Volunteering and higher education students' well-being and academic performance

2010 ◽  
Author(s):  
A. M. Pinto ◽  
C. Figueira
Keyword(s):  
Higher Education ◽  
Academic Performance ◽  
Well Being ◽  
Education Students

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 Cross-Disciplinary Analysis of Cooperative Learning Dimensions Based on Higher Education Students’ Perceptions

2020 ◽  
Vol 12 (19) ◽  
pp. 8156 ◽  
Author(s):  
Dolors Cañabate ◽  
Maria Luisa Garcia-Romeu ◽  
Anna Menció ◽  
Lluís Nogué ◽  
Marta Planas ◽  
...  
Keyword(s):  
Higher Education ◽  
Academic Performance ◽  
Cooperative Learning ◽  
Learning Outcomes ◽  
Interpersonal Relationships ◽  
Strong Dependence ◽  
Teacher Involvement ◽  
Cooperative Groups ◽  
Education Students ◽  
Student's Perceptions

This study analyzes the perception, mainly on motivation, interpersonal relationships, and learning outcomes, of higher education students from seven university disciplines derived from Cooperative Learning (CL) activities undertaken in the course of their degree studies. The cross-disciplinary dimensional analysis on cooperative learning included students’ motivation, academic performance, students’ relationships within cooperative groups, group organization, and teacher involvement. The study was carried out using a questionnaire validated by a number of CL experts. The subsequent analysis of a sample of 162 student’s perceptions on the CL dimensions provided first, positive students’ perceptions regarding satisfaction, motivation, learning outcomes, and interpersonal relationships, and second, that differences between university degrees on CL were significant, suggesting a strong dependence of cooperative dimensions on the implemented approach.

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.

scholarly journals Influence of Initial Study Activities on Final Academic Performance. An Analysis of Higher Education Students

2021 ◽  
Author(s):  
Luis Fabián Moncada Mora ◽  
Pablo Ramiro Armijos Valdivieso ◽  
José Fernando Negrete Zambrano ◽  
Max Alejandro Arias Monteros
Keyword(s):  
Higher Education ◽  
Academic Performance ◽  
Performance Measurement ◽  
High Probability ◽  
Initial Study ◽  
Probability Models ◽  
Education Students ◽  
Short Term ◽  
First Moment

The academic performance of the first weeks of the study period, determine or project the final academic performance; This phenomenon, mainly, is since the student seeks and finds stimulus in her results, even if they are very short-term. This article proposes a way of modeling the evolution of academic performance intraperiod, to guide the accompanying actions during the process and not after it. The degree cohort of the distance study system, April–August 2019 (6,675 students), from the Universidad Técnica Particular de Loja, was followed up, through probability models, on the four moments of performance measurement academic and it was found that, at the first moment of measurement, students who accumulated a result equal to or greater than 75% of the possible grade, had a high probability of passing the course.

The feasibility and impact of online peer support on the well-being of higher education students

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Maureen T.B. Drysdale ◽  
Margaret L. McBeath ◽  
Sarah A. Callaghan
Keyword(s):  
Higher Education ◽  
Peer Support ◽  
Support Group ◽  
Well Being ◽  
Control Group ◽  
Education Students ◽  
Content Type ◽  
Face To Face ◽  
Peer Support Group ◽  
And Control

Purpose Peer support has been identified as an important protective factor for mental health and overall well-being. The purpose of this study is to examine the feasibility of implementing an online peer support group and its impact on measures of well-being. Design/methodology/approach A mixed-methods randomized controlled trial design was used to examine the feasibility and impact of online peer support. Comparisons in well-being were made between the online peer support group and an in-person peer support group and control group. Participants were randomly assigned to a control group or either a six-week in-person or online peer support group. All participants completed an online survey measuring constructs of well-being pre- and post-condition. Additionally, qualitative data regarding the benefits of peer support and in particular the efficacy of the online format were collected from participants. Analysis of variance and post hoc tests determined significant differences within and between the groups. Findings Both the online and face-to-face peer support groups scored significantly higher on post-test measures of well-being than pre-test scores and control group scores. Qualitative narratives and significant quantitative findings supported the feasibility of peer support offered online. Post-condition outcomes showed that online peer support is as effective as in-person peer support for improving well-being. Originality/value To the best of the authors’ knowledge, this study is the first of its kind to compare online and in-person peer support programs for students in higher education. The results have direct implications for higher education students and practitioners, especially at times when face-to-face support is not feasible.

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