Student Behavior Research Articles

The Role of Academic Motivation in Self-Regulation, Goal Orientation, and Passion Among Medical Students with Self-Handicapping Behaviors

Background: Self-handicapping behaviors, characterized by creating obstacles or excuses to avoid failure, can hinder academic success. Understanding how academic motivation mediates the relationship between self-handicapping behaviors and academic performance is crucial for supporting medical students. Objectives: This study aimed to investigate the relationships between academic self-regulation, goal orientation, passion, and self-handicapping behaviors among medical students, with academic motivation as a potential mediator. Methods: The present study employed a descriptive, correlational approach to examine the relationships between variables within a structural equation modeling (SEM) framework. The population consisted of all undergraduate medical students with self-handicapping behaviors at Jundishapur University of Medical Sciences in 2022. The sample comprised 204 medical students selected using purposive sampling, who completed the Academic Passion Scale, Goal Orientation Scale, Academic Self-Regulation Scale, and Academic Motivation Scale. Structural equation modeling was used to analyze the model with AMOS 24. Results: The SEM analysis revealed that the proposed model had a good fit to the data (CFI = 0.96, RMSEA = 0.05). The results further demonstrated that goal orientation directly enhanced students' academic passion, while academic self-regulation did not have a direct impact. However, strong self-regulation indirectly increased passion by fostering academic motivation (P < 0.001). Similarly, goal orientation also worked indirectly through motivation to enhance academic passion (P < 0.05). Conclusions: This study underscores the importance of goal setting and academic motivation in fostering academic passion among medical students with self-handicapping behaviors. While academic self-regulation strategies may not directly translate to academic passion, they can contribute indirectly by fostering academic motivation. Educators and practitioners can promote academic passion and address self-handicapping behaviors in medical students by encouraging goal orientation, academic motivation, self-regulation, and providing support for overcoming challenges.

The Impact of Sociological Situations, Psychological and Psychological-Situational Characteristics on Curious in Foreign Languages Learning Behaviors of Secondary Students of the Northern British International School

Background and Aim: This research explores the impact of sociological situations, psychological characteristics, and psychological-situational characteristics on the curiosity and behaviors of secondary students learning foreign languages at the Northern British International School. In today's globalized world, proficiency in foreign languages is crucial for academic and professional success. Understanding the factors that influence students' motivation and behaviors in learning languages like German and Chinese can help educators develop effective strategies to enhance their engagement and performance. Materials and Methods: The study involves 42 students from grades 7 to 12 enrolled in foreign language courses at the Northern British International School. A purposive sampling method was used to select the participants. Data were collected using a questionnaire designed based on a comprehensive review of relevant literature. The validity of the instrument was ensured by expert evaluation, and its reliability was tested using Cronbach’s alpha. Descriptive statistics and multiple regression analysis were employed to analyze the relationships between sociological situations, psychological characteristics, and psychological-situational characteristics with students’ foreign language learning behaviors. Results: The analysis revealed that psychological-situational characteristics had the strongest influence on foreign language learning behaviors, followed by sociological situations and psychological characteristics. The regression model indicated that these factors collectively explained 60.3% of the variance in learning behaviors. Specifically, positive learning environments and supportive relationships were found to significantly enhance students' curiosity and engagement in language learning. Conclusion: The findings highlight the importance of creating a supportive and stimulating learning environment that considers both individual and contextual factors. Educators and policymakers should focus on fostering positive sociological and psychological-situational conditions to enhance students' curiosity and motivation to learn foreign languages, ultimately improving their proficiency and academic performance.

Analyzing Savings Behavior Among University Students: A Case Study of Bank's Financial Education Initiatives

This study investigates the impact of Maybank’s Financial Education Initiatives and financial goal-setting on the savings behavior of university students. Utilizing both primary and secondary data, the study aims to determine how financial education and the establishment of measurable financial goals influence students' savings habits. Primary data was collected through an online survey distributed to 200 university students using a Five-Point Likert Scale to measure responses regarding their participation in financial education programs, financial goals, and savings behavior. Secondary data was sourced from relevant academic journals focusing on accounting and finance research in the Asia Pacific region. The results reveal that both financial education and goal-setting significantly influence savings behavior, with financial goals exhibiting a stronger effect. Regression analysis shows that financial goals (β = 0.386) have a higher impact on savings than Maybank’s Financial Education Initiatives (β = 0.270). The study concludes that while financial literacy is crucial, goal-setting plays a more pivotal role in promoting consistent saving behavior. The findings imply that financial literacy programs should integrate goal-setting strategies to maximize their effectiveness in fostering long-term financial responsibility among students

Investigating the Impact of PUBG on Academic Performance and Mental Health among Pakistani Teenagers

The PUBG game holds widespread popularity among Pakistani teenagers; however, concerns have surfaced regarding its potential impact on academic achievement and mental health. Prolonged play may result in migraines, eye strain, and back pain, while violent games could potentially influence harsh speech patterns in young individuals. The decision to ban PUBG has attracted attention due to its perceived violent nature. This research aims to ascertain PUBG's detrimental effects on students' academic performance in Pakistan and seeks to find interventions for addressing PUBG addiction. A quantitative study in Pakistan, with a sample size of 100 responders, aims to assess the game's effects on students' emotions and behavior. Thematic analysis, utilizing an interview guide, will be the final analytical strategy employed in this study.

Evaluation of a Child-Friendly School Program in Developing Peace Education at KB Joglo Pati

The purpose of this study was to evaluate the child-friendly school program in developing peace education at KB Joglo Pati. The evaluation model used is CIPP (Context, Input, Process, Product). Qualitative methods were used in the evaluation research. Data were collected through interviews, observations and documentation at KB Joglo Pati. The research results obtained are: (1) The implementation of the child-friendly school program is carried out in accordance with the current needs, namely to prevent violence and discrimination against children at school and in the community. (2) The child-friendly school program in KB Joglo already has good facilities and infrastructure, human resources and financial resources to support the implementation of a child-friendly school program by developing peaceful education. (3) The learning process is interactive, inspiring, and fun, inviting students to actively participate, and learning is tailored to the interests, talents, and psychological development of students by using the regenerative peace and justice curriculum. (4) The results of the implementation of the program are quite good and have shown the principles of child-friendly schools with peace education through habituation of students' attitudes or behavior. The findings of this study are important for children to learn non-aggressive education towards problems as an alternative experience to fighting, and to develop peaceful education while creating a safe and peaceful learning environment so that children are happy and fulfill their potential. Keywords: evaluation, CIPP, child-friendly school, Peace Education

The association between dietary knowledge based on the Chinese Dietary Guidelines and adherence to healthy dietary habits: a large-scale cross-sectional study.

Previous systematic review has shown that individuals with more comprehensive dietary knowledge tend to engage in healthier eating patterns among American or European population. However, research on the association between dietary knowledge based on the Chinese Dietary Guidelines and healthy dietary behaviors, particularly among adolescents and college students in China, is lacking. This study aimed to examine the association between dietary knowledge based on the Chinese Dietary Guidelines and adherence to healthy dietary behaviors among adolescents and college students in China. A cross-sectional study was conducted in China in August and October 2023. The study involved 527 adolescents and 11,856 college students. A convenience and cluster sampling methodology was employed to select one or two grades from 33 different university majors. The dietary behaviors of college students were evaluated by assessing their consumption of nine food groups: water, eggs, milk and milk products, vegetables, fruit, red meat, soy and soy products, seafood, and sugar-sweetened beverages. The dietary behaviors of adolescents were evaluated by assessing their consumption of five food groups: fast food, salty snack foods, fruits, vegetables, and soft drinks and sugared fruit beverages. The participants' dietary knowledge was assessed using the Chinese Dietary Guidelines. The relationship between dietary knowledge and behaviors was examined using a multivariate logistic regression analysis. The questionnaire response rate was 100.0%. Multivariate logistic regression analysis revealed a significant positive association between dietary knowledge and the likelihood of exhibiting diverse dietary behaviors among college students. After adjusting for gender, age, family income, place of residence, and parents' education levels, the results demonstrated a positive association between dietary knowledge and adherence to 4-8 eating habits among college students. In contrast, similar association was not observed among adolescent. This study revealed a significant association between dietary knowledge based on the Guidelines and adherence to healthy dietary behaviors among college students in China. That is to say, the higher the level of dietary knowledge based on the Guidelines among college students, the healthier the dietary behaviors they tend to adopt in their daily lives. These findings indicate the necessity of developing educational interventions based on the Guidelines to enhance dietary knowledge among individuals with limited dietary knowledge. Such interventions could facilitate the acquisition of essential health-related knowledge and strengthen motivation to engage in healthy dietary behaviors. Future studies should employ longitudinal prospective designs or randomized controlled trials in order to establish a causal association between dietary knowledge based on the Guidelines and healthy dietary behaviors.

Effect of COVID-19 pandemic on health behaviours of students of medical specialities from the aspect of psychological support based on a Polish example

Effect of COVID-19 pandemic on health behaviours of students of medical specialities from the aspect of psychological support based on a Polish example

What are the key predictors of international teacher shortages?

ABSTRACT Recurrent teacher shortages have been a long-standing problem for many countries. Popular strategies to attract and retain teachers, used over several decades across the world, include bursaries, scholarships, performance-related pay, professional development and reducing workload. Governments in England have invested heavily in such policy responses, but none have been shown to be particularly effective. Such policies have tended to be based on weak research evidence. Much previous research has not considered the many different factors that can explain teacher shortages, and so yields misleading results by focussing on a few factors only. In this paper, we present our ongoing research to advance understanding of teacher shortages by comparing 18 countries that reportedly have and have not experienced teacher supply issues, using a complex Qualitative Comparative Approach, and based on numerous international datasets with (initially) hundreds of possible determinants. The results suggest that wider economic issues, such as the employment rate of graduates in subjects like humanities, are key predictors of shortages, along with teacher reports of poor behaviour of students, lack of resources, and pay. This should be of interest to a wide range of stakeholders, including policy-makers, wanting to develop more effective and targeted interventions to improve teacher supply.

Context matters: The importance of investigating random effects in hierarchical models for early childhood education researchers

This paper highlights the importance of examining individual, classroom, and school-level variables simultaneously in early childhood education research. While it is well known that Hierarchical Linear Modeling (HLM) in school-based studies can be used to account for the clustering of students within classrooms or schools, less known is that HLM can use random effects to investigate how higher-level factors (e.g., effects that vary by school) moderate associations between lower-level factors. This possible moderation can be detected even if higher-level data are not collected. Despite this important use of HLM, a clear resource explaining how to test this type of effect is not available for early childhood researchers. This paper demonstrates this use of HLM by presenting three analytic examples using empirical early childhood education data. First, we review school-level effects literature and HLM concepts to provide the rationale for testing cross-level moderation effects in education research; next we do a short review of literature on the variables that will be used in our three examples (viz., teacher beliefs and student socioemotional behavior); next we describe the dataset that will be analyzed; and finally we guide the reader step-by-step through analyses that show the presence and absence of fixed effects of teacher beliefs on student social outcomes and the erroneous conclusions that can occur if school-level moderation (i.e., random effects) tests are excluded from analyses. This paper provides evidence for the importance of testing for how teachers and students impact each other as a function of school differences, shows how this can be accomplished, and highlights the need to examine random effects of clustering in educational models to ensure the full context is accounted for when predicting student outcomes.

Integral Pedagogy in LIS Education

LIS educators have an obligation to assist burgeoning LIS practitioners and scholars in developing field competency and enacting their visages into the LIS industry. Our work concerns care for the whole person of our students. Student well-being has experienced heightened consideration and conversation in academia since 2020. Masters level LISprograms are not immune to these discussions, or the student, faculty, and campus administrator concerns—retention rates, student mental health—that warrant them. Campuses actively promote services and resources aimed to help students that are in crisis, coping with an aspect of neurodivergence, or another condition—chronic or undiagnosed. Since 2019 I have experienced increasing levels of three student behaviors that cause me concern: 1) perfectionism, 2) anxiety, and 3) validation-seeking. Wholly ignored, or mitigated simply by pedagogical discipline, these behaviors persist in classroom, distend beyond a student’s time at campus, and eventually permeate sectors of LIS. Proven teaching and learning strategies—active-learning, grading rubrics, gamification modules—increase students’ immersion with course content and assuage student coursework anxieties. However, teaching and learning tools cannot holistically impart the needed competencies for an LIS professional to our students. Conversely culture of care pedagogies solely center student inclusiveness and belonging to promote a shared education community. Integralpedagogy provides LIS educators with a model that integrates both teaching and learning best practices and culture of care pedagogies to promote student self-regulation of concerning behaviors, self-actualization via a commitment to gaining LIS field competencies during their studies, and continued life-long discovery during their career.

Effects of lockdowns in shaping socioeconomic behaviors

Lockdowns were implemented to reduce the transmission of the COVID-19 virus. However, it is unclear how severely curtailed physical interaction shapes individual behaviors that are considered vital for socioeconomic development. In this exploratory study, we investigate the behavior of college students who experienced a strict campus-wide lockdown and those who did not. Employing a combination of experimental and survey methodologies, we elicit students' behavioral variables, which are then integrated with administrative records from the university. We find that those exposed to the lockdown were more likely to trust others and be honest; however, their creativity was lower. Exposure to the lockdown was not found to significantly affect students' trustworthiness, risk preferences, or competitiveness. A follow-up study reveals that the lower creativity among students may be attributed to reduced communication frequency with friends during the lockdown, mediating the lockdown's impact. Conversely, the effects of the lockdown on trust and honesty may operate through a direct pathway, independent of changes in daily activities during the lockdown. Further analysis reveals a gender-dependent trend, with lockdowns exerting a more pronounced influence on male students than their female counterparts. These results underscore the consequences of lockdowns and advocate for enhanced support networks, emphasizing the importance of communicating with friends in similar circumstances.

Assessment of environmental attitudes and behavior of secondary school students in Sri Lanka

Implementing effective environmental education strategies in schools is essential for nurturing young individuals with a sense of responsibility for sustainability. Knowledge regarding environmental attitudes and behaviour of school-aged children in Sri Lanka is limited. This study aimed to assess the level of environmental awareness, attitudes towards recovery and recycling, environmental behaviour, and overall awareness, alongside evaluating the impact of demographic parameters on these variables of secondary school students in Sri Lanka. A questionnaire-based survey with a quantitative approach (using a 35-item scale) was used in assessing 972 Sri Lankan secondary school students. The study revealed that students exhibit a moderate level of EA, attitude, and behavior, with greater familiarity when taught in school. Gender, school environment society membership, and student grade/type of school significantly affected the investigated socio-environmental aspects. Family income and residence type had no notable impact. The findings of this study offer important insights for creating focused interventions and educational strategies aimed at fostering a more sustainable, environmentally responsible younger generation within the distinct socio-cultural landscape of Sri Lanka.

Analisis Faktor Eksternal dan Internal terhadap Perilaku Konsumtif Mahasiswa Jurusan Ilmu Pengetahuan Sosial

The purpose of this study is to evaluate the influence of internal and external factors on consumptive behavior. This problem is focused on the high level of consumptive behavior among students caused by factors that come from outside and within the individual. The research method used is descriptive research with a quantitative approach. The sample was taken using the Purposive Random Sampling technique as many as 271 students of the Department of Social Sciences. The data collection method uses questionnaires, observations, and documentation from students as well as references from journals, books, and other relevant sources. Descriptive statistical analysis, classical assumption test, multiple regression analysis, partial test (t-test), simultaneous test (f-test), and determination coefficient test (R2) were used to analyze the research data. The results showed that there was a multiple regression equation showing that Y = 5.026 + 0.438X1 + 0.267X2. Based on the hypothesis test, the significance value (Sig) of 0.000 is greater than the probability of 0.05, so it can be concluded that the external factor (X1) and internal factor (X2) have a significant and positive influence on the consumptive behavior (Y) of students of the Department of Social Sciences.

College Student Political Participation in the Context of a Polarized Nation and an International Pandemic: Do Campus Civic Engagement Efforts Matter?

U.S. universities devote substantial resources to increasing student political engagement, especially voting; research identifies several factors affecting student political participation, including socialization theories (e.g. family, friends, school), distance from home (Niemi and Hanmer), and choice architecture (Thaler, Sunstein, and Balz). Other research suggests that increased party polarization leads to higher voter turnout (Abramowitz and Stone; Crepaz). Our study sought to understand student political behavior (voting and registration) and political polarization during fall 2020 in the context of a polarized nation and an international pandemic. Based on 326 surveys of undergraduates and in-depth follow-up interviews, where 85% of our student sample reported voting, results suggest support for several factors that contribute to voting: level of political information efficacy, participation in campus organizations and events, friends, and family. On measures of social distance (“polarization”), participants felt more distant from Trump and less distant from Biden, and participants who felt closer to Biden felt significantly more prepared to vote than participants who felt distant to Biden. Surprisingly, minority students were less likely to vote. A second analysis compared a subsample of student fraternity/sorority members (“Greek” members) from 2016 and those from 2020. The 2020 Greek members voted at higher rates and were more active on social media although voter registration rates did not differ. Results suggest that several factors contributed to student voting in our sample: parent/family encouragement, a cultivated campus voting culture, campus outreach efforts to first year students, and increased voting avenues during the pandemic.

Transforming teaching assistant roles into co-creators of instruction

This case study explores the implementation of a collaborative initiative that transformed the traditional role of teaching assistants (TAs) into student-faculty partners in two psychology courses. The objective of the collaboration was to leverage the insights and contributions of undergraduate students as co-creators of instruction for students’ engagement and meaningful learning experience. The case study highlights the processes, impacts, and challenges of these partnerships, revealing opportunities for student partners to develop pedagogical and assessment literacy, enhance communication and leadership skills, and gain insights into student behaviors and preferences. Pedagogical and curricular gains were observed, including the incorporation of student insights into instructional activities and improved teaching materials. However, challenges related to power dynamics and student perceptions of privilege were also identified. The findings emphasize the importance of careful navigation and the creation of meaningful opportunities for student engagement in higher education.

ADHD Behavior and Entrepreneurial Behavior: The Mediating Role of Entrepreneurial Intention

The fundamental objective of this research is to study the relationship between Attention-Deficit/Hyperactivity Disorder (ADHD) behavior and entrepreneurial behavior in Tunisian students. Based on the theory of person-environment adjustment (P-E), the theory of planned behavior (TPB) and the analysis of data collected from 267 Tunisian students using a self-administered online questionnaire, the results of the present study showed no relationship between ADHD behavior and entrepreneurial action. However, entrepreneurial intention plays a mediating role in this relationship. These results constitute a theoretical contribution to the entrepreneurial field. Similarly, the results of the current study lend further support to the person-environment “P-E” theory, which posits that the functionality of a component of ADHD behavior depends on its fit with the environment. In particular, the uncertain and autonomous entrepreneurial environment could be an attractive career choice for people who display hyperactive/impulsive behavior. As for the theory of planned behavior “TPB,” the results of this study also show that intention is a fundamental antecedent of entrepreneurial behavior. This research has practical implications. Its results can be used by stakeholders in the entrepreneurial ecosystem (teachers, incubators, career coaches,… etc.) to detect future entrepreneurs and absorb the unemployment of Tunisian university graduates.

고등학생의 영양지식이 식태도와 식행동에 미치는 영향: 식태도의 매개효과

Objectives The objective of this study is to empirically analyze the relationship between nutritional knowledge, eating attitude, and eating behavior in high school students, and to use it as an educational material for improving eating behaviors for high school students. Methods A survey was conducted on 314 high school students(127 men, 187 women) in the metropolitan area, and statistical analyses by multi-regression analysis and bootstrapping were performed using SPSS 28.0 and SPSS Macro 3.4 program. Results The main results were derived as follows. First, it was found that high school students' nutritional knowledge had a positive effect on dietary attitude. Second, it was found that the dietary attitudes of high school students had a positive effect on dietary habits and nutritional intake among dietary behaviors. Third, it was found that the nutritional knowledge of high school students had a positive effect on dietary habits and nutritional intake among dietary behaviors. Fourth, it was found that there was a mediating effect of dietary attitude in the relationship between students' nutritional knowledge and dietary behavior. Conclusions It was confirmed that for positive eating habits and nutritional intake of high school students, their nutritional knowledge must precede, and dietary attitude is also an important factor.

Research on the Evaluation of College English Teaching Based on Data Mining Technology From the Perspective of “Internet Plus Education”

This paper explores using data mining in English teaching assessment in higher education within the 'Internet + Education' era. Traditional assessment methods struggle to meet modern teaching needs. By collecting diverse data like student performance and learning behavior, and employing data mining, a comprehensive assessment model is built. This model tracks student progress, uncovers data patterns, and offers personalized teaching guidance. Empirical analysis validates the model's feasibility, enabling colleges to better understand English teaching quality and adjust methods accordingly. In essence, this study offers a novel approach to assessment and contributes to education digitization and teaching enhancement.

Community college student perceptions of digital anatomy models as a curricular resource.

Digital model platforms and applications are common in anatomy education and continue to grow in number, which suggests that educators and students find use for these tools despite the lack of widely accepted best practices. Consequently, it is a challenge for educators to mindfully integrate digital models into curriculum. This short-term, longitudinal study investigated the effects of integrating a monoscopic digital model as a teaching tool during lectures on reproductive and endocrine anatomy as an intervention in a community college human anatomy and physiology course. Student use and perceptions of digital models were analyzed for correlation with the nature of the course content and the intervention (n = 92). Academic content significantly affected self-reported student use (p < 0.001) as well as student perceived usefulness of the model (p = 0.02). These findings support the conjecture that digital anatomy models may be better for achieving certain specific learning goals opposed to all learning goals. Integration of digital models as an instructional method did not consistently influence student behavior but it made a difference in participant ability to recognize this technology outside of the lecture. Overall, participants had a positive perception of digital models, although they were not perceived as more important than all other curricular resources. Inclusion of monoscopic digital models for teaching anatomy should be considered by educators since teaching with digital models can demonstrate strengths and weaknesses for students within the context the of learning objectives, assisting students to make more informed decisions about effective learning tools.

Evaluasi Sosialisasi Pencegahan Penggunaan Narkoba di Wilayah Jakarta: Studi pada Kelompok SLTP dan SLTA

Drug use by adolescents in Jakarta is an urgent public health problem. Many outreach programs have been created to stop drug abuse in schools. However, it is still unclear whether these programs are effective, especially in terms of how they can change students' knowledge, views, and behaviors. The focus of this study is students of Junior High School (SLTP) and Senior High School (SLTA) in Jakarta to evaluate how effective the socialization program for drug use prevention is. This research uses a qualitative approach, which involves in-depth interviews and focused group discussions. Data were collected from 20 students, 10 teachers, and 5 facilitators of socialization programs in high schools (SLTP) and high schools in Jakarta. The thematic analysis method is used to analyze the data to find patterns, themes, and perceptions related to program effectiveness. As a result of the socialization program, students understand the dangers of drugs better. Changes in attitudes and behaviors, however, are not always clearly visible. Most students stated an increase in their awareness. However, there is uncertainty about how this knowledge can be applied. The absence of parental support, irrelevant materials, and time constraints are some of the problems found by teachers and facilitators in running the program. The results of the drug prevention socialization program in Jakarta have succeeded in improving students' understanding, but it is difficult to consistently change attitudes and behaviors. Recommendations for improvement include increased parent participation, better socialization materials, and program adjustments to meet student needs.