Students In Relation Research Articles

How Do University Students Perceive Inequality, Relationships and Power in University Life in the COVID-19 Era?

This study examined university students' perceptions of inequality, relationships and power following the COVID-19 outbreak. We used a qualitative research method, inductive content analysis (ICA), to analyse their perceptions of inequality in their personal life, insiders and outsiders that show superiority in relationships and people with strong and weak characteristics of power structures. We extracted superordinate concepts, such as those in the individual, interaction and social/environmental dimensions, as the perceptions of inequality, insiders and outsiders and people with strong and weak characteristics. First, we found that university students experience inequalities when they perceive that individuals must cope independently with changes brought about by COVID-19. Second, the results showed that individuals can become insiders or outsiders depending on how they act during the COVID-19 pandemic. Finally, we demonstrated that strong individuals are less affected by COVID-19-related changes than weak individuals. Therefore, improving university students' quality of life requires plans based on the students' perceptions of inequality.

Friendships, Fidelities and Sufi Imaginaries: Theorizing Islamic Feminism

This article theorizes Islamic feminism as a form of ‘friendship with/in tradition’, drawing creatively on Sufism. It unpacks these feminist friendships as forms of ‘radical, critical fidelity’ which includes commitments and loyalties to tradition while simultaneously engaging critically with sexism, patriarchy, and homophobia. Core epistemological and ethical concerns are explored, including the nature of relationships to tradition; analytical methods for engaging with Muslim tradition from a gendered lens; religious authority and authoritarianism; and most significantly, engaging with emancipatory horizons of imagination that are attentive to the contemporary axes of power and privilege. The paper turns to rethinking approaches to hierarchy and possibilities for abuse, focusing on the shaykh–murīd and broader teacher–student relationships. It presents a nuanced approach to engaging with hierarchies as a serious analytical category that requires attention. Positing fluidity, transparency, and accountability as central to cultivating responsible hierarchical practices, the article suggests that friendship as a modality of relationships can contribute to such positive transformations. This article, emerging from a project on Muslim feminist ethics, presents creative theorizations of Islamic feminism as a liberatory project of human and divine friendships, inspired by Sufi ideas of walāya.

A Cross-sectional Study on Internet Addiction and Social Connectedness among Medical Undergraduate Students at University of Cyberjaya, Malaysia

In 1995, Dr. Ivan Goldberg proposed the term “internet addiction” and it was defined as pathological compulsive use of internet. Internet addiction affects the quality of relationships in students’ lives. Students tend to lose their interest in socializing and interacting with people when they are addicted to the internet. According to a descriptive study, restriction of the relationship of students with their friends and family members is the main factor of social connectedness weakening. The objective of this study was to determine the association between internet addiction and social connectedness among medical students aged 18 years and above in the University of Cyberjaya (UOC). A cross-sectional online survey was conducted by delivering a google form to medical students at University of Cyberjaya (UOC) through multiple electronic platforms. Most of the respondents (77%) were not internet addicted where most of them were from Year 3 to Year 5 medical students (42.8%). About 68.4% of socially connected respondents were not internet addicted with a significant p value of 0.011 (p<0.05). Furthermore, 45.4% of respondents without social anxiety were not addicted to the internet. Overall, our research shows there is no considerable number of medical undergraduates from the University of Cyberjaya addicted to the internet, and there is no significant impact on social connectedness and social anxiety.

Tabakat İlminin Önemi ve Mekhûl b. Ebû Müslim’in (öl. 112/730) Râvîlerinin Mertebelendirilmesi Örneği

This paper deals with the importance of the science of tabaqat and examines on the superiority of the narrators who narrated from the same teacher over each other. It also envisages to determine the degrees of the narrators who narrated from Imām Makḥūl in terms of justice and ẓabt and to determine their rank in terms of their narrations from him. In addition, in terms of the science of tabaqat, although the narrator generally has thiqa, ḥāfiẓ, and who has ẓabt, for example, the hadiths he narrated from one of his masters can be seen as weak due to the lack of association with his master. Their advantages over each other may vary. This situation highlights the importance of the problem. This paper aims to reveal the importance and benefits of the science of tabaqat and the importance of the superiority of the narrators who narrated from the same teacher over each other. In addition, it is aimed to classify Imām Makḥūl's narrators from the strongest to the weakest. In this study, the importance and benefits of the science of tabaqat with the inductive method, the translations of Makḥūl's narrators, and the books of, the otobiographies, ʿilm al-rijal, al-jarḥ-al-taʿdil and ʿilal al-ḥadīth hidden defects of hadith, which declare the illegitimate narrations, are examined in detail. The ranks of these narrators were determined by making use of the mentioned literary genres and by comparing the narrators with each other. As a result of this study, the following conclusions were reached about the importance and benefits of the science of tabaqat; Tabaqat science ensures that the regions where the narrators live and carry out their scientific activities can be known and that it is possible to distinguish the narrators with similar names, identifiers, nicknames and lineages. In addition to that, in the light of the information provided by the science of tabaqat, it facilitates the discovery of the disconnections in their attributions (irsal and inqiṭaʿ) and their separation from the musnad narrations, in the light of data such as the relationship of the narrators with each other or whether they lived in the same period and the knowledge of their morals. Especially in disputes regarding the shaykh -student relationship, it allows to determine the occurrence of the narrator's conversation with his shaykh and the duration of his association with him, and the fact that some names are abundant in some tabaqa but less in some tabaqa. In addition, these benefits of the science of tabaqat, which we have mentioned, allow us to use this science to other ḥadīth sciences, shows how much data they provide and the strong connection between them. The point of ranking the narrators of Imam Makḥūl, the most powerful narrators were Sulaymān b. Mūsā, Yazīd b. Yazīd, ʿAlāʾ b. Ḥarith and Zayd b. Waqid, the weakest narrator, whom he is worthy of, are Isḥāq b. Abū Farwa, ʿAbd al-Quddūs b. Ḥabīb, Muʿāwiya b. Yaḥyā and ʿAbd al-Raḥmān b. Yazīd b. Tamīm were detected.

Faculty and Student Perceptions of Unauthorized Collaborations in the Preclinical Curriculum: Student or System Failure?

Unauthorized collaboration among medical students, including the unauthorized provision of assistance and sharing of curricular and assessment materials, is a reported problem. While many faculty view such sharing as academic dishonesty, students do not always perceive these behaviors as problematic. With the trend toward more small-group and team-based learning and the proliferation of resource-sharing and online study aids, collaboration and sharing may have become a student norm. This multi-institutional, qualitative study examined faculty and student perceptions of and student motivations for unauthorized collaboration. Using a constructivist approach, the authors conducted scenario-prompted semistructured interviews with faculty and students in the preclinical curriculum. Participants were asked to reflect on scenarios of unauthorized collaboration and discuss their perceptions of student motivation and the influence of personal or environmental factors. The authors performed inductive thematic analysis of the interview transcripts using open and axial coding followed by abstraction and synthesis of themes. Twenty-one faculty and 16 students across 3 institutions were interviewed in 2021. There was variation in perceptions among faculty and among students, but little variation between faculty and students. Both participant groups identified the same 3 areas of tension/themes: faculty/curriculum goals vs student goals, inherent character traits vs modifiable behavioral states, and student relationships with their peer group vs their relationships with the medical education system. Student behaviors were perceived to be influenced by their environment and motivated by the desire to help peers. Participants suggested cultivating trust between students and the education system, environmental interventions, and educating students about acceptable and unacceptable behaviors to prevent unauthorized collaboration. Given the various tensions and positive motivations behind unauthorized collaborations, institutions should consider explicitly preparing students to make thoughtful decisions when faced with competing priorities in addition to developing mitigation strategies that address the environment and its interactions with students.

Teacher sentiments about physical appearance and risk of bullying victimization: the mediating role of quality of student–teacher relationships and psychological adjustment

IntroductionThis study investigated the relationship between teachers’ sentiments about physical appearance, student–teacher relationships, psychological adjustment, and the risk of becoming a victim of bullying.MethodParticipants consisted of 995 students (471 females, 47.3%; Mage = 11.3, SDage = 1.49) and 64 teachers (56 females, 87.5%; Mage = 47.59). Students reported their levels of psychological adjustment and their involvement with bullying victimization, while teachers rated relationship quality with their students and reported their sentiments about students’ physical appearance. Teachers’ sentiments about physical appearance were analyzed using the NRC Emotion Lexicon. Correlation and mediation analyses were conducted with Mplus, using a multicategorical antecedent.ResultsResults indicate that teachers’ positive ratings of students’ physical appearance were correlated with close teacher–student relationships, less conflictual relationships, whereas negative ratings were correlated with more conflictual student–teacher relationships and increased bullying victimization risk. Psychological adjustment mediated the relationship, with positive adjustment associated with closer relationships and negative adjustment associated with more conflict.DiscussionThis study suggests the importance of teachers’ sentiments about students’ physical appearance. Positive sentiments promote supportive relationships and reduce the risk of bullying victimization, while negative sentiments erano correlate ad una relazione studente-insegnante netagativa and increased risk of bullying victimization. Promoting positive interactions between teachers and students and addressing appearance biases are critical to creating inclusive educational environments. Further research should focus on understanding and examining the impact of teacher attitudes on student well-being and bullying dynamics.

An Analysis of Online Learner Types Applicable to Lifelong Learning Environments

<p>Based on the perspective of Sustainable Development Goals (SDGs) Quality Education and lifelong learning, it is necessary to respect the learning opportunities and quality for all individuals. Online learning can provide more opportunities for lifelong learning, but due to the significant differences in students’ backgrounds and characteristics, personalized and timely support becomes more crucial. Learning analytics (LA) in online learning environment is a way to facilitate understanding of the potential meaningful information and relationships of students. One of the main functions of LA is to monitor the learning performance and identify potential learning problems early. In this study, 𝑘-means clustering is performed to determine the types of learning in lifelong online learning environments, based on students’ personal traits (background factors), learning behavior paths, and interactive perspectives on learning performance. Moreover, statistical analysis is used to further evaluate the linear correlation coefficients as well as the characteristics of each group of students, who ranged in age from 18 to 73, with a total of 2386 participants from five courses, in the interactive perspective. The result shows a significant correlation between learning performance and persistence across the three learning clusters, with a tendency towards continuous learning, thus providing educators an understanding of the learning behavior characteristics of those types of online learners.</p> <p> </p>

ALFP Cohort 19 Debate and AACP Award Poster Abstracts Presented at the 124th Annual Meeting of the American Association of Colleges of Pharmacy, July 22-25, 2023: ALFP Debate: Are PharmD Students Customers of Schools of Pharmacy?

ObjectiveDescribe the pros and cons of considering students as customers of schools of pharmacy. MethodsThe Academic Leadership Fellows Program (ALFP) contributes to the development of leaders in the academy. ALFP Fellows participate in a debate on current topics in academic pharmacy. Members from Cohort 19 and an ALFP alumni team were assigned sides. Literature reviews of PubMed, Web of Science, Scopus, Eric, and PsycInfo were conducted, and relevant references and online resources were also reviewed. Relevant full-text articles were reviewed and pertinent points included. ResultsThe pro-side argues that students are customers because they pay for their education. However, students are not guaranteed a degree. Second, to financially sustain an institution, students are customers because pharmacy programs respond to their needs and demands. Finally, as customers of the education process, students have a shared responsibility for their education. The con-side argues that students are not customers. Instead, they argue the customers are employers, society, and, most importantly, patients. Second, education is not a transaction, so students cannot be considered customers solely because tuition is associated with the education process. Finally, there are dangers of treating students as customers, including entitlement, poor academic performance, less engagement, and limited relationship building. ConclusionsReflection and collaborative discussions by members of the academy on the transactional and relational elements of student, faculty, and institution relationships can be beneficial in supporting student development, achieving organizational outcomes, and in benefiting society as a whole.

Comparison of the Violin Course Curricula in Fine Arts High Schools in Terms of their General Objectives in 1990 and 2022

Curricula are the guidelines prepared to carry out education and training activities in accordance with their purposes. Teaching programs are prepared based on the goals of the school or educational institution, student needs, learning and teaching processes, course contents, learning materials, measurement and evaluation systems, teacher and student roles and relationships. The curriculum aims to develop students’ knowledge, skills and abilities in a specific discipline by supporting their individual development. It can be said that education and training programs have a structure that changes and develops people’s behaviors and thoughts in many ways. Students, teachers, and educational programs are among the most important elements that shape and guide the education system. Therefore, while creating the education program, it should be aimed to be focused on meeting the needs of the society as well as the views of students and teachers. Fine Arts High Schools are private schools that aim to provide students with artistic and cultural skills. They offer educational programs where students can develop their skills in art branches such as music, painting, dancing, and increase their artistic accumulation with art history, aesthetics and culture courses. This study aims to determine the differences in the individual instrument (Violin) course curriculum conducted in Fine Arts High Schools between 1990-2022. Relational screening pattern based on qualitative research model was used in the study and status determination and evaluation was performed. In the study, the relevant reports published in the Republic of Turkey Ministry of National Education and MoNE Journal of Communiqués were used to specify the main objectives and program objectives of the individual instrument (violin) course curricula of Fine Arts High Schools between 1990-2022. Document analysis, which is used in case studies, was used in the analysis of the data. When examining the violin curricula in fine arts high schools from their establishment to the present day, it becomes evident that there has been a continuous emphasis on the development of technical and theoretical knowledge, as well as repertoire building. As a result of the research, it is concluded that the violin lesson curriculum of 2022 covers the programs of previous years. Also in order to cultivate well-rounded musicians in fine arts high schools, it is crucial to develop an education plan that not only focuses on technical and theoretical aspects but also places a strong emphasis on enhancing musicality, interpretation, and music literacy. The results were collected under the relevant programs and suggestions were made for the field.

A comparative study of subjective well-being, interpersonal relationship and love forgiveness among Chinese college students before and after the COVID-19 epidemic.

During the period that COVID-19 pandemic outbreak, Chinese universities have adopted a new teaching method combining online and offline and banned students from entering and leaving campus at will in line with the epidemic prevention policy. As a result, college students' learning and life styles have been greatly changed. In order to explore how the epidemic and specific prevention policies have influenced the psychology and behavior of Chinese college students, this study used three questionnaires of college students' subjective well-being, interpersonal relationship and love forgiveness to collect the data after the epidemic and compared with the data of college students before the epidemic. The result showed that before and after the epidemic, college students had obvious changes in their level of interpersonal relationship, subjective well-being and love forgiveness. Relationships among the three variables had changed. Meanwhile, the demographic variables of college students had certain changes in the three questionnaires. College students with and without romantic experience also had significant differences in the three questionnaires. It can be seen that the epidemic and specific prevention policies have a certain impact on the physical and mental health of college students, and there is also a gap in the forgiveness level of college students with and without romantic experience. These findings remind relevant departments that it should give greater consideration to the physical and mental health of college students, provide some references for dealing with new outbreaks and formulating the epidemic prevention policies subsequently, and suggest psychological counselors to change the way of dealing with the intimate relationship of college students.

The affirmed (White) teacher in a cross-race context

Within psychology, efforts to address racial-ethnic disparities in students’ academic outcomes have focused primarily on students themselves. But there is another important person in classrooms: the teacher. In the United States, most racial-ethnically minoritized students are taught by White teachers. Drawing on research on cross-race interactions, we argue that for White teachers—especially those new to the profession—this dynamic is likely to elicit psychological threat, which then undermines their relationships with students, their well-being, and their effectiveness as an instructor. We hypothesized that values affirmation, a technique to mitigate threat and stress, could improve these outcomes. We randomly assigned White public school teachers (N = 109) at schools serving predominantly minoritized students to complete a values affirmation exercise or a matched control exercise in the fall of their first year of teaching. Five months later, affirmed teachers reported greater well-being and better teacher–student relationships than their control counterparts, and their classrooms were rated as more rigorous and more supportive of students’ academic growth by trained observers.

Towards a Deeper Understanding of the Graduate Student and Faculty-Advisor Relationship

The relationship between graduate students and faculty members is a topic of great interest in higher education. While there is a wealth of theoretical and empirical research on the subject, discussions overlook the social dynamics that shape these relationships. This article seeks to fill this gap by presenting a conceptual framework that considers crucial components, including interpretations, reciprocal roles and responsibilities, relational factors, and effects, in analysing graduate student-faculty advisor relationships. By exploring these elements, the article offers a comprehensive framework that accounts for the nuances and limitations of these relationships and provides recommendations for best practices.

Why is suicide incidence among doctoral students so high? ---A study of China's doctoral tutorial system

The annual incidence of suicide among Chinese doctoral students remains high. We reviewed the statistics for doctoral student suicides over the past 12 years and administered a questionnaire survey and interviews to relatives and friends of doctoral students who committed suicide. The results indicated that suicide among doctoral students is closely related to academic pressure, the teacher–student relationship, and the academic environment, reflecting the current condition of China's doctoral tutorial system. This study provides a theoretical basis for society to understand Chinese doctoral student suicide and the Chinese doctoral tutorial system as well as the relationship between the two. Our results may serve as a warning to the academic community to prevent the worsening of the suicide contagion.

The effects of student and school characteristics on SEL skills of adolescents: A hierarchical linear modelling

AbstractThis study aimed to examine student and school characteristics that could affect adolescents' social and emotional learning (SEL) skills. The study group consisted of randomly selected 3017 high school students from 42 schools in Turkey. According to two‐level Hierarchical Linear Modelling analysis findings, the mean SEL scores of schools differed statistically significantly. The variables of academic achievement, participation in events (scientific, artistic, sports, community services), adolescent‐parent relationships, and absenteeism status variables were important predictors of SEL scores at the student level. The variables of the relationship between students, teacher–student relationships, number of students/teachers, music class (active use), number of student clubs in the school, parental involvement, presence of school counselor, and disciplinary action rate were important predictors of SEL scores at the school level. Findings were thoroughly discussed in relation to the existing literature, and recommendations were made for future studies and applications.

Prospective associations of prosocial behavior and aggression with social preference: Moderation by classroom levels of peer-perceived liking and disliking by the teacher

The goal of this study was to examine the prospective associations of prosocial behavior and aggression with social preference in classrooms and whether these associations were moderated by classroom levels of peer-perceived liking and disliking by the teacher. Participants were 2900 fourth-to sixth-grade students in South Korea (Mage = 10.02 years, SD = 0.84, 48.6% girls) who completed peer nominations at the beginning (Time 1) and end (Time 2) of their school year. The peer nominations included who they liked most and liked least in their classroom, who they saw as prosocial and aggressive, and who they thought was liked and disliked by their teacher. Nominations received were calculated for all individual students. To indicate the classroom levels of peer-perceived liking and disliking by the teacher, we calculated the total number of nominations given in the classroom and divided it by the maximum possible nominations. Multilevel analyses were conducted. At the level of the individual, social preference at Time 2 was positively predicted by prosocial behavior and negatively by aggression at Time 1, controlling for social preference at Time 1. These associations were moderated by the peer reputation as liked and disliked by the teacher. At the level of the classroom, social preference at Time 2 tended to increase over time in classrooms with high levels of peer-perceived liking by the teacher but decreased in classrooms with high levels of peer-perceived disliking by the teacher. Classroom levels of peer-perceived liking by the teacher moderated the positive association of prosocial behavior at Time 1 with preference at Time 2: this association was stronger in classrooms with higher levels of peer-perceived liking by the teacher. Thus, classroom levels of peer-perceived liking by the teacher had positive effects for individual students and the classroom as a whole. Future studies should address how teacher–student relationships can contribute to a positive classroom context that facilitates students’ well-being, learning, and development.

Pre‐K attendance and social development: The moderating role of kindergarten classroom experiences

AbstractAlthough academic benefits of pre‐K are well established, the associations between pre‐K attendance and social and learning behaviours are less clear. Some research suggests that pre‐K attenders may enter and exit kindergarten exhibiting less optimal social and learning behaviours than their non‐attending peers, and little attention has been paid to how aspects of kindergarten experiences, like academic rigour, activity settings and teacher–student relationships, may contribute to these patterns of development. The current study addresses these gaps in knowledge by using nationally representative data from the ECLSK:2011 (n = 14,260) to examine the social and learning behaviours of pre‐K attenders and nonattenders at kindergarten entry and exit. Our results reveal that pre‐K attenders are not consistently underperforming their non‐attending peers on social and learning behaviours in kindergarten. However, teachers reported that pre‐K attenders exhibited more externalising behaviour problems at kindergarten entry and exit, and non‐attenders made greater gains in learning behaviours over the kindergarten year. We also found no evidence of moderation when examining our focal classroom experience variables.

Teachers’ and students’ experiences using the New Citizens tool: a study of belonging in culturally diverse classrooms

ABSTRACT This study explores how teachers and students from culturally diverse upper secondary classrooms experienced the potential for enhanced belonging through the use of question cards from New Citizens. The methods include the collection of self-reported reflection logs from teachers, a focus group interview with teachers and individual interviews with students. The findings indicate three main themes: 1) development of communication skills, trust, and safety in student‒student relationships, 2) students’ experiences of self-efficacy and self-worth, and 3) recognition of similarities and differences among students. These findings confirm the importance of student‒student relationships in upper secondary schools and show how the recognition of similarities and understanding were enhanced through the use of question cards. An implication of this study is that the further development of such tools could help teachers promote belonging in culturally diverse classrooms.

African philosophy for successful integration of technology in higher education

AbstractDue partly to the multimodal and multiscalar nature of technology applications, there lacks theories to explain successful technology integration in teaching and learning in higher education. Such multidisciplinary theories developed primarily within Western contexts as behaviourism, cognitivism, constructivism, connectivism, collaborationism, TPACK framework and authentic learning theory have been used to underpin technology‐enhanced teaching and learning globally. However, their primary focus on basic education and their sensitivity to contextual reality seem to restrict their salience and fecundity to successfully explain technology integration in higher education in the Global South, including Africa. For more contextual relevance and significance, the embodiment in curricula and pedagogy of African knowledge systems and emerging societal needs and challenges is thus critical. Drawing on Asabiyya and Ubuntu humanistic philosophies respectively from Northern and Southern Africa and Yoruba empiricist and Zara Yacob rationalist epistemologies from Western and Eastern Africa, this study proposes African philosophical perspectives to underpin technology integration in higher education. The epistemologies define the nature of student and faculty engagements and strategies, whereas the humanistic philosophies offer values that could guide ethical technology use and engagement. Technologies are conceived alternatively as knowledge banks, communication media and cognitive tools to think through and with. Implications for further research and practice are identified. Practitioner notesWhat is already known about this topic Multidisciplinary theories developed primarily within Western contexts are used to underpin technology‐enhanced teaching and learning globally. Their primary focus on basic education and their sensitivity to socio‐cultural and economic contextual reality restrict their salience and fecundity to successfully explain technology integration in teaching and learning in higher education in the Global South, including Africa. African philosophical, theoretical, conceptual and methodological thinking is critical for successful technology integration. What this paper adds This study interrogated how African philosophies of humanity and knowledge could support successful technology integration in teaching and learning in Africa. Drawing on Asabiyya and Ubuntu philosophies, respectively, from Northern and Southern Africa, the study proposes strategies for making the oppressive faculty–student relationships rampant in African campuses more humane and emancipatory. Drawing on Yoruba empiricist and Zara Yacob rationalist epistemological orientations from Western and Eastern Africa, this study proposes strategies for supporting truly engaging and empowering pedagogies within technology‐enhanced spaces. Implications for practice and/or policy The purpose of education in successful technology‐enhanced spaces needs to aim at improving student capacities and skills for further learning and to ensure full participation in practice communities within and outside higher education. The content of education or curriculum needs to primarily embody African/local philosophical, theoretical, conceptual and methodological thinking, as well as emerging community needs and challenges. The method of education and student assessment need to support and promote the cultivation of student skills and capabilities as well as values and ethics highly needed in their communities and beyond.

Balancing being a ‘good teacher’ and a ‘motivating teacher of English’: Analysing the sense of professional responsibility of pre-service EFL teachers

The professional responsibility of teachers has been primarily understood in international literature in terms of external obligations, primarily from an accountability perspective. Alternatively, more recent approaches have begun to propose that teacher responsibility is more appropriately understood as an internal drive toward their work and its contribution to broader social development, which is seen as crucial to the design of effective pedagogical practices. However, within this continuing dialogue, limited attention has been given to how professional responsibility develops and is nurtured within the unique contexts of English language teacher education. This mixed-method study investigated the sense of professional responsibility held by pre-service teachers of English as a foreign language (EFL) context, framed by an online survey ( n = 611) based on a teacher responsibility scale and a series of semi-structured interviews ( n = 17). Results demonstrated that there was a comparatively higher sense of responsibility felt in two critical areas: building positive student relationships and ensuring an equitable classroom and society. However, lower levels of responsibility were demonstrated toward the discipline-specific issues of encouraging student engagement, student motivation or success in learning English. This suggests a critical tension that develops in the sense of pre-service teacher responsibility between the abstract and affective notion of being the ‘good teacher’ and the more concrete objectives of building learning environments for language development.

The relationship between depression, healthy lifestyle behaviors and internet addiction: a cross-sectional study of the athlete university students in Turkey.

Mental health research exists for university students in the areas of prevalence and association of depression, internet addiction and healthy lifestyle behaviors. However, the studies examining prevalence rates and these relationships in athlete university students are needed. This study aimed to evaluate the relationship between depression, healthy lifestyle behaviors and internet addiction among athlete university students in Turkey. A cross-sectional design was conducted, measuring depression using the Center for Epidemiologic Studies Depression Scale, healthy lifestyle behaviors (HPLP-II), and internet addiction (YIAT-SF). Predictive factors associated with depressive symptoms were estimated using binary logistic regression. Of the 501 participants, 61.3% were male, with a mean age of 21.45 years (SD: 3.19). Student-athletes were at risk of depressive symptoms (76.4%), internet addiction (34.4%) and had moderate healthy lifestyle behaviors (130.41 ± 22.93). No significant differences were found for age, smoking, time spent on social network, number of sports days, number of social networks use for depressive symptoms (p > 0.05), however significant differences were found for depressive symptoms by sex and living with family status (p < 0.05). Pathological internet addiction (OR: 12.74, 95% CI: 2.91-55.77) and low spiritual growth (OR: 0.854, 95% CI: 0.79-0.92) were found to be predictors of depressive symptoms within the athlete university students (p < 0.001). The athlete university students are at increased risk for depressive symptoms and internet addiction and decreased healthy lifestyle behaviors. It is essential to establish programs to improve the mental health of students in universities and to strengthen the psychological counseling services offered to students. These findings can assist universities in establishing effective measures to improve mental health outcomes.