How can Academic Context Variables Contribute to the Personal Well-Being of Higher Education Students?

2017 ◽  
Vol 20 ◽  
Author(s):  
Célia Palma Figueira ◽  
Alexandra Marques-Pinto ◽  
Cicero Roberto Pereira ◽  
Magda Sofia Roberto
Keyword(s):  
Higher Education ◽  
Time Pressure ◽  
Well Being ◽  
Role Clarity ◽  
Education Students ◽  
Cross Sectional ◽  
Academic Context ◽  
Peer Social Support ◽  
Context Variables ◽  
Academic Year

AbstractThis study analyzed the influence of perceived time pressure, role clarity, working conditions and peer social support on the personal well-being (subjective, psychological and social well-being) of higher education students, in a sample of 128 Portuguese students from the University of Lisbon. A model was proposed which predicts a negative influence of time pressure and a positive influence of role clarity, working conditions and peer social support on students’ personal well-being, throughout the academic year. Data was collected by means of a longitudinal design, at the beginning and end of the academic year, through self-report questionnaires. Structural equation models were used to analyze cross-sectional and cross-lagged relations among the variables. At cross-sectional level, results revealed a good fit to data (CFI = .928; IFI = .931; RMSEA = .060) illustrating that the perception of academic context variables was related to well-being dimensions. At longitudinal level, however, cross-lagged models did not fit so well to the data (CFI = .863; IFI = .869; RMSEA = .058) with both perceptions of time pressure (β = .167; p = .037) and role clarity (β = –.288; p = .031) significantly predicting well-being, but not in the expected direction, encouraging the accomplishment of studies to further a broader understanding of higher education students’ well-being and its predictors. Implications for higher education scholars and practitioners and suggestions for future research are discussed.

De impact van de coronacrisis op het subjectief welbevinden van (internationale) studenten in Nederland

2021 ◽  
Vol 96 (3) ◽  
pp. 357-383
Author(s):  
Christof Van Mol ◽  
Sabien Dekkers ◽  
Ellen Verbakel
Keyword(s):  
Higher Education ◽  
International Students ◽  
The Netherlands ◽  
Social Contact ◽  
Well Being ◽  
Subjective Well Being ◽  
Education Students ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
The Impact

Abstract The impact of the COVID-19 pandemic on subjective well-being of (international) higher education students in the Netherlands In this paper we investigate the impact of the COVID-19 pandemic on subjective well-being of higher education students in the Netherlands. More specifically, we compare international students and Dutch students, based on the Dutch data of the COVID-19 International Student Well-Being Study, a cross-sectional survey conducted between May-July 2020 among higher education students across the Netherlands (N = 10.491). Based on the sociological literature on the relationship between social capital and subjective well-being, we investigate in particular whether changes in social contact during the first lockdown can explain differences in subjective well-being between international and Dutch students. Our results suggest that although international students report lower levels of subjective well-being compared to Dutch students, these differences cannot be directly explained by (changes) in social contact during the lockdown.

scholarly journals Cross-cultural impacts of COVID-19 on higher education learning and teaching practices in Spain, Oman, Nigeria and Cambodia: A cross-cultural study

2021 ◽  
Vol 18 (5) ◽  
pp. 135-151
Author(s):  
Javier Cifuentes-Faura ◽  
◽  
Deborah Odu Obor ◽  
Loeurt To ◽  
Ishaq Al-Naabi ◽  
...  
Keyword(s):  
Higher Education ◽  
Social Support ◽  
Teaching Practices ◽  
Well Being ◽  
Total Sample ◽  
Cross Cultural ◽  
Education Students ◽  
Cross Sectional ◽  
Learning And Teaching ◽  
Cultural Impacts

Adapting new learning and teaching practices during COVID-19 pandemic has impacted students’ learning in higher education. Using a cross-sectional research methodology, the study attempted to understand the cross-cultural impacts of COVID-19 on higher education students in Cambodia, Nigeria, Oman and Spain to determine the changes that COVID-19 has brought about in higher education students; examine how students' learning behaviour and attitudes have changed during COVID-19; identify the challenges they have experienced; and identify the changes that have taken place in learning and teaching in the selected countries. A total sample of 242 students was randomly selected from four higher education institutions in each of the selected countries. The study provided a cross-cultural understanding of how COVID-19 has affected students’ well-being, behaviors and learning. The results show that COVID-19 had adverse effects on the well-being of students in the four countries. Students received inadequate social support and security protection from others and instructors when they needed it. Omani students received less social support compared with the other three countries. COVID-19 had the worse effect on students’ employment in the four countries. The effect pressed much concern on Nigerian students who experience a great job loss. Students from the four countries were required to put a lot of effort and energy to fulfil the requirements in the program.

Violence, bullying and academic performance in higher education students

2021 ◽  
Vol 8 (2) ◽  
pp. 194-205
Author(s):  
Irma Ramos rodríguez
Keyword(s):  
Higher Education ◽  
Academic Performance ◽  
School Violence ◽  
Demographic Data ◽  
Well Being ◽  
Physical And Mental Health ◽  
Education Students ◽  
Cross Sectional ◽  
Grade Point ◽  
First Semester

Violence and bullying affect the physical, mental, social and academic well-being of students. The objective of this work was to analyze the association between violence and bullying, with academic performance in higher education students, a descriptive, cross-sectional, analytical study was carried out in first semester students of different higher level careers, the information was obtained with the application of two questionnaires, the first about Socio-demographic Data and the second one was the questionnaire of School Violence from the Ombudsman (2000). In the results, it was found that 37.4% of the participants showed a grade point average ≥90 points, 47% between 75 to 89 points and 15.6% an average <75 points. Poor academic performance was significantly associated with the type of career, with being ignored, being threatened to scare him, with suffering violence due to social exclusion, harassment in general, harassment due to social, physical and sexual exclusion. In conclusion, violence and bullying are two serious problems that university students frequently face, the effects produced by them affect the physical and mental health of the victims and can affect their academic performance.

scholarly journals Prevalence of Emotions and Basic Feelings in Higher Education, Case: ESPOCH Marketing Career

2021 ◽  
Author(s):  
W. Pilco ◽  
L. Vallejo
Keyword(s):  
Higher Education ◽  
Well Being ◽  
Education Students ◽  
Cross Sectional ◽  
Basic Emotions ◽  
Qualitative And Quantitative ◽  
Positive Feeling ◽  
Palabras Clave ◽  
High Level

This research aimed to determine the prevalence of basic emotions and feelings in higher education students, through a case study of students pursuing the marketing degree of the Polytechnic School of Chimborazo (ESPOCH). The research employed the MATEA model (fear, affection, sadness, anger and joy) and qualitative and quantitative approaches. The research design was descriptive, cross-sectional and non-experimental, and the methods used were inductive, deductive, analytical, synthetic and systemic. Data were collected through documentation and field review. The results indicated that there was a high level of fear, anger and joy in the students, a neutral level of sadness, and a positive feeling of affection. Given that anger and fear were identified at high levels in the students, we conclude that these feelings should be treated by ESPOCH’s Department of Well-being, Polytechnic and Psychology. Keywords: MATEA model, emotions, feelings, emotional codes. Resumen La investigación tiene como objetivo determinar la prevalencia de las emociones y sentimientos básicos en los estudiantes de educación superior, caso: Carrera de Mercadotecnia de la Escuela Superior Politécnica de Chimborazo (ESPOCH), se fundamenta en el modelo MATEA (miedo, afecto, tristeza, enojo y alegría) tiene un enfoque cualitativo y cuantitativo, de nivel descriptivo, de diseño transversal, no experimental, los métodos utilizados fueron inductivo, deductivo, analítico, sintético y sistémico en el proceso de revisión documental y de campo desarrollados en la presentación de resultados, discusión y conclusiones. Los resultados determinaron el sentimiento miedo su nivel es alto; el sentimiento afecto es positivo, el sentimiento tristeza se encuentra en nivel neutro, el sentimiento enojo su nivel es alto, el sentimiento alegría fue alto. Se concluye que los sentimientos enojo y miedo fueron identificados altos en los estudiantes, se recomienda que estos sentimientos deben ser tratados por los departamentos Bienestar Estudiantil Politécnico y Psicología de la ESPOCH. Palabras clave: modelo MATEA, emociones, sentimientos, códigos emocionales.

scholarly journals Resilience and Psychological Well-Being of Higher Education Students During COVID-19: The Mediating Role of Perceived Distress

2021 ◽  
pp. 097206342098311
Author(s):  
Sarita Sood ◽  
Ananya Sharma
Keyword(s):  
Mental Health ◽  
Higher Education ◽  
Structural Equation ◽  
Health Workers ◽  
Well Being ◽  
Education Students ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Psychological Well Being ◽  
Novel Coronavirus

The novel coronavirus disease (COVID-19) pandemic has created a crisis with a severe effect on the masses, particularly the young students across the world. Framed by the transactional theory of stress and coping, this study investigates the factors influencing psychological well-being (PWB) of the students in higher education during the peri-traumatic phase of COVID-19. A cross-sectional survey using a questionnaire was employed. The study aimed at prediction and theory building and was carried out in India. Data were collected online from 173 higher education students. Partial least squares structural equation modelling (PLS-SEM) was used to test the hypothesised relationships among the constructs. Results indicated resilience significantly predicts PWB both directly and indirectly. Further, the study revealed perceived distress and PWB are not on the same continuum. This study has a contribution to theory and health promotion. Furthermore, the findings have several practical implications for counselling psychologists, academicians, and mental health workers associated with the higher education sector. These findings will put them in a better position to design interventions to enhance resilience in students in the backdrop of the relevance of both positive and negative mental health during the outbreak of diseases. Based on the findings, future directions were discussed.

scholarly journals The Impact of Covid-19 Pandemic on Students’ Learning Outcome in Higher Education

2021 ◽  
Vol 13 (2) ◽  
pp. 1425-1431
Author(s):  
Andi Rahman
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Human Life ◽  
Cross Sectional ◽  
Study Results ◽  
Institute Of Technology ◽  
The Impact ◽  
Academic Year

The current Covid-19 pandemic has had many effects on human life globally, including the implementation of education. This study aimed to obtain the impact of the Covid-19 pandemic on learning outcomes in higher education. The research method used is a cross-sectional study. The data were taken from the test results at the end of the lecture, observations, and interviews. The research was conducted at the University of Muhammadiyah Lampung, IPDN Jatinangor Campus, and the Ahmad Dahlan Institute of Technology and Business, with 120 students participating. The data analysis technique used the percentage technique and cross-tabulation. The study results concluded that student learning outcomes decreased in the 2020-2021 academic year compared to the 2019-2020 academic year. The decline in learning outcomes includes knowledge, skills, and psychology. This finding has implications for the understanding of education personnel regarding online teaching and learning design during the Covid-19 pandemic.

scholarly journals Financial stress and mental health among higher education students in the UK up to 2018: rapid review of evidence

2019 ◽  
Vol 73 (10) ◽  
pp. 977-984 ◽  
Author(s):  
Tayla McCloud ◽  
David Bann
Keyword(s):  
Mental Health ◽  
Higher Education ◽  
Health Outcomes ◽  
Mental Health Problems ◽  
Financial Stress ◽  
Mental Health Outcomes ◽  
Rapid Review ◽  
Education Students ◽  
Cross Sectional ◽  
The Uk

IntroductionIn the United Kingdom and many other countries, debt accrued during higher education has increased substantially in recent decades. The prevalence of common mental health problems has also increased alongside these changes. However, it is as yet unclear whether there is an association between financial stress and mental health among higher education students.MethodsWe conducted a rapid review of the peer-reviewed scientific literature. Eligible studies were English-language publications testing the association between any indicator of financial stress and mental health among higher education students in the UK. Papers were located through a systematic search of PsychINFO, PubMed and Embase up to November 2018.ResultsThe search strategy yielded 1272 studies—9 met the inclusion criteria. A further two were identified through hand-searching. The median sample size was 408. Only three of seven studies found an association between higher debt and worse mental health. There was a consistent cross-sectional relationship between worse mental health and both experience of financial difficulties (seven of seven studies) and debt worry/financial concern (four of five studies), though longitudinal evidence was mixed and limited to six studies.ConclusionAmong higher education students in the UK, there is little evidence that the amount of debt is associated with mental health. However, more subjective measures of increased financial stress were more consistently associated with worse mental health outcomes. Nevertheless, the identified evidence was judged to be weak; further research is required to examine whether links between financial stress and mental health outcomes are robust and causal in nature.

scholarly journals Thriving from Challenges Stress: The Interactive Effect of Role Conflict, Time Pressure, and Negative Affect on Chinese Employees’ Work Engagement

2020 ◽  
Vol 10 (4) ◽  
pp. 287
Author(s):  
Christophe RUKUNDO ◽  
Jean-Noel BEKA BE NGUEMA ◽  
Cynthia Atamba ◽  
Mohamed Habuba Halima ◽  
Akorfa Neku
Keyword(s):  
Negative Affect ◽  
Role Conflict ◽  
Work Engagement ◽  
Time Pressure ◽  
Interactive Effect ◽  
Role Clarity ◽  
Occupational Stressors ◽  
Cross Sectional ◽  
Work Related ◽  
Proposed Model

The present study examines role clarity as a hindrance stressor that influences how employees stay engaged in their work roles. The proposition is that two occupational stressors interact to impact work engagement via negative affect. Cross-sectional data were collected from working professionals pursuing an Executive MBA at a larger university in China to test the proposed model. Results from our field study (N = 237) revealed role conflict and time pressure as predictors of employees’ negative affect. Also, results reveal that time pressure moderated the association between role conflict and employees’ negative affect. These findings imply that two divergent occupational stressors can influence employee work-related outcomes. We concluded by discussing theoretical and practical implications.

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