Violence, bullying and academic performance in higher education students

2021 ◽  
Vol 8 (2) ◽  
pp. 194-205
Author(s):  
Irma Ramos rodríguez
Keyword(s):  
Higher Education ◽  
Academic Performance ◽  
School Violence ◽  
Demographic Data ◽  
Well Being ◽  
Physical And Mental Health ◽  
Education Students ◽  
Cross Sectional ◽  
Grade Point ◽  
First Semester

Violence and bullying affect the physical, mental, social and academic well-being of students. The objective of this work was to analyze the association between violence and bullying, with academic performance in higher education students, a descriptive, cross-sectional, analytical study was carried out in first semester students of different higher level careers, the information was obtained with the application of two questionnaires, the first about Socio-demographic Data and the second one was the questionnaire of School Violence from the Ombudsman (2000). In the results, it was found that 37.4% of the participants showed a grade point average ≥90 points, 47% between 75 to 89 points and 15.6% an average <75 points. Poor academic performance was significantly associated with the type of career, with being ignored, being threatened to scare him, with suffering violence due to social exclusion, harassment in general, harassment due to social, physical and sexual exclusion. In conclusion, violence and bullying are two serious problems that university students frequently face, the effects produced by them affect the physical and mental health of the victims and can affect their academic performance.

scholarly journals Health-Promoting Factors Among Students in Higher Education within Health Care and Social Work: A Cross-Sectional Analysis of Baseline Data in a Multicentre Longitudinal Study

2021 ◽  
Author(s):  
Inger Ahlstrand ◽  
Ingrid Larsson ◽  
Margaretha Larsson ◽  
Aimée Ekman ◽  
Lena Hedén ◽  
...  
Keyword(s):  
Higher Education ◽  
Social Work ◽  
General Health ◽  
Well Being ◽  
Cross Sectional ◽  
First Semester ◽  
Good General Health ◽  
Sleeping Problems ◽  
Health Promoting ◽  
Health And Well Being

Abstract Background: Educational environments are considered important for strengthening students’ health status and knowledge, which is associated with good educational outcomes. It has been suggested to establish healthy universities based on a salutogenic approach—namely, health promotion. The aim of this study was to describe health-promoting resources and factors among first-semester students in higher education in healthcare and social work.Methods: This cross-sectional study is based on a survey provided to all students in seven healthcare and social work programmes from six universities in southern Sweden. The survey was performed in 2018 using a self-reported, web-based questionnaire focussing on general health and well-being, lifestyle factors and three validated instruments measuring health-promoting factors and processes—the Sense of Coherence (SOC) scale, Salutogenic Health Indicator Scale (SHIS) and Occupational Balance Questionnaire (OBQ).Results: Of 2283 students, 851 completed the survey, where 742 (87.1%) were women; 722 students participated in healthcare programmes, and 129 students participated in social work programmes. Most reported good general health and well-being (88.1% and 83.7%, respectively). The total mean scores for the SOC scale, SHIS and OBQ were 59.09 (SD = 11.78), 44.04 (SD = 9.38) and 26.40 (SD = 7.07), respectively. Well-being and several health-promoting lifestyle factors were related to better general health and higher SOC, SHIS and OBQ scores. Multiple linear and logistic regressions showed that perceived well-being and no sleeping problems significantly predicted higher general health and higher SOC, SHIS and OBQ scores. Being less sedentary and non-smoking habits were significant predictors of higher SOC.Conclusions: Swedish students in higher education within the healthcare and social work sector report good general health and well-being in the first semester, as well as health-promoting resources (i.e. SOC, SHIS and OBQ), and in some aspects, a healthy lifestyle. High-intensity exercise, no sleeping problems and non-smoking seem to be of importance to both general health and health-promotive resources. This study contributes to the health promotive characteristics of students in the healthcare and social work sectors, which is of importance for planning universities with a salutogenic approach.

De impact van de coronacrisis op het subjectief welbevinden van (internationale) studenten in Nederland

2021 ◽  
Vol 96 (3) ◽  
pp. 357-383
Author(s):  
Christof Van Mol ◽  
Sabien Dekkers ◽  
Ellen Verbakel
Keyword(s):  
Higher Education ◽  
International Students ◽  
The Netherlands ◽  
Social Contact ◽  
Well Being ◽  
Subjective Well Being ◽  
Education Students ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
The Impact

Abstract The impact of the COVID-19 pandemic on subjective well-being of (international) higher education students in the Netherlands In this paper we investigate the impact of the COVID-19 pandemic on subjective well-being of higher education students in the Netherlands. More specifically, we compare international students and Dutch students, based on the Dutch data of the COVID-19 International Student Well-Being Study, a cross-sectional survey conducted between May-July 2020 among higher education students across the Netherlands (N = 10.491). Based on the sociological literature on the relationship between social capital and subjective well-being, we investigate in particular whether changes in social contact during the first lockdown can explain differences in subjective well-being between international and Dutch students. Our results suggest that although international students report lower levels of subjective well-being compared to Dutch students, these differences cannot be directly explained by (changes) in social contact during the lockdown.

Attitudes to aging in older carers – do they have a role in their well-being?

2015 ◽  
Vol 27 (11) ◽  
pp. 1893-1901 ◽  
Author(s):  
Samantha M. Loi ◽  
Briony Dow ◽  
Kirsten Moore ◽  
Keith Hill ◽  
Melissa Russell ◽  
...  
Keyword(s):  
Demographic Data ◽  
Geriatric Depression Scale ◽  
Depression Scale ◽  
Rank Correlation ◽  
Well Being ◽  
Cross Sectional Study ◽  
Physical And Mental Health ◽  
Related Factors ◽  
Cross Sectional ◽  
Positive Attitudes

ABSTRACTBackground:Attitudes to aging have been investigated in non-carer populations and found to have important relationships with physical and mental health. However, these have not been explored in an older carer sample, although it is becoming increasingly important to clarify variables which are linked with positive carer outcomes. This is one of the first studies to report on older carers, their attitudes to aging, and the relationship with carer-related factors.Methods:A cross-sectional study of 202 carers with a mean age of 70.8 years was conducted in Victoria, Australia, using carer demographic data, carer factors such as depression (using the Geriatric Depression Scale), burden (using the Zarit Burden Inventory, ZBI), physical health, personality, and attitudes to aging (using the Attitudes to Aging Questionnaire, AAQ). Spearman rank correlation and hierarchical regression analyses were used.Results:This study showed that carers had overall positive attitudes to aging inspite of their caring role. It also identified that carer factors including depression and burden contributed a significant amount of the variance to attitudes to aging in terms of physical change and psychosocial loss. Personality traits, specifically neuroticism, and extraversion, were also important contributors to attitudes to aging.Conclusions:Results from this study demonstrated that inspite of moderate levels of depression and spending significant time caring, carers reported positive attitudes to aging. Treating depression, decreasing burden, and investigating the benefits of caring may assist older carers maintain their well-being.

scholarly journals Cross-cultural impacts of COVID-19 on higher education learning and teaching practices in Spain, Oman, Nigeria and Cambodia: A cross-cultural study

2021 ◽  
Vol 18 (5) ◽  
pp. 135-151
Author(s):  
Javier Cifuentes-Faura ◽  
◽  
Deborah Odu Obor ◽  
Loeurt To ◽  
Ishaq Al-Naabi ◽  
...  
Keyword(s):  
Higher Education ◽  
Social Support ◽  
Teaching Practices ◽  
Well Being ◽  
Total Sample ◽  
Cross Cultural ◽  
Education Students ◽  
Cross Sectional ◽  
Learning And Teaching ◽  
Cultural Impacts

Adapting new learning and teaching practices during COVID-19 pandemic has impacted students’ learning in higher education. Using a cross-sectional research methodology, the study attempted to understand the cross-cultural impacts of COVID-19 on higher education students in Cambodia, Nigeria, Oman and Spain to determine the changes that COVID-19 has brought about in higher education students; examine how students' learning behaviour and attitudes have changed during COVID-19; identify the challenges they have experienced; and identify the changes that have taken place in learning and teaching in the selected countries. A total sample of 242 students was randomly selected from four higher education institutions in each of the selected countries. The study provided a cross-cultural understanding of how COVID-19 has affected students’ well-being, behaviors and learning. The results show that COVID-19 had adverse effects on the well-being of students in the four countries. Students received inadequate social support and security protection from others and instructors when they needed it. Omani students received less social support compared with the other three countries. COVID-19 had the worse effect on students’ employment in the four countries. The effect pressed much concern on Nigerian students who experience a great job loss. Students from the four countries were required to put a lot of effort and energy to fulfil the requirements in the program.

How can Academic Context Variables Contribute to the Personal Well-Being of Higher Education Students?

2017 ◽  
Vol 20 ◽  
Author(s):  
Célia Palma Figueira ◽  
Alexandra Marques-Pinto ◽  
Cicero Roberto Pereira ◽  
Magda Sofia Roberto
Keyword(s):  
Higher Education ◽  
Time Pressure ◽  
Well Being ◽  
Role Clarity ◽  
Education Students ◽  
Cross Sectional ◽  
Academic Context ◽  
Peer Social Support ◽  
Context Variables ◽  
Academic Year

AbstractThis study analyzed the influence of perceived time pressure, role clarity, working conditions and peer social support on the personal well-being (subjective, psychological and social well-being) of higher education students, in a sample of 128 Portuguese students from the University of Lisbon. A model was proposed which predicts a negative influence of time pressure and a positive influence of role clarity, working conditions and peer social support on students’ personal well-being, throughout the academic year. Data was collected by means of a longitudinal design, at the beginning and end of the academic year, through self-report questionnaires. Structural equation models were used to analyze cross-sectional and cross-lagged relations among the variables. At cross-sectional level, results revealed a good fit to data (CFI = .928; IFI = .931; RMSEA = .060) illustrating that the perception of academic context variables was related to well-being dimensions. At longitudinal level, however, cross-lagged models did not fit so well to the data (CFI = .863; IFI = .869; RMSEA = .058) with both perceptions of time pressure (β = .167; p = .037) and role clarity (β = –.288; p = .031) significantly predicting well-being, but not in the expected direction, encouraging the accomplishment of studies to further a broader understanding of higher education students’ well-being and its predictors. Implications for higher education scholars and practitioners and suggestions for future research are discussed.

scholarly journals Prevalence of Emotions and Basic Feelings in Higher Education, Case: ESPOCH Marketing Career

2021 ◽  
Author(s):  
W. Pilco ◽  
L. Vallejo
Keyword(s):  
Higher Education ◽  
Well Being ◽  
Education Students ◽  
Cross Sectional ◽  
Basic Emotions ◽  
Qualitative And Quantitative ◽  
Positive Feeling ◽  
Palabras Clave ◽  
High Level

This research aimed to determine the prevalence of basic emotions and feelings in higher education students, through a case study of students pursuing the marketing degree of the Polytechnic School of Chimborazo (ESPOCH). The research employed the MATEA model (fear, affection, sadness, anger and joy) and qualitative and quantitative approaches. The research design was descriptive, cross-sectional and non-experimental, and the methods used were inductive, deductive, analytical, synthetic and systemic. Data were collected through documentation and field review. The results indicated that there was a high level of fear, anger and joy in the students, a neutral level of sadness, and a positive feeling of affection. Given that anger and fear were identified at high levels in the students, we conclude that these feelings should be treated by ESPOCH’s Department of Well-being, Polytechnic and Psychology. Keywords: MATEA model, emotions, feelings, emotional codes. Resumen La investigación tiene como objetivo determinar la prevalencia de las emociones y sentimientos básicos en los estudiantes de educación superior, caso: Carrera de Mercadotecnia de la Escuela Superior Politécnica de Chimborazo (ESPOCH), se fundamenta en el modelo MATEA (miedo, afecto, tristeza, enojo y alegría) tiene un enfoque cualitativo y cuantitativo, de nivel descriptivo, de diseño transversal, no experimental, los métodos utilizados fueron inductivo, deductivo, analítico, sintético y sistémico en el proceso de revisión documental y de campo desarrollados en la presentación de resultados, discusión y conclusiones. Los resultados determinaron el sentimiento miedo su nivel es alto; el sentimiento afecto es positivo, el sentimiento tristeza se encuentra en nivel neutro, el sentimiento enojo su nivel es alto, el sentimiento alegría fue alto. Se concluye que los sentimientos enojo y miedo fueron identificados altos en los estudiantes, se recomienda que estos sentimientos deben ser tratados por los departamentos Bienestar Estudiantil Politécnico y Psicología de la ESPOCH. Palabras clave: modelo MATEA, emociones, sentimientos, códigos emocionales.

scholarly journals Resilience and Psychological Well-Being of Higher Education Students During COVID-19: The Mediating Role of Perceived Distress

2021 ◽  
pp. 097206342098311
Author(s):  
Sarita Sood ◽  
Ananya Sharma
Keyword(s):  
Mental Health ◽  
Higher Education ◽  
Structural Equation ◽  
Health Workers ◽  
Well Being ◽  
Education Students ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Psychological Well Being ◽  
Novel Coronavirus

The novel coronavirus disease (COVID-19) pandemic has created a crisis with a severe effect on the masses, particularly the young students across the world. Framed by the transactional theory of stress and coping, this study investigates the factors influencing psychological well-being (PWB) of the students in higher education during the peri-traumatic phase of COVID-19. A cross-sectional survey using a questionnaire was employed. The study aimed at prediction and theory building and was carried out in India. Data were collected online from 173 higher education students. Partial least squares structural equation modelling (PLS-SEM) was used to test the hypothesised relationships among the constructs. Results indicated resilience significantly predicts PWB both directly and indirectly. Further, the study revealed perceived distress and PWB are not on the same continuum. This study has a contribution to theory and health promotion. Furthermore, the findings have several practical implications for counselling psychologists, academicians, and mental health workers associated with the higher education sector. These findings will put them in a better position to design interventions to enhance resilience in students in the backdrop of the relevance of both positive and negative mental health during the outbreak of diseases. Based on the findings, future directions were discussed.

scholarly journals Emotional Intelligence and Its Relationship with Emotional Well-Being and Academic Performance: The Vision of High School Students

Children ◽  
2020 ◽  
Vol 7 (12) ◽  
pp. 310
Author(s):  
María Dolores Toscano-Hermoso ◽  
Carlos Ruiz-Frutos ◽  
Javier Fagundo-Rivera ◽  
Juan Gómez-Salgado ◽  
Juan Jesús García-Iglesias ◽  
...  
Keyword(s):  
High School ◽  
Emotional Intelligence ◽  
Academic Performance ◽  
High School Students ◽  
Well Being ◽  
Three Dimensions ◽  
Physical And Mental Health ◽  
School Students ◽  
Cross Sectional ◽  
Academic Field

Emotional intelligence skills in students may be related with physical and mental health, within and outside the academic field. Strengthening these skills can lead to greater overall well-being, lower use of substances, and improved academic performance, as well as reduced aggressive behaviours. The objective of this study was to analyse the levels of emotional intelligence (differentiating between the dimensions: emotional Attention, Clarity, and Repair) among high school students and examine its relationship with academic performance and emotional well-being, considering if there are differences between boys and girls and between different grades. A cross-sectional descriptive study was developed on a sample of 333 High School students using the Trait Meta-Mood Scale (TMMS) and KIDSCREEN-10 Index tools. Differences in emotional intelligence were observed between boys and girls for the three dimensions, and a relationship between emotional intelligence and student well-being was appreciated. No relationships were found between emotional intelligence and academic performance, nor have any differences been observed between the different courses analysed. It cannot be concluded that academic performance is related to emotional intelligence, but a relationship between well-being and emotional intelligence is found.

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