Depression in Bangladeshi university students: The role of sociodemographic, personal, and familial psychopathological factors

The purpose of present study is to examine the role of learning strategies as moderator between meta-cognitive awareness and study habits among university students. Sample comprises of 200 students (100 male students and 100 female students) of various universities of Islamabad and Rawalpindi with age ranging from 18-25 years. In order to assess study variables questionnaires were used included Meta-Cognitive Awareness Inventory (Schraw & Dennison, 1994) measuring two-components of meta-cognition that are knowledge and regulation of cognition. Study habits demonstrated by the students were measured by the Study Habits Inventory (Wrenn, 1941). Motivated Strategies for Learning Questionnaire (Pintrich, Smith, Garcia, & McKeachie, 1991) which includes motivation and learning strategies scales. In the present study, only the learning strategies section was utilized, which measures the cognitive strategies and resource management strategies. Results revealed positive correlation between research instruments and are also having good reliability. Regression analysis reflected that meta-cognitive awareness predicts study habits among university students. Regression analysis also suggested that learning strategies including resource management strategies and cognitive strategies significantly moderates the relationship between meta-cognitive awareness and study habits. It is also explored gender differences on learning strategies, meta-cognitive awareness and study habits. Future implications of the study were also discussed.

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ROLE OF WORK VALUES IN PREDICTING CAREER ADAPTABILITY: A STUDY OF UNIVERSITY STUDENTS OF THE STATE OF HIMACHAL PRADESH

Global Journal of Commerce & Management Perspective ◽

10.24105/gjcmp.6.6.1702 ◽

2017 ◽

Vol 6 (6) ◽

pp. 14-18 ◽

Cited By ~ 1

Author(s):

Dr. Sakshi Sharma ◽

Keyword(s):

University Students ◽

Work Values ◽

Himachal Pradesh ◽

The State ◽

Career Adaptability

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The Role Of Using Lexical Bundles On The Development Of Proficiency Of Iraqi EFL University Students

10.36317/0826-009-029-016 ◽

2016 ◽

pp. 53

Author(s):

Ali Abdul Ilah Ghani

Keyword(s):

University Students ◽

Lexical Bundles

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Hong Kong University Students’ Normative Beliefs about Aggression toward Police during Social Protests 2019–2020: The Role of Ecological Risks and Future Orientation

Crime & Delinquency ◽

10.1177/00111287211014145 ◽

2021 ◽

pp. 001112872110141

Author(s):

Jian-Bin Li ◽

Catrin Finkenauer

Keyword(s):

Hong Kong ◽

University Students ◽

Community Violence ◽

Future Orientation ◽

Ecological Risks ◽

Normative Beliefs ◽

Poor Family ◽

Social Protests ◽

Delinquent Peers

We examined the association between normative beliefs about aggression toward police (NBAGG→P) and participation in social protests during 2019–2020 and use of aggression among 1,025 Hong Kong university students. We also investigated the role of ecological risks (i.e., distrust in institutions, exposure to community violence, poor family monitoring, poor university discipline and affiliation with delinquent peers) and future orientation in NBAGG→P. The results showed that NBAGG→P was related to more participation in social protests and use of aggression. Ecological risks (except for poor family monitoring) and a positive future orientation were related to more and less NBAGG→P, respectively. Moreover, the “distrust in institutions and NBAGG→P” link was stronger for students with more, rather than less, positive future orientation.

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The Mediating Role of Engagement on the Achievement and Quality of Life of University Students

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph18126586 ◽

2021 ◽

Vol 18 (12) ◽

pp. 6586

Author(s):

Inmaculada García-Martínez ◽

José María Augusto Landa ◽

Samuel P. León

Keyword(s):

Quality Of Life ◽

Academic Achievement ◽

Life Satisfaction ◽

Emotional Intelligence ◽

Academic Performance ◽

University Students ◽

Mediational Role ◽

The Relationship

(1) Background: Academic engagement has been reported in the literature as an important factor in the academic achievement of university students. Other factors such as emotional intelligence (EI) and resilience have also been related to students’ performance and quality of life. The present study has two clearly delimited and interrelated objectives. First, to study the mediational role that engagement plays in the relationship between EI and resilience on quality of life. Secondly, and similarly, to study the mediational role of engagement in the relationship between EI and resilience, but in this case on academic achievement. (2) Methods: For this purpose, four scales frequently used in the literature to measure emotional intelligence, resilience, academic engagement and quality of life were administered to 427 students of the University of Jaén undertaking education degrees. In addition, students were asked to indicate their current average mark as a measure of academic performance. Two mediational models based on structural equations were proposed to analyse the relationships between the proposed variables. (3) Results: The results obtained showed that emotional intelligence and resilience directly predicted students’ life satisfaction, but this direct relationship did not result in academic performance. In addition, and assuming a finding not found so far, engagement was shown to exert an indirect mediational role for both life satisfaction and academic performance of students. (4) Conclusions: The findings of the study support the importance of engagement in the design and development of instructional processes, as well as in the implementation of any initiative.

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Revisiting the Role of Worries in Explaining the Link Between Test Anxiety and Test Performance

Educational Psychology Review ◽

10.1007/s10648-021-09601-0 ◽

2021 ◽

Author(s):

Frieder L. Schillinger ◽

Jochen A. Mosbacher ◽

Clemens Brunner ◽

Stephan E. Vogel ◽

Roland H. Grabner

Keyword(s):

University Students ◽

Standardized Tests ◽

Test Anxiety ◽

Test Performance ◽

Inverse Relationship ◽

Curvilinear Relationship ◽

General Intelligence ◽

Mathematical Competencies ◽

And Performance

AbstractThe inverse relationship between test anxiety and test performance is commonly explained by test-anxious students’ tendency to worry about a test and the consequences of failing. However, other cognitive facets of test anxiety have been identified that could account for this link, including interference by test-irrelevant thoughts and lack of confidence. In this study, we compare different facets of test anxiety in predicting test performance. Seven hundred thirty university students filled out the German Test Anxiety Inventory after completing a battery of standardized tests assessing general intelligence and mathematical competencies. Multiple regressions revealed that interference and lack of confidence but not worry or arousal explained unique variance in students’ test performance. No evidence was found for a curvilinear relationship between arousal and performance. The present results call for revisiting the role of worries in explaining the test anxiety-performance link and can help educators to identify students who are especially at risk of underperforming on tests.

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