Student Support System Research Articles

Mental Well-being, and Coping Strategies during Stress for Preclinical Medical Students in Vietnam

Inappropriate coping strategies may be key factors that have contributed to a consistently high prevalence of stress and mental disorders that have been reported worldwide, particularly in resource-limited countries. Thus, one aim of this paper is to estimate the prevalence of these inconstructive strategies, and explore more positive coping strategies through observation of undergraduate medical students in Vietnam. The methodology that has been employed for this project has been a cross-sectional analysis that was conducted on 411 first year medical students at the University of Medicine and Pharmacy in the cities of Ho Chi Minh and Can Tho who have shown signs of stress indicative of low mental well-being—that being a WHO-5 score of 13 or under or an answer of 0 to 1 to any of the five items of a WHO-5 mental disagnstic test. Participants completed a self-report questionnaire including a depression anxiety stress scale and a coping strategies inventory scale. The results show a prevalence of depression, anxiety, and stress that were identified in 51.6%, 70.3% and 49.9% of students respectively. Problem solving was impacted mostly by the failure of coping strategies, and subsequent failures in cognitive restructuring. Students who had mental disorders were more likely to engage in negative coping strategies such as self-criticism, and were less likely to choose positive coping strategies such as expressions of emotion and problem solving. Medical students face a wide range of stressful situations, and the findings of these particular students suggest that there is a failure of coping strategies to overcome these stressful occurences. The findings indicate an urgent need to develop stress management programs and training workshops to build up early preventive mental health services at medical schools and to improve student support systems.

From decentralized means-testing to the centralized management of stipends and loans. The administration of student financial aid in Denmark 1950–2000

ABSTRACT This study is a historical investigation of the state education grants and loans system in Denmark during the period 1950–2000. Since 1952, Danish students enrolled in higher education programmes have been subsidised under a unified public financial aid scheme, with varying degrees of general coverage. During the first decades of the state support arrangement, the amounts offered were low, and targeted the neediest students on a purely discretionary basis. Today, financial aid is granted to all students, in the form of universal and rights-based transfer payments. This paper focuses on the institutional traits of the aid scheme, paying special attention to its level of decentralisation, and examines the critical points in the evolution of the legal and administrative framework behind the student support system in Denmark. The central aim of this study is to provide important insight into the policy and organisational development of a national financial aid scheme for students.

The Educational Environment at Khawaja Mohammad Safdar medical Collage Sialkot

Introduction: The instructive climate in any organization is an important concern to debate, as it assumes a powerful part in overseeing understudies' scholastic accomplishment.
 Objective: The target of my examination was to determine students’ perception of the educational environment at Khawaja Mohammad Safdar Medical College, Sialkot.
 Methods: A descriptive, cross-sectional, poll-based study was led in which undergraduate students of all five years were analyzed.50-item DREEM Questionnaire was used, and scoring was based on 5 points Likert scale. Data were analyzed by using SPSS v 25. The obtained score was expressed as the mean ±SD.
 Results: A total mean score is 114/200 (57%), which is more affirmative than negative. The mean score for Students’ perception of Learning is 28/48, Students’ perception of Teachers 25/32, Students’ academic self perception20/28, Perceptions of atmosphere 27/48, and Students’ social self-perception is 16/28. There were four problem areas; item no.1 (I am encouraged to participate in teaching sessions) (1.78), item no.8(course organizers ridicule their students)(1.42), item no.35(I find experience disappointing)(1.76), and item no.3(there is a sound support system for students who get tense)(1.25) all with means ≤2.
 Conclusion: The overall educational climate was more valuable than the negative; however, few problem areas need to be further
 explored, and measures are taken to make the environment more favorable for learning.
 Keywords: DREEM (Dundee Ready Education Environment Education), student’s perception, instructive climate

Examining the Efficacy of Student Academic Support Systems for ‘At Risk’ First Entering Students at a Historically Disadvantaged South African University

The study sought to establish what academic support programmes, policies and systems were in place to support first entering students who were at risk of not succeeding with their studies at a historically disadvantaged rural based South African University. The study examined institutional frameworks for supporting at-risk students and systems used to monitor academic support systems, existing relationships and practices that prevailed, and lecturers’ attitudes towards support systems for students who were academically ‘at-risk’ at the university. The study is premised on the qualitative research paradigm and the chosen research design was the case study design. An open-ended questionnaire was used to collect data from a sample of 100 ‘at-risk’ students, 20 lecturers, and 1 Information Management System Officer who was directly dealing with first entering students in the University. The findings showed that the university support systems were inadequate as both the students and lecturers indicated that support was either not forthcoming, or they did not know where to get it. The study recommends vigorous marketing of academic support programmes to both staff and students, appropriate training for mentors and monitoring and evaluation of effectiveness of existing programmes.

Factorial invariance of the Usage Rating Profile for Supporting Students' Behavioral Needs (URP-NEEDS).

[Correction Notice: An Erratum for this article was reported online in School Psychology on Dec 30 2019 (see record 2019-80953-001). In the fourth paragraph of the "Understanding the Factors That Influence Usage" section and in the "Usage Rating Profile for Supporting Students' Behavioral Needs (URP-NEEDS)" section, the URP-NEEDS was incorrectly reported to have 23 items. This measure consists of 24 items. This item was also missing in the Appendix under the "Understanding" factor: "School personnel understand how goals for social, emotional, and behavioral screening fit with a system of student supports." All versions of this article have been corrected.] Previous research has suggested that multiple factors beyond acceptability alone (e.g., feasibility, external supports) may interact to determine whether consumers will use an intervention or assessment in practice. The Usage Rating Profile for Supporting Students' Behavioral Needs (URP-NEEDS) was developed in order to provide a simultaneous assessment of those factors influencing use of a particular approach to identifying and supporting the social, emotional, and behavioral needs of students. As the measure was intended for use with a range of school-based stakeholders, a first necessary step involved establishing the measurement invariance of the instrument. Participants in the current study included 1,112 district administrators, 431 building administrators, and 1,355 teachers who were asked to identify the approach used within their school district to identify and support the social, emotional, and behavioral needs of students, and then to complete the URP-NEEDS in reference to this identified approach. Results supported the measurement invariance of the URP-NEEDS across stakeholder groups. In addition, measurement invariance was found across self-identified approaches to social, emotional, and behavioral risk identification within the district administrator and teacher groups. (PsycINFO Database Record (c) 2020 APA, all rights reserved).

"Factorial invariance of the Usage Rating Profile for Supporting Students’ Behavioral Needs (URP-NEEDS)": Correction to Briesch et al. (2019).

Reports an error in "Factorial invariance of the Usage Rating Profile for Supporting Students' Behavioral Needs (URP-NEEDS)" by Amy M. Briesch, Sandra M. Chafouleas, Dakota W. Cintron and D. Betsy McCoach (School Psychology, Advanced Online Publication, Feb 28, 2019, np). In the fourth paragraph of the "Understanding the Factors That Influence Usage" section and in the "Usage Rating Profile for Supporting Students' Behavioral Needs (URP-NEEDS)" section, the URP-NEEDS was incorrectly reported to have 23 items. This measure consists of 24 items. This item was also missing in the Appendix under the "Understanding" factor: "School personnel understand how goals for social, emotional, and behavioral screening fit with a system of student supports." All versions of this article have been corrected. (The following abstract of the original article appeared in record 2019-10838-001.) Previous research has suggested that multiple factors beyond acceptability alone (e.g., feasibility, external supports) may interact to determine whether consumers will use an intervention or assessment in practice. The Usage Rating Profile for Supporting Students' Behavioral Needs (URP-NEEDS) was developed in order to provide a simultaneous assessment of those factors influencing use of a particular approach to identifying and supporting the social, emotional, and behavioral needs of students. As the measure was intended for use with a range of school-based stakeholders, a first necessary step involved establishing the measurement invariance of the instrument. Participants in the current study included 1,112 district administrators, 431 building administrators, and 1,355 teachers who were asked to identify the approach used within their school district to identify and support the social, emotional, and behavioral needs of students, and then to complete the URP-NEEDS in reference to this identified approach. Results supported the measurement invariance of the URP-NEEDS across stakeholder groups. In addition, measurement invariance was found across self-identified approaches to social, emotional, and behavioral risk identification within the district administrator and teacher groups. (PsycINFO Database Record (c) 2020 APA, all rights reserved).

A support system for accepting student assistance using analytical hierarchy process and simple additive weighting

The Government through the Ministry of Religious Affairs provides assistance to disadvantaged students through the BSM (Indonesian Cash Transfer Programme for Poor Students) program. BSM is in the form of giving some cash to students from various levels of education such as Madrasah Ibtidaiyah (MI), Madrasah Tsanawiyah (MTs), Madrasah Aliyah (MA). BSM recipients come from disadvantaged families who have been selected through various criteria determined by the Ministry of Religious Affairs through schools. Schools still find it difficult to determine which students are eligible to receive BSM, hence to help the school in making decision about BSM acceptance, this study will apply the analytical method of hierarchy process and the simple additive weighting method to the decision support system for determining the scholarship to meet the criteria set by the school. Through a combination of analytical hierarchy process and simple additive weighting methods, the determination of prospective beneficiary students by counting the highest weight through a combination of both uses 5 criteria and 26 alternatives in the decision support system can be done. The purpose of this study is to create a decision support system based on the user-centered design oriented to all user needs, therefore the user can determine the system model used. Users can map an interactive system with various modules that are used through the implementation of user-centered design to produce a useful system and in accordance with the objectives. The results of this study are recommendation of decision support system for disadvantaged students to help with a combination of AHP and SAW of 5 (five) criteria and 26 alternatives used and oriented to the user.

An Equal Education: Reducing Gender Bias in STEM Education

The STEM field has become one of the most high-paying and impactful fields in our society. However, data shows that women only makeup 25% of STEM employees and 30% of STEM graduates. To understand how these inequalities emerged, it is important to look at the beginning of the STEM education pipeline.The purpose of this research is to discover how schools can reduce gender bias in their classrooms. My research discusses two main causes of the lack of female participation in STEM: microaggressions and implicit biases. Microaggressions are implicit or explicit actions or comments that are aimed at someone’s abilities based on a certain characteristic, in this case, gender. Implicit bias is the unconscious bias some may hold against women in STEM. These issues are commonly seen within the STEM education, both among peers and educators.My proposed solution to reduce gender bias in classrooms is to create an outreach program or organization that provides girls the support they need to be successful in STEM. The first outcome for this program would be to provide a support system for female STEM students. This would be done by hosting study sessions, research opportunities, and even a student-mentor program. The other outcome for this program would be to educate teachers and administrators on how they can create a gender-inclusive classroom and support their female students. I believe this initiative would help not only educate the public on the issue, but also encourage more female students to pursue a career in a STEM pathway.

PERANCANGAN SISTEM REKOMENDASI PENJURUSAN PADA SEKOLAH MENENGAH KEJURUAN SANTO PAULUS MENGGUNAKAN METODE K-MEANS CLUSTERING

Santo Paulus Vocational School in Jakarta, is one of the Private Schools in Central Jakarta which holds majors for grade X (ten) students who will continue their studies to grade XI (eleven). The obstacle that is often found in the majors in SMK Santo Paulus Jakarta is the difficulty in determining which students meet the criteria to occupy certain majors. This is because the majors process is still done manually, so it requires quite a long time and is considered inappropriate. This study, purpose to the K-Means Clustering algorithm for the decision support system of student majors at SMK Santo Paulus Jakarta. K-Means Clustering algorithm can group data that has attributes and has a large amount of data, so that it can be utilized in the determination of student majors in accordance with students' academic abilities.Based on the results of the implementation of the K-Means Clustering algorithm for the majors decision support system, the conclusion that can be drawn is the K-Means-Clustering algorithm can be applied in the student majors decision support system.

Creating a Recommender System to Support Higher Education Students in the Subject Enrollment Decision

Higher Education plays a principal role in the changing and complex world of today, and there has been rapid growth in the scientific literature dedicated to predicting students' academic success or risk of dropout thanks to advances in Data Mining techniques. Degrees such as Computer Science in particular are in ever greater demand. Although the number of students has increased, the number graduating is still not enough to provide society with as many as it requires. This study contributes to reversing this situation by introducing an approach that not only predicts the dropout risk or students' performance but takes action to help both students and educational institutions. The focus is on maximizing graduation rates by constructing a Recommender System to assist students with their selection of subjects. In particular, the challenge is addressed of constructing reliable Recommender Systems on the basis of data which are both sparse and few in quantity, imbalanced, and anonymized, and which might have been stored under imperfect conditions. This approach is successfully applied to create a Recommender System using a real-world dataset from a public Spanish university containing performance data of a Computer Science degree course, demonstrating its successful application in real environments. The construction of a support system based on that approach is described, its results are evaluated, and its implications for students' academic achievement, and for institutions' graduation rates are discussed. Through the construction of this decision support system for students, we intend to increase the graduation rates and lower the dropout rate.

Availability and Utilization of Evolving Information and Communication Technology Tools and Effective Students’ Support System in Private Universities in Oyo State, Nigeria

The provision of support services to students as well as the effectiveness of these support services in meeting the pressing demands of the students in private universities is a function of the availability and utilization of recent Information and Communication Technology tools. Due to globalization and the ever-evolving nature of digital technology, every facet of human endeavours (education inclusive) is at the mercy of these evolving ICT tools. This study therefore investigated the extent to which private universities in Oyo state, Nigeria provide support services to students using recent ICT tools; with a view to find out the influence of evolving ICTs in the achievement of effective student support system. A descriptive survey research design was adopted. Multi-stage sampling technique was employed to select two out of the five private universities in Oyo State. One hundred and fifty-five students were sampled, with all ICT personnel, making a total of one-hundred and seventy (170) respondents. Questionnaires were used to collect data from the 170 respondents. Findings from the study revealed that, there is positive significant relationship between evolving ICTs and student support system in private universities in Oyo state (r=0.317, p<0.05). Recommendations on plausible remedies were therefore made to private universities in Oyo state on how student support system could be better improved on.

Relationship Between Difficulties Encountered in School Life or Daily Life by Professional Training College Students and Their Sources of Advice.

This study attempted to clarify issues regarding difficulties in school life perceived by professional training college students and educational support systems for students including possible developmental disabilities. We surveyed 953 students enrolled at 9 professional training colleges in Japan by using an anonymous self-administered questionnaire to investigate difficulties during school life, help-seeking preferences, and self-esteem. Difficulties were investigated by using the Self-Cognitive Difficulties Scale, help-seeking preferences were assessed with the Help-Seeking Preferences Scale, and self-esteem was assessed by the Rosenberg Self-Esteem Scale. We also investigated the relationship between the Self-Cognitive Difficulties Scale and the sources of advice used by students. Responses were obtained from 863 students, and those of 775 students were considered to be valid. In terms of learning scenarios, 271 students (35.0%) responded that written examinations caused the most difficulties. The Rosenberg Self-Esteem Scale and Help-Seeking Preferences Scale were negatively correlated with the Self-Cognitive Difficulties Scale. With respect to the relationship between sub-factors of the Self-Cognitive Difficulties Scale and sources of advice, the students who asked specialists for advice had significantly higher scores for the factors of interpersonal relationships and reading/writing, as well as significantly higher scores for impulsivity and learning-related difficulties. The students who asked their previous high school teachers for advice had significantly higher scores for inattention and reading/writing. Furthermore, the students who asked senior students in the same department for advice had a significantly higher score for learning-related difficulties. Our results suggested that professional training college students with a high Self-Cognitive Difficulties Scale score are more likely to choose a specialist as the source of advice. When providing educational support to professional training college students, it is important to consider the possibility that their sources of advice might differ depending on their individual self-perceived difficulty characteristics.

Adaptation of approaches of the Shatalov method to the pedagogical system of the higher marine professional education

The possibilities of adapting the elements of the Shatalov method, primarily the ideas of supportive notes, into the system of higher professional education are considered using the example of subjects of the navigation cycle in the training of cadets of marine specialties. Ideas are proposed that allow combining the requirements of international conventions in the training of maritime transport specialists with the requirements of domestic education standards, as well as the development of electronic support systems for full-time students. The features of using supportive notes in the lecture and seminar system are described.

ON THE RISK ASSESSMENT OF THE HEALTH OF STUDENTS OF OCCUPATIONAL COLLEGES DEPENDING ON THE CHARACTER OF REALIZED OCCUPATIONS

Introduction. At the prenosological level, the impact of vocational training conditions on the indices of health and the quality of life of college students who master groups of occupations that are different in nature and working conditions was assessed. Material and methods. A survey of 1- and 3-year students engaged in vocational secondary education with conditionally “light” (woodworking and restoration) and “difficult” (welders and car mechanics) conditions of work practice was conducted. The questionnaire of quality of life (MOS SF-36) was used, medical and social status was assessed (complaints, the presence of chronic diseases, assessment of well-being, the severity of fatigue, ARVI morbidity rate). The results are processed according to the standard software package using evidence-based medicine. Results. There were obtained marked differences in the nature of the influence of learning conditions on the health and quality of life of students undergoing industrial training in different hygienic conditions. The impact of training and production load during the development of conditionally “light” professions was accompanied by an increase in the health index of graduates, a decrease in the frequency of complaints of headaches and pain associated with ARVI, an increase in undifferentiated complaints. Indices of the quality of life were characterized by an increase in role-based physical functioning (RPF) and a decrease in mental health (MH), which was correlated with increased fatigue. When teaching “hard” occupations in 3-year students, there was an increase in the total number of complaints, complaints of weakness, complaints related to the gastrointestinal tract (GIT), musculoskeletal system and other (undifferentiated) complaints. Indicators of quality of life decreased according to two parameters of physical health (RPF and GIT) and two parameters of mental health (role emotional functioning and MH). conclusion. The significant contribution of occupational training to the deterioration of functional capabilities and the quality of life associated with health is shown for college graduates who learn occupations a profession with “hard” working conditions. Attention is drawn to new forms of the implementation of vocational training in the dual (practice-oriented) training system with an increase in production training time at the workplaces of enterprises, as well as issues of improving the medical support system for students in vocational colleges.

A Five Year Longitudinal Study of the Educational Environment in a Newly Integrated Medical Curriculum

ObjectivesThe College of Medicine at Gulf Medical University (GMU), Ajman, United Arab Emirates, was subjected to a curricular reform, which shifted the institution from a traditional curriculum to a hybrid, student-centred, integrated curriculum. There are no previous studies analysing the consequences of such a curricular modification on the educational environment (EE). Therefore, this study aimed to analyse the EE of a pioneer cohort of the innovative curriculum over their five-year course of study.MethodsThis prospective longitudinal study was conducted between September 2009 and September 2013 at the College of Medicine. The Dundee Ready Education Environment Measure questionnaire was completed by a pioneer cohort of students at the start of each academic session for five consecutive years. The mean overall, subscale and individual statement scores were evaluated using the Kruskal-Wallis and Wilcoxon-rank sum tests.ResultsA total of 178 responses were collected (response rate: 90.4%). The mean overall score throughout the five years of study was 130/200. A significant difference in the scores (P <0.05) was observed as the students proceeded through the course. The overall and subscale scores were significantly higher in the first and final years of study. Analysis of the statements recognised the medical knowledge of the teachers’ and students’ awareness of empathy and social interactions as persistent strengths of the college over the entire course of study. A curricular overload, a want for support systems for stressed students, students’ waning interest levels and assessment strategies emerged as areas that warranted further attention.ConclusionThe pioneer cohort of the new curriculum rated their EE as positive throughout their five years of study at GMU. An examination of individual statements revealed the programme’s strengths and areas for improvement for the institution.

Methods and Means of Evaluation and Development for Prospective Students’ Spatial Awareness

The issue of choosing the field of study and specialty becomes especially relevant at the stage of admission to a higher educational institution. This work is dedicated to the means of decision support system for the prospect students who cannot decide on their own what they want to do in the future. At the same time, an innovative approach is considered for evaluation and development of spatial awareness of the students entering the educational establishments specializing in the construction. The focus is on researching methods based on mobile gaming applications and can be used in decision support systems. Modern computer technologies allow not only to evaluate the results of educational games, but also to record the characteristics of the personality that appear during the game and reflect the degree of the ability to study in the appropriate field. The analysis of modern mobile applications, which allows to assess the abilities of prospective students, which are necessary for successful training in the specialty. Because of the analysis, there were selected mobile applications that are expedient to use in intelligent decision support systems and to assess and develop spatial awareness. There was formed a set of criteria for evaluating factors reflecting the level of the prospective student’s spatial awareness. There was proposed an approach to the development of an intellectual system for evaluating the professional abilities of the students entering the educational establishments specializing in building.

Reciprocal Learning: Academic Supports in Middle and Secondary Schools

This paper addresses the student support systems available in Chinese schools, with reference to those available in Canadian schools, in order to understand the most effective foundations for academic success and student motivation. The focus of educational support within Chinese and Ontario schools is rooted around times of high-stress exams, such as the Senior High School Entrance Exam (Zhongkao, 中考) and the National Higher Education Entrance Exam (Gaokao, 高考) in China, and the Education Quality and Accountability Office (EQAO) Literacy Exam and the Canadian Achievement Tests (CAT) in Ontario. I explore the available means through which schools provide guidance and additional support for students throughout the grades leading up to major examinations. This inquiry involves observation of various Chinese classrooms, research of literature examining stress levels and academic success, and observations of school programs and guidance facilities within the schools and communities.

Support systems for students in Japanese higher education (4): Procrastination and mental health among university students

Support systems for students in Japanese higher education (4): Procrastination and mental health among university students

Optimising the learning environment for undergraduate students in the Department of Family Medicine at Sefako Makgatho Health Sciences University

Background: An important determinant of a medical student’s behaviour and performance is the department’s teaching and learning environment. Evaluation of such an environment can explore methods to improve educational curricula and optimise the academic learning environment.Aim: The aim is to evaluate the educational environment of undergraduate students in the Department of Family Medicine as perceived by students.Setting: This descriptive quantitative study was conducted with one group of final-year students (n = 41) enrolled in 2018, with a response rate of 93% (n = 39). Students were in different training sites at SMU.Methods: Data were collected using the Dundee Ready Educational Environmental Measure (DREEM) questionnaire. Total and mean scores for all questions were calculated.Results: The learning environment was given a mean score of 142/200 by the students. Individual subscales show that ‘academic self-perception’ was rated the highest (25/32), while ‘social self-perception’ had the lowest score (13/24). Positive perception aspects of the academic climate included: student competence and confidence; student participation in class; constructive criticism provided; empathy in medical profession; and friendships created. Areas for improvement included: provision of good support systems for students; social life improvement; course coordinators being less authoritarian and more approachable; student-centred curriculum with less emphasis on factual learning and factual recall.Conclusion: Students’ perceptions of their learning environment were more positive than negative. The areas of improvement will be used to draw lessons to optimise the curriculum and learning environment, improve administrative processes and develop student support mechanisms in order to improve students’ academic experience.

Developing a student support system at the Hellenic Open University

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