scholarly journals Resilience: The Role of Optimism, Perceived Parental Autonomy Support and Perceived Social Support in First Year University Students

2013 ◽  
Vol 1 (2) ◽  
Author(s):  
Michelle Dawson ◽  
Julie Ann Pooley
Keyword(s):  
Social Support ◽  
University Students ◽  
Autonomy Support ◽  
Perceived Social Support ◽  
First Year ◽  
Parental Autonomy Support ◽  
Parental Autonomy ◽  
First Year University

scholarly journals European first-year university students accept evolution but lack substantial knowledge about it: a standardized European cross-country assessment

2021 ◽  
Vol 14 (1) ◽  
Author(s):  
Paul Kuschmierz ◽  
Anna Beniermann ◽  
Alexander Bergmann ◽  
Rianne Pinxten ◽  
Tuomas Aivelo ◽  
...  
Keyword(s):  
University Students ◽  
Religious Faith ◽  
European Countries ◽  
First Year ◽  
Education Systems ◽  
Cultural Backgrounds ◽  
Acceptance Of Evolution ◽  
First Year University ◽  
School Curricula

Abstract Background Investigations of evolution knowledge and acceptance and their relation are central to evolution education research. Ambiguous results in this field of study demonstrate a variety of measuring issues, for instance differently theorized constructs, or a lack of standardized methods, especially for cross-country comparisons. In particular, meaningful comparisons across European countries, with their varying cultural backgrounds and education systems, are rare, often include only few countries, and lack standardization. To address these deficits, we conducted a standardized European survey, on 9200 first-year university students in 26 European countries utilizing a validated, comprehensive questionnaire, the “Evolution Education Questionnaire”, to assess evolution acceptance and knowledge, as well as influencing factors on evolution acceptance. Results We found that, despite European countries’ different cultural backgrounds and education systems, European first-year university students generally accept evolution. At the same time, they lack substantial knowledge about it, even if they are enrolled in a biology-related study program. Additionally, we developed a multilevel-model that determines religious faith as the main influencing factor in accepting evolution. According to our model, knowledge about evolution and interest in biological topics also increase acceptance of evolution, but to a much lesser extent than religious faith. The effect of age and sex, as well as the country’s affiliation, students’ denomination, and whether or not a student is enrolled in a biology-related university program, is negligible. Conclusions Our findings indicate that, despite all their differences, most of the European education systems for upper secondary education lead to acceptance of evolution at least in university students. It appears that, at least in this sample, the differences in knowledge between countries reflect neither the extent to which school curricula cover evolutionary biology nor the percentage of biology-related students in the country samples. Future studies should investigate the role of different European school curricula, identify particularly problematic or underrepresented evolutionary concepts in biology education, and analyze the role of religious faith when teaching evolution.

scholarly journals The Role of Perceived Parental Autonomy Support in Academic Achievement of Asian and Latino American Adolescents

2017 ◽  
Vol 9 (24) ◽  
Author(s):  
Ying Hong Jiang ◽  
Jenny Yau ◽  
Patricia Bonner ◽  
Linda Chiang
Keyword(s):  
Academic Achievement ◽  
Autonomy Support ◽  
Parental Autonomy Support ◽  
Latino American ◽  
Parental Autonomy ◽  
America Latina

Introducción. Esta investigación estuvo basada en un  concepto general de una adaptación de la Teoría de la Autodeterminación. Esta investigación evaluó el impacto directo e indirecto en la autoestima de adolecentes del apoyo brindado por sus padres en áreas específica de autonomía académica frente al control de planificación académica de las variables relacionadas entre sí de los adolescentes la autoestima , la motivación académica, y el logro académico.Método. Este trabajo investigativo incluyó una muestra de 271 asiático-americanos y latinos 218 estudiantes estadounidenses de secundaria fueron reclutados en el sur de California para responder a un cuestionario compuesto por una serie de escalas adaptadas y auto-construidas. Se utilizaron múltiples muestras para el modelo de ecuación estructurales.Resultados. En la muestra asiática, el apoyo de los padres fue percibido en la autonomía académica y tuvo efectos positivos directos sobre el rendimiento académico, la autoestima, la motivación académica, y el efecto indirecto sobre la motivación académica mediada por la autoestima, la percepción de control de los padres. Mientras que los resultados en el área de la planificación académica hubo efectos negativos directos sobre la autoestima y el rendimiento académico. Sin embargo, en la muestra de América Latina, el apoyo de los padres percibido en la autonomía académica tuvo efectos indirectos positivos en el rendimiento académico mediado por la motivación académica y la autoestima, percepción de control y planificación académica tuvo efectos negativos directos en tanto la autoestima y la motivación académica.Discusiones y Conclusiones. Se presentan explicaciones plausibles para las diferentes vías en los dos grupos culturales desde la perspectiva cultural. También fue discutido en el papel la potencialidad del uso de la autonomía académica apoyo de los padres como un método para predecir el nivel de rendimiento académico.

The role of pain, disability and perceived social support in psychological and academic functioning of university students with pain: an observational study

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Danijela Serbic ◽  
Jun Zhao ◽  
Jiafan He
Keyword(s):  
Social Support ◽  
Chronic Pain ◽  
University Students ◽  
Acute Pain ◽  
Psychological Functioning ◽  
Perceived Social Support ◽  
Academic Functioning ◽  
Anxiety And Depression ◽  
Pain Disability

AbstractObjectivesUniversity students with pain face unique physical, psychological, social and academic challenges, but research on this is limited. The main aim of this study was to examine how pain, disability and perceived social support relate to psychological and academic outcomes in students with pain. It also compared students with pain and students without pain on measures of depression, anxiety and perceived social support.MethodsThree hundred and eleven students enrolled in Chinese universities took part in the study, 198 with pain (102 reported acute pain and 96 chronic pain) and 113 without pain. They completed measures of perceived social support, depression, anxiety, pain (intensity, frequency, duration), disability and pain interference with academic functioning.ResultsStudents with chronic pain reported higher levels of anxiety and depression and lower levels of perceived social support than students without pain. There were no significant differences between students with acute and chronic pain, and between students with acute pain and those without pain. In the pain sample (containing both acute and chronic pain group), greater interference with academic functioning was predicted by higher levels of pain and disability, and disability also predicted higher levels of depression. After controlling for effects of pain and disability, lower levels of perceived social support predicted higher levels of both anxiety and depression.ConclusionsThese results highlight the role of pain and disability in academic functioning and the role of perceived social support in psychological functioning of students with pain.

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