Sleep quantity and variability during the first semester at university: implications for well-being and academic performance

Author(s):  
Timothy J. Bono ◽  
Patrick L. Hill
2021 ◽  
Vol 8 (2) ◽  
pp. 194-205
Author(s):  
Irma Ramos rodríguez

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.


2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Nerea Fernández Ros ◽  
Felipe Lucena ◽  
Mercedes Iñarrairaegui ◽  
Manuel F. Landecho ◽  
Patricia Sunsundegui ◽  
...  

Abstract Background Active learning strategies such as formative assessment through clinical cases may help to get a deeper learning. We have studied the effect of this kind of online formative assessment in pathophysiology teaching. Methods Seven brief clinical cases were used to give formative assessment in the first semester of a pathophysiology course. To evaluate its effect on learning, we analyzed the proportion of students that passed the end of semester exam with a score above 60 over 100. We also analyzed the effect of the intervention according to the students’ previous academic performance. Results Ninety-six students participated in the study and sat the exam. Sixty-five of them passed it. Students that passed the exam had a higher previous academic performance and had done a higher number of exercises of formative assessment, both in univariate and multivariate analysis. The participants were divided in three groups, according to their previous academic performance. In the intermediate group, the number of cases done by the students who passed the exam was significantly higher than in those who did not pass it (median: 4 versus 0; P = 0.009). Conclusion Formative assessment through web-based clinical cases was followed by an improvement of the academic results in pathophysiology, mainly in students with intermediate performance.


2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Aqdas Malik ◽  
Amandeep Dhir ◽  
Puneet Kaur ◽  
Aditya Johri

PurposeThe current study aims to investigate if different measures related to online psychosocial well-being and online behavior correlate with social media fatigue.Design/methodology/approachTo understand the antecedents and consequences of social media fatigue, the stressor-strain-outcome (SSO) framework is applied. The study consists of two cross-sectional surveys that were organized with young-adult students. Study A was conducted with 1,398 WhatsApp users (aged 19 to 27 years), while Study B was organized with 472 WhatsApp users (aged 18 to 23 years).FindingsIntensity of social media use was the strongest predictor of social media fatigue. Online social comparison and self-disclosure were also significant predictors of social media fatigue. The findings also suggest that social media fatigue further contributes to a decrease in academic performance.Originality/valueThis study builds upon the limited yet growing body of literature on a theme highly relevant for scholars, practitioners as well as social media users. The current study focuses on examining different causes of social media fatigue induced through the use of a highly popular mobile instant messaging app, WhatsApp. The SSO framework is applied to explore and establish empirical links between stressors and social media fatigue.


2019 ◽  
Vol 3 (3.1) ◽  
pp. 204-223
Author(s):  
Juan Manuel Martínez Nogales ◽  
Jorge Cachuput Gusñay ◽  
Hernan Eriberto Chamarro Sevilla ◽  
Jorge Rigoberto López Ortega

The Geo-Gebra software as a didactic tool in the teaching-learning process of mathematics and its impact on academic performance in the first semester students of the Faculty of Natural Resources, Agronomic engineering career of ESPOCH. The problem that has been detected in the students of the first semester, a high rate of low performance in the learning of mathematics, in the race because there is a culture of learning on the part of the students, it is determined that we must make profound changes in educational paradigms, the proposal for this process is to use the Geo-Gebra software didactic tool of mathematics, for the research was based on a questionnaire of questions applied with respect to the use of Goe-Gebra software, as a teaching resource in teaching- learning of mathematics, then with the use of this tool a form of satisfaction was applied to students and teachers, to later make the didactic guide using the Geo - Gebra educational software, hence the importance of making striking designs according to the level or semester and with contents attached to the current geometry plans and programs in which  educational. According to the work experience, a didactic guide was designed for the use of educational software specifically for inequations. It is concluded the research carried out that 72% of the students surveyed consider, using the ICTs it would improve the learning of the geometry and its academic performance; Therefore, it is recommended to train the teachers of the area and promote the proposal in the institution for the application in the teaching-learning process.


2021 ◽  
Vol 2 (Supplement_1) ◽  
pp. A50-A51
Author(s):  
L Mascaro ◽  
S Drummond ◽  
J Leota ◽  
J Boardman ◽  
D Hoffman ◽  
...  

Abstract Introduction Mental fitness is increasingly considered key to an athlete’s competitive arsenal. Its active ingredients include cognitive fitness factors, such as impulse control, and recovery factors, such as sleep, which may differ between male and female athletes. Our study investigated: 1) gender differences in cognitive fitness; and 2) the associations of gender and cognitive fitness with sleep and mental health in competitive athletes during the COVID-19 lockdown. Methods 84 athletes competing at levels from regional/state to international (42F, mean age=23.2) completed a questionnaire battery containing validated measures of: a) depression, anxiety, and stress; b) sleep (Total Sleep Time, Sleep Latency, mid-sleep time on training- and competition-free days); and c) self-control, intolerance of uncertainty, and impulsivity (representing cognitive fitness constructs). Results Female athletes reported significantly higher depression, anxiety, and stress, a later mid-sleep time on free days, lower self-control, higher intolerance of uncertainty, and higher positive urgency impulsivity compared with male athletes. Self-control was negatively associated, and intolerance of uncertainty was positively associated, with depression, anxiety, and mid-sleep time on free days. Discussion Female athletes in our sample reported poorer mental health and cognitive fitness, and later sleeping times on free days. Greater cognitive fitness was associated with better mental health, independent of gender. Overall, these findings are consistent with prior work in community samples. Future work should examine the source(s) of these gender differences. If replicated, our findings would suggest a need to develop interventions aimed at improving athlete well-being, potentially with a particular focus on female athletes.


2019 ◽  
Author(s):  
Harry Minas

Abstract Objective: There has been increased attention in recent years to mental health, quality of life, stress and academic performance among university students, and the possible influence of learning styles. Brief reliable questionnaires are useful in large-scale multivariate research designs, such as the largely survey-based research on well-being and academic performance of university students. The objective of this study was to examine the psychometric properties of a briefer version of the 39-item Adelaide Diagnostic Learning Inventory. Results: In two survey samples - medical and physiotherapy students - a 21-item version Adelaide Diagnostic Learning Inventory - Brief (ADLIB) was shown to have the same factor structure as the parent instrument, and the factor structure of the brief instrument was found to generalise across students of medicine and physiotherapy. Sub-scale reliability estimations were in the order of magnitude of the parent instrument. Sub-scale inter-correlations, inter-factor congruence coefficients, and correlations between ADLIB sub-scale scores and several external measures provide support support for the construct and criterion validity of the instrument.


2021 ◽  
Vol 0 (0) ◽  
Author(s):  
T. M. Tonmoy Islam ◽  
Kathryn Rouse

Abstract We use detailed administrative data from Kentucky to provide robust descriptive evidence on the relationship between the General Educational Development (GED) degree, college readiness, and early post-secondary (PSE) academic performance. Following previous work in this area, we address selection issues by focusing on a sample of students who are identified as at-risk prior to high school entry. Our results suggest the GED credential is not a credible signal of PSE readiness, particularly in mathematics. GED graduates attain a lower first semester GPA and are also less likely to re-enroll in second semester courses. We also find that changes made to the GED exam in 2014 to enhance student readiness in PSE institutions did not yield meaningful improvements. Finally, we investigate the extent to which differences in math coursework can explain estimated GED-related math readiness gaps, finding coursework to account for about for about 40 percent of the observed gap.


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