scholarly journals Stress of university students before and after campus closure in response to COVID‐19

2021 ◽  
Author(s):  
Luise Keyserlingk ◽  
Katsumi Yamaguchi‐Pedroza ◽  
Richard Arum ◽  
Jacquelynne S. Eccles
Keyword(s):  
University Students ◽  
Before And After

Effects of choral singing on salivary cortisol levels and self-reported stress in university students

2021 ◽  
Vol 13 (4) ◽  
Author(s):  
Gunnar Glauco De Cunto Carelli Taets ◽  
Ramon Werner Heringer Gutierrez ◽  
Leila Brito Bergold ◽  
Luana Silva Monteiro
Keyword(s):  
University Students ◽  
Salivary Cortisol ◽  
Health Issues ◽  
Group Approach ◽  
Choral Singing ◽  
Before And After ◽  
Quasi Experimental ◽  
Potential Impact ◽  
Cortisol Levels

Although mental disorders are common among university students, the majority of students with mental health issues do not seek out treatment during their academic life. The aim of this study was to evaluate the effects of a novel group approach- choir singing, and its potential impact on stress, via salivary cortisol levels and self-reported stress levels in university students during 4 sessions of choir singing. It was based on a quasi-experimental research conducted with 25 Brazilian university students. Each choir singing session lasted 60 minutes. A question was asked before and after the intervention: what is the level of your stress? Salivary cortisol was collected before and after the intervention. After the choir singing intervention, there was  a statistically significant reduction in self-reported stress (p<0.0001) and salivary cortisol levels (p<0.0001). This research suggests that choir singing can reduce the self-reported stress of university students after 4 weeks of follow-up with ∆= 45.83% and salivary cortisol levels in the first week with ∆= 3.57%.

scholarly journals Impact of an Online Sleep and Circadian Education Program on University Students’ Sleep Knowledge, Attitudes, and Behaviours

2021 ◽  
Vol 18 (19) ◽  
pp. 10180
Author(s):  
Caitlin R. Semsarian ◽  
Gabrielle Rigney ◽  
Peter A. Cistulli ◽  
Yu Sun Bin
Keyword(s):  
University Students ◽  
Undergraduate Students ◽  
Stages Of Change ◽  
Behavioural Change ◽  
Poor Sleep ◽  
Course Grades ◽  
Before And After ◽  
Students Attitudes ◽  
The Impact

University students consistently report poor sleep. We conducted a before-and-after study to evaluate the impact of an online 10-week course on undergraduate students’ sleep knowledge, attitudes, and behaviours at 6-month follow-up. Data were collected via baseline course surveys (August–September 2020) and follow-up surveys distributed via email (February–March 2021). n = 212 students completed baseline surveys and n = 75 (35%) completed follow-up. Students retained to follow-up possessed higher baseline sleep knowledge and received higher course grades. At the 6-month follow-up, sleep knowledge had increased (mean score out of 5: 3.0 vs. 4.2, p < 0.001). At baseline, 85% of students aimed to increase their sleep knowledge and 83% aimed to improve their sleep. At follow-up, 91% reported being more knowledgeable and 37% reported improved sleep. A novel Stages of Change item revealed that 53% of students’ attitudes towards their sleep behaviours had changed from baseline. There was a reduction in sleep latency at follow-up (mean 33.3 vs. 25.6 min, p = 0.015), but no change in the total Pittsburgh Sleep Quality Index score. In summary, completion of an online course led to increased sleep and circadian knowledge and changed sleep attitudes, with no meaningful change in sleep behaviours. Future interventions should consider components of behavioural change that go beyond the knowledge–attitudes–behaviour continuum.

scholarly journals Controlled Study of the Impact of a Virtual Program to Reduce Stigma Among University Students Toward People With Mental Disorders

2021 ◽  
Vol 12 ◽  
Author(s):  
Matías E. Rodríguez-Rivas ◽  
Adolfo J. Cangas ◽  
Daniela Fuentes-Olavarría
Keyword(s):  
Mental Disorders ◽  
University Students ◽  
Intervention Group ◽  
Project Based Learning ◽  
Controlled Study ◽  
Control Group ◽  
Global Score ◽  
Stigma Reduction ◽  
Before And After ◽  
The Impact

Stigma toward mental disorders is one of today's most pressing global issues. The Covid-19 pandemic has exacerbated the barriers to social inclusion faced by individuals with mental disorders. Concurrently, stigma reduction interventions, especially those aimed at university students, have been more difficult to implement given social distancing and campus closures. As a result, alternative delivery for programs contributing to stigma reduction is required, such as online implementation. This paper reports the results of a controlled study focused on an online multi-component program on reducing stigma toward mental illness that included project-based learning, clinical simulations with standardized patients and E-Contact with real patients. A total of 40 undergraduate students from the Universidad del Desarrollo in Santiago, Chile, participated in the study. They were randomly divided between an intervention and control group. The intervention group participated in the online multi-component program, while the control group participated in an online educational program on cardiovascular health. We assessed the impact of the program by using the validated Spanish-language versions of the Attribution Questionnaire AQ-27 and the Questionnaire on Student Attitudes toward Schizophrenia with both groups, before and after the intervention. In addition, an ad hoc Likert scale ranging from 0 to 5 was used with the intervention group in order to assess the learning strategies implemented. Following the intervention, the participants belonging to the intervention group displayed significantly lower levels of stereotypes, perception of dangerousness, and global score toward people with schizophrenia (p &lt; 0.001). In addition, participants presented lower levels of dangerousness-fear, avoidance, coercion, lack of solidarity, and global score (p &lt; 0.001). The control group displayed no statistically significant differences in the level of stigma before and after the evaluation, for all of the items assessed. Finally, the overall assessment of each of the components of the program was highly positive. In conclusion, the study shows that online programs can contribute to reducing stigma toward mental disorders. The program assessed in this study had a positive impact on all the dimensions of stigma and all of the components of the program itself were positively evaluated by the participants.

scholarly journals Are We Aware of What Is Going on in a Student’s Mind? Understanding Wrong Answers about Plant Tropisms and Connection between Student’s Conceptions and Metacognition in Teacher and Learner Minds

2018 ◽  
Vol 8 (4) ◽  
pp. 164
Author(s):  
Ewa Sobieszczuk-Nowicka ◽  
Eliza Rybska ◽  
Joanna Jarmużek ◽  
Małgorzata Adamiec ◽  
Zofia Chyleńska
Keyword(s):  
Teacher Training ◽  
University Students ◽  
Alternative Conceptions ◽  
Sample Survey ◽  
Academic Training ◽  
Biology Students ◽  
Before And After ◽  
Curse Of Knowledge ◽  
Two Stages ◽  
Academic Teacher

Problems with understanding concepts and mechanisms connected to plant movements have been diagnosed among biology students. Alternative conceptions in understanding these phenomena are marginally studied. The diagnosis was based on a sample survey of university students and their lecturers, which was quantitatively and qualitatively exploratory in nature (via a questionnaire). The research was performed in two stages, before and after the lectures and laboratory on plant movements. We diagnosed eight alternative conceptions before the academic training started. After the classes, most were not been verified, and in addition, 12 new conceptions were diagnosed. Additionally, we report that teachers are not aware of students’ possible misunderstandings. They do not perceive students’ troubles with switching between levels of representations, nor their alternative conceptions. A case of “curse of knowledge” was observed and academic teacher training is recommended. Additionally, the need for metacognition as a crucial element in laboratory activities seems supported by our presented results. Such metacognition refers to students as well as teachers, which leads to the conclusion that teachers should be aware of students’ way of thinking and the development of knowledge in one’s own mind.

University students' comprehension of arithmetical concepts

1961 ◽  
Vol 8 (2) ◽  
pp. 60-64
Author(s):  
Wilbur H. Dutton
Keyword(s):  
Elementary Teachers ◽  
University Students ◽  
Before And After ◽  
Teachers And Students ◽  
Lower Division ◽  
Made In ◽  
Mathematics Course

Teachers' understanding of basic arithmetical concepts is closely associated with the ability to present these concepts in classrooms. Numerous studies have been made to show the amount of understanding of arithmetic possessed by elementaryschool teachers and students preparing to become teachers. Relatively little study has been made of changes made in students' understanding of arithmetical concepts as they progress through the courses designed to teach these processes. This study deals with measuring students' changes in understanding arithmetical concepts before and after completing a lower division mathematics course for elementary teachers.

Activity engagement in dementia care: A student-delivered home program

2010 ◽  
Vol 9 (4) ◽  
pp. 19-30
Author(s):  
Barbara A. Braddock, PhD, CCC-SLP ◽  
Ellen Phipps, CTRS
Keyword(s):  
Cognitive Impairment ◽  
Mild Cognitive Impairment ◽  
Individual Differences ◽  
University Students ◽  
Dementia Care ◽  
Caregiver Support ◽  
Activity Engagement ◽  
Home Program ◽  
Self Confidence ◽  
Before And After

Purpose: This study examines activity engagement for persons with Alzheimer’s disease and related dementia (ADRD) and caregiver support through “partnered volunteering” at home. The goal of the program was to provide opportunities for persons with ADRD to reengage in activities that had fallen out of their daily routines.Method: University students engaged participants with ADRD in carefully selected and adapted activity over an eight-week program. Cognitive and engagement observations were completed before and after programing. Caregivers rated burden and self-confidence in implementing activity.Results: Eleven of 12 participants engaged in activity that once held meaning in their lives. Participants with mild cognitive impairment self-initiated activity with adaptation and setup; while those with more severe cognitive impairment were more likely to self-initiate activity following programing. Caregivers reported significantly reduced burden and tended to be more confident in implementing activity following the student-delivered program.Conclusions: The results highlight individual differences in activity engagement and provide rationale for partnered volunteering.

An Empirical Test of the Leathers Personal Credibility Scale: Panel Responses to the Clinton Candidacy

1992 ◽  
Vol 75 (3_suppl) ◽  
pp. 1255-1261 ◽  
Author(s):  
F. C. Powell ◽  
J. W. Wanzenried
Keyword(s):  
University Students ◽  
Test Scores ◽  
Empirical Test ◽  
Bill Clinton ◽  
Credibility Scale ◽  
Significant Difference ◽  
Before And After ◽  
Television Interview

A panel of 178 university students used the Leathers Personal Credibility Scale to rate Governor Bill Clinton before and after a television interview and ten weeks later before and after a televised debate. The findings show a significant difference in personal credibility among the test scores and new scale findings emerge from the data.

scholarly journals Applying the Silent Way in Teaching Japanese Language to University Students in Taiwan

2020 ◽  
Vol 10 (3) ◽  
pp. 160
Author(s):  
Abolfazl Shirban Sasi ◽  
Toshinari Haga ◽  
Heng Yu Chen
Keyword(s):  
University Students ◽  
Male Students ◽  
Basic Principles ◽  
Paired Sample ◽  
Class Time ◽  
Oral Test ◽  
Significant Difference ◽  
Before And After ◽  
Post Test ◽  
Central Taiwan

The present study investigated the feasibility of applying the Silent Way in teaching Japanese to Taiwanese university students. A total of 168 (96 female and 72 male) students in a university in central Taiwan were the subjects of this study. They were studying Japanese as a general course, and were grouped in five classes ranging from freshmen to juniors. Some basic principles and techniques of the Silent Way were adopted in teaching them some vocabulary and 50 Japanese Hiragana sounds during six successive sessions in three weeks. Each administration took about 20 minutes embedded in the normal class time. A 25-item Hiragana sounds oral test was used as the pre-test and post-test in order to examine the effects of applying this method. Using a paired sample T-test (α ≤.05) significant difference between students’ knowledge of the Japanese sounds before and after the experiment was observed. However, comparing female and male students’ gained scores via applying a Mann Whitney U-test, no significant difference was observed. Thus, this study shows that the Silent Way can be used in teaching Japanese sounds and vocabulary, and that the effects for both females and males seem to be the same.

scholarly journals Tadabbur Surat Al-Insyirah untuk Menurunkan Stres Akademik Mahasiswa

2019 ◽  
Vol 2 (1) ◽  
pp. 9-18
Author(s):  
Eko Hardi Ansyah ◽  
Hindun Muassamah ◽  
Cholichul Hadi
Keyword(s):  
Experimental Design ◽  
University Students ◽  
Stress Level ◽  
Academic Stress ◽  
T Test ◽  
Psychological Aspects ◽  
Campus Life ◽  
Test Analysis ◽  
Stress Scale ◽  
Before And After

The purpose of this research is to examine the effect of Al-Insyirah contemplation to reduce the academic stress level on Islamic university students. Al-Insyirah contemplation is an Islamic term that related to deep contemplation and visualization for the psychological aspects of the surah of Al-Insyirah. This research used the pre-post experimental design. The participants were 16 students who experience academic stress. Before the subjects were trained by Al-Insyirah contemplation, academic stress scale was administered to measure the academic stress level. Then Al-Insyirah contemplation were trained to them, which consists of six steps. After two weeks, the academic stress scale was measured again. The result of before and after the contemplation were analysed using t-test analysis. The results show that Al-Insyirah contemplation could lower the students' academic stress. Consequently, students after using this contemplation are able to think positively to solve various challenges and difficulties in campus life.

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