Student Support Research Articles

The WISE Room: An innovative multisensory space for self‐regulation and immersive support for neurodivergent students

AbstractThe evolving landscape of higher education necessitates a nuanced approach to accommodating the diverse needs of neurodivergent students, including those identifying as having autism, dyslexia, dyspraxia, attention deficit hyperactivity disorder, dyscalculia or Tourette's syndrome. Traditional settings often fail to provide adequate support, with measures implemented without consulting those directly affected. This can lead to conditioned apologetic behaviour, thoughts of withdrawal from education and diminished student well‐being. Recognising this gap, the well‐being in student education (WISE) room was conceptualised to offer a tailored space conducive to neurodivergent students' academic journey. Given that approximately 20% of students within the Faculty of Health and Life Sciences at Northumbria University identify as neurodivergent, this explorative study examines their perspectives on shaping an inclusive environment. Using workshops and an in‐situ trial involving 18 neurodivergent students as experts by experience, we coalesced individual insights with communal aspirations. Thematic analysis of the qualitative data revealed the key factors influencing the creation of an inclusive digital environment. Findings highlight a pervasive sense of disconnection among neurodivergent students due to the lack of dedicated spaces, exacerbating feelings of marginalisation and impeding integration into campus life. A one‐month reflective follow‐up revealed optimism and appreciation for efforts towards inclusiveness. This study contributes to broader discussions about accessibility in higher education. By foregrounding neurodivergent perspectives, initiatives like The WISE Room hold promise for fostering equitable educational environments. Our findings raise critical questions about providing accessible spaces that truly meet the needs of neurodivergent students.

Thermal Conditions and Health: A Study on Teachers and Students in Alternative Learning Modalities

Thermal conditions and health play a crucial role in teaching and learning. This study examines their impact and highlights alternative teaching modalities as adaptive solutions. Climate change presents public health risks, requiring PE teachers to modify lessons for safety during extreme weather. A comparative descriptive-regression research design was used, with 169 respondents, including MAPEH teachers, sports coaches, and SPS students. Data were analyzed using mean, standard deviation, and ANOVA. Findings reveal that while respondents are generally satisfied with the PE schedule, they prefer greater flexibility during extreme weather. Both teachers and students express high satisfaction with alternative PE modalities, particularly technology-driven approaches, though some find virtual methods less interactive. Health data show that most teachers maintain a normal BMI, though some are overweight or underweight, while nearly half of the students are underweight, raising nutrition concerns. Common health issues during PE include excessive sweating and dizziness, with muscle cramps and nausea occurring less frequently. Despite weather variations, teachers’ and students’ health remains largely unaffected across BMI categories. Teachers are more satisfied with PE and training time slots than students, while both groups report similar satisfaction with teaching modalities and training sessions. The study concludes that greater flexibility in scheduling, improved nutrition support for students, and enhanced technology use are needed. Thus, schools should implement a comprehensive, climate-adaptive PE program that integrates flexible scheduling, technology-driven learning, regular health monitoring, and hydration initiatives to ensure student engagement, safety, and well-being during extreme weather conditions.

Predictive Analytics for Personalized Education Pathways

Abstract - This study explores the application of predictive analytics and machine learning in enhancing educational outcomes through personalized learning pathways. The project developed a predictive system designed to analyze students’ academic performance, behavioral trends, and learning preferences to recommend individualized educational routes. A structured development lifecycle was followed, including data collection, preprocessing, model training, evaluation, and system deployment. Machine learning models such as regression and classification algorithms were utilized within a user-centric interface to generate actionable insights for both students and educators. Emphasis was placed on model interpretability, ethical data usage, and system usability. The resulting prototype demonstrated how data-driven methodologies can enable informed academic planning, improved engagement, and proactive student support, affirming the transformative potential of predictive analytics in modern education. Key Words: predictive analytics, machine learning, education, personalization, data science, student performance.

CollegeConnect AI: An Intelligent Chatbot for Student Support

Abstract: In today's fast-paced academic environment, students often face challenges in accessing timely and accurate information related to college procedures and activities. To address this, CollegeConnect AI has been developed—an AI-powered chatbot designed to serve as a virtual assistant for college students. This intelligent system is capable of handling queries related to admission processes, examination schedules, campus events, student clubs, and canteen services, thereby reducing the need for manual intervention from faculty or administrative staff. Built using Python and the Django framework for backend operations, and utilizing HTML, CSS, and JavaScript for an intuitive front-end interface, the chatbot integrates Natural Language Processing (NLP) techniques to understand and respond to user queries effectively. The system is scalable, user-friendly, and available 24/7, ensuring students can access information anytime, anywhere. This project explores the design, development, and deployment of the chatbot, along with its real-world application in a college setting. Emphasis is placed on improving student engagement and automating repetitive administrative tasks. Through this project, we aim to demonstrate how AI can be leveraged to enhance communication and support within educational institutions. Future extensions could include integration with voice assistance, mobile apps, and multilingual support to make the chatbot even more accessible and inclusive. Keywords: AI-powered chatbot, NLP, Student support, Django, Automation, Educational technology

Lived Experiences of Technical-Vocational Students in Learning Science: Challenges and Adaptation

This qualitative study explored the lived experiences of Grade 11 Technical-Vocational students in learning science at Kapaya National High School, Sultan Kudarat, Philippines. Employing a phenomenological approach, the study examined how environmental and behavioral factors influence students’ engagement with science education. The findings revealed several challenges, including cognitive difficulties in understanding abstract scientific concepts, as well as stress and anxiety linked to academic demands. Despite these barriers, students demonstrated resilience through adaptive coping mechanisms such as time management, peer and teacher support, and self-regulation strategies. Classroom climate and teacher-student interaction emerged as key environmental factors shaping their learning experiences. While students recognized the relevance of science to their vocational aspirations, many expressed a lack of confidence in applying scientific knowledge to their field. These insights emphasize the need for differentiated instructional methods, comprehensive student support systems, and a more inclusive, student-centered learning environment. The study contributes to the limited literature on science education in vocational tracks and underscores the importance of contextually grounded interventions. Its findings aim to inform educational stakeholders in developing responsive policies and practices that enhance both the academic success and personal well-being of Technical-Vocational students.

Examining the Integration of Conversational Agents in Academic Advising, Enrollment, and Student Engagement

This research examines the implementation and impact of conversational agents within higher education, specifically within academic advising, enrollment management, and student engagement. As higher education institutions become more reliant on digital solutions to keep up with the increasing demand for accessible and effective student services, conversational agents based on AI have emerged as useful assets to enhance institutional operations and extend the student experience. By using a quantitative research design, data were gathered from 280 students using a guided questionnaire and were analyzed by correlation, regression, and t-test methods. Results indicated that there is a very strong positive correlation between the use of conversational agents and the enhancement of academic advising services. Additional findings indicated that conversational agents have a substantial positive impact on the efficiency of enrollment processes as well as on the degree of student participation in academic and extracurricular activities. These outcomes pinpoint the experiential and operational values of AI-based systems on campuses and how they can facilitate higher education digital transformation efforts. On the basis of the studies, institutional services should be more integrated with conversational agents, there should be regular system updates, and ongoing research into their long-term educational impacts must be carried out. The findings contribute to the expanding body of evidence on AI use in education and provide actionable advice to university administrators, policymakers, and technology developers looking to leverage maximum student support services.

Inappropriate use of propranolol among medical and dental students at the University of Jordan: cross-sectional study

AimThis paper aimed to investigate the prevalence of beta-blocker inappropriate use specifically propranolol, among medical and dental students at the University of Jordan. It examined the patterns of Propranolol consumption for stress management including frequency of usage, dosage, side effects experienced as well as the respondents’ level of awareness about the risks associated with unsupervised propranolol use.MethodsCross-sectional study conducted at the University of Jordan in December 2024 and recruited 584 students (418 Medicine, 166 Dentistry). The data were analyzed using SPSS (version 27). Descriptive statistics were used to describe the sample, Pearson’s chi-squared test, fisher’s exact test, independent samples t-test and binary logistic regression model were used to identify the predictors of propranolol use. Statistical significance was set at a p-value ≤ 0.05.ResultsAmong the participants, 9.9% of the students reported using propranolol and 44% of the users learned about the medication through the recommendation of their friends and peers. Even though most students (74.1%) were aware of the potential risks of unsupervised propranolol use, still, 58.6% of the users took it without a prescription. The most common reasons for using propranolol were anxiety management (65.5%) and exam stress (60.3%). Most propranolol users (60.3%) noticed improvement in their academic performance and 36.2% of them experienced side effects such as dizziness and fatigue.ConclusionSelf-medication with propranolol among medical students to deal with academic anxiety carries serious risks. The findings of this research necessitate covering the potential hazards of self-prescription with beta-blockers within the curriculum of undergraduate medical and dental students. Moreover, there is a need for implementing student psychosocial support programs to improve their approach to managing stress and academic pressure.

Satisfaction, Motivation, and Access to Quality Education in City Scholarship Program

This study evaluated the experience of scholarship recipients in terms of satisfaction, motivation, and access to quality education. It examined the impact of the City Scholarship Program on student’s academic performance, engagement, and aspirations while identifying challenges such as financial constraints, financial support, and access to learning resources. By analyzing these factors, the study provided insights into the program’s effectiveness and offers recommendations for improvement. Descriptive-correlational and causal research designs were employed was employed, utilizing questionnaires to gather data. This approach aimed to identify relationships between key variables and establishing direct causation. The study focused on LDCU’s City Scholars, assessing how the program influenced their academic experiences, access to resources and overall satisfaction. Data were collected from scholars across various year levels and programs to evaluate the program’s impact on their academic careers. The findings of this study will help the university refine scholarship policies, enhance student support systems, and improve demic resources, ultimately contributing to higher retention and success rates. Additionally, it reinforces the university’s commitment to providing accessible and high-quality education. This study proposes the LDCU Scholar Support & Development Program (SSDP) to enhance the scholarship initiative. The program includes Enhanced Financial Assistance to better support scholars' expenses, Academic Mentorship & Tutoring for improved performance, and a Career Development Initiative offering guidance and internships. It also features a Learning Resource Enhancement Project for better access to educational materials, Mental Health Support through counseling and wellness activities, and a Scholarship Performance Monitoring System to track academic progress. These initiatives aim to strengthen scholar support, ensuring academic success and overall development.

Mobilizing university futures: A blueprint for change

This paper addresses the pressing challenges and uncertainties faced by higher education institutions (HEIs) worldwide. It analyzes recent global disruptions—including economic instability, evolving labor market demands, the impacts of the pandemic, and rapid technological advancements—and assesses their effects on traditional educational models. Through an extensive review of literature, the authors identify four primary challenges: institutional reputation and competition, financial stability, technological and pedagogical innovation, and holistic support for staff and students. A strategic blueprint for HEI leaders is proposed, emphasizing agile leadership, digital integration, diversified credential offerings, and proactive geopolitical engagement. It promotes a transformation that aligns with future societal and workforce needs, proposing practical action steps to build adaptive and responsive HEIs prepared for the complexities of 2050 and beyond.

Systematic Review of Institutional Belonging and Motivation as Predictors of Long-Term Student Success

This systematic review explores the roles of institutional belonging and motivation as predictors of long-term student success. As higher education institutions seek to enhance student outcomes, understanding the factors that contribute to persistence, academic achievement, and post-graduation success is critical. Institutional belonging refers to the extent to which students feel connected to their academic and social environments, while motivation is typically categorized as intrinsic or extrinsic, driving engagement and goal-setting behaviors. Both factors have been shown to influence students' academic performance, retention rates, and overall well-being, but their combined effects on long-term success remain underexplored. This review synthesizes findings from a range of studies, focusing on the impact of belonging and motivation on academic persistence, career readiness, and professional development. Key studies were selected based on specific criteria, including peer-reviewed articles that explore longitudinal outcomes, motivation, and belonging in student populations. The review highlights that a strong sense of belonging contributes to improved academic engagement, lower dropout rates, and enhanced mental health, while intrinsic motivation fosters persistence and academic excellence. Furthermore, this review identifies the synergistic effects of these factors, showing how a sense of belonging can strengthen intrinsic motivation, creating a positive feedback loop that further enhances long-term success. The review concludes with recommendations for educators and institutional leaders to prioritize strategies that nurture both belonging and motivation, such as peer mentoring, inclusive teaching practices, and personalized student support. Future research is needed to explore these relationships across diverse populations and educational settings to refine interventions and maximize student success outcomes.

LECTOR: Summarizing E-book Reading Content for Personalized Student Support

Abstract Educational e-book platforms provide valuable information to teachers and researchers through two main sources: reading activity data and reading content data. While reading activity data is commonly used to analyze learning strategies and predict low-performing students, reading content data is often overlooked in these analyses. To address this gap, this study proposes LECTOR (Lecture slides and Topic Relationships), a model that summarizes information from reading content in a format that can be easily integrated with reading activity data. Our first experiment compared LECTOR to representative Natural Language Processing (NLP) models in extracting key information from 2,255 lecture slides, showing an average improvement of 5% in F1-score. These results were further validated through a human evaluation involving 28 students, which showed an average improvement of 21% in F1-score over a model predominantly used in current educational tools. Our second experiment compared reading preferences extracted by LECTOR with traditional reading activity data in predicting low-performing students using 600,712 logs from 218 students. The results showed a tendency to improve the predictive performance by integrating LECTOR. Finally, we proposed examples showing the potential application of the reading preferences extracted by LECTOR in designing personalized interventions for students.

Unveiling the Worldview of Mathematics Teachers Towards Culturally Responsive Mathematics Teaching: A Phenomenological Analysis

Culturally Responsive Mathematics Teaching (CRMT) has gained global recognition for addressing the diverse cultural backgrounds of learners. This qualitative study, employing a phenomenological approach, explores the effects of CRMT in selected secondary schools in Senator Ninoy Aquino, Sultan Kudarat, during the 2024-2025 school year. Ten mathematics teachers participated in semi-structured interviews and a focus group discussion. Data were analyzed using Max van Manen’s Phenomenological Approach. Findings revealed twelve (12) relevant themes: Integration of cultural context in teaching, Navigating cultural diversity, Emotional responses to culturally responsive teaching, Evolution of teaching perspectives, Challenges in implementing culturally responsive math teaching, Influence of school policies, community expectations, and student backgrounds, Support and resources for culturally responsive teaching, Role of interactions with colleagues, administrators, and parents, Evolving teaching approaches, Aspirations in culturally responsive teaching, Impact of culturally responsive teaching on identity, and Desired changes in mathematics education. Teachers’ shifting views on CRMT highlight the integration of technology, real-world relevance, and cultural context despite systemic challenges. They aim to promote equity, inclusion, and deeper learning. Future studies should explore CRMT’s long-term effects on student achievement. This study adds to the discourse on inclusive math education and calls for stronger systemic support in diverse classrooms.

Ethnic Identity, Academic Self-Concept, and Achievement of Blaan Learners Within the Municipality of Tampakan

The study provided a deeper understanding of how ethnic identity and academic self-concept influence the academic outcomes of Blaan learners, offering implications for educational policies, culturally responsive teaching strategies, and student support programs. This study looked into the relationship of ethnic identity to academic self-concept and achievement of Blaan learners within the Municipality of Tampakan. As a descriptive-correlational study, this considered 241 full-blooded Blaan learners as respondents. The total enumeration was used as a sampling technique, assuming the population of full-blooded Blaan learners was manageable. The data were analyzed using the mean, standard deviation, and Pearson (r) product-moment correlation. Findings revealed that the overall ethnic identity of Blaan learners was established. Generally, the level of their academic self-concept was well-established. The majority of the Blaan learners in the four schools performed very satisfactorily. There was a significant relationship between ethnic identity and academic self-concept. Although ethnic identity was significantly related to academic achievement, the correlation was minimal. This suggests that other factors may have a greater influence. The primary concern regarding the ethnic identity of Blaan learners centers on the balance between cultural preservation and academic integration in a rapidly modernizing society.

Factors Influencing the Job Performance of Non-Teaching Personnel

This study aimed to investigate the factors influencing the job performance of non-teaching personnel at Liceo de Cagayan University. Non-teaching staff plays a critical role in the smooth functioning of educational institutions, contributing to administrative tasks, student support services, and overall institutional operations. However, their job performance often receives less attention than that of teaching personnel. This study examines both personal factors (e.g., health and well-being, motivation and attitude, personality traits, skills and competencies) and organizational factors (e.g., communication, compensation and benefits, job design and role clarity, leadership and management, organizational structure, professional development, work environment) that affect job performance. Utilizing a quantitative research design, data will be collected through a structured questionnaire distributed to approximately 143 non-teaching personnel across 43 departments at the university's three campuses: Liceo Main Campus, Liceo RNP Campus, and Liceo Paseo del Rio Campus. The findings are expected to provide valuable insights into the key determinants of job performance among non-teaching personnel, offering evidence-based recommendations for enhancing work efficiency and employee satisfaction within higher education institutions.

Interpersonal conflict in the educational еnvironment as an object of scientific research

The article highlights the theoretical and methodological foundations of the study of interpersonal conflict in the educational environment. The reasons and factors of its occurrence are revealed, the main types of interpersonal conflict are clarified, and the attitude of the parties to the conflict is analysed. The study substantiates the methods of empirical research of interpersonal conflict, according to the socio-psychological analysis of the participants in the conflict situation in the educational environment. The obtained results of the study can be used for psychological research in order to obtain the necessary data for preventive or corrective measures, psychological support of students. The purpose to analyse theoretically and methodologically the phenomenon of interpersonal conflict in the educational environment, to reveal the problem of interaction between the participants of the conflict and to form a set of psychodiagnostic methods in accordance with the identified aspects of the phenomenon under study. Methods - literature analysis, systematisation, generalisation, synthesis, mathematical methods of information processing. Originality. Modern students face significant challenges in the process of adapting to the conditions of the educational environment in which they receive their education. The social situation of higher education students requires them to have practical skills of interpersonal interaction and active integration of their own personality into society. Often, in the course of life, situations of contradiction arise between the conditions of the environment and/or the subjects in it, which leads to the onset of conflict. That is why it is important to understand the causes and peculiarities of interpersonal conflict in the personal environment, especially for the purpose of successful prevention or resolution. Conclusion. Studenthood is one of the turning points in the life of young men. It is characterised by an increased need for self-expression, personal development and professional competence. The tendencies of adolescence in the situation of finding a personality in the educational process are a factor for getting students into conflict situations, the interpersonal aspect of which is mainly a clash of interests between the subjects of the educational process. The main sign of conflict is the situation of opposition of interests and beliefs of its participants to each other.

Principles for better environmental education field trips for early adolescent youth in the United States: an empirical study

Which approaches lead to better outcomes for participants in environmental education (EE) field trips? This manuscript builds upon previous large-sample quantitative research that identified effective elements of single-day EE field trip programs for early adolescent youth across the USA. In this mixed-methods study, we observed 87 EE-focused school field trips in the USA and then surveyed youth participants immediately afterwards. We used the student surveys to quantitatively distinguish the top-performing quartile of programs from the bottom quartile. We then examined in-depth qualitative fieldnotes on each program in the top and bottom quartiles. Our analyses revealed six key principles that distinguished the programs with the most positive student outcomes from those with the least positive: (1) ensuring basic needs (physiological and safety) are met; (2) ensuring instructional clarity; (3) providing emotional support for students; (4) highlighting the novelty of the activities and setting; (5) maintaining or restoring student attention; and (6) providing a cohesive and thematic experience with clear purpose. There are many ways to embody the six principles. We share examples for each.

Self-perceived stress and associated factors among preclinical science students in a medical college in Central Nepal

BackgroundSelf-perceived stress is a common problem among university participants with relatively high-stress levels. This study aimed to determine perceived stress levels and associated factors among preclinical participants at a medical college in Central Nepal.MethodsThis study employed an analytical cross-sectional design. The participants were first- and second-year MBBS students studying in the second, third, and fourth semesters at the preclinical science premises of Kathmandu University School of Medical Sciences, Dhulikhel, Kavrepalanchok, Nepal. The Perceived Stress Scale was used to assess perceived stress levels. A medical participant stress questionnaire was used to identify the different sources of stressors. The associations between sociodemographic profiles and perceived stress and stressors were tested.ResultsThe mean age of the 247 undergraduate medical participants was 20.61 years (SD ± 1.47), with the majority being male (70.9%) and Hindu (92.3%). Significant gender differences in stress levels were observed, with males reporting higher levels of low (24.6%) and moderate stress (69.1%) than females did (p-value = 0.009). The second-semester participants experienced the highest levels of moderate (74.1%) and high stress (14.1%), with significant semester-related differences (p-value = 0.027). Participants with a history of anxiety or depression had significantly higher stress levels (p-value < 0.001). The key stressors were academic-related, including lack of time for review and examinations, with gender (OR = 2.85, 95% CI: 1.15–7.02), semester (OR = 0.32, 95% CI: 0.13–0.76) and history of anxiety (OR = 5.29, 95% CI: 1.54–18.07) being significant predictors of stress.ConclusionsHigh levels of stress among undergraduate medical students in Nepal are driven primarily by academic pressure, with second-semester participants and those with a history of anxiety or depression being the most affected. Compared with male participants, female participants experienced higher stress levels. These findings highlight the need for targeted stress management and mental health support for medical students.

The Assessment of Benilde Associates Towards a Dynamic Business Continuity Model in Disruptive Times

Business continuity and disaster recovery planning are comprised of activities that an organization must perform to resume operations in an unexpected event. The De La Salle College of Saint Benilde SMIT research study adopted the Business Continuity Model and identified gaps that will lead to the proposed Dynamic Business Continuity Model in disruptive times. From this problem, the research question is to what extent BCM factors impact levels (depth and breadth) of the Business Continuity Model during disruptive times. Data was collected by surveying Benilde associates in various academic positions and the Office Center. The data collected was treated using Exploratory Factor Analysis and Multiple Regression for causal relationships. DLS CSB SMIT identified gaps and challenges for faculty and staff in several dimensions in the existing Business Continuity Model factors and the ff are: Systems/Data Recovery, Organizational Support, Employee Engagement, Forecasting Capacity and among the identified gaps- “Organizational Support ‘ is considered the most significant among the 4 factors. This consists of Student Support Services, Hunan Resource, and Registrar’s Office. To prevent the interruption in DLS CSB SMIT operations and the survival of an organization during disruptive times, Transparency of the BCM Strategy cascaded to Benilde associates, the importance of creating awareness and being prepared for the unexpected. The business Continuity Model is an essential element that should form part of every critical business process within the College. It is imperative to understand the factors that was identified as gaps that the Institution could be faced with and also understand the steps that should be taken to address and manage these risks. This dissertation paper led to the development of a Dynamic Business Continuity Model which is essential to prepare DLS CSB for any disaster or crisis. The Model serves as a guide for all Centers on what they should do in such an event to ensure that the organizations will survive during the fortuitous event and how to restore the Business and Institution to normalcy. This Research study could provide a Business Continuity Model framework for leaders to assess their organization’s capacity from an unexpected disruption and be used by organizational leaders to assign contingency planning responsibilities or hire business continuity and disaster recovery planning professionals. Keywords: Business Continuity, Disruptive, Dynamic Business Model, Systems/Data Recovery, Organizational Support, Employee Engagement, Forecasting Capacity.

Exploring burnout in medical education: a mixed-method study among university of Ibadan medical students

BackgroundBurnout is a pervasive issue among medical students, with implications for their mental health, academic performance, and future careers in healthcare. Medical students face unique stressors, including heavy academic workload, emotional demands and insufficient support, which may contribute to burnout. In Nigeria, where medical students also grapple with socioeconomic challenges, the prevalence and causes of burnout remain underexplored. This study aims to investigate the prevalence of burnout, its contributing factors, and the role of support systems among medical students at the University of Ibadan, Nigeria.MethodA mixed-methods approach was employed, combining both quantitative and qualitative data. The study involved 355 medical students from the University of Ibadan, spanning second to sixth years, who completed a self-administered online survey. The quantitative component assessed burnout using the Oldenburg Burnout Inventory for Students (OLBI-S) and social support using the Multidimensional Scale of Perceived Social Support (MSPSS). The qualitative component consisted of a focus group discussion (FGD) with 11 participants, exploring their perceptions of burnout, coping mechanisms, institutional support and factors contributing to burnout. Data from both components were triangulated for comprehensive analysis.ResultsThe survey found that 81.1% of participants were classified as experiencing burnout, with high academic workload and lack of breaks as the primary contributing factors. Female students (91.7%, p < 0.001) and those in advanced years (600 level, p = 0.004) reported significantly higher levels of burnout. While 59.2% of students reported strong social support, particularly from family, only 3.9% had ever utilised the College’s counselling services, highlighting a gap in institutional support. The FGD revealed that students rely heavily on peer support, family, social events and religious gatherings to cope with burnout. However, dissatisfaction with the College’s counselling services was prevalent, as they were seen as ineffective and underutilised.ConclusionThe high prevalence of burnout among medical students at the University of Ibadan underscores the need for systemic reforms in medical education. Key recommendations include more frequent academic breaks, improved infrastructure and enhanced institutional support services. Efforts to address burnout should focus on fostering a more supportive academic environment. These findings are crucial for developing interventions aimed at improving the mental health and well-being of medical students in Nigeria and similar contexts.

The Academic Threat Appraisal Ratio Scale (ATARS): Insights into attainment, academic progression, and retention in higher education.

Previous studies examining threat appraisal and the influence of stress on human performance conclude that a challenge state leads to better performance than a threat state. Despite its potential, threat appraisal, particularly using self-report measures, has been the subject of limited investigation in applied higher educational contexts. The study explored the potential of self-report academic threat appraisal to explain academic progression and drop out in first-year students and investigated associations between self-report academic threat appraisal and relevant non-cognitive factors. The sample comprised 186 first-year undergraduate university students. Students completed a newly adapted self-report threat appraisal measure, the Academic Threat Appraisal Ratio Scale (ATARS), at the beginning of their degree course. End-of-year grade point average and academic progression were also measured along with self-report measures of academic self-efficacy, academic resilience, grit, and mindset. Findings revealed that a significantly greater proportion of students eliciting a challenge state progressed at first attempt, and of those students failing to progress at first attempt, a significantly greater proportion had elicited a threat state (χ2 (1) = 4.445, p = .035). Furthermore, academic threat appraisal was identified as a significant predictor of academic progression, while academic self-efficacy was identified as a significant predictor of academic threat appraisal. Evidence supports self-report academic threat appraisal as a significant factor in student attainment and academic progression in higher education, suggesting that the ATARS offers a relatively simple, valid, and scalable tool for early screening of students, enabling targeted student support.