between-person personality trait changes in a sample of college students (N = 418). We used dynamic exploratory graph analysis to construct N = 1 personality networks and then included network parameters in multilevel growth models over a 2-year period using self- and informant-report data. We found that network parameters were largely unrelated to between-person change for self-reports but were related to some informant-reports. Discussion revolves around continuing to bridge the two approaches together to create a holistic picture of personality change. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

Effect of Artificial Intelligence-Augmented Human Instruction on Feedback Frequency and Surgical Performance During Simulation Training.

Characteristics of adolescent cannabis use and social context predicting problematic use: A decision tree analysis.

Developmental trajectories of inequity aversion across childhood to young adulthood in China: Insights from a digitally simulated anonymous context.

The education for anti-corruption has become essential as part of human governance efforts to fight against corruption, alongside the laws and regulations enforced by the government. Since October 2023, the Ministry of Higher Education has made it compulsory for universities to offer an anti-corruption education course as part of their higher education compulsory curriculum. This study aims to investigate the adequacy of anti-corruption education and its impact on the intention to engage in corruption from the perspectives of undergraduate students. A questionnaire survey was administered to a sample of 265 undergraduate students from one public university in Malaysia. The questionnaire consisted of three sections that examined the students’ perception of the implementation of anti-corruption education and their intention to engage in corruption. The study employed descriptive statistics and a partial least squares approach for data analysis through the SmartPLS programme. The findings of the study revealed that a strong majority of students in Malaysian higher education institutions perceive anti-corruption education as a crucial preventive initiative that brings about positive outcomes in demonstrating its role to cultivate ethical values, raise awareness, and promote a responsible society. Notably, the study emphasised that students exposed to formal anti-corruption education show a significant reduction in the intention to engage in a corrupt act. While the findings substantiate the current acceptance of anti-corruption education among students, they also indicate opportunities to enhance the pedagogical approach through more interactive real case studies and improved issue comprehension. This study contributes to the limited literature concerning anti-corruption education by focusing on the students’ perception of anti-corruption education, with manifold interesting implications for academics, practitioners, policymakers, and the entire education system. Furthermore, the study extends social learning theory to the realm of anti-corruption education in Malaysia.

Relationships between borderline personality disorder features and client variables: Insights from variable- and person-centered analyses.

With the growing use of AI, it is important to know target audiences’ perceptions of its use. A convenience sample of students were invited to take an online survey in which they were randomly assigned to Group 1 (evaluated a student-generated blog; n = 456) or Group 2 (evaluated an AI-generated blog; n = 492). The results of independent t-tests and chi-squared tests indicated no group differences in ratings of ease of recipe preparation, time to prepare the recipe, utilization of common ingredients, and frequency of intended use of the blog. The student-generated blog was rated higher on budget friendliness (p = 0.025). A total of 42% indicated they would be less willing to use a blog if they knew it was AI-generated, while 43% indicated that it would make no difference and 4.4% indicated being more likely to view the AI-generated blog. Two researchers used a thematic analysis approach to evaluate participants’ free responses regarding the likelihood of using a recipe blog that was AI-generated. Participant perceptions of an AI-generated blog ranged from very positive to very negative. Some themes highlighted the potential benefits of AI or a more neutral stance indicating that “a recipe is a recipe”. The majority of themes highlighted the benefits of content that was created, verified, or tested by humans, or espoused a human touch. Students should be trained to cater to consumer preferences, and to add value in a world that includes AI-generated content.

The term "trauma" was originally used to describe only the most horrific experiences, but its meaning has expanded in both public and academic circles. This has led to concerns about potential risks associated with defining the term trauma more broadly. However, little research has examined whether the breadth of individuals' trauma beliefs affects their distress after exposure to a potentially traumatic event. The purpose of this study was to examine whether preexisting trauma beliefs, measured via the Trauma subscale of the Harm Concept Breadth Scale (McGrath & Haslam, 2020), predicted distress following exposure to a film clip of a fatal car accident, which served as an analogue for a traumatic experience. In a college student sample (N = 439), individuals who endorsed broader trauma beliefs were more likely to report viewing the film clip as a trauma (f² = .03, p = .001) and to have higher ratings of negative emotion after exposure (f² = .03, p < .001), with small effect sizes, but did not report more event-related distress 2 days later (f² = .01, p = .079), controlling for covariates (e.g., neuroticism). Those who perceived the exposure as traumatic had higher scores on measures of negative emotions (f² = .11) and event-related distress (f² = .12), ps < .001, with small-to-medium effect sizes. These results suggest that applying the word "trauma" to a broader spectrum of events may be associated with more negative reactions to traumatic events and that clinicians could help individuals reframe those beliefs. Better measures of trauma beliefs and research with more diverse samples are needed to better understand the effects of trauma beliefs. (PsycInfo Database Record (c) 2025 APA, all rights reserved).