Perceived Stress and Nonverbal Intellectual Abilities Are Differentially Related to Academic Success in Latinx and European American Rural Elementary Students

2021 ◽  
Author(s):  
Annelise Manns ◽  
Elizabeth Hamilton ◽  
Kristie Knows His Gun ◽  
Kathleen Gathercoal
Keyword(s):  
Academic Success ◽  
Elementary Students ◽  
Perceived Stress ◽  
European American ◽  
Intellectual Abilities

scholarly journals Internet using status and perceived stress level of university studentsÜniversite öğrencilerinin internet kullanım durumları ve algıladıkları stres düzeyleri

2017 ◽  
Vol 14 (3) ◽  
pp. 2541 ◽  
Author(s):  
Zehra Işık Çalışkan ◽  
Nuray Caner ◽  
Derya Evgin ◽  
Bahriye Kaplan
Keyword(s):  
Academic Success ◽  
University Students ◽  
Perceived Stress ◽  
Stress Level ◽  
Online Technologies ◽  
Significant Difference ◽  
Internet Environment ◽  
High Level ◽  
Staying Time ◽  
Descriptive Method

Abstract Objective: Internet and online technologies as well as present opportunities that make easy the life, they could bring some negativity. This study was conducted to determine using internet statutes of university students at a Health College and stress levels that they perceived, as descriptive.  Method: The study was conducted with 296 students in 2013-2014 education session by taking consent from the institute and students.  Data was collected by Individual Information From and Perceived Stress Scale. Results: It is determined that of the students; 37.3% spent time with internet 4 hours and more daily, and of these students; 70.3% had got stress as moderate level, with increase in staying time at internet environment, moderate and high level stress increased (p<0.05). Also, academic success level decreased with increase in staying time at internet but there wasn’t any significant difference between them (p>0.05). Conclusion: It is seen that staying time at internet could affect the perceived stress level. It is suggested that the students should be given education and counseling about more conscient using of internet and effective coping strategies with stress.Extended English abstract is in the end of PDF (TURKISH) file.ÖzetAmaç: İnternet ve online teknolojiler yaşamı kolaylaştıracak pek çok imkan sunarken, beraberinde bazı olumsuzlukları da getirmiştir. Bu çalışma, bir üniversitenin Sağlık Yüksekokulu öğrencilerinin internet kullanım durumları ve algıladıkları stres düzeylerinin belirlenmesi amacıyla tanımlayıcı olarak yapılmıştır. Yöntem: Çalışma, 2013-2014 eğitim öğretim döneminde,  kurum ve öğrenci onamı alınarak, 296 öğrenciyle yürütülmüştür. Veriler, Kişisel Bilgi Formu ve Algılanan Stres Ölçeği ile toplanmıştır. Bulgular: Öğrencilerin %37.3’ünün, günlük 4 saat ve daha fazla süreyle internete bağlandığı, günlük 4 saat ve daha fazla süreyle internete bağlı kalan öğrencilerin %70.3’ünün orta stres düzeyinde olduğu, internette kalma süresi arttıkça öğrencilerin orta ve yüksek stres düzeyi oranlarında artış olduğu belirlenmiştir (p<0.05). Ayrıca öğrencilerin internette kalma süreleri arttıkça akademik başarı oranlarının düştüğü ancak farkın önemli olmadığı bulunmuştur (p>0.05). Sonuç:İnternette kalma süresinin algılanan stres düzeyini etkileyebileceği sonucuna ulaşılmıştır. Öğrencilere; internet ve online teknolojileri daha bilinçli kullanma ve stresle etkin başedebilme yollarıyla ilgili eğitim ve danışmanlık verilmesi önerilmektedir.// // Annotate Highlight

scholarly journals Relationship Among Emotional Intelligence and/or Extrovert Bias on Perceived Stress Levels in DPT Students

2021 ◽  
Author(s):  
Scott Richardson ◽  
Jordan Auvinen ◽  
Brennan Bonnett ◽  
Lucas Takeuchi ◽  
Erin Thompson
Keyword(s):  
Emotional Intelligence ◽  
Academic Performance ◽  
Academic Success ◽  
Perceived Stress ◽  
Negative Correlation ◽  
Significant Negative Correlation ◽  
Spearman Correlation ◽  
Convenience Sample ◽  
Wide Range ◽  
Stress Levels

Purpose/Hypothesis: Students in graduate level DPT programs function at varying levels. Some students thrive and others struggle to maintain required minimum levels of academic performance. When considering admission of applicants, and when assisting enrolled students, consideration of factors contributing to academic success is of interest. Stress has been shown to be prevalent in a wide range of students and has many negative effects including poor life satisfaction, increased clinical burnout, and reduced academic performance. Research has shown a correlation between higher emotional intelligence (EI) and decreased stress levels in medical, nursing, and undergraduate students. The purpose of this study was to examine if emotional intelligence (EI) and/or extrovert bias correlates with perceived stress levels in Doctor of Physical Therapy (DPT) students. It was hypothesized that students with higher emotional intelligence and more extroverted personalities would experience lower levels of perceived stress. Participants: After providing consent, a convenience sample of 60 first and second year DPT students (33 female) with age range 23 to 38 participated in the current study. Participation was voluntary and 60 of a possible 72 students chose to participate. Materials/Methods: After obtaining informed consent, participants completed Goldberg’s IPIP-Neo questionnaire (extraversion), Perceived Stress Scale (PSS) and Assessing Emotions Scale (emotional intelligence). Each of these tools have demonstrated validity and reliability for the respective areas measured. Surveys were administered to students and results were analyzed for possible relationships between extraversion and stress levels as well as EI and stress levels using a Spearman Correlation test. Results: Spearman Correlation analyses were conducted with a significant negative correlation between EI and perceived stress rs = -0.291, p= 0.026 and a non-significant negative correlation between extraversion and perceived stress rs = -1.36, p= 0.305. Discussion: In the current sample, EI had a significant negative relationship with perceived stress levels, with higher EI scores correlating to lower levels of stress. The relationship between extraversion and perceived stress was non-significant. Clinical Relevance: Doctorate level graduate programs can be considered intense and very stressful. Admission of qualified students equipped to meet the demands of a DPT program has great importance. Establishing a correlation between EI, introversion/extraversion bias, and stress may help DPT programs further assess prospective students. Consideration of factors correlated with higher perceived stress may be useful when providing resources to admitted students to facilitate academic success.

scholarly journals Stress and burnout in chiropractic students of European chiropractic colleges:

2020 ◽  
Author(s):  
Maike Perelló Rank ◽  
M Chiro ◽  
Pablo Pérez de la Ossa
Keyword(s):  
Quality Of Life ◽  
Academic Success ◽  
Perceived Stress ◽  
Demographic Data ◽  
Maslach Burnout Inventory ◽  
Well Being ◽  
Similar Response ◽  
Student Survey ◽  
Chiropractic Students

Objective High levels of stress and burnout are known to negatively impact academic success, quality of life, and well-being of students. The purpose of this study was to investigate the degrees of stress and burnout levels of students from several European chiropractic colleges. Methods Stress and burnout were assessed using the Perceived Stress Scale (PSS-10) and the Maslach Burnout Inventory–Student Survey (MBI-SS). Surveys were delivered electronically in November 2017 to chiropractic students from 4 different chiropractic colleges. Data were analyzed using t test and 1-way ANOVA to determine differences between demographic data. Scores in perceived stress and burnout subscales were compared to the general, chiropractic, and medical student populations. Results Both the MBI-SS and PSS had similar response rates (30%–34%) and demonstrated statistically significant differences between institutions, with C-3 demonstrating the highest levels of exhaustion (p &lt; .001) and the highest levels of perceived stress (p = .012). MBI-SS results show that in the general chiropractic student population, 26.4% presented high emotional exhaustion, 18.2% high cynicism, and 43.8% low academic efficacy. Meanwhile, the PSS score indicated “moderate” levels of stress. Conclusions European chiropractic students experience higher levels of perceived stress than the general population and they may suffer levels of burnout similar to those of medical students. These results suggest that colleges should monitor stress and burnout levels in their students. This may help to establish student support systems in order to improve students' quality of life and academic performance, as well as help new graduates transition to their professional lives.

scholarly journals Does Emotional Intelligence Have an Impact on Linguistic Competences? A Primary Education Study

2020 ◽  
Vol 12 (24) ◽  
pp. 10474
Author(s):  
Georgina Perpiñà Martí ◽  
Francesc Sidera Caballero ◽  
Elisabet Serrat Sellabona
Keyword(s):  
Emotional Intelligence ◽  
Academic Success ◽  
Primary Education ◽  
School Environment ◽  
Writing Skills ◽  
Well Being ◽  
Intellectual Abilities ◽  
Education Study ◽  
Intellectual Skills ◽  
The Relationship

The relationship between emotional intelligence (EI) and academic achievement has received a lot of attention in the school environment. The objective of this study is to identify which EI components are more related to linguistic competences in primary education. One hundred eighty students between 8 and 11 years of age participated in the study. We administered the BarOn EI Inventory, the intellectual skills test (EFAI) to determine the intellectual abilities, and a test of basic linguistic competences. The results showed that the EI factors of adaptability and interpersonal had the strongest impact on linguistic competences. Specifically, adaptability was the EI component more related to reading comprehension, explaining 13.2% of the reading score’s variance, while adaptability and stress management were the best predictors of writing skills, accounting for 15.4% of the variance of the writing score. These results point to the need to consider emotional competences to help students reach academic success and personal well-being.

scholarly journals Prevalence of Fatigability in Undergraduate Dental Students: A Survey

2021 ◽  
pp. 306-317
Author(s):  
Sneha Kannan ◽  
R. Priyadhrashini ◽  
Palati Sinduja
Keyword(s):  
Academic Success ◽  
Perceived Stress ◽  
Well Being ◽  
Dental Students ◽  
Working Environment ◽  
Visual Fatigue ◽  
Spss Software ◽  
The Relationship ◽  
Student Coping

Introduction: High levels of stress and fatigue are associated with decreased academic success, well-being, and quality of life. The objective of this research was to quantify levels of perceived stress and fatigue among dental students to identify sources of and student coping mechanisms for perceived stress and fatigue and to identify the relationship between students' perceived stress and fatigue. Materials and Methods: A total of 102 responses were tabulated and analyzed using statistical analysis. This study was conducted to acknowledge the effect of stress and fatigability and the different ways it affects the health of dental students. The obtained data was collected and tabulated in Google sheets, analyzed statistically with descriptive statistics using SPSS software version 23. Results: Respondents have faced a feeling of fatigue in their working environment and some have experienced visual fatigue due to excessive screen time. Conclusion: The survey concludes that respondents have moderate awareness about the prevalence of fatigability in dental students.

scholarly journals Foundational Strategies for Elementary Students with Autism Spectrum Disorders

2018 ◽  
Vol 6 (12) ◽  
pp. 227-241
Author(s):  
Jennie L Long
Keyword(s):  
Autism Spectrum Disorder ◽  
Autism Spectrum Disorders ◽  
Academic Success ◽  
Elementary Students ◽  
Elementary Classroom ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Evidence Based ◽  
Students With Autism ◽  
Spectrum Disorders

Throughout the literature there are discussions relevant to interventions and strategies that support elementary students diagnosed with an Autism Spectrum Disorder (ASD).  There has not been discussion on types of strategies that are foundational and essential to have in place for the students upon entry into the elementary classroom. There is a lack of evidence research in the area of foundational supports that are essential and imperative for students with ASD to achieve academic success.  The nine strategies discussed here are foundational.  They are necessary supports that can then be built upon to design individual programming for each student with ASD.  The nine evidence-based supports presented in this article represent specific categories based upon the most current research.

scholarly journals EFFECT OF EMOTIONAL AND PHYSICAL ASPECTS ON INTELLECTUAL DEVELOPMENT OF STUDENTS

2018 ◽  
Vol 64 ◽  
Author(s):  
V.V. Kuryliak ◽  
M.O. Ovchar
Keyword(s):  
Academic Success ◽  
Intellectual Development ◽  
Negative Emotions ◽  
Physical Development ◽  
Destructive Effect ◽  
Intellectual Abilities ◽  
Harmful Substances ◽  
Development Of Students

The article considers the influence of emotional and physical component on the development of intellectual abilities of students. On the basis of modern scientific studies, it is confirmed that the level of physical development of students has decreased significantly in recent years over the use of harmful substances. In addition, it is established that negative emotions also have a destructive effect on the academic success of students. It is revealed that negative emotions destroy the physiological components of students’ health. Students with low academic success are recommended to cooperate more closely with lecturers, and lecturers – to constantly show students a positive portrait for imitation.

scholarly journals Perceived stress and fatigue among students in a doctor of chiropractic training program

2017 ◽  
Vol 31 (1) ◽  
pp. 8-13 ◽  
Author(s):  
Anupama Kizhakkeveettil ◽  
Andrew M. Vosko ◽  
Marissa Brash ◽  
Dr PH ◽  
Michael A. Philips
Keyword(s):  
Academic Success ◽  
Perceived Stress ◽  
Psychological Health ◽  
Well Being ◽  
Population Based ◽  
Study Data ◽  
Strongly Correlated ◽  
Significant Difference ◽  
Nonsignificant Difference ◽  
Chiropractic Students

Objective High levels of stress and fatigue are associated with decreased academic success, well-being, and quality of life. The objective of this research was to quantify levels of perceived stress and fatigue among chiropractic students to identify sources of and student coping mechanisms for perceived stress and fatigue and to identify the relationship between students' perceived stress and fatigue. Methods A survey comprised of the Perceived Stress Scale, the Undergraduate Sources of Stress Survey, and the Piper Fatigue Scale was administered to chiropractic students in their 2nd, 5th, and 8th trimesters of doctoral study. Data were analyzed by descriptive statistics, 1-way analysis of variance, and linear correlation tests. Results Students reported having moderate to high levels of stress and fatigue, with higher levels of stress and fatigue seen in women than in men. A nonsignificant difference among stress scores and a significant difference among fatigue scores were observed based on program term. Levels of stress predicted levels of fatigue, and stress was strongly correlated with psychological health, relationships with family members, mood, and need for learning accommodations. Fatigue was strongly correlated with psychological health, academic demands, and conflicts between studies and other activities. Conclusion There are differences in the reporting of perceived stress and fatigue levels in this chiropractic student population based on gender. The correlation between fatigue and stress also suggests that measures that may alleviate one may likely affect the other.

Read, Understand, Learn, & Excel: Development and Testing of an Automated Reading Strategy Detection Algorithm for Postsecondary Students

2019 ◽  
Vol 28 (3) ◽  
pp. 1257-1267 ◽  
Author(s):  
Priya Kucheria ◽  
McKay Moore Sohlberg ◽  
Jason Prideaux ◽  
Stephen Fickas
Keyword(s):  
Academic Success ◽  
Undergraduate Students ◽  
Expository Text ◽  
Reading Strategy ◽  
Detection Algorithm ◽  
Expository Texts ◽  
Human Observer ◽  
Behavioral Strategies ◽  
Periodic Review ◽  
Wide Range

PurposeAn important predictor of postsecondary academic success is an individual's reading comprehension skills. Postsecondary readers apply a wide range of behavioral strategies to process text for learning purposes. Currently, no tools exist to detect a reader's use of strategies. The primary aim of this study was to develop Read, Understand, Learn, & Excel, an automated tool designed to detect reading strategy use and explore its accuracy in detecting strategies when students read digital, expository text.MethodAn iterative design was used to develop the computer algorithm for detecting 9 reading strategies. Twelve undergraduate students read 2 expository texts that were equated for length and complexity. A human observer documented the strategies employed by each reader, whereas the computer used digital sequences to detect the same strategies. Data were then coded and analyzed to determine agreement between the 2 sources of strategy detection (i.e., the computer and the observer).ResultsAgreement between the computer- and human-coded strategies was 75% or higher for 6 out of the 9 strategies. Only 3 out of the 9 strategies–previewing content, evaluating amount of remaining text, and periodic review and/or iterative summarizing–had less than 60% agreement.ConclusionRead, Understand, Learn, & Excel provides proof of concept that a reader's approach to engaging with academic text can be objectively and automatically captured. Clinical implications and suggestions to improve the sensitivity of the code are discussed.Supplemental Materialhttps://doi.org/10.23641/asha.8204786

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