Classification of university students' behaviors in sharing information on Facebook

2014 ◽  
Author(s):  
Suwimon Vongsingthong ◽  
Nawaporn Wisitpongphan
Keyword(s):  
University Students

scholarly journals Analysis of stress factors in medical university students based on the international classification of functioning and the use of “Restorative” herbal blend for their psychocorrection

2021 ◽  
pp. 95-102
Author(s):  
P. E. Grigoriev ◽  
V.-V. V. Nagovskaya ◽  
F. M. Melikov ◽  
V. V. Tonkovtseva ◽  
E. A. Miroshnichenko ◽  
...  
Keyword(s):  
University Students ◽  
International Classification ◽  
Stress Factors ◽  
International Classification Of Functioning ◽  
Psychological State ◽  
Inadequate Response ◽  
Strengthening Effect ◽  
Medical University ◽  
Mental Resources

A survey of medical university students was conducted (20 people, 45% worked with patients with coronavirus infection). We studied stress factors and the psychological effectiveness of the course medication intake of the "Restorative" herbal blend (oregano grass, thyme grass, blackberry leaf, echinacea leaf). The reception period is 20 days. The available stress factors were evaluated by a developed questionnaire, in which scaling was performed in the paradigm of the International Classification of Functioning. The psychological state before and after taking the herbal blend was assessed using the methods "Coping behavior in stressful situations", "Taylor's scale of anxiety manifestations", "Emotional burnout" by V. Boyko. The most significant challenges for respondents are caused by prolonged and intense psychoemotional loads, violations of the work and rest regime. After taking the herbal blend, mental resources increase, anxiety and depression decrease. The subjects begin to deal with stress productively, and not emotionally reacting. The emotional deficit, saving of mental resources, inadequate response to adverse factors are reduced, which indicates the general strengthening effect of the "Restorative" herbal blend not only on the body as a whole, but also on mental processes.

scholarly journals ¿Por qué procrastina el alumnado universitario? Análisis de motivos y caracterización del alumnado con diferentes tipos de motivaciones

2019 ◽  
Vol 38 (1) ◽  
pp. 183-200
Author(s):  
Javier Gil Flores ◽  
Manuel Rafael De Besa Gutiérrez ◽  
Angélica Garzón Umerenkova
Keyword(s):  
University Students ◽  
Assessment Scale ◽  
Inadequate Response ◽  
Academic Procrastination ◽  
Academic Characteristics ◽  
Time Planning ◽  
The University ◽  
Academic Year ◽  
Relevant Factors

La procrastinación académica es una conducta que afecta a un elevado porcentaje del alumnado universitario, por lo que ha sido profusamente tratada en la literatura científica. Aunque se ha estudiado ampliamente la frecuencia de procrastinación y su relación con otras variables, son más escasos los trabajos centrados en los motivos que llevan a procrastinar. En el presente estudio analizamos las razones para procrastinar en una muestra de 433 estudiantes de la Universidad de Cádiz, utilizando para ello la Procrastination Assessment Scale-Students (PASS). Las respuestas obtenidas han permitido llevar a cabo una clasificación del alumnado según sus motivaciones. Los resultados indican que pueden diferenciarse tres tipos de alumnos, los cuales procrastinarían respectivamente por una inadecuada respuesta a las exigencias de la tarea, por temor e inseguridad, o por búsqueda de excitación y dependencia de otros. Cada uno de estos tipos ha sido caracterizado en función de rasgos personales y académicos. Edad, año cursado, planificación del tiempo, intensidad de procrastinación, autoconcepto como estudiante y autoeficacia son factores relevantes en la diferenciación entre tipos de alumnado con distintos motivos para procrastinar. En cambio, las variables sexo, simultanear los estudios con un trabajo remunerado y rendimiento académico no presentan efectos significativos. A partir de los resultados obtenidos, se hace una valoración de los mismos y se reflexiona sobre la intervención dirigida a reducir la procrastinación académica en estudiantes universitarios. Academic procrastination is a behaviour that affects a high percentage of university students, which has been extensively addressed in the scientific literature. Although the frequency of procrastination and its relation to other variables has been studied extensively, there are fewer studies focused on the motives that lead to procrastination. In the present study, we analyse the reasons for procrastinating in a sample of 433 students from the University of Cádiz, using the Procrastination Assessment Scale-Students (PASS). The answers obtained have allowed to carry out a classification of the students according to their motivations. The results indicate that three types of students can be differentiated, which would procrastinate respectively for an inadequate response to the demands of the task, due to fear and insecurity, or for a search for excitement and dependence on others. Each of these types has been characterized according to personal and academic characteristics. Age, academic year, time planning, intensity of pro-crastination, self-concept as a student and self-efficacy are relevant factors in the differentiation between types of students with different motives to procrastinate. On the other hand, the variables gender, simultaneous studies with paid work and academic performance do not have significant effects. We make a discussion of the results obtained and we reflect on the intervention aimed at reducing academic procrastination in university students.

scholarly journals THE PROBLEMS OF RAISING STUDENTS AWARENESS (MOTIVATION) IN THE PROCESS OF FOREIGN LANGUAGES TRAINING

2020 ◽  
Vol 1 (9(77)) ◽  
pp. 257-261
Author(s):  
Vira Chorniy
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Bologna Process ◽  
Foreign Language Teaching ◽  
Foreign Languages ◽  
Professional Activity ◽  
Language Training ◽  
The Subject ◽  
Interactive Activity

The article highlights the problems of junior university students’ motivation to studying foreign languages. These problems are vital and widely discussed by scholars due to implementation of Bologna process. The author offers to understand the motivation as a process that combines individual and situational parameters aiming to transform the subject situation into the relevant motive. The author proves that the leading motive of the students should be awareness of the necessity of foreign language command for the successful professional activity. But students are primarily influenced by the teacher’s motivation. Under this framework the levels of the teacher’s activity forming is presented together with the framework of the motives study. On the basis of the references survey common classification of the motives is considered as well as techniques that stimulate the process of communication. The examples are taken from foreign and Ukrainian sources on methodology of teaching. These practical examples prove that communication centered training involves all language training skills. The article contains strategies and examples the above strategies. In the conclusion the reasons that determine students’ motivation are considered. It is proved that the most effective way of foreign language teaching is an interactive activity of a teacher and a student. Systematic estimation, encouragement and consideration of students’ professional interests are key elements in the process.

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