Student Demographic Characteristics Research Articles

Analysis of factors of students' psychological readiness for social entrepreneurship

Introduction. Student's psychological readiness for social entrepreneurship takes place mainly at the university. This process is influenced by factors of different levels and types. Aim. Based on the analysis of scientific sources, to determine the levels and characteristics of the factors in students' psychological readiness for social entrepreneurship. Methods. Theoretical analysis, systematization and generalization of scientific literature on the research problem. Results. Students' psychological readiness for social entrepreneurship is influenced by macro-, meso- and micro-level factors. The macro-level factors include non-psychological factors (legal support for social entrepreneurship; social activities of non-governmental organizations; tax policy and economic freedom; state regulation of social entrepreneurship development) and psychological factors (students' knowledge of the role of social entrepreneurship and attitudes towards it; Ukrainians' war-related values and the need for work for victory). The meso-level factors include non-psychological factors (support of international programs; digital transformation of education and social entrepreneurship; close cooperation with university stakeholders and promotion of social entrepreneurship) and psychological factors (organizational development and organizational culture of the university). The micro-level factors include non-psychological factors (students' social and demographic characteristics; students' organizational and professional characteristics) and psychological factors (students' economic and psychological characteristics). Conclusions. Students' psychological readiness for social entrepreneurship is influenced by three-level factors, which can be both psychological and non-psychological. The knowledge of the macro-level factors can be helpful in understanding the general trends and the role of various stakeholders in the development of social entrepreneurship, as well as in developing social awareness and values of social entrepreneurship and spreading its positive experience. The meso-level factors are related to the work and atmosphere of the university as an educational organization. The meso-level factors are related to the work and organizational culture of the university, while the micro-level factors are about students' personal characteristics and experience.

Overview and Methods for the Youth Risk Behavior Surveillance System - United States, 2023.

The Youth Risk Behavior Surveillance System (YRBSS) is a set of surveys that tracks a broad range of behaviors, experiences, and conditions that can lead to poor health among high school students. The system includes a nationally representative Youth Risk Behavior Survey (YRBS) and separate school-based YRBSs conducted by states, tribes, territories, and local school districts. For the 2023 national YRBS, CDC made changes to the sampling method, survey administration mode, and questionnaire. Specifically, the sampling design added an American Indian or Alaska Native (AI/AN) supplemental sample so that separate, precise estimates could be made for AI/AN high school students, in addition to the usual sample designed to provide nationally representative data for the population of students in grades 9-12. To decrease the time needed to collect and process data, CDC changed the survey administration mode from paper-and-pencil scannable booklets to a tablet-based electronic survey. To provide national data on topics of emerging interest, CDC added new questions to the questionnaire. These new questions assessed social media use, experiences of racism at school, adverse childhood experiences, transgender identity, consent for sexual contact, and unfair discipline at school. Public health practitioners and researchers can use YRBSS data to examine the prevalence of youth health behaviors, experiences, and conditions; monitor trends; and guide interventions. This overview report describes 2023 YRBSS survey methodology, including sampling, data collection, data processing, weighting, and data analyses. The 2023 YRBS participation map, survey response rates, and a detailed examination of student demographic characteristics are included in this report. During 2023, in addition to the national YRBS, 68 site-level surveys were administered to high school students in 39 states, three tribal governments, five territories, and 21 local school districts. These site-level surveys use site-specific questionnaires that are similar to the national YRBS questionnaire but are modified to meet sites' needs. This overview and methods report is one of 11 featured in this MMWR supplement, which reports results from the 2023 national YRBS but does not include data from the 68 site-level surveys. Each report is based on data collected using methods presented in this overview report. A full description of YRBSS results and downloadable data are available (https://www.cdc.gov/yrbs/index.html).

Nursing students’ perception and attitudes toward utilization of artificial intelligence in health care

The study aimed to evaluate the nursing students’ perception and attitudes toward utilization of Artificial Intelligence in Health care. Descriptive research design. The study was conducted at Vision Medical College, Jeddah. KSA. Two hundred and six students registered in the nursing program were included in the study by using convenience sampling. Three tools were used for data collection, Self-Administered questionnaire, Covered student nurses' demographic characteristics, Perception toward Artificial Intelligence Questionnaire and Students’ attitudes towards Artificial Intelligence Questionnaire. The majority of participants responded that they are familiar with Artificial Intelligence 79.6%, there was a significant positive correlation between student nurse’ demographic characteristics (Living Location, education, Self-Assessment of Technological Competence and Familiarity with Artificial Intelligence) and their attitudes toward using the artificial intelligence. The mean score of the attitude scale was (M= 3.29, SD = 0.76), while the mean scale score of the perception scale was (M= 3.43, SD = 0.69). Likewise, a significant positive association was observed between perception of students and their attitudes towards artificial intelligence (β = 0.855, p < 0.001). The current study revealed that the students most likely held positive attitudes towards AI utilization and had a favorable perception toward utilization of artificial intelligence in health care. Integration of artificial intelligence technology and their utilization in nursing practice as a partner for improving patient outcomes in the health care field.

Gender Differences in Coping with Discrimination, Psychological Distress, and College Stress Among International Chinese Students in the United States

Chinese students represent the largest group of international students in the United States and have been reported to experience various challenges and stressors including transitional stress, academic stress, language barriers, financial difficulties, perceived discrimination, loss of social support, and homesickness. This study drew from intersectionality theory to examine how Chinese international students coped by gender (through problem-solving, avoidance, and social support) with perceived discrimination, psychological distress, and college student stress (e.g. academic and social stress). Study participants were self-identified Chinese individuals over the age of 18 who studied in the United States as international students (N = 98). Participants completed measures of perceived discrimination, psychological distress, college student stress, coping, and demographic characteristics. Results showed that women reported higher rates of psychological distress and college student stress than men. Problem-solving coping and seeking social support were significantly and positively related to psychological distress for both men and women. Results also showed that women who perceived high discrimination used problem-solving coping to a greater extent than men. Surprisingly, coping approaches were unrelated to college student stress. The findings indicate that examining intersecting identities by gender, in line with intersectionality theory, produced a more nuanced understanding of the experiences and needs of Chinese international students and highlights the importance for colleges and universities of creating inclusive campus climates. Implications and recommendations are discussed.

The Role and Persistence of Islamic Boarding School Teachers

The Indonesian government is responsible for the education of children up to grade nine under the age of 18. The government organizes open junior high schools (SMPT) to educate children who cannot attend due to economic and geographical reasons. SMPT is implemented in disadvantaged areas through Islamic Boarding Schools (PonPes). The role and persistence of teachers at PonPes arehas yet to be discovered and appreciated as professional teachers. This research aims to analyze the role and persistence of Islamic boarding school teachers. This research is a qualitative method with an ethnographic approach. This research aims to determine the role and persistence of teachers at PonPes. Teachers, school officials, school committees, tutors, parents and school principals were involved in this research. The subjects involved in this research as key informants were school principals. Purposive snowball sampling was used to select relevant informants and data sources. Source triangulation and method triangulation were used to validate the data. Data analysis refers to the interactive data analysis model from Milles and Huberman. The research results show that teachers have three roles: character builder, diversity teacher, and encourager of students. The persistence of IBS teachers can be seen from the teachers' efforts to understand the culture and demographic characteristics of students, which can manifest in the form of behaviour as coordinators, administrators and motivators. The research implications show that teachers serve parents and students who need school information.

Analysis οf the Relationship between Perceived Service Performance and Students' Socioeconomic and Demographic Characteristics: A Study of a Private Technical School

Analysis οf the Relationship between Perceived Service Performance and Students' Socioeconomic and Demographic Characteristics: A Study of a Private Technical School

Adolescents’ Covitality Patterns: Relations with Student Demographic Characteristics and Proximal Academic and Mental Health Outcomes

Identifying and promoting students’ social-emotional strengths is essential in building their mental health. Covitality, representing the co-occurrence of psychological strengths, is a helpful framework for characterizing students’ well-being. This study used latent profile analysis to identify adolescents’ (n = 11,217; 50.3% female, 37.8% male; grades 9 [33.7%], 10 [21.0%], 11 [28.9%], and 12 [16.5%]) covitality patterns across 12 social-emotional health domains. We investigated whether student demographic characteristics (i.e., sex, parent educational attainment, ethnic identification) were related to profile membership. We further examined profiles’ relations to students’ proximal academic and mental health outcomes, including self-reported grades, school connectedness, life satisfaction, and psychological distress. Four covitality profiles were identified—High, Moderate-High, Moderate-Low, and Low. Profile membership was statistically significantly related to students’ sex and socioeconomic circumstances but with small effect sizes. We identified consistent differences across covitality profiles on student self-reported proximal outcomes. Overall, students in profiles with higher covitality levels (High and Moderate-High) reported (a) higher grades, school connectedness, and life satisfaction and (b) less psychological distress, with students in the High profile reporting the most favorable outcomes. Assessing students’ strengths and providing interventions focused on building strengths across domains are recommended.

Disparities in Medical School Clerkship Grades Associated With Sex, Race, and Ethnicity: A Person-Centered Approach.

To determine whether students' self-reported race/ethnicity and sex were associated with grades earned in 7 core clerkships. A person-centered approach was used to group students based on observed clerkship grade patterns. Predictors of group membership and predictive bias by race/ethnicity and sex were investigated. Using data from 6 medical student cohorts at Johns Hopkins University School of Medicine (JHUSOM), latent class analysis was used to classify students based on clerkship grades. Multinomial logistic regression was employed to investigate if preclerkship measures and student demographic characteristics predicted clerkship performance-level groups. Marginal effects for United States Medical Licensing Exam (USMLE) Step 1 scores were obtained to assess the predictive validity of the test on group membership by race/ethnicity and sex. Predictive bias was examined by comparing multinomial logistic regression prediction errors across racial/ethnic groups. Three clerkship performance-level groups emerged from the data: low, middle, and high. Significant predictors of group membership were race/ethnicity, sex, and USMLE Step 1 scores. Black or African American students were more likely (odds ratio [OR] = 4.26) to be low performers than White students. Black or African American (OR = 0.08) and Asian students (OR = 0.41) were less likely to be high performers than White students. Female students (OR = 2.51) were more likely to be high performers than male students. Patterns of prediction errors observed across racial/ethnic groups showed predictive bias when using USMLE Step 1 scores to predict clerkship performance-level groups. Disparities in clerkship grades associated with race/ethnicity were found among JHUSOM students, which persisted after controlling for USMLE Step 1 scores, sex, and other preclerkship performance measures. Differential predictive validity of USMLE Step 1 exam scores and systematic error predictions by race/ethnicity show predictive bias when using USMLE Step 1 scores to predict clerkship performance across racial/ethnic groups.

The Vertical Transfer Pipeline and Its Leaks: Tracking Students From Associate’s Programs to Bachelor’s Degrees

This longitudinal study of 17,455 students, the majority from underrepresented groups, investigated leaks in the vertical transfer pipeline from associate’s-degree program entry to bachelor’s-degree receipt. Investigated were both the size of the leaks and some associated variables. Pipeline progress examinations included quantification of early persistence, plus application to, enrollment and persistence in, and graduation from, bachelor’s programs. The examined associated variables included student demographic characteristics and possible pipeline leak malleable factors: academic preparation and performance and financial need. Overall, only 23% of the original cohort received a bachelor’s degree after eight years. In addition, this study is the first to identify and quantify the transfer melt leakage point (students accepted for vertical transfer who do not enroll in bachelor’s programs), and the first to have quantified transfer shock (a transfer-related decrease in GPA) in a large general cohort (shown by 16 percentage points of the cohort). Variables involving quicker degree progress (e.g., being exempt from remediation and enrolling full-time) were negatively associated with pipeline leaks. Together the results provide guidance for policymakers and practitioners regarding how to increase vertical transfer pipeline output and increase bachelor’s degrees by community college students, particularly those from underrepresented groups, thus increasing higher education equity.

Patterns and predictors of adolescent engagement in a mindfulness-based social-emotional learning program.

Although mindfulness-based interventions (MBIs) show promise for promoting positive youth development, little is known about student engagement in MBIs. Initial research presents mixed findings in MBI engagement related to participant characteristics, and there is a lack of research examining the influence of context on engagement, despite the critical role context plays in academic engagement. This study examines the contribution of student demographic characteristics and classroom context to MBI engagement. Survey engagement data were collected at three time points from 106 ninth grade students (Mage = 14.17 years, 60.4% female, 44.2% Black, 24.8% Hispanic/Latino) who participated in the Be CALM program during the 2021-2022 school year. Latent growth curve modeling was used to examine trajectory of student engagement and assess student and classroom predictors of engagement. There was no overall change in the trajectory of student engagement, although variability was observed across classes. Identifying as Hispanic/Latino was associated with lower engagement (β = -.25, p = .008), although this did not appear to be related to program experience. Peer connections predicted engagement at the end of the program (β = .39, p < .001). Post hoc analyses suggested that student engagement may be related to teacher program delivery quality. Student engagement in MBIs appears related to classroom context more than student characteristics, although further research with larger samples is needed to assess the link between engagement and program outcomes. Findings have implications for designing school-based MBIs and training school staff to deliver them in culturally responsive ways.

The K-16 education movement: common themes across K-12 and higher education systems to inform development and evaluation

The K-16 education movement broadly includes efforts to streamline educational pathways across K-12 and higher academic and other systems to enhance adult and career readiness and address inequitable opportunities and resources faced by many vulnerable students. The movement remains largely aspirational, however, with little consensus and few tenets available to guide K-16 program development and evaluation. This article presents a preliminary scoping review of several major student themes that crosscut K-12 and higher education systems and that could inform K-16 education initiatives. These themes include student progression and completion; student engagement; student mental health; and student demographic and generational characteristics. Each theme is explored with respect to commonalities across K-12 and higher education systems. Examples include risk/protective factors, ecological levels, barriers, sophisticated data analysis, intervention, school climate, belongingness, student-teacher interactions, academic warning signs, tiered/stepped care models, and demographic and generational changes. A key underlying thesis throughout the article is movement toward a dimensional perspective that considers student development, support needs, learning strategies, and other domains along an educational spectrum rather than as distinct K-12 and higher education categories.

Restorative justice and dynamic chronologies in disciplinary referrals in an urban middle school

ABSTRACT School referrals are a key initial step in the school-to-prison pipeline, both via direct referral to law enforcement and through accumulated mechanism of control upon students. However, few studies have examined the chronological trajectory of referral usage within a school year. This study investigated whether the assignment of school disciplinary referrals varies over time over a typical school year, and whether that variation differed based on student demographic characteristics. Using longitudinal data from a medium-sized urban middle school in the eastern United States, the study found a statistically significant quadratic relationship between office referrals and time among students of color specifically. However, no such relationship could be observed for White students, for whom referrals were subject to little variation over the course of a school year. Finally, evidence was found that racial disparities in referrals were also subject to a quadratic trajectory as the year progressed. These findings demonstrate the need for deeper investigation into racialized variation in how office referrals are administered over time.

Teamwork efficiency of students: does the university environment contribute to the development of this competence?

Social skills are as important as basic technical skills in the academic system. Thus, the competence of working in a team helps the student to integrate not only into the student group but also in the insertion on the labor market. However, not much is known about the effectiveness of teamwork among students. In this study, we aimed to investigate the differences between students in terms of their demographic characteristics (age category, education level) depending on the perceived efficiency of their work within a team. Also, the current study aims to investigate the relationship between the efficiency of teamwork, the number of courses in which the development of these skills is encouraged and the general average of the last semester of teaching activity. The results showed statistically significant differences between the demographic characteristics of students and the level of effectiveness in teamwork, but also statistically significant relationships between academic performance and efficiency in teamwork of students. These results can be used in training programs for teaching staff in higher education to be able to develop students' social skills.

Disparities and Trends in Middle School Students' Suicidal Thoughts and Behaviors: Results From the Youth Risk Behavior Survey, 2015–2019

PurposeTo examine trends and racial and ethnic disparities in early adolescent suicidal thoughts and behaviors in the years immediately prior to the COVID-19 pandemic. MethodsThis study used pooled data from Centers for Disease Control and Prevention's middle school Youth Risk Behavior Survey (n = 127,912) between 2015 and 2019. Three dichotomized measures of suicide-related behaviors were assessed: suicidal thoughts, planning, and attempts. Weighted prevalence estimates with 95% confidence intervals were calculated for each survey year. Linear trends examined disparities in the prevalence of suicidal thoughts and behaviors, overall and by student demographic characteristics. Main effects odds ratios compared estimates among racial and ethnic minority adolescents with non-Hispanic White students, controlling for sex and grade. ResultsSignificant linear increases were observed for the percentage of middle school students who reported seriously thinking about suicide (18.2%–22.3%), ever making a suicide plan (11.8%–14.7%), and ever attempting suicide (6.9%–9.3%). Racial and ethnic minority students, other than non-Hispanic Asian, showed higher odds of suicidal thoughts and behaviors compared with non-Hispanic White students. DiscussionFindings indicate a need for comprehensive suicide prevention to address health equity and disparities in suicide-related behaviors among middle school-aged adolescents.

Factors related to students’ psychological distress during COVID-19 disruption across countries

BackgroundThe global outbreak of the novel COVID-19 virus presented a significant threat to students’ well-being across the globe. In this paper, we construct a measure of student psychological distress related to COVID-19 disruption. We then examine the variation in students’ psychological distress as a function of student demographic characteristics, home, school and student factors and compare the results across countries.MethodsWe use item response theory to construct a comparable scale for students’ psychological distress across participating countries. Furthermore, we employ linear regression to explore the association of student characteristics and other student and school factors.ResultsAn internationally comparable scale for students’ psychological distress was constructed using the model assuming equal item parameters across countries. This enables us to compare the levels of students’ psychological distress and its relationships with the construct across countries. The most important factors contributing to students’ psychological distress were school support, school belonging, disrupted sleep, difficulties in learning after the disruption and preparedness for future disruptions. In some countries, we find suggestive evidence that boys exhibited lower psychological distress than girls. We do not find any meaningful relationship between home resources and the students’ psychological distress scale.ConclusionsStudents across participating countries expressed negative feelings about schooling and events happening during the disruption and their effects on their future. We find indication that some school and student factors had a significant relationship with students’ psychological distress in many countries. This was especially the case in countries where remote learning took place during the disruption. In addition, differences across countries are found. The key finding is that high psychological distress is present in all countries studied around the world. However, it is important to note that the factors contributing to this distress are not the same everywhere. Therefore potential interventions must consider country specific factors.

What matters more? An investigation of factors influencing student satisfaction in transnational higher education

ABSTRACT Given the growth and evolution in transnational higher education models, the present study investigates students’ perceptions of service quality in dual-degree programmes. It also compares how different programme components and student demographic characteristics influence their overall satisfaction with their programmes. A survey was administered to 117 recent graduates from dual-degree programmes in Cambodia, Indonesia, and Jordan. Survey data were analysed using descriptive statistics, a principal components analysis, and a linear regression model. The findings indicate that students perceived their learning experiences and available resources to be of quality and were satisfied with their programmes. Regression results showed that higher ratings for local partner university professors, perceived learning and development, technology and resources, and plans to be internationally mobile upon graduation significantly predicted student satisfaction. These findings have implications for the study of transnational higher education and the importance of considering programme models and for universities with transnational higher education programmes.

Drug Abuse Perception and Associated Variables among Secondary School Students in Duhok City

Background: Nowadays, illicit drug abuse is becoming a serious public health problem worldwide specifically in Iraq, affecting the entire community. This study aimed to determine the secondary school students' perception in Duhok City about drug abuse and its association with their demographic characteristics. Methods: A descriptive (cross-sectional) study which is conducted from September 2022 to January 2023 utilizes an assessment approach in order to determine the secondary school perception of drug abuse at nine boy secondary schools in Duhok City. A probability sample was adapted to select students from each secondary school to reach (135) students. Data were collected through the direct interview technique using the questionnaire as a tool for data collection, which is constructed through the extensive review of the related literature that consisted of two assessment parts. The first one is concerned with the assessment of the secondary school student's demographic characteristics and the second part of the assessment tool is concerned with assessing the student's perception of drug abuse. Data were analyzed through the application of frequency, percentage, cut-off points, and Fisher Exact test. Such analyses are computed by using the SPSS, IBM program version 23. Results: The findings indicate that approximately half of the students who participated in the present study have good perceptions about each of the general perceptions of drug abuse and perception of physical, behavioral, and Psychological warning signs of such abuse. While they have an average perception of the factors that increase vulnerability and alteration of brain function due to drug abuse. Conclusion: According to the study results and discussion, more than fifty percent of secondary school students had a high perception of drug abuse.

Choice of data visualization tool: FRED or spreadsheets?

We study the impact that the choice of data visualization tool has on student ability to create a graph and interpret the information contained in it. We use a systematic random assignment approach and control for student demographic and academic characteristics. We compare the use of spreadsheets to the use of FRED (Federal Reserve Economic Data) among 471 undergraduate students of statistics for business and economics. We find that although there is no statistical difference between groups in the number of started assignments, the number of completed FRED assignments is significantly larger than the number of completed Google Sheets assignments. With that caveat, we find no association between the choice of data visualization tool and the proportion of correctly built graphs, average frustration, and perceived difficulty reported by students when building the graph. We document lower confidence in the task among female students and students who used FRED.

Effect of Personality Traits and Demographics on the Employment Status of Latin American Students

Personality traits have been highlighted as factors that affect workers’ behaviour, such as their performance or labour engagement. However, little is currently known about the personality differences between Latin American university students who perform self-employment activities, those who are dependent workers and those who are nonworkers. This research fills this knowledge gap by assessing the influence of the personality traits of 758 university students from Latin America on their employment status. In addition, the effect of gender and age cohort on students’ employment status is assessed. A logistic regression analysis is conducted using the personality traits of the Big Six model, gender and belonging to the millennial generation as independent variables has been conducted. The results support the significant effect of openness, conscientiousness and extraversion on students' employment status. Likewise, effects of gender and age are found. The results contribute to a better understanding of how individual conditions may affect the work activity of university students with regard to dependent employment, self-employment and work inactivity. In addition, the results can guide efforts to support entrepreneurship through the design of effective training programmes according to the students' personality traits and demographic characteristics.&#x0D; &#x0D; Received: 9 May 2023 / Accepted: 27 July 2023 / Published: 5 September 2023

Demographic Characteristics of Students and Their Level of Mathematics Anxiety

Demographic Characteristics of Students and Their Level of Mathematics Anxiety