Spiritual and moral bases of psychological safety of mining-students

2020 ◽  
pp. 68-72
Author(s):  
A. V. Koteneva ◽  
◽  
P. V. Chelyshev ◽  
Keyword(s):  
Academic Performance ◽  
Academic Success ◽  
Stress Resistance ◽  
Psychological Safety ◽  
Moral Choice ◽  
Russian Science ◽  
Coping With Stress ◽  
Resistance To Stress ◽  
Personal Qualities ◽  
The Individual

Psychological safety of a specialist’s personality in stressful situations is a condition of his successful professional work. The empirical study is devoted to the investigation of personal qualities (stress resistance, religiosity and moral stability) underlying the psychological safety of future miners. The research involved 52 students aged from 18 to 25 years (average age – 19.9 years), 30 males and 22 females. Research methods: “Diagnostics of personality’s psychological safety” by I. I. Prikhodko, “Questionnaire of religiosity” by I. S. Shemet, “Friend-adviser-1” (DS-1) by E. K. Veselova, “Questionnaire of psychological resistance to stress” by E. V. Raspopin, “Psychological stress scale PSM-25” by Lemur-Thesier-Fillion. Academic success was assessed on the basis of students’ academic performance. Methods of mathematical statistics were used for data processing – T-criterion for independent samples, correlation and multiple regression analysis. The results of the study show that young men are characterized by a higher level of overall safety index and its specific components-motivational, volitional and internal comfort, as well as a lower level of stress, moral stability than young women. Significant positive connections between psychological safety of the person, all its components and stress resistance among students are revealed. Religiosity is significantly associated with the motivational and volitional characteristics of students, and is also the main predictor of psychological safety of the individual in life situations that exceed their own resources of coping with stress. Moral stability provides spiritual safety of personality, allows to keep the deep personal beginning of man. However, in a situation of moral choice, it increases students’ mental tension which negatively affects academic performance, while the psychological safety of the person is a condition for successful completion of the session. This work was supported by Russian Science Foundation № 19-18-00058.

scholarly journals THE PRECULIARITIES OF CONDUCTING OF PSYCHOPHYSIOLOGICAL EXPERTISE OF PERSONALITY

2021 ◽  
pp. 71-81
Author(s):  
N. Goncharova
Keyword(s):  
Stress Resistance ◽  
Self Regulation ◽  
Social Adaptation ◽  
Coping With Stress ◽  
Functional Changes ◽  
Professional Activities ◽  
Theoretical Approaches ◽  
Psychophysiological Examination ◽  
The Individual ◽  
High Internal Stress

The article focuses on the problem of appointment and psychophysiological examination of personality. Theoretical approaches to stress resistance as a psychological category and one of the components of expert research are analyzed. Stress resistance is considered as a dynamic, integrative property of personality, as a result of interaction with a stressor, which includes the process of self-regulation, cognitive representation, objective characterization of the situation and requirements for personality. It is formed in the process of personality confrontation with stressors that are repeated in different situations and depend on understanding the life situation, adequate judgments in its interpretation, rational assessment and ability to predict their actions, the ability to choose adequate means of coping with stress. The article considers the level of stress resistance of the individual. The main methods of research of the level of stress resistance and determination of professional suitability are analyzed. The sample, stages of the research are characterized and the obtained results of the study of stress resistance in adolescence are analyzed. The necessity of psychological support to increase the level of personality resilience is discussed. In the article notes that the stress resistance of students is determined by the presence of stressors in the student environment, such as exam situations, periods of social adaptation, the need for personal self-determination in future professional activities. A powerful flow of information in the learning process of students increases the load on the cognitive sphere of personality, which leads to functional changes in the emotional, behavioral and personal spheres. High internal stress can cause complex physiological changes in a young person's body, and strong emotional stress leads to stress.

scholarly journals Teacher-student interactions and academic performance of students

2021 ◽  
Vol 30 (1) ◽  
pp. 87-93
Author(s):  
Mst Maleka Pervin ◽  
Nafiza Ferdowsh ◽  
Israt Jahan Munni
Keyword(s):  
Academic Performance ◽  
Academic Success ◽  
Sampling Technique ◽  
Student Interactions ◽  
Grade Point ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Teacher Student Interactions ◽  
The Individual ◽  
Academic Resources

The main goal of this study was to investigate the influence of teacherstudent interaction on academic performance of the students. Hundred participants (50 teachers and 50 students) were selected through purposive sampling technique to conduct this research. Teacher and student feedback were measured by using the Questionnaire on Teacher Interaction (QTI) as well as students’ academic performance was calculated by using last year grade point average (GPA) of each student. Pearson product moment correlation was used which indicated a positive significant correlation (r = 0.70, p < 0.05) between teacher-student interaction and academic performance of the students. The findings indicated the importance of teacher-student relationships to attain academic success of the students. The results suggest providing appropriate academic resources and aids for the teachers to meet the individual needs of their students. Dhaka Univ. J. Biol. Sci. 30(1): 87-93, 2021 (January)

Academic Stress and Emotion Regulation in the Iranian Female Students with High and Low Academic Performance

2017 ◽  
Vol 41 (S1) ◽  
pp. s787-s788
Author(s):  
S. Piryaei ◽  
M. Mohebbi ◽  
M. Khademi Ashkzari ◽  
E. Khademi Ashkezari
Keyword(s):  
Emotion Regulation ◽  
Academic Performance ◽  
High School Students ◽  
Academic Success ◽  
Academic Failure ◽  
Academic Stress ◽  
Female Students ◽  
School Students ◽  
Coping With Stress ◽  
Competing Interest

IntroductionThis paper examines the similarities and differences between academic stress and emotion regulation and investigates that the association between emotion regulation and academic stress may be explained the level of academic success among female students.ObjectivesThis research suggests that students vary in their ability to regulate emotions and cope with academic stress, and these abilities may differ across the level of student's academic success. Identifying the academic stress and quality of emotion regulation strategies will lead to practical implications for promoting student's with low or high academic success.AimsThe present study aims to compare academic stress and emotion regulation in the female students with high and low academic performance.MethodsA total of 162 high school students (mean age = 15.26) were selected by cluster random sampling method. They were categorized as students with high (87 students) and low (75 students) academic performance by average of their academic performance. Emotion regulation questionnaire, educational stress scale for adolescents and academic performance were administered. One-way MANOVA was conducted on academic stress and emotion regulation.ResultsThe results of analysis were significant only for emotion regulation, F (5, 156) = 5.34, P = .001. Mean score of students with low academic performance in the emotion regulation was significantly lower than students with high academic performance.ConclusionsThe extent to which variation in emotion regulation and coping with stress can be considered as a key factor of academic failure/success in educational settings.Disclosure of interestThe authors have not supplied their declaration of competing interest.

scholarly journals L’impact des variables individuelles et contextuelles sur la performance scolaire

2020 ◽  
Vol 10 (16) ◽  
pp. 207-226
Author(s):  
El Mokhtar Chikhi
Keyword(s):  
Academic Performance ◽  
Academic Success ◽  
College Education ◽  
Contextual Variables ◽  
School Year ◽  
The Subject ◽  
Spss Software ◽  
The One ◽  
The Individual ◽  
The Impact

The notion of performance is the key word of our study. This notion is today at the heart of debates that shake schools. On the one hand the latter must provide quality education and on the other hand schools are subject to the obligation to report to the citizen. These two constraints result in the need to identify the individual and contextual variables of students' academic performance i.e. the factors likely to lead to academic success. We are aware in our study that we cannot be content with a single determinant as long as the analysis of school performance is multifactorial. The purpose of this article is to present in the first part the individual and contextual variables that have already been the subject of the research. And in the second part to determine the impact of these variables on the academic performance of a sample representing 11425 pupils of students enrolled in the third year of college education during the 2016-2017 school year, reporting to the management Provincial of Sidi Bernoussi of the Academy Casa Settat region. The data collected is studied using the SPSS software.

scholarly journals The Impact of Motivation on the Academic Performance of University Students: أثر التحفيز على الأداء الأكاديمي لطلبة الجامعة

2021 ◽  
Vol 5 (10) ◽  
pp. 113-103
Author(s):  
Raihanah Ali Dokhykh Raihanah Ali Dokhykh
Keyword(s):  
Academic Performance ◽  
Academic Success ◽  
University Students ◽  
Extrinsic Motivation ◽  
Data Gathering ◽  
Percentage Increase ◽  
Critical Elements ◽  
The Individual ◽  
The Impact ◽  
Intrinsic And Extrinsic Motivations

This study evaluates how motivation influences the academic performances of university students. The sample includes 400 higher education students attending different universities in Saudi Arabia. The questionnaire was the data gathering method that was chosen by the researcher to complete this study. The study reveals that both intrinsic and extrinsic motivations positively impact the academic performance of students. Academic performance increased by a percentage increase of between 23% and 34 %. Overall, the model showed a significant jump (p<0,05). The researcher found that the individual elements associated with extrinsic motivation -- rejection of alternative options: increase by 17%; career and qualifications: increase by 9%; social enjoyment: increase by 7%; social pressure: increase by 4%. The researcher also found that both intrinsic and extrinsic motivations are critical elements in the academic success of students and student's performances that tend to consistently fluctuate between good and average/poor. Their performance seems to be guided by the presence of an external reward. Further studies are needed to determine if intrinsically motivated students can be further motivated. 

School Success and School Engagement of Immigrant Children and Adolescents

2013 ◽  
Vol 18 (2) ◽  
pp. 126-135 ◽  
Author(s):  
Frosso Motti-Stefanidi ◽  
Ann S. Masten
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Children And Adolescents ◽  
School Engagement ◽  
School Success ◽  
Immigrant Children ◽  
Integrative Model ◽  
High Stakes ◽  
The Individual

Academic achievement in immigrant children and adolescents is an indicator of current and future adaptive success. Since the future of immigrant youths is inextricably linked to that of the receiving society, the success of their trajectory through school becomes a high stakes issue both for the individual and society. The present article focuses on school success in immigrant children and adolescents, and the role of school engagement in accounting for individual and group differences in academic achievement from the perspective of a multilevel integrative model of immigrant youths’ adaptation ( Motti-Stefanidi, Berry, Chryssochoou, Sam, & Phinney, 2012 ). Drawing on this conceptual framework, school success is examined in developmental and acculturative context, taking into account multiple levels of analysis. Findings suggest that for both immigrant and nonimmigrant youths the relationship between school engagement and school success is bidirectional, each influencing over time the other. Evidence regarding potential moderating and mediating roles of school engagement for the academic success of immigrant youths also is evaluated.

Learning Style Preferences of Undergraduate Nursing Students: A Systematic Review

2019 ◽  
Vol 21 (1) ◽  
Author(s):  
Tonderai Washington Shumba ◽  
Scholastika Ndatinda Iipinge
Keyword(s):  
Systematic Review ◽  
Academic Performance ◽  
Academic Success ◽  
Nursing Students ◽  
Learning Styles ◽  
Learning Style ◽  
Undergraduate Nursing Students ◽  
Learning Style Preferences ◽  
Undergraduate Nursing ◽  
Style Preferences

This study sought to synthesise evidence from published literature on the various learning style preferences of undergraduate nursing students and to determine the extent they can play in promoting academic success in nursing education of Namibia. A comprehensive literature search was conducted on electronic databases as a part of the systematic review. Although, kinaesthetic, visual and auditory learning styles were found to be the most dominant learning style preferences, most studies (nine) indicated that undergraduate nursing students have varied learning styles. Studies investigating associations of certain demographic variables with the learning preferences indicated no significant association. On the other hand, three studies investigating association between learning styles and academic performance found a significant association. Three studies concluded that indeed learning styles change over time and with academic levels. The more nurse educators in Namibia are aware of their learning styles and those of their students, the greater the potential for increased academic performance.

scholarly journals Comprehensive Investigation of Factors Influencing University Students’ Academic Performance in Saudi Arabia

2021 ◽  
Vol 11 (8) ◽  
pp. 375
Author(s):  
Abdullah Alabdulkarem ◽  
Mohammad Alhojailan ◽  
Saad Alabdulkarim
Keyword(s):  
Saudi Arabia ◽  
Academic Performance ◽  
Academic Success ◽  
Undergraduate Students ◽  
Success Factors ◽  
Education Outcomes ◽  
Professional Careers ◽  
K 12 ◽  
Undergraduate Programs ◽  
Relationship Of

Academic success in undergraduate programs is indicative of potential achievements for graduates in their professional careers. The reasons for an outstanding performance are complex and influenced by several principles and factors. An example of this complexity is that success factors might change depending on the culture of students. The relationship of 32 factors with the reported academic performance (RAP) was investigated by using a survey distributed over four key universities in Saudi Arabia. A total of 3565 Saudi undergraduate students completed the survey. The examined factors included those related to upbringing, K-12 education, and structured and unstructured activities. Statistical results validate that many factors had a significant relationship with the RAP. Among those factors, paternal’s education level and work field, type of intermediate and high schools, and the attendance of prayers in mosques were significantly associated with the reported performance. This study provides important insights into the potential root causes of success so that they can be targeted by educators and policy makers in the effort to enhance education outcomes.

Destruction of microplastics in the natural environment

2021 ◽  
Author(s):  
Vladimir Kovalevski ◽  
Mikhail Zobkov
Keyword(s):  
Bottom Sediments ◽  
Chemical Elements ◽  
Morphological Structure ◽  
Subsequent Growth ◽  
Russian Science ◽  
Specific Density ◽  
Local Oxidation ◽  
Energy Dispersive Microanalysis ◽  
Local Destruction ◽  
The Individual

&lt;p&gt;Morphological structure and chemical composition of environmental microplastics (MPs) extracted from water and bottom sediments of Lake Onego were studied. Raman spectroscopy was used to identify MPs polymer types and scanning electron microscopy with energy dispersive microanalysis was used to study the morphology and trace elements composition of inclusions on their surface. The features of the destruction of MPs, as well as the presence of various chemical elements on their surface including heavy metals, were investigated. Four main mechanisms of MPs microdestruction have been identified: (1) Local destruction of monophasic MPs caused by local oxidation and cleavage of thin flakes and fragments with the formation of nanoscale plastics. (2) The destruction of multiphase microplastics predominantly determined by the selective destruction of one of the phases of the composite, for example, the ligament scission between the individual components of the plastic with their separation. (3) Microbiological destruction of MPs under the influence of diatoms by fixing spores of diatoms on defects of MPs with their subsequent growth, deflection, and separation of nanoscale polymer particles. (4) Mineralogical destruction of MPs associated with the sorption of chemical elements and crystallization of nanocrystals, which under appropriate conditions begin to grow and break-up the MPs accelerating the process of its destruction. The last mechanism have not yet been reported. These mechanisms initiate nanoplastics formation, which increases particles mobility in the aquatic environment and their threat to water organisms. At the same time, the fouling with diatoms (with a silica shell) and the sorption of heavy elements increase the bulk specific density of MPs and contribute to its accumulation in bottom sediments.&lt;/p&gt;&lt;p&gt;The study was supported by the Russian Science Foundation grant number 19-17-00035.&lt;/p&gt;

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