scholarly journals The virtual COVID-19 classroom: surveying outcomes, individual differences, and technology use in college students

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Kara Sage ◽  
Sophia Jackson ◽  
Emily Fox ◽  
Larissa Mauer
Keyword(s):  
Individual Difference ◽  
Undergraduate Students ◽  
Perceived Stress ◽  
Technology Use ◽  
Online Courses ◽  
Qualitative Survey ◽  
Current Context ◽  
Smartphone Use ◽  
Course Outcomes

AbstractThe COVID-19 pandemic caused many colleges to quickly shift to virtual learning, leading students to rely on technology to complete coursework while also experiencing new situations and stressors. The present study explored students’ technology use in their online course in conjunction with several student outcomes and individual difference measures. Ninety-six undergraduate students were surveyed about devices used and their perceptions of those devices. In addition, the survey measured students’ engagement, motivation, procrastination, perceived stress, and self-efficacy. It also asked students to report their current grade as well as how satisfied and isolated they felt in their course. Relationships emerged in predictable ways between course outcomes and individual difference measures. And though laptops were most used for coursework, more smartphone use related to lower feelings of isolation. Lower feelings of isolation then related to higher grades and less stress. Regression analyses confirmed that smartphone use explained unique variance in feelings of isolation, and further revealed that perceived stress consistently predicted all outcomes. From these results and complementary qualitative survey data, it seems that both laptops and smartphones hold importance for academics in the current context. Educators should further explore the role of device in students’ experience as well as consider this information when designing online courses.

scholarly journals Self-regulation strategies of smartphone use during university self-study

2020 ◽  
Author(s):  
Rebecca L. Barron ◽  
Linda Katherine Kaye
Keyword(s):  
Undergraduate Students ◽  
Learned Helplessness ◽  
Self Regulation ◽  
Structured Interviews ◽  
Fear Of Missing Out ◽  
Self Study ◽  
Smartphone Use ◽  
Regulation Strategies ◽  
Insight Into

The role of smartphones within education has received a lot of media and academic attention. This has typically focused on their use in the classroom, within tutor-directed sessions. However, less has been focused on how smartphone use is negotiated within self-study. Using semi-structured interviews, the current study sought to explore final year undergraduate students’ (N = 6) strategies for smartphone self-regulation during self-study time and the extent to which these strategies were effective. IPA revealed three main themes: “Urgency, Context and Consistency”, “Learned Helplessness” and “Fear of Missing out (FoMO)”. The findings extend our understanding of how conceptual frameworks such as self-regulation apply to smartphone regulation during self-study, and provide insight into the barriers for effective regulatory behaviour. Implications for both self-study efficacy and smartphone regulation are discussed.

Gender Differences in English Proficiency among Early, Middle and Late Immersion Undergraduate Students: The Role of Individual Difference Factors

2018 ◽  
Vol 8 (1) ◽  
pp. 29-42
Author(s):  
Olusiji Lasekan
Keyword(s):  
Gender Differences ◽  
Second Language ◽  
Individual Difference ◽  
Undergraduate Students ◽  
English Proficiency ◽  
Future Research ◽  
Self Confidence

AbstractA number of s tudies conducted a cross di fferent levels of educa tion ha ve reported tha t female learners’ capa city to lea rn second language successfull y is hi gher than male lea rners ’. However, few wri ters ha ve been able to question and investi gate the effects of di fferent levels of immersions and va rious indi vidual fa ctors on male a nd female lea rners ’ English proficiency at uni versity level . The aim of this study is to exa mine how gender differences in English profi ciency is influenced by individu al di fference fa ctors among ea rl y, middle and late immersion undergradua te students . Both quali tati ve and quanti tati ve methods were used in i nves tiga ting 221 undergraduate s tudents from va rious colleges in the ci ty of Gulba rga , India. The resul ts reveal tha t the female lea rner’s hi gher English proficien cy compa red wi th the male learners’ is pa rtl y caused by their s tronger a tti tude towa rd English langua ge educa tion and self -confidence to lea rn the langua ge successfull y. Implica tions of the resul ts and future research di rections a re also presented.

scholarly journals Problem-solving skills and perceived stress among undergraduate students: The moderating role of hardiness

2016 ◽  
Vol 23 (10) ◽  
pp. 1321-1331 ◽  
Author(s):  
Abbas Abdollahi ◽  
Mansor Abu Talib ◽  
Per Carlbring ◽  
Richard Harvey ◽  
Siti Nor Yaacob ◽  
...  
Keyword(s):  
Problem Solving ◽  
Undergraduate Students ◽  
Perceived Stress ◽  
Influencing Factor ◽  
Personal Control ◽  
Problem Solving Skills ◽  
Approach Avoidance ◽  
The Relationship ◽  
Moderating Role

This study was designed to examine the relationships between problem-solving skills, hardiness, and perceived stress and to test the moderating role of hardiness in the relationship between problem-solving skills and perceived stress among 500 undergraduates from Malaysian public universities. The analyses showed that undergraduates with poor problem-solving confidence, external personal control of emotion, and approach–avoidance style were more likely to report perceived stress. Hardiness moderated the relationships between problem-solving skills and perceived stress. These findings reinforce the importance of moderating role of hardiness as an influencing factor that explains how problem-solving skills affect perceived stress among undergraduates.

Technology Use Among College Students: Implications for Student Affairs Professionals

NASPA Journal ◽  
2006 ◽  
Vol 43 (2) ◽  
Author(s):  
Erin L Gemmill ◽  
Michael Peterson
Keyword(s):  
Social Support ◽  
College Students ◽  
College Student ◽  
Student Affairs ◽  
Undergraduate Students ◽  
Perceived Stress ◽  
Technology Use ◽  
Student Affairs Professionals ◽  
Significant Problem

The purposes of this study were to explore the extent to which technology disrupts and occupies the time of a college student and to determine the degree to which these disruptions contribute to perceived stress. A 71-item survey to assess perceived stress, technology use and disruptions, and social support was administered to 299 undergraduate students. The results indicate 25% of participants have problems with disruptions from technology, and more disruptions from technology are related to higher levels of perceived stress. Experiencing disruptions from technology is a significant problem among college students and needs to be addressed by student affairs professionals.

The Role of Gender and Sensation Seeking in Film Choice

2008 ◽  
Vol 20 (3) ◽  
pp. 97-105 ◽  
Author(s):  
Smita C. Banerjee ◽  
Kathryn Greene ◽  
Marina Krcmar ◽  
Zhanna Bagdasarov ◽  
Dovile Ruginyte
Keyword(s):  
United States ◽  
Undergraduate Students ◽  
Sensation Seeking ◽  
Negative Mood ◽  
Positive Mood ◽  
The United States ◽  
High Arousal ◽  
Subject Design ◽  
Happy Mood

This study demonstrates the significance of individual difference factors, particularly gender and sensation seeking, in predicting media choice (examined through hypothetical descriptions of films that participants anticipated they would view). This study used a 2 (Positive mood/negative mood) × 2 (High arousal/low arousal) within-subject design with 544 undergraduate students recruited from a large northeastern university in the United States. Results showed that happy films and high arousal films were preferred over sad films and low-arousal films, respectively. In terms of gender differences, female viewers reported a greater preference than male viewers for happy-mood films. Also, male viewers reported a greater preference for high-arousal films compared to female viewers, and female viewers reported a greater preference for low-arousal films compared to male viewers. Finally, high sensation seekers reported a preference for high-arousal films. Implications for research design and importance of exploring media characteristics are discussed.

Perceived stress and obesity-promoting eating behaviors in adolescence: The role of parent-adolescent conflict.

2019 ◽  
Vol 37 (1) ◽  
pp. 62-67 ◽  
Author(s):  
Katherine E. Darling ◽  
Elizabeth B. Ruzicka ◽  
Amy J. Fahrenkamp ◽  
Amy F. Sato
Keyword(s):  
Perceived Stress ◽  
Eating Behaviors ◽  
Adolescent Conflict

Alignment

2016 ◽  
pp. 33-50
Author(s):  
Pier Giuseppe Rossi
Keyword(s):  
Teaching And Learning ◽  
Enactive Approach ◽  
The World ◽  
Strategic Role ◽  
Education Today ◽  
Current Context ◽  
The Subject

The subject of alignment is not new to the world of education. Today however, it has come to mean different things and to have a heuristic value in education according to research in different areas, not least for neuroscience, and to attention to skills and to the alternation framework.This paper, after looking at the classic references that already attributed an important role to alignment in education processes, looks at the strategic role of alignment in the current context, outlining the shared construction processes and focusing on some of the ways in which this is put into effect.Alignment is part of a participatory, enactive approach that gives a central role to the interaction between teaching and learning, avoiding the limits of behaviourism, which has a greater bias towards teaching, and cognitivism/constructivism, which focus their attention on learning and in any case, on that which separates a teacher preparing the environment and a student working in it.

Gender and belief factors on attitude towards Social and Environmental Accounting (SEA)

2009 ◽  
Vol 6 (2) ◽  
pp. 51
Author(s):  
Salina Abdullah ◽  
Ern Chen Loo
Keyword(s):  
Natural Resources ◽  
Undergraduate Students ◽  
Environmental Issues ◽  
Environmental Accounting ◽  
Future Generations ◽  
Business And Society ◽  
Four Dimensions ◽  
Sustain Ability ◽  
The Relationship

Research on social and environmental accounting (SEA) has mainly concentrated on disclosure of SEA by corporate bodies, where investigations on ones attitude towards SEA are rarely discussed. SEA is a medium that develops relationships between business and society, community and nature. In addition, SEA involves a concept of sustain ability; where natural resources need to be sustained for the needs of future generations (Alhabshi et al., 2003). SEA also tries to recognise the role of accounting in sustainable development and the use of environmental resources. There are arguments that the young generations today are not fully aware of preserving these natural resources as well as handling social and environmental issues wisely. This perhaps link closely to their belief and cultural background. Hence, this paper examines the influence of gender and belief factors on the undergraduate students’ attitude towards SEA. Four dimensions of belief (fixed ability, quick learning, simple knowledge and certain knowledge) proposed by Schommer (2005) were adapted to analyse how belief factors have influence on their attitude towards SEA. An independent sample t-test was used to examine the relationship between gender and students’ attitude towards SEA. Spearmen’s correlation was employed to show the relationship between belief and attitude towards SEA. The results revealed that gender differences did not show influences on their attitude towards SEA. It was found that there is a significant relationship between belief and students’ attitude towards SEA. Students who believe on the importance of SEA tend to report positive attitude towards SEA. Perhaps findings of this study may provide some information on the SEA education and further be incorporated in the syllabus.

The Role of Career Self-Efficacy on the Effect of Parental Career Behaviors on Career Exploration: A Study on School of Tourism and Hotel Management’ Students

2016 ◽  
Vol 3 (1) ◽  
pp. 143 ◽  
Author(s):  
Selahattin Kanten ◽  
Pelin Kanten ◽  
Murat Yeşiltaş
Keyword(s):  
Undergraduate Students ◽  
Self Efficacy ◽  
Structural Equation ◽  
Career Exploration ◽  
Equation Modeling ◽  
Survey Method ◽  
Hotel Management ◽  
Mediating Role ◽  
The Impact

This study aims to investigate the impact of parental career behaviors on undergraduate student’s career exploration and the mediating role of career self-efficacy. In the literature it is suggested that some social and individual factors facilitate students’ career exploration. Therefore, parental career behaviors and career self-efficacy is considered as predictors of student’s career exploration attitudes within the scope of the study. In this respect, data which are collected from 405 undergraduate students having an education on tourism and hotel management field by the survey method are analyzed by using the structural equation modeling. The results of the study indicate that parental career behaviors which are addressed support; interference and lack of engagement have a significant effect on student’s career exploration behaviors such as intended-systematic exploration, environment exploration and self-exploration. In addition, it has been found that one of the dimensions of parental career behaviors addressed as a lack of engagement has a significant effect on career self-efficacy levels of students. However, research results indicate that student’s career self-efficacy has a significant effect on only the self-exploration dimension. On the other hand, career self-efficacy has a partial mediating role between lack of engagement attitudes of parents and career exploration behaviors of students.

Hearing Vocation Differently

2018 ◽  
Keyword(s):  
Undergraduate Students ◽  
Affective Learning ◽  
College Campuses ◽  
Deep Roots ◽  
Academic Field ◽  
Multiple Voices ◽  
Faith Traditions ◽  
Future Direction ◽  
The Relationship

Colleges and universities have begun using the language of vocation and calling to help undergraduates think about the future direction of their lives. This language has been employed in both secular and religious contexts, but it has deep roots in a specific theological tradition. Given the increasingly multi-faith context of undergraduate life, many have asked whether this originally Christian terminology can truly become a new vocabulary for higher education. This volume’s 13 contributing scholars identify with a wide variety of faith traditions, including Buddhism, Christianity, Hinduism, Islam, Judaism, and Sikhism. Some claim more than one tradition; others would claim none. Rather than seeking to “translate” Christian language into other perspectives, they reflect on various facets of vocation from the standpoint of their own traditions. Both individually and collectively, they seek to expand the range of vocational reflection and discernment well beyond its traditional Christian origins, addressing themes such as religious pluralism and difference, the importance of multiple voices, the role of affective learning, the relationship between process and result, and the development of an integrated life. The authors recognize that all undergraduate students—regardless of their academic field, religious background, or demographic identity—need to make space for reflection, to overcome obstacles to vocational discernment, and to consider the significance of their own narratives, beliefs, and practices. Accomplishing these goals will require college campuses to reimagine their curricular and co-curricular programming in order to support their students’ interfaith reflections on issues of meaning and purpose, as well as personal identity.

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