Significant Predictors Of Students Research Articles

The mediating role of self-regulated online learning behaviors: Exploring the impact of personality traits on student engagement

AbstractOnline learning environments have become increasingly prevalent in higher education, necessitating an understanding of factors influencing student engagement. This study examines the mediating role of self-regulated online learning in the relationship between five-factor personality traits and student engagement among university students. A sample of 437 university students from educational sciences, social sciences, and health sciences disciplines participated in the study. Data were collected using ‘The Big Five Inventory’ to assess personality traits, the ‘Self-Regulated Online Learning Questionnaire’ to measure self-regulated online learning, and the ‘Student Engagement Scale in the Online Learning Environment’ to evaluate student engagement. Structural equation modeling with bootstrap analysis was employed to analyze the data. The study findings indicate that the five factor personality traits significantly predict self-regulated online learning. Furthermore, self-regulated online learning is a significant predictor of students’ engagement in the online learning environment. Additionally, the five factor personality traits are found to be significant predictors of student engagement in the online learning environment. Lastly, self-regulated online learning plays a partially mediating role in the relationship between the five factor personality traits and student engagement in the online learning environment. This study underscores the importance of considering individual differences in personality traits and fostering self-regulated learning strategies to enhance student engagement in online learning environments. Understanding these dynamics can inform the design of effective interventions aimed at improving student outcomes in online education.

Exploring the relationship between nursing students’ knowledge and attitudes towards climate change and their psychological distress: a cross-national investigation

BackgroundClimate change poses a worldwide challenge with anticipated exacerbation in the future, resulting in irreversible consequences. Nursing students may be vulnerable to experiencing psychological effects associated with climate change.AimThe current study aimed to investigate the relationship between nursing students’ knowledge and attitudes toward climate change and their psychological distress.MethodThis descriptive cross-sectional study recruited 377 nursing students from three universities located in Saudi Arabia, Jordan, and Egypt in the Middle East. Data collection was conducted using scales for assessing nursing students’ knowledge and attitudes towards climate change and their psychological distress. Correlations were assessed and multiple regression analysis was conducted to explore the predictors of students’ psychological distress.ResultsThe current study showed that knowledge regarding climate change significantly and positively correlated to the attitude toward climate change (r = 0.213), then again, the score of psychological distress significantly and negatively correlated to the score of students’ knowledge and attitude regarding climate change (r = − 0.182 and − 0.110 respectively). Regression analyses showed that academic achievement had the strongest positive impact on students’ psychological distress, while knowledge regarding climate change and attitude toward climate change had negative impacts (β = 0.381, β=-0.205, and β=-0.045 respectively). Moreover, knowledge and attitude regarding climate change were found to be significant predictors of students’ psychological distress, collectively accounting for 18.2% of the observed variance.Conclusions/Implication for future practiceThe findings highlight the importance of incorporating climate change into nursing education programs. By enhancing nursing students’ knowledge and attitudes towards climate change, there is potential to reduce their psychological distress. This study underscores the need for curriculum reforms that integrate climate change topics, aiming to foster a well-informed and resilient future nursing workforce.

Primary school students’ perceptions of social support, school satisfaction and life satisfaction

Perceived life satisfaction during the period of childhood and adolescence can be considered a reliable measure of psychological and emotional growth of children and adolescents. The current study aimed to investigate age differences related to social support provided to students (by teachers, classmates, parents and close friends), and its relationship with school and life satisfaction. The study also examined the significance of social support in explaining students' school and life satisfaction. Data were collected from a sample comprising 390 primary school students in grades 3 - 8 in Croatia. The findings indicate that students perceive a lower level of support received from parents, teachers, classmates and close friends, and lower school and life satisfaction, as they age. Statistically significant differences were found in perceived teacher support and school and life satisfaction between younger and older students. Hierarchical regression analysis showed that age and support from teachers and classmates are significant predictors of school satisfaction. The most significant predictors of students' life satisfaction are support from parents and classmates, and school satisfaction. Finally, the implications of the findings and guidelines for future research are discussed.

The importance of teachers’ pedagogical-psychological teaching knowledge for successful teaching and learning

ABSTRACT Effective teacher education is expected to ensure that future teachers acquire professional knowledge that is relevant for coping successfully with the requirements of their teaching practice. To strengthen evidence-based teacher education, we need to better understand which teacher education outcomes are predictive for high-quality instruction and student learning. This study hence investigates the impact of teachers’ pedagogical-psychological teaching knowledge (PPTK) on student’s perception of instructional quality and students’ achievement in mathematics. The study is based on longitudinal data of 28 early career primary school teachers and their students (n = 509). The results indicate PPTK as a significant predictor for students’ perception of teachers’ classroom management as well as teachers’ quality of explaining. PPTK and teachers’ cognitive activation as perceived by students are significant predictors for students’ mathematics achievement. These results emphasize the importance of PPTK for successful learning processes in mathematics in primary school. The findings are discussed regarding their relevance for the effectiveness of teacher education.

Minority Dropouts in Higher Education: The Influence of Family Factors

According to existing literature, familial support has been shown to be a significant predictor of students’ success or failure in school. In this paper, we investigate family-related factors that contribute to minority students dropping out. A qualitative research approach was employed in this study, which involved 11 Hmong studentleavers as key interviewees. Participants were asked about their university education experiences and why they discontinued their studies. The data obtained from interviews were analyzed through qualitative content analysis. As the findings of the study indicate, four family-related factors were most prevalent in causing minority students to withdraw from their studies: family economic situation, parental attitudes, marriage/early parenthood, and home life situations. Future research in this area is strongly recommended.

The Effect of Level-Marked Tasks on Students’ Mathematics Self-Efficacy and Persistence—Investigating a Tiered Activity

In school mathematics, tiering tasks according to students’ readiness levels is a common approach to adapting content to address students’ varying abilities. To distinguish between different tiers, the tasks are commonly marked by their level of difficulty, as in so called level-marked tasks – a strategy used in differentiated instruction to help students gain mastery and improve performance. However, less is known about whether and to what extent the marking of the tasks works as intended. Regarded as a significant predictor of students’ performance in mathematics, the level marking of mathematics tasks and their effects on students’ self-efficacy and persistence were investigated. The online survey part of an experimental design was used to collect data from 436 lower secondary students in Norway. Independent sample t-tests and Mann–Whitney U tests revealed that, when students across groups were given the same mathematics tasks with and without level markings, tasks marked as difficult reduced both students’ mathematics self-efficacy and their persistence, even for students with high baseline self-efficacy. Although more research is needed to fully understand how the level markings of mathematics tasks affect students’ self-efficacy and persistence, the reported results have implications for both mathematics teachers and textbook authors.

The impact of perceived life stress and online social support on university students’ mental health during the post-COVID era in Northwestern China: gender-specific analysis

BackgroundBefore the pandemic, research had already established the potential impact of perceived life stress and social support on the mental health status of Chinese students. However, in the Post-COVID Era, the specific mechanisms linking these variables and the distinct role of online social support remain relatively unexplored.MethodsAfter the cessation of China’s dynamic zeroing policy, a total of 1180 university students from Northwestern China participated in this study by completing a demographic questionnaire, as well as self-report measures assessing mental health, perceived life stress, and online social support.ResultsApproximately 25% of students exhibited psychological symptoms. When examining different categories of perceived life stress, males reported experiencing a significantly greater impact in terms of punishment and interpersonal relationships compared to females. Females experienced significantly higher levels of learning pressure compared to males. Specific types of perceived life stress were found to be significant predictors of students’ mental health status. Moreover, online social support was identified as a significant moderator in the relationship between all types of perceived life stress and mental health, irrespective of gender.ConclusionOur study findings unveiled two significant aspects: Firstly, the impact of perceived life stress on the mental health of students was identified as a risk factor. Secondly, the role of online social support emerged as a protective factor, particularly in the post-pandemic context. Additionally, gender-specific patterns were observed in these relationships.

랜덤포레스트를 활용한 일반계 고등학생의 진로결정 예측 요인 분석

Purpose: This study aimed to analyze the predictive factors influencing the career decision-making
 of first-year students in general high schools in South Korea, and to propose educational approaches
 and support measures based on this analysis.
 Methods: Using data from the Korean Children and Youth Panel Survey (KCYPS) 2018, we applied
 the Random Forest algorithm to analyze predictive factors in students' career decision-making. During
 this process, seventy-six variables were included to identify key predictors.
 Results: The analysis revealed that factors such as career confidence, career curiosity, frequency of
 youth activities, study time, and club activity frequency are significant predictors of students' career
 decisions. These factors have a complex impact on the career decision-making process, closely related
 to the students' social and academic environments.
 Conclusion: This research emphasizes the importance of educational interventions that enhance
 students' confidence and curiosity in the career decision-making process. It also suggests the need
 for a multidisciplinary approach to encourage and support students' participation in various activities.

Knowledge and treatment seeking behaviour for malaria among some undergraduate students of the University of Jos

Background: Malaria remains a major public health problem in Nigeria. Information on clients’ knowledge and treatment seeking behaviour might improve or sustain the rational management of the disease and treatment outcome.
 Objectives: This study assessed the knowledge and treatment seeking behaviour for the disease among undergraduate students of two Faculties of the University of Jos.
 Materials and Method: The study employed a cross-sectional strategy in which a self-administered questionnaire was administered to two hundred and two (202) four hundred (400) and five hundred (500) levels Veterinary Medicine and Pharmaceutical sciences Faculty students of the University. The collected data was analyzed using IBM-SPSS® version 23 software.
 Results: The total possible maximum correct knowledge score of the respondents was 10, and there mean (± SD) knowledge score was 7.77 (± 1.27), with majority (59.9%) having good knowledge of malaria and its management. Most of them either had moderate (38.1%) or good (36.1%) treatment seeking behaviour for the disease. Some factors including religion, level of education, patronage of healthcare facilities, and knowledge of the disease and its management were significant predictors of students’ treatment seeking behaviour for malaria.
 Conclusion: Despite the fact that a high proportion of the students had good knowledge, their treatment seeking attitudes for the disease were not correspondingly high, implying the existence of a possible gap between the students’ theoretical knowledge on the disease and actual treatment seeking behaviour for the disease.

Learning and teaching strategies as related to language arts in China: A heterogeneity study

Based on data from a large-scale assessment of school quality in China, this study examined the differences in the impact of learning and teaching strategies on the students’ academic achievements between elementary and middle schools. Two-level hierarchical linear models and coarsened exact matching revealed three major findings: (a) Cognitive, meta-cognitive, and inquiry-based learning strategies were significant predictors of students’ academic achievements, and the effect sizes of these strategies were larger in middle schools; (b) Individualized instruction, participatory instruction, and guided inquiry teaching strategies were significant predictors of students’ achievements, and the effect sizes of these strategies were larger in elementary schools; (c) Overall teaching strategies significantly improved learning strategies, and the effects were greater in elementary schools. These findings call for more research on learning/teaching strategies to improve students' academic performance.

Undergraduate Students' Experience of Dental Education Programs across Saudi Arabia: An Exploratory Study.

Students' satisfaction surveys are valuable tools for assessing and improving the quality of education being imparted. Limited data are available from Saudi Arabia regarding students experience at halfway through an undergraduate dental program. To determine students' perception of their halfway experience on various attributes of the quality of dental education programs in public dental schools across Saudi Arabia. This exploratory study included all students from four major public universities who had completed their third year of undergraduate dental education during the academic year 2022-23. A previously validated, self-administered, 23-item Students Experience Survey was modified and used to collect data regarding the following five factors: course characteristics, infrastructure and facilities, learning resources, instructor characteristics, and program efficacy. The questionnaire was administered to 296 students, of which 252 (85.1%) responded. Overall, 84% of the students had a positive experience regarding the quality of the dental education programs. Females reported significantly higher positive experiences than males (mean score: 4.36 vs. 4.21, respectively; P = 0.042). Course characteristics (P = 0.041), instructors' characteristics (P = 0.002), and program efficacy (P = 0.009) were significant predictors of students' overall experience. This study found that the majority of students had a positive halfway experience with the quality of dental education programs offered in Saudi Arabia. The significant predictors of satisfaction identified in this study can be useful for policymakers to further improve satisfaction levels.

Teachers’ Classroom Management, Students’ Attitude and Home Environment: Predictors of Mathematics Performance

Mathematics performance is vital to students’ academic progress. This quantitative study investigated the predictors that influenced students’ performance in Mathematics, specifically the teachers’ classroom management, students’ attitudes, and their home environment. The sample size of 160 was drawn from a population of 272 and calculated using Raosoft sample size calculator, and purposive sampling was used to distribute questionnaires to students. The researchers used the descriptive-correlational research design. The researchers utilized three questionnaires to assess factors affecting students’ performance: the Teachers’ Classroom Management Questionnaire (with a Cronbach’s alpha of 0.915), the Students’ Attitude Questionnaire (with a Cronbach’s alpha of 0.963), and the Students’ Home Environment Questionnaire (with a Cronbach’s alpha of 0.920). Additionally, students’ grades were also used as instrument. The statistical methods in the study were Mean, Standard Deviation, Frequency, Percentage, Pearson Product-Moment Correlation Coefficient, and Stepwise Multiple Regression Analysis. The teacher’s classroom management was very good, students had positive attitudes and a good home environment, but mathematics performance was very poor. The teachers’ classroom management was not related to students’ performance in Mathematics. The students’ attitude was related to their performance in Mathematics in terms of value and self-efficacy. Additionally, it was found that there was no significant relationship between students’ home environment and their performance in Mathematics. The teachers’ planning and students’ value were the significant predictors of students’ performance in Mathematics. It was recommended that teachers prioritize well-prepared instruction and foster an understanding of the value of mathematics among students.

Variables of Self-Regulated Learning as Predictors of Academic Achievement

This study examined the four variables of self-regulated learning, namely processing strategies, regulation strategies, mental models of learning, and learning orientations in predicting students’ academic achievement. The study constituents included 578 first year students [(Female n=479; 82.9%); Male n=99; 17.1%)] enrolled at Faculty of Psychology, in three universities in three big cities in Indonesia, Medan North Sumatra (n=258; 44.6%), Jakarta the capital city (n=209; 36.2%) and Surabaya East Java (n=111; 19.2%). The range of the participants’ age was from 17 to 23 years, and the mean age was 18.99 years. The Indonesia version of Vermunt’s Inventory of Learning Styles (ILS) was implemented to measure the four variables of self-regulated learning. The result of this study revealed that the four variables of self-regulated learning were significant predictors of students’ academic achievement. The study also showed the differences in the four variables of self-regulated learning in terms of gender and the university.

Examining the Pandemic Induced Adoption of E-Learning Through a UTAUT Model Approach

The Covid-19 pandemic's worldwide disruption has significantly impacted many facets of society, including education and learning. This seismic effect results from the urgent need to stop the virus from spreading, which calls for strong limitations on leaving one's home. This has resulted in the mass shutdown of industries, offices, schools, universities, theatres, parks, gymnasiums, and retail stores. Consequently, students across countries were forced to adopt e-learning at a mass scale to continue their education. This study uses a unified theory of acceptance and use of technology (UTAUT) model method to list the elements that led to the adoption of e-learning by Indian college students during the Covid-19 epidemic. The empirical study is based on an extensive literature review and an online survey of 162 undergraduate students at Delhi University, India. Regression analysis results show that the most significant predictors of students' preference for e-learning during the pandemic are their evaluations of performance expectancy, effort expectancy, facilitating conditions, and the social isolation brought on by the Covid-19 crisis. Furthermore, the Covid-19 epidemic is seen by students as the primary driver behind their adoption of e-learning. A sophisticated understanding of the complexities associated with adopting e-learning is likely to greatly assist in developing creative educational projects and policies in the future.

A Systematic Review of Variables Used in Physical Therapist Education Program Admissions Part 1: Cognitive Variables

Background and Purpose. Physical therapist (PT) education programs seek to identify applicants who will be academically successful in the program and pass the licensure examination. Part one of this systematic literature review aimed to understand the value of cognitive variables in PT education admissions. Methods. The initial literature search identified 1,592 articles in databases and relevant journals. Of the 39 studies meeting the inclusion criteria, 31 reported on cognitive measures. Results. Seven studies identified one or more sections of the Graduate Record Examination (GRE) as significant predictors of students' academic performance in PT programs. Ten studies reported that one or more sections of the GRE predicted National Physical Therapy Exam (NPTE) performance, wheres 4 studies found no significant relationship. Undergraduate grade point average (GPA) predicted academic performance in the PT program and on the NPTE in more than 10 studies, whereas 4 found no significant relationship. Other components of the academic record, such as prerequisite course grades, undergraduate institution quality, undergraduate degree, and retaking prerequisite courses, had varying relationships with academic and NPTE performance. Discussion and Conclusion. These outcomes appear to inform the policies and processes for admissions into PT education programs, evidenced by customary use of applicants' GRE scores and GPAs in admission decisions. The inclusion of both cognitive measures in admission decisions may help ensure that admitted students successfully manage the academic rigor of doctoral education and pass the NPTE.

Undergraduate students’ perceptions of using videoconferencing for EFL learning: Evidence from Tencent Meeting application

This paper examined Chinese undergraduate students' perceptions of using videoconferencing in learning English as a foreign language (EFL) during the COVID-19 pandemic. The data were collected among 348 Chinese university students who attended sixteen-week learning of Integrated English Course through Tencent Meeting, the most widely used videoconferencing application in China. We adopted voluntary response sampling method in this cross-sectional study. Students completed an online survey on “Wenjuanxing”, China's biggest online questionnaire distribution platform. A structural equation model (SEM) was constructed and analyses revealed that perceived ease of use and perceived usefulness were significant predictors of students' satisfaction and participation intention. Students' computer self-efficacy had a positive effect on their perceived ease of use, perceived usefulness, and participation intention while their frequency of using videoconferencing did not influence these variables. This study contributes to the existing literature on the acceptance of videoconferencing in the context of EFL learning and offers insights for developing up-to-date videoconferencing teaching strategies.

Does the Seat Matter? The Influence of Seating Factors and Motivational Factors on Situational Engagement and Satisfaction in the Smart Classroom

As a technology-enhanced student-centered learning environment, smart classrooms are becoming increasingly popular in higher education. It is undoubtedly important to understand how seating and motivational factors affect situational engagement and satisfaction in smart classrooms. Pre-survey, experience sampling method, and post-survey were used in this study to conduct a longitudinal survey of 113 pre-service teachers in three courses at a university in central China. Descriptive statistics, bivariate correlations, hierarchical linear modeling, and hierarchical linear regression were used to investigate the effects of seating factors and motivational factors on engagement and satisfaction in smart classrooms. We found: (1) for the seating factor, the distance of the seat from the center point predicted student situational engagement in the smart classroom; (2) for motivational factors, needs of competence and competence during the activity predicted student situational engagement, while autonomous motivation at the beginning of a course strongly predicted student situational engagement in subsequent activities; and (3) of all the factors, situational engagement was a significant predictor of students’ final course satisfaction and fully mediated the relationship between autonomous motivation and satisfaction. Finally, some practice implications are discussed to improve engagement and satisfaction in technology-enhanced environments.

The capital for students' academic success in a PhD journey: the HERO within

PurposeThis study aimed to examine the influence of psychological capital on the students' academic success in a PhD journey in Tanzania.Design/methodology/approachA cross-sectional survey design was used and data were collected through structured questionnaires from 200 PhD students in Tanzania. Confirmatory factor analysis was used to test the measurement model. The hypotheses were empirically tested using structural equation modeling (SEM).FindingsThe findings affirm that psychological capital in terms of hope, self-efficacy, resilience and optimism are significant predictors of students' academic success in a PhD journey.Originality/valueTo the best of the authors' knowledge, this paper is among the first to comprehensively examine the influence of psychological capital on students' academic success in PhD studies. Previous studies have primarily focused on the undergraduate level. Additionally, this study extends the applicability of conservation of resource (COR) theory to the context of PhD students, demonstrating that psychological capital serves as a crucial resource for them to achieve success in their PhD studies.

Modeling Students’ Perceptions of Chatbots in Learning: Integrating Technology Acceptance with the Value-Based Adoption Model

As technology continues to advance, chatbots are likely to become an increasingly vital tool in education. This study digs further into how students perceive and accept chatbots for use in learning activities. The study examines the integrated relationships between the constructs of the technology acceptance model (TAM) and the constructs of the value-based model (VAM), including perceived enjoyment, perceived risk, and perceived value, to predict students’ attitudes and, consequently, their acceptance of chatbots for learning in higher education. A total of 432 respondents participated in an online survey, and the proposed hypotheses were evaluated through structural equation modeling (SEM-PLS). The study offers useful insights on chatbot adoption in Saudi higher education, as the results highlight important drivers of chatbot acceptance among students, including perceived usefulness, perceived ease of use, attitude, perceived enjoyment, and perceived value. Perceived risk was not a significant predictor of students’ attitudes or their acceptance of chatbot use in learning. The results are expected to foster the adoption of chatbot technology in supporting distance learning in Saudi Arabia’s higher education.

Comparing perceived and observed instructional practices and their predictive power for student mathematics achievement: An analysis of Shanghai data from OECD global teaching inSights

This study examined the alignment and predictive power of instructional practices as reported by teachers, students, and external raters by using the Shanghai data that included 85 teachers and 2,613 students who participated in the Global Teaching Insights study. Results from exploratory and confirmatory factor analysis along with ordinary least square regression indicate that the same four conceptual components including classroom discourse (e.g., allowing students to explain their ideas and engage in peer discussions), meaning-making (e.g., explaining why a mathematical procedure works), cognitive activation (e.g., encouraging students’ critical thinking in solving complex tasks), and clarity instruction (e.g., teachers’ giving clear explanation of subject matter) were identified in the instructional practices reported by teachers and their students. The cognitive activation factor in the data reported by teachers emerged as the most significant predictor of students’ post-test scores, whereas the classroom discourse factor in the data reported by students accounted for the largest portion of variance in students’ post-test scores. Furthermore, our analysis revealed that the alignment between ratings reported by students and external raters was the highest, and student ratings of their mathematics teachers’ instructional practices demonstrated the highest predictive power for students’ post-test scores. Results of this study provide important empirical evidence for the merit of cognitive activation and classroom discourse in mathematics teaching and inspire researchers, practitioners, and policy-makers to pay careful attention to student-reported instructional practices that can serve as a better source of data in measuring mathematics teaching quality.