The effects of using social network sites on academic performance: the case of Qatar

2018 ◽  
Vol 31 (3) ◽  
pp. 446-462 ◽  
Author(s):  
Karim Al-Yafi ◽  
Mazen El-Masri ◽  
Ray Tsai
Keyword(s):  
Academic Performance ◽  
Social Network ◽  
Linear Relationship ◽  
Social Network Sites ◽  
Young Generation ◽  
Cross Sectional ◽  
Grade Point ◽  
Content Type ◽  
Significant Difference ◽  
The Relationship

Purpose Social network sites (SNSs) have been common applications attracting a large number of users in Qatar. Current literature remains inconclusive about the relationship between SNS usage and users’ academic performance. While one stream confirms that SNS usage may lead to addiction and seriously affect individuals’ academic performance, other studies refer to SNS as learning enablers. The purpose of this paper is twofold: first, it investigates the SNS usage profiles among the young generation in the Gulf Cooperation Council (GCC) represented by Qatar; second, it examines the relationship between the identified SNS usage profiles and their respective users’ academic performance. Design/methodology/approach The study follows a quantitative survey-based method that was adapted from Chen’s internet Addiction Scale to fit the context of social networks. Data were collected from students of two universities in Qatar, one private and another public. Respondents’ grade point average was also collected and compared across the different usage profiles to understand how SNS usage behavior affects academic performance. Findings Results reveal that there is no linear relationship between SNS usage and academic performance. Therefore, this study further investigates SNS usage profiles and identifies three groups: passive (low usage), engaged (normal usage) and addicted (high usage). It was found that engaged users demonstrate significantly higher academic performance than their passive and addicted peers. Moreover, there is no significant difference in the academic performance between passive and addicted users. Research limitations/implications This study is cross-sectional and based on self-reported data collected from university students in Qatar. Further research venues could employ a more general sample covering a longer period, differentiating between messaging tools (e.g. WhatsApp) and other pure SNS (e.g. Twitter), and to cover other aspects than just academic performance. Originality/value This study complements research efforts on the influence of technology on individuals and on the society in the GCC area. It concludes that engaged SNS users achieve better academic performance than the addicted or passive users. Contradicting the strong linear relationship between SNS and performance, as claimed by previous studies, is the main originality of this paper.

An investigation of undergraduate-level academic performance mediators

2018 ◽  
Vol 10 (1) ◽  
pp. 31-43 ◽  
Author(s):  
Vikash Rowtho
Keyword(s):  
Academic Performance ◽  
Student Performance ◽  
Structural Equation ◽  
Study Data ◽  
Complex Nature ◽  
Cross Sectional ◽  
Grade Point ◽  
Undergraduate Level ◽  
Content Type ◽  
The Relationship

Purpose The purpose of this paper is to investigate the mediating roles of absenteeism and continuous assessments on the overall academic performance at undergraduate level using structural equation modelling (SEM). Design/methodology/approach Pragmatic worldview with a mixed-method approach was used in this study. Data were collected using a variety of tools. Subsequent analyses used both qualitative and quantitative techniques. Interviews and documentary analyses were used to identify the dimensions of student disengagement while SEM was used to determine mediation among selected variables. Findings The results of this study showed that absence rates mediated the relationship between performance on continuous assessments and grade point average (GPA). Absence rates also mediated the relationship between personal circumstances and GPA and finally, course selection impacted on GPA with performance on continuous assessments as the mediator. H3 were not supported and the implications are discussed. Research limitations/implications The research was conducted in a single institution, was cross-sectional in nature and the variables used were contextualised. However, the tools used in this study can be adapted to identify the risk factors leading to poor student performance in other settings and to address them. Practical implications The outcomes of the current study can be useful to policymakers and practitioners in in addressing student performance-related issues. Social implications On a broader perspective, societal challenges associated with student dropouts resulting from poor academic performance can be minimised. Originality/value This study shows academic performance in a different perspective where mediators reveal the complex nature of the determinants of academic performance.

scholarly journals Prevalence of dysmenorrhoea, associated risk factors and its relationship with academic performance among graduating female university students in Ethiopia: a cross-sectional study

BMJ Open ◽  
2021 ◽  
Vol 11 (3) ◽  
pp. e043814
Author(s):  
Mesfin Tadese ◽  
Andargachew Kassa ◽  
Abebaw Abeje Muluneh ◽  
Girma Altaye
Keyword(s):  
Risk Factors ◽  
Academic Performance ◽  
University Students ◽  
Cross Sectional Study ◽  
Secondary Outcome ◽  
Sectional Study ◽  
Cross Sectional ◽  
Grade Point ◽  
Significant Difference ◽  
Associated Risk Factors

ObjectivesThe study aimed to provide an association between dysmenorrhoea and academic performance among university students in Ethiopia. Further, the study attempts to determine the prevalence and associated risk factors of dysmenorrhoea.Design and methodInstitution-based cross-sectional study was conducted from 1 April to 28 April 2019. A semistructured and pretested self-administered questionnaire was used to collect data. Binary logistic regression analysis and one-way analysis of variance were performed to model dysmenorrhoea and academic performance, respectively.Setting and participantsEthiopia (2019: n=647 female university students).OutcomesThe primary outcome is dysmenorrhoea, which has been defined as painful menses that prevents normal activity and requires medication. The self-reported cumulative grade point average of students was used as a proxy measure of academic performance, which is the secondary outcome.ResultsThe prevalence of dysmenorrhoea was 317 (51.5%). The educational status of father (adjusted OR (AOR) (95% CI) 2.64 (1.04 to 6.66)), chocolate consumption (AOR (95% CI) 3.39 (95% 1.28 to 8.93)), daily breakfast intake (<5 days/week) (AOR (95% CI) 0.63 (0.42 to 0.95)), irregular menstrual cycle AOR (95% CI) 2.34 (1.55 to 3.54)) and positive family history of dysmenorrhoea AOR (95% CI) 3.29 (2.25 to 4.81)) had statistically significant association with dysmenorrhoea. There was no statistically significant difference in academic performance among students with and without dysmenorrhoea (F (3611)=1.276, p=0.28)).ConclusionsDysmenorrhoea was a common health problem among graduating University students. However, it has no statistically significant impact on academic performance. Reproductive health officers should educate and undermine the negative academic consequences of dysmenorrhoea to reduce the physical and psychological stress that happens to females and their families.

Visitation and quality of life among older adults in jail

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Stephanie Grace Prost ◽  
Meghan A. Novisky
Keyword(s):  
Quality Of Life ◽  
Older Adults ◽  
Social Relationships ◽  
Developmental Theory ◽  
Cross Sectional ◽  
Younger Adults ◽  
Content Type ◽  
Significant Difference ◽  
The Relationship

Purpose The purpose of this paper aims to examine differences in measures of and relationships between visitation and quality of life (QOL) among older and younger jailed adults. The authors also explored the contribution of visitation to QOL among adults in this setting. The authors anticipated fewer visits and lower QOL among older adults. Framed by psychosocial developmental theory, the authors also anticipated a larger effect in the relationship between visitation and QOL among older rather than younger adults and that visitation would contribute most readily to psychological QOL. Design/methodology/approach Cross-sectional data from a large US jail were used (n = 264). The authors described the sample regarding visitation and QOL measures among older (≥45) and younger adults (≤44) and examined differences in measures of and relationships between visitation and QOL using independent sample t-tests and bivariate analyses. The authors explored the contribution of visitation to psychological, social relationships, physical and environmental QOL among jailed adults using hierarchical multiple linear regression. Findings Older adults had fewer family visits and lower physical QOL than younger adults, disparities were moderate in effect (d range = 0.33–0.35). A significant difference also emerged between groups regarding the visitation and environmental QOL relationship (z = 1.66, p <0.05). Visitation contributed to variation in physical and social relationships QOL among jailed adults (Beta range = 0.19–0.24). Originality/value Limited research exists among jailed older adults and scholars have yet to examine the relationship between visitation and QOL among persons in these settings.

Analyzing the relationship between institutional framework and financial inclusion in rural Uganda

2018 ◽  
Vol 13 (4) ◽  
pp. 606-630 ◽  
Author(s):  
George Okello Candiya Bongomin ◽  
John C. Munene ◽  
Joseph Mpeera Ntayi ◽  
Charles Akol Malinga
Keyword(s):  
Social Network ◽  
Direct Effect ◽  
Critical Role ◽  
Financial Inclusion ◽  
Mediating Effect ◽  
Institutional Framework ◽  
Main Stream ◽  
Cross Sectional ◽  
Content Type ◽  
The Relationship

Purpose The purpose of this paper is to report the findings on the mediating effect of social network in the relationship between institutional framework and financial inclusion in rural Uganda. Design/methodology/approach The study employs a cross-sectional research design to collect data used to test for mediation under this study. Structural equation model (SEM) through use of bootstrap in the Analysis of Moment Structures (AMOS) was adopted to establish the existence and type of mediation by social network in the relationship between institutional framework and financial inclusion. Findings Social network had a partial mediating effect in the relationship between institutional framework and financial inclusion. In addition, institutional framework through its regulative, normative and cultural-cognitive pillars also exhibited a significant direct effect on financial inclusion. Besides, social network had a positive and significant effect on financial inclusion. This suggest that there exist both a direct effect of institutional framework on financial inclusion and an indirect effect of institutional framework through social network on financial inclusion. Research limitations/implications While the sample for this study was big enough, it limited itself to only poor households in rural Uganda. Besides, the current study adopted cross-sectional design, thus, leaving out longitudinal design to investigate the characteristics in the sample over time. Practical implications The study makes significant empirical contribution and implications to financial inclusion policy makers on evidence of the critical role played by social network in indirectly enhancing the relationship between institutional framework and financial inclusion of the poor who are vulnerable to exclusion by main stream financial services’ providers. Originality/value The study recommends that social network, which acts as a conduit through which useful information flow and can be shared, plays a critical role in mediating the relationship between institutional framework and financial inclusion in rural Uganda. Therefore, the study contributes to existing body of literature by highlighting the mediating influence of social network in the relationship between institutional framework and financial inclusion, especially in rural Uganda.

scholarly journals KNOWLEDGE OF CONSEQUENCES, ACADEMIC PERFORMANCE AND DRUG CONSUMPTION AMONG UNDERGRADUATE STUDENTS IN ONE UNIVERSITY IN JAMAICA

2019 ◽  
Vol 28 (spe) ◽  
Author(s):  
Fay Williams ◽  
Bruna Brands
Keyword(s):  
Academic Performance ◽  
Drug Use ◽  
Undergraduate Students ◽  
Research Question ◽  
Drug Consumption ◽  
Cluster Sampling ◽  
Cross Sectional ◽  
Significant Difference ◽  
Cross Sectional Design ◽  
The Relationship

ABSTRACT Objective: determine the prevalence of drug use and to investigate the relationship between knowledge of consequences and drug consumption as well as the relationship between academic performance and drug consumption among university undergraduate students in Jamaica. Method: the study uses a cross sectional design. A total of 250 undergraduate students were selected through a randomized cluster sampling process. A modified survey instrument consisting of over 70 items relating to socio-demographics, knowledge of consequences, drug consumption and academic performance measures was used to test the research question and hypothesis. Results: the findings revealed low levels of drug usage as well as problematic usage, however, there was a weak negative yet statistically significant correlation between the academic performance and alcohol use (r=-.139, p=.028) which suggested that an increase in alcohol usage is associated with reduction in academic performance. The independent T test also revealed a statistically significant difference between those who used alcohol and those who did not use alcohol in the past 12 months based on academic performance. Conclusion: the findings will inform policy decisions regarding drug use and the provision of intervention services. It is recommended that this research should be extended to other universities in Jamaica.

scholarly journals Relationship between Learning Styles and Academic Performance among Virtual Nursing Students: A Cross-Sectional Study

2021 ◽  
Vol 2021 ◽  
pp. 1-6
Author(s):  
Noushin Kouhan ◽  
Maryam Janatolmakan ◽  
Mansour Rezaei ◽  
Alireza Khatony
Keyword(s):  
Academic Performance ◽  
Nursing Students ◽  
Learning Styles ◽  
Learning Style ◽  
Academic Failure ◽  
Cross Sectional Study ◽  
Sectional Study ◽  
Cross Sectional ◽  
Grade Point ◽  
The Relationship

Background. The lack of attention of nursing professors to students’ learning styles can cause academic failure. The results of studies on the relationship between students’ learning style and academic achievement are contradictory. Therefore, this study was designed to investigate the relationship between VARK learning styles and academic performance among virtual nursing students. Methods. In this cross-sectional study, 237 virtual nursing students were enrolled by the convenience sampling method. The VARK learning styles questionnaire was used for data collection. The basis for determining academic performance was the grade point average(s) (GPA) of the previous semester(s). Students were divided into two groups based on their GPA, including strong (GPA ≥15) and weak (GPA ≤14.99) groups. Results. In both strong and weak groups, most of the subjects were unimodal (with a frequency of 92.9% and 78.5%, respectively), and the rest were multimodal. The most common learning styles in strong and weak students were kinesthetic (57.1%) and auditory (37.2%), respectively. The results of chi-square test did not show statistically significant differences between learning styles and academic performance of strong and weak students. Conclusion. There was no significant relationship between the dominant learning styles and academic performance of strong and weak students. However, nursing professors need to adapt their teaching methods to the students’ learning styles. More studies are recommended to shed more light on this area of research.

scholarly journals The relationship between academic resilience and academic performance among pharmacy students

2021 ◽  
pp. 705-712
Author(s):  
Usman Abubakar ◽  
Nur Ain Shafiqah Mohd Azli ◽  
Izzatil Aqmar Hashim ◽  
Nur Fatin Adlin Kamarudin ◽  
Nur Ain Izzati Abdul Latif ◽  
...  
Keyword(s):  
Academic Performance ◽  
Cross Sectional Study ◽  
Academic Resilience ◽  
Pharmacy Students ◽  
Cross Sectional ◽  
Grade Point ◽  
Cumulative Grade Point Average ◽  
Resilience Scale ◽  
The Relationship ◽  
Self Administered Questionnaire

Objective: To evaluate academic resilience and investigate its relationship with academic performance among undergraduate pharmacy students. Methods: This was a cross-sectional study conducted among undergraduate pharmacy students in a public university in Malaysia using an adapted and pretested 16-item academic pharmacy resilience scale (APRS-16). Demographic and academic performance data were collected using an online self-administered questionnaire from December 2019 and January 2020 and analysed using descriptive and inferential analyses. Results: A total of 247 students completed the survey (response rate was 55.6%). Overall, the students had moderate academic resilience score (median: 59; interquartile range [IQR]: 37 – 80). Female students had significantly higher academic resilience score than males (60 [41 – 80] versus 56 [37 – 69]). Academic resilience score was higher among year one students (62 [42 – 74]) compared to year two (57.5 [37 – 80]), year three (59 [37 – 78]) and year four (58 [44 – 77]) students. There was a positive relationship between academic resilience score and students’ cumulative grade point average (CGPA) (r = 0.250) and GPA (r = 0.154). Conclusion: Undergraduate pharmacy students have moderate academic resilience. Academic resilience varies based on gender and year of study, and it is significantly associated with academic performance.

scholarly journals The relationship between academic integrity of online university students and its effects on academic performance and learning quality

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Majda I. Ayoub/Al-Salim ◽  
Khaled Aladwan
Keyword(s):  
Academic Performance ◽  
University Students ◽  
Academic Integrity ◽  
Significant Relationship ◽  
Online Classes ◽  
Ethical Values ◽  
Content Type ◽  
Significant Difference ◽  
Online University Students ◽  
The Relationship

Purpose This paper aims to investigate the relationship between academic integrity of online university students and its effects on academic performance and learning quality. The first hypothesis aimed to see if there is statistically significant relationship between academic honesty of students taking online classes and their apparent academic performance. The second hypothesis aimed to see if there is a statistically significant difference in academic integrity among male and female students. The third hypothesis aimed to see if there was a statistically significant relationship between academic honesty of students and their quality of learning. Design/methodology/approach This is a quantitative study; data was collected via student emails from 155 active online university students. Findings There was a positive linear relationship for the first hypothesis, the relationship is relatively weak as the value of Pearson correlation was (0.172). For the second hypothesis, the results showed that there was no significant difference between males and females. The results for the third hypothesis showed that there is a statistically significant relationship between academic integrity of students taking online classes and academic learning quality. This relationship is relatively strong. Research limitations/implications The sample size may have been a limitation for generalizing the results. Practical implications As a practical implication, authors recommend that education administrators focus on training their faculty members to stress and instill strong ethical values, such as academic integrity and honesty, in their students all throughout their academic journey. Social implications As for social implication, the embracing of ethical values in students, graduates may continue to embrace such values in the workplace which may lead to more reputable and profitable work environment where the society at large benefits. Originality/value This research is among the pioneers that attempted to study the connection of academic integrity and learning quality from the students’ perspective.

Analyzing the relationship between financial literacy and financial inclusion by microfinance banks in developing countries: social network theoretical approach

2020 ◽  
Vol 40 (11/12) ◽  
pp. 1257-1277
Author(s):  
George Okello Candiya Bongomin ◽  
Joseph Mpeera Ntayi ◽  
Charles Akol Malinga
Keyword(s):  
Developing Countries ◽  
Social Network ◽  
Research Design ◽  
Financial Literacy ◽  
Financial Inclusion ◽  
Mediating Effect ◽  
Cross Sectional ◽  
Content Type ◽  
The Poor ◽  
The Relationship

PurposeThe main purpose of this study is to establish the mediating effect of social network in the relationship between financial literacy and financial inclusion of the poor by microfinance banks in developing countries.Design/methodology/approachThe study adopted a cross-sectional research design and data were collected from the poor who resides in rural Uganda. Structural equation modelling (SEM) through analysis of moment structures (AMOS) was used to analyze the data. Bootstrap approach with 5,000 samples was run to establish the mediating effect of social network in the relationship between financial literacy and financial inclusion of the poor by microfinance banks in developing countries.FindingsThe results showed that social network significantly and positively mediate the relationship between financial literacy and financial inclusion of the poor by microfinance banks in developing countries. In addition, financial literacy also has a direct significant and positive effect on financial inclusion. Overall, the findings suggest that the presence of social network fully mediate the effect of financial literacy on financial inclusion of the poor by microfinance banks in developing countries.Research limitations/implicationsThis study adopted a cross-sectional research design and data were collected using a semi-structured questionnaire. Future studies could adopt longitudinal research design to establish the dynamic characteristics of the samples under study over time. Besides, this study collected data from only poor households who were clients of microfinance banks located in rural Uganda. It ignored the other section of the population who were not the poor. Therefore, future studies could use the other section of the population who are clients of commercial banks.Practical implicationsThe advocates of financial literacy and managers of microfinance banks in developing countries should ensure using existing local structures such as community and village associations to conduct financial literacy training. The village associations help in mobilizing members who are close-knit based on the existing societal ties that can be used as a channel for disseminating vital financial literacy information. Indeed, financial literacy workshops, seminars, and business clinics can be easily conducted to individuals who are members of the village associations.Originality/valueThis paper integrates social network theory in the relationship between financial literacy and financial inclusion of the poor by microfinance banks in developing countries. Social network acts as a conduit through which financial knowledge and skills flow to increase the scope of financial inclusion of the poor in developing countries.

The relationship between the stress experienced by parents and cyberchondria during the pandemic process

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Emel Avçin ◽  
Şeyda Can
Keyword(s):  
Parental Stress ◽  
Economic Status ◽  
Study Data ◽  
Cross Sectional ◽  
Content Type ◽  
Factors Affecting ◽  
Stress Scale ◽  
Number Of Children ◽  
Significant Difference ◽  
The Relationship

PurposeThe purpose of this paper is to examine the relationship between the stress experienced by parents during the pandemic and their cyberchondria. The research was carried out in a descriptive and cross-sectional manner.Design/methodology/approachThe sample of the research: living in Turkey and has created 432 parents with at least one child between the ages of 6 and 15. Participant information form, parental stress scale and cyberchondria scale were used in the study. Data were collected through online surveys between July 1, 2020, and August 31, 2020.FindingsIn the study, when the scores obtained from the Parental Stress Scale and the Cyberchondria Scale were compared with the demographic characteristics, a significant difference was found between gender, age, marital status, education level, economic status, number of children and presence of chronic diseases (p < 0.05). It was determined that there is a significant difference between the responses of the parents regarding the pandemic process and the Parental Stress Scale and the Cyberchondria Scale (p < 0.05). A positive significant correlation was found between the Parental Stress Scale and the total and subdimensions of the Cyberchondria Scale (p < 0.05).Research limitations/implicationsThe research was carried out with only parents with children between the ages of 6 and 15, but it reveals the stress and cyberchondria of the parents during the pandemic.Originality/valueThe results obtained reflect the factors affecting the stress and cyberchondria levels experienced by parents during the pandemic process. Also, as the stress of the parent's increases, it has seen that the level of cyberchondria increases in parallel.

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