scholarly journals Academic Performance, School Desertion And Emotional Paradigm In University Students

2010 ◽  
Vol 3 (7) ◽  
pp. 25
Author(s):  
Emma Rosa Cruz Sosa ◽  
Laura Gatica Barrientos ◽  
Patricia Eugenia Garcia Castro ◽  
Jesus Hernandez Garcia
Keyword(s):  
Domestic Violence ◽  
Academic Performance ◽  
University Students ◽  
Work Schedules ◽  
Paid Work ◽  
Academic Needs ◽  
Family Disintegration ◽  
Family Tradition ◽  
The University ◽  
Low Wages

The present work aims to describe academic performance, school desertion and the emotional paradigm of the university students of the accounting school of the Benemérita Universidad Autónoma de Puebla (FCPBUAP). We have found that low academic performance is related to students´ economic deficiency, which affects their concentration on their studies, as well as the realization of works and tasks assigned.  Schedules offered by university cause conflict with their paid work schedules, provoking difficulty in planning and organizing their scholastic and labor activities.  The low wages of the students and their parents cover neither personal nor academic needs (books, materials, computer).  Other factors which affect academic performance and school desertion are: pregnancy, depression, family disintegration, stress, distrust, lack of communication, addiction, domestic violence, lack of respect, lack of communication, etc. therefore it is very common for students to be sad, unmotivated, frustrated, or to feel like leaving college; In addition, many of them did not choose their career by self-conviction, but by influence, family tradition or fashion.  Furthermore, the lack of understanding of educational authorities discourages students.

scholarly journals Relationship between Cyberbullying, Motivation and Learning Strategies, Academic Performance, and the Ability to Adapt to University

2021 ◽  
Vol 18 (20) ◽  
pp. 10646
Author(s):  
David Aparisi ◽  
Beatriz Delgado ◽  
Rosa M. Bo ◽  
María Carmen Martínez-Monteagudo
Keyword(s):  
Academic Performance ◽  
University Students ◽  
Learning Strategies ◽  
Preventive Measure ◽  
Study Strategies ◽  
Short Version ◽  
University Environment ◽  
The University ◽  
Adaptation To College ◽  
Motivation And Learning

Cyberbullying has become a frequent relational problem among young people, which has made it necessary to evaluate and prevent it in the university setting. The aim of this study is to examine the relationship between cyberbullying, motivation and learning strategies, the ability to adapt to university, and academic performance. A sample of 1368 Spanish university students (64% female) was administered a battery consisting of the European Bullying Intervention Project Questionnaire, the Learning and Study Strategies Inventory Short version, and the Student Adaptation to College Questionnaire, with their academic performance also being studied. The results found that the victimized bullies have greater difficulties in their organization and planning for study and exams, have fewer control and consolidation strategies, and are less able to adapt to university. Logistic regression analyses show that the greater the difficulties in organization and planning, and the greater the difficulties experienced in exams, the greater the probability of a person being a victim and a victimized bully. In addition, students are less likely to be victims, bullies, and victimized bullies as their ability to adapt to university increases. The findings have been discussed and it has been noted that there is a need to address academic adjustment and the ability to adapt to the university environment as a preventive measure for cyberbullying in university students.

Genre Differences in Soft Skills Perception and Video Game Usage in the University of Extremadura

2022 ◽  
pp. 28-49
Author(s):  
Sergio Alloza Castillo ◽  
Flavio Escribano ◽  
Óscar Rodrigo González López ◽  
María Buenadicha Mateos
Keyword(s):  
Gender Differences ◽  
Academic Performance ◽  
Video Games ◽  
University Students ◽  
Video Game ◽  
Positive Impact ◽  
Soft Skills ◽  
Negative Effects ◽  
Professional Fields ◽  
The University

The preconceived notion concerning negative effects of video games and students' academic performance is a widely known subject. However, some investigations explore the positive impact of video games on academic performance. With a sample of 247 university students, this chapter studies the perception of both gamers and non-gamers about soft skills and their current relevance in academic and professional fields. The possible relationships linking the intensity of the usage of video games, academic performance, and the perception concerning soft skills are investigated. The results expose a generalized positive perception respecting the relation between video games and the development of soft skills, specifically to the video game genre and its relevance and influence on academic performance, as well as gender differences, where women prevail in emotional and social managements, although this influence is not elevated.

The role of executive functions in academic performance and behaviour of university students

2019 ◽  
Vol 12 (3) ◽  
pp. 444-455
Author(s):  
Carlos Ramos-Galarza ◽  
Pamela Acosta-Rodas ◽  
Mónica Bolaños-Pasquel ◽  
Nancy Lepe-Martínez
Keyword(s):  
Academic Performance ◽  
University Students ◽  
Executive Functions ◽  
Measurement Instruments ◽  
Content Type ◽  
Research Findings ◽  
Proportional Relationship ◽  
The University ◽  
The Relationship

Purpose The purpose of this paper is fourfold: first, to analyse the relationship between executive functions and academic performance; second, to identify the level of prediction executive functions have on academic performance; third, to determine the correlation between executive functions and academic performance; and fourth, to compare executive functions based on the level of academic performance. Design/methodology/approach The sample composed of 175 university students aged between 18 and 36 years (M=21.49, SD=3.22). The EFECO scale, the average student grade and a scale based on the diagnostic criteria for ADHD were used as measurement instruments. Findings Difficulties in executive functions: Difficulties in working memory (r=−0.30, p=<0.01) and difficulties in conscious supervision of behaviour (r=−0.29, p⩽0.01) have an inversely proportional relationship to academic performance (the greater the deficit of executive functions, the lower the academic performance). The regression analysis showed that executive functions explain 31 per cent of the variance of academic performance (χ2(25)=43.81, p <0.001). The study found that there is a relationship between all the executive functions and students’ behaviour in a medium to large magnitude. Research limitations/implications A limitation of this study was the size of the sample as it is not representative of the country. Nevertheless, the correlation among the variables studied here has the necessary magnitude for the proposed correlations to be found. Nonetheless, it is necessary that we perform a study with a larger number of participants in order to achieve adequate extrapolation of the results. Practical implications Data found in this study suggest that low academic performance of university students is related to a lower functionality of their executive functions. Originality/value The originality of the research lies in relating specific concepts of neuropsychology to explain the academic performance of university students. The research findings allow us to project new studies to improve the executive functions for the benefit of the university student.

scholarly journals Hubungan antara Optimism dan Academic Adjustment Mahasiswa Semester Tiga Fakultas Psikologi di Universitas "X" Bandung

2018 ◽  
Vol 2 (1) ◽  
pp. 49-62
Author(s):  
Karla Nathania ◽  
Irene Prameswari Edwina
Keyword(s):  
High School ◽  
University Students ◽  
Academic Adjustment ◽  
Rank Correlation ◽  
Senior High School ◽  
Early Years ◽  
Future Research ◽  
Significant Finding ◽  
Academic Needs ◽  
The University

In the early years of university learning, university students required academic adjustment in regards to the differences between the learning demands and strategies between senior high school and university. Academic adjustment is a required process to fulfill academic needs appropriately. Schneider (1964), Aspinwal & Taylor (1992) found that students who are optimist were more likely to undergo the transition from senior high school to university with a lower level of stress. Seligman (2006) stated optimism as a way for individuals to explain and link an event that is perceived to be wonderful as personal, permanent, and pervasive. 129 students from the Faculty of Psychology participated in this research. The measures used based on Seligman’s theory weas Schneider academic adjustment. The validity of the measure was between 0.3-0.65 and the validity of the academic adjustment measure was between 0.3-0.62. The reliability of the optimism measure was between 0.17-0.64 and the reliability of the academic adjustment measure was 0.874. Based on the analysis of the data and the results of the Spearman Rank Correlation test, there was a quite significant finding on the relationship between optimism and academic adjustment. The aspect of permanence was found to have a stronger relationship with academic adjustment in comparison to the other two aspects of optimism. Future research suggested further research in understanding the role of optimism towards the academic adjustment of the university students of the Faculty of Psychology. The staffs of the faculty of psychology could utilised the results of this research to assemble an optimism and academic adjustment training for the recently enrolled university students.

Student Counselling and Academic Performance of the University Students in Bangladesh

2021 ◽  
Author(s):  
Md. Fouad Hossain Sarker ◽  
Md Kabirul Islam ◽  
M. Saiful Islam ◽  
Mirza Mohatashim Alam ◽  
Karishma Mohiuddin ◽  
...  
Keyword(s):  
Academic Performance ◽  
University Students ◽  
Student Counselling ◽  
The University

University Student's Needs

2021 ◽  
Author(s):  
Richard Tindle ◽  
Paola Castillo ◽  
Natalie Doring ◽  
Leigh Grant ◽  
Royce Lyle Willis
Keyword(s):  
Academic Performance ◽  
Psychological Distress ◽  
University Students ◽  
Life Events ◽  
Stressful Life Events ◽  
Stressful Life ◽  
Psychosocial Needs ◽  
Psychological Distress Scale ◽  
The University ◽  
Distress Scale

Background: University students are four times more likely to experience elevated levels of psychological distress compared to their peers. Psychosocial needs of university students are associated with high psychological distress, stressful life events, and academic performance. Our study focusses on developing a measure to help universities identify these psychosocial needs. Aims: The study aimed to develop and validate the factor structure of the University Needs Instrument and identify the relationship between psychosocial needs, psychological distress, and academic performance within university students.Sample: Undergraduate university students (N = 433) currently studying at university. Method: Participants completed demographic questions, the University Needs Instrument, the Kessler-10 Psychological Distress scale, and the Stressful Life Events scale. The University Needs Instrument comprises 30 items within six psychosocial factors (academic support, financial support, support from family, support from friends, practical support, and emotional support), each consisting of five items. Results: Confirmatory factor analysis showed that all items significantly loaded on the six hypothesised factors. The hypothesised model was supported by the data displaying excellent model fit and psychometric properties. Our analysis determined that the UNI has strong internal consistency. The results also confirmed that university students’ high levels of psychological distress and their academic performance may be affected by their psychosocial needs.Conclusions: Our findings emphasise that psychosocial needs are an important underlying contributor to psychological distress and a reduction in academic performance in university students. Our findings provide an initial validation of the University Needs Instrument to measure the psychosocial needs of university students.

scholarly journals The Impact of Social Networking Sites’ Usage on the Academic Performance of University Students of Lahore, Pakistan

2016 ◽  
Vol 3 (4) ◽  
pp. 267-276 ◽  
Author(s):  
Ali Waqas ◽  
Muhammad Afzal ◽  
Fakhar Zaman ◽  
Muhammad Sabir
Keyword(s):  
Academic Performance ◽  
University Students ◽  
Social Networking ◽  
Social Networking Sites ◽  
Descriptive Analysis ◽  
Young Generation ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
The University ◽  
The Impact

Social networking sites are more common to the young generation worldwide. Pakistan’s major population is comprised of young generation. Thus, usage of social networking sites has become the trend among the youth of Pakistan which has strong effect on the student’s performance and habits. Thus, this study aims to examine the impact of social network usage on the university student’s academic performance of Lahore, Pakistan. Cross sectional survey technique has used in the current study. The self-administered questionnaire distributed to the 260 students of four universities of Lahore through convenient random sampling. Descriptive analysis was used to analyze the data while Chi-square (X2) analysis has performed to test the research hypotheses. The findings of the current study show that the university students of Lahore, Pakistan are using different social networking sites which has negative effect on the student’s academic performance and habits. Int. J. Soc. Sc. Manage. Vol. 3, Issue-4: 267-276

scholarly journals The Influence of Transformational Teacher Leadership on Academic Motivation and Resilience, Burnout and Academic Performance

2020 ◽  
Vol 17 (20) ◽  
pp. 7687
Author(s):  
Rubén Trigueros ◽  
Ana Padilla ◽  
José M. Aguilar-Parra ◽  
Isabel Mercader ◽  
Remedios López-Liria ◽  
...  
Keyword(s):  
Academic Performance ◽  
University Students ◽  
Teacher Leadership ◽  
Structural Equation Model ◽  
Structural Equation ◽  
Academic Motivation ◽  
Academic Resilience ◽  
Equation Model ◽  
Predictive Relationships ◽  
The University

Currently, the university failure rate is around 33% of students starting their studies. Among the main reasons are demanding academic situations and the use of inappropriate coping strategies. Therefore, the aim of this study was to analyze the influence of teacher leadership on academic resilience and motivation, burnout, and academic performance. This study involved 3354 university students. A structural equation model was made to analyze the predictive relationships between the study’s variables. The results showed that teacher leadership positively predicted academic resilience and motivation; academic resilience negatively predicted burnout and positively predicted academic performance; likewise, academic motivation negatively predicted burnout and positively predicted academic performance; finally, burnout negatively predicted academic resilience.

scholarly journals Inclusive methodologies from the teaching perspective for improving performance in university students with disabilities

2020 ◽  
Vol 10 (1) ◽  
pp. 127
Author(s):  
Alejandro Lorenzo-Lledó ◽  
Gonzalo Lorenzo ◽  
Asunción Lledó ◽  
Elena Pérez-Vázquez
Keyword(s):  
Academic Performance ◽  
University Students ◽  
Students With Disabilities ◽  
Ad Hoc ◽  
Teaching Practice ◽  
University Education ◽  
Visual Aids ◽  
Spanish Universities ◽  
The University

One of the challenges proposed by the European framework for higher education has been to develop a quality and accessible university education in order to reduce situations of exclusion of disabled students. In this sense, it is essential to reduce the existing gap in the academic performance of this group with respect to other students. The general objective of this study has been to analyze the application of inclusive methodologies in university students with disabilities from a teaching perspective. The adopted methodology was non-experimental quantitative with a sample of 313 teachers from the University of Alicante who have taught students with disabilities and who responded to a questionnaire designed ad hoc of 51 items. The results obtained show that teachers frequently use visual aids and use the same materials both in theory and in practice. Concerning perceptions, teachers consider that students with disabilities should acquire the same skills as the rest of their classmates and it was not difficult for them to teach them. Furthermore, the results showed significant differences in perceptions according to the professional category and the branch of knowledge of the teachers. From the aforementioned, it can be concluded that, although positive changes are perceived in teaching methodologies, it is necessary to continue making progress in improving teaching practice and the quality of education that facilitates the conditions for the academic performance of people with disabilities in Spanish universities.

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