Prevalence of Nomophobia and an Analysis of Its Contributing Factors in the Undergraduate Students of Pakistan

2022 ◽  
Author(s):  
Minaam Farooq ◽  
Musa Ali Rizvi ◽  
Waaiz Ali Wajid ◽  
Mohammad Ashraf ◽  
Mukarram Farooq ◽  
...  
Keyword(s):  
Undergraduate Students ◽  
Contributing Factors

scholarly journals Student Satisfaction: Importance of Civility and University Identification Predictors

2021 ◽  
Vol 5 (4) ◽  
pp. 1
Author(s):  
LaVelle Hendricks ◽  
Stephen Reysen ◽  
Zaidy Mohdzain ◽  
Kelly Martin ◽  
Joy Teles Oliveira ◽  
...  
Keyword(s):  
Student Satisfaction ◽  
Undergraduate Students ◽  
Contributing Factors ◽  
Academic Context ◽  
University Environment ◽  
University Campuses ◽  
Preventative Measures ◽  
Uncivil Behavior ◽  
Teaching Learning ◽  
The University

Uncivil behavior has recently been a topic of concern within university campuses. Administration, faculty, and students are all subject to engage or experience uncivil conduct. Academic civility is a fundamental variable to establish a positive university environment and teaching-learning outcomes. Objective: The present paper analyzes the concept of civility and incivility within an academic context, offers a dimension perspective of the problem, reviews contributing factors associated with incivility, explores preventative measures for incivility, investigates academic strategies that promote civility, and makes recommendations for intervention strategies. A study that examines relationships between civility, university identification and satisfaction with the university was conducted. Methods: undergraduate students (N=588) from a state university answered a survey that evaluated three variables: civility, university identification, and university satisfaction. Results: Civility was positively related to university identification (r = .11, p = .009) and satisfaction (r = .16, p < .001), and identification was related to greater satisfaction with the university (r = .75, p < .001). Conclusion: Greater levels of civility are correlated with university identification and satisfaction. In order to improve teaching-learning environments, academic institutions are encouraged to promote an environment that is conducive to civility, as well as establish civil behaviors as part of their instruction.

Analysis of the attrition phenomenon through the lens of university dropouts in the United Arab Emirates

2019 ◽  
Vol 12 (2) ◽  
pp. 357-374
Author(s):  
Sanaa Ashour
Keyword(s):  
Early Intervention ◽  
United Arab Emirates ◽  
Undergraduate Students ◽  
Theoretical Models ◽  
Phenomenological Approach ◽  
Small Sample ◽  
Drop Out ◽  
Early Marriage ◽  
Contributing Factors ◽  
Content Type

Purpose Theoretical models of attrition have failed to address the interwoven factors from the perspective of undergraduate students that influence their decision to drop out. The purpose of this paper is to unravel these complexities using a qualitative phenomenological approach to gain systematic descriptions of the experience of non-completion. Design/methodology/approach Tinto’s (2004) and Bean and Metzner’s (1985) models serve as the theoretical construct for the study’s design and analysis. In-depth interviews were conducted with 41 students who discontinued studies at universities in the United Arab Emirates, to understand the situations that led them to drop out of university and how they experienced this event in their lives. Findings Several issues were identified as contributing factors for dropping out that are consistent with those found in the international literature. Additional issues were more gender or culture specific and, to some extent, represented the differences that signal a social development that is in a transitional stage. The findings revealed that institutional factors, poor pre-college preparation, environmental factors (work-education conflict), early marriage responsibilities, well-paid job opportunities and financial concerns were most influential. Research limitations/implications Despite the limitations of relying on a small sample to generalize findings, the rich detail of this inductive study has added to the understanding of the dropout phenomenon in a new context. Practical implications The paper recommends both remedial and early intervention strategies to be undertaken by the Ministry of Education and universities. Remedial strategies include re-examining the desired standard of English as a condition for admission and adjusting the grading system. Early intervention measures that accommodate the needs of at-risk students are also proposed. At local, regional and international levels, higher education should be freed from commodification and inflated fees. Originality/value The paper presents a significant departure from the largely North American and European literature on the university dropout, by offering a broader knowledge of this phenomenon in another regional and national context.

scholarly journals Academic Achievement: It Is Not How Smart You Are, But How You Cope With Your Life And Manage Your Time

2015 ◽  
Vol 8 (2) ◽  
pp. 1535-1547
Author(s):  
Azura Hamdan ◽  
Rohany Nasir ◽  
Rozainee Khairudin ◽  
Wan Shahrazad Wan Sulaiman
Keyword(s):  
Academic Achievement ◽  
Grade Point Average ◽  
Undergraduate Students ◽  
Time Management ◽  
Management Practices ◽  
Contributing Factors ◽  
Grade Point ◽  
High School Grades ◽  
Academic Grades ◽  
The Relationship

Previous research suggests that contributing factors such as previous academic result, coping and time management can predict student success at the universities.  The purpose of this study was to investigate the relationship between previous academic grades, coping and time management practices on academic achievement among undergraduate students from four of Malaysia public institutions for higher education. 551 university students completed a Time Management Questionnaire (TMQ), COPE Inventory and provided their self-reported high school grades and current Grade Point Average (GPA).  Analysis of data from descriptive and inferential statistics was done.  Results showed that previous academic grades and the practice of time management (short range planning and attitude toward time) have no direct effect on academic achievement.  However, the use of coping strategies (problem focused and denial focused) and the practice of time management (long range planning) showed that there was a significant effect on Grade Point Average (GPA).

Editors' Note

2017 ◽  
Vol 8 (2) ◽  
Author(s):  
Jean Middleton ◽  
Emily Kaliel
Keyword(s):  
Sex Education ◽  
Undergraduate Students ◽  
The United States ◽  
British Society ◽  
Contributing Factors ◽  
University Of Alberta ◽  
Sandinista Revolution ◽  
Contemporary Politics ◽  
Indian Food ◽  
Women's Role

We are happy to present the Winter 2017 Edition of Constellations that is comprised of six outstanding undergraduate works. The edition is loosely tied together by a theme of material history and showcases the diverse, but consistently excellent work of our undergraduate students here at the University of Alberta. The Winter 2017 Edition includes:Curries, Chutneys and Imperial Britain investigates the intriguing correlation between British imperialism in India and Indian food in British society. Incredibly relevant to the world today “Your Tired, Your Poor, Your Huddled Masses” American Responses to the Indochinese and Syrian Refugee Crises explores the the contributing factors to American’s feelings to refugees.Revolutionary Gender Equality: The Dimensions and Limits of Female Emancipation in the Sandinista Revolution provides an intriguing analysis of the changes to women’s expected roles during revolution. Neither Full Nor Flat: Women, Representation and Politics in Walter Scott's Rob Roy an analysis of women’s role in the novel as indication of the contemporary politics. ‘Daring to Ride Skirtless’: Anti-Fashion and Emancipation for the New British Woman, 1880-1910 provides an interesting look into the role of fashion in women’s emancipation. Custodians of Morality, Motherhood, and Whiteness: Sex Education for Girls in American Schools During the 1920s explores the emergence of sex education programs in the United States the implications on the social roles of young girls and women. Thank you for your interest in Constellations. We are indebted to our volunteers for all of their hard work that went into this edition. We would like to thank the Department of History and Classics for their support of Constellations.Co-Editors: Emily Kaliel and Jean MiddletonAssistant Editors:Lee Klippenstein and Sean OliverSenior Reviewers:Connor ThompsonEmily TranBronte Wells

scholarly journals “Everybody I Know Is Always Hungry…But Nobody Asks Why”: University Students, Food Insecurity and Mental Health

2019 ◽  
Vol 11 (6) ◽  
pp. 1571 ◽  
Author(s):  
Nayantara Hattangadi ◽  
Ellen Vogel ◽  
Linda Carroll ◽  
Pierre Côté
Keyword(s):  
Mental Health ◽  
University Students ◽  
Food Insecurity ◽  
Undergraduate Students ◽  
Contributing Factors ◽  
Cross Sectional ◽  
Qualitative Approaches ◽  
Substantial Problem ◽  
Group Interviews ◽  
The Impact

Food insecurity is a substantial problem in Canadian university students. Multiple cross-sectional studies suggest that nearly a third of university students across Canada report food insecurity. Yet, little is understood about the experiences of food-insecure students and the impact of their experiences on their mental health. To address this, a multi-method study was conducted using quantitative and qualitative approaches to describe the prevalence, association and experience of food insecurity and mental health in undergraduate students. The current paper reports on the qualitative component, which described the lived experiences of food-insecure students, captured through face-to-face focus group interviews with participants (n = 6). The themes included (1) contributing factors to food insecurity; (2) consequences of food insecurity; and (3) students’ responses/attempts to cope with food insecurity. The findings illuminated student voices, added depth to quantitative results, and made the experience of food insecurity more visible at the undergraduate level. Additional research is needed to understand students’ diverse experiences across the university community and to inform programs to support students.

Expressions of Life Meaning among College Students

2005 ◽  
Vol 97 (3) ◽  
pp. 945-954 ◽  
Author(s):  
W. H. Laverty ◽  
I. W. Kelly ◽  
Coralee Pringle-Nelson ◽  
M. J. Miket ◽  
B. L. Janzen
Keyword(s):  
College Students ◽  
Cluster Analysis ◽  
Undergraduate Students ◽  
Likert Scale ◽  
Religious Group ◽  
The Other ◽  
Life Meaning ◽  
Contributing Factors ◽  
Meaningful Life

This study examined the views of 132 undergraduate students (35 men, 97 women) regarding what they considered to be contributing factors to a worthwhile or meaningful life. They rated, on a 5-point Likert scale, their agreement with each of 40 statements. Cluster analysis yielded three clusters which best described the data. One cluster comprised a religious group, and the other two clusters were nonreligious, with one having characteristics of both the religious and nonreligious cluster.

scholarly journals L2 Motivational Self System and L2 achievement: A study of Indonesian EAP learners

2018 ◽  
Vol 8 (1) ◽  
Author(s):  
Adaninggar Septi Subekti
Keyword(s):  
Undergraduate Students ◽  
Learning Experience ◽  
Strong Predictor ◽  
Contributing Factors ◽  
L2 Motivational Self System ◽  
Study Results ◽  
L2 Learning ◽  
Ideal L2 Self ◽  
Level Of Motivation ◽  
Self System

This study was conducted to find the relationship between learners’ L2 Motivational Self System (L2MSS), consisting of Ideal L2 Self, ought-to L2 Self, and L2 Learning Experience and their achievement. The participants of this quantitative study were 56 Indonesian undergraduate students who were taking English for Biotechnology class, an English for Academic Purpose (EAP) class. This study was conducted based on several rationales. Despite many researchers’ support on L2MSS’ strength in predicting L2 learning, they have not conclusively established the extent to which learners’ motivation measured with their L2MSS influences their achievements and to date, there have only been few studies investigating the relationships between L2MSS and actual learning achievements. Besides, despite L2MSS’ growing popularity in the field of motivational research, motivational studies using L2MSS in the Indonesian university context are generally still very rare. Hence, this study can serve to pave a way for further motivational studies using L2MSS in the context. The study found that in general learners had high a level of motivation as measured with L2MSS questionnaires. The study further found several results which were rather surprising. First, Ideal L2 Self and L2 Learning Experience did not have significant relationships with achievement. Even ought-to L2 Self and achievement correlated negatively. It was also found that, despite many experts’ support on L2MSS’s strength in predicting L2 learning, the participants’ L2MSS could not be a strong predictor of their achievement. Based on the results, discussions on possible contributing factors were presented along with the implications of this study results in the field of motivational studies. Based on the possible limitations of the study, furthermore, some directions for future studies are also presented.

Exploring the Relationship Between MOOC Resource Management and Students' Perceived Benefits and Satisfaction via SEM

2021 ◽  
Vol 19 (3) ◽  
pp. 51-69
Author(s):  
Seng Yue Wong ◽  
Simin Ghavifekr
Keyword(s):  
Higher Education ◽  
Student Satisfaction ◽  
Undergraduate Students ◽  
Structural Equation ◽  
Learning Experience ◽  
Perceived Benefits ◽  
Survey Analysis ◽  
Contributing Factors ◽  
Implementation Model ◽  
High Satisfaction

Student satisfaction has become a crucial measure in massive open online course (MOOC) learning experience. Students with high satisfaction not only bring the long-term benefits to higher education, but also help to sustain MOOCs as a source of revenue. Thus, this study is aimed to examine the contributing factors of sustainability implementation model of MOOCs from the students' perceptions. A total of 763 undergraduate students in Malaysia participated MOOCs in this study. The proposed research model was evaluated via survey analysis and followed by the structural equation modelling analysis. The findings indicated that pedagogy and enrolment of MOOC are significant antecedents to predict students' perceived benefits and satisfaction. Moreover, students' perceived benefit is a vital mediator to their satisfaction on MOOC implementation. The implications of this study on MOOC implementation and its sustainability in higher education institutions are also discussed.

scholarly journals Sociocultural Factors Involved in the Oral Competency of the ESL Students at Graduate Level

2020 ◽  
Vol 2 (1) ◽  
Author(s):  
Sadia Ayub
Keyword(s):  
Communication Skills ◽  
Undergraduate Students ◽  
English Language ◽  
Sociocultural Factors ◽  
Cultural Variation ◽  
Esl Students ◽  
Contributing Factors ◽  
Self Identity ◽  
Language And Culture ◽  
Language Communication

The current research is aimed to highlight the obstructing sociocultural factors that influence the undergraduate students’ English language communication skills in Pakistan. Undergraduates’ English language communication skills are strongly affected by various sociocultural factors such as the environment, cultural variation, societal rank, and self-identity. In particular, the current research emphasizes the interconnectedness of language and culture and their influence on the English language communication skills of the undergraduate students. The investigation was carried out in the public institutions of Bahawalpur, Pakistan. It was based on simple random and cluster random sampling. Forty highly proficient ESL / EFL instructors and 498 ESL students contributed to the current investigation. Both qualitative and quantitative approaches were followed throughout the research. Data analysis revealed that among all the contributing factors, the environment was the most prominent factor, which affected the learner’s oral competency. The overall conclusion is that sociocultural issues affect the learners’ communication skills in Pakistan where English is most often the third language. The study also recommends that instructors should recognize the source(s) of language anxiety to facilitate the learners and to make the language acquisition process more successful.

The Influence of Language Context on Repetitive Speech Use in Children With Autism Spectrum Disorder

2020 ◽  
Vol 29 (1) ◽  
pp. 327-334 ◽  
Author(s):  
Allison Gladfelter ◽  
Cassidy VanZuiden
Keyword(s):  
Autism Spectrum Disorder ◽  
Autism Spectrum ◽  
Individual Characteristics ◽  
Receptive Vocabulary ◽  
Spectrum Disorder ◽  
School Age Children ◽  
Social Responsiveness ◽  
Contributing Factors ◽  
Children With Asd ◽  
Language Context

Purpose Although repetitive speech is a hallmark characteristic of autism spectrum disorder (ASD), the contributing factors that influence repetitive speech use remain unknown. The purpose of this exploratory study was to determine if the language context impacts the amount and type of repetitive speech produced by children with ASD. Method As part of a broader word-learning study, 11 school-age children with ASD participated in two different language contexts: storytelling and play. Previously collected language samples were transcribed and coded for four types of repetitive speech: immediate echolalia, delayed echolalia, verbal stereotypy, and vocal stereotypy. The rates and proportions of repetitive speech were compared across the two language contexts using Wilcoxon signed-ranks tests. Individual characteristics were further explored using Spearman correlations. Results The children produced lower rates of repetitive speech during the storytelling context than the play-based context. Only immediate echolalia differed between the two contexts based on rate and approached significance based on proportion, with more immediate echolalia produced in the play-based context than in the storytelling context. There were no significant correlations between repetitive speech and measures of social responsiveness, expressive or receptive vocabulary, or nonverbal intelligence. Conclusions The children with ASD produced less immediate echolalia in the storytelling context than in the play-based context. Immediate echolalia use was not related to social skills, vocabulary, or nonverbal IQ scores. These findings offer valuable insights into better understanding repetitive speech use in children with ASD.

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