scholarly journals Factores personales-institucionales que impactan el rendimiento académico en un posgrado en educación

2018 ◽  
pp. 4-32
Author(s):  
Mario José Martín Pavón ◽  
Dora Esperanza Sevilla Santo ◽  
Cristina Jenaro Río
Keyword(s):  
Academic Performance ◽  
Well Being ◽  
Self Esteem ◽  
Influential Factors ◽  
Team Work ◽  
Institutional Factors ◽  
Research Experience ◽  
Factors Affecting ◽  
Faculty Of Education ◽  
Research Students

La presente investigación tuvo como objetivo identificar los factores personales e institucionales que determinan el rendimiento académico de los estudiantes de la Maestría en Investigación Educativa, ofertada por la Facultad de Educación de la Universidad Autónoma de Yucatán, México. El estudio se desarrolló bajo el paradigma cuantitativo. Los participantes pertenecen a las cohortes 2004-2014, y fueron clasificados en estudiantes de alto o bajo rendimiento. La información se recolectó con un cuestionario estructurado que indagó sobre: conocimientos previos, antecedentes académicos, habilidad para trabajar en equipo, expectativas del programa, motivación, autoestima, bienestar psicológico, procesos académicos-administrativos y desempeño del asesor y tutor. El análisis de la información incluyó procesos comparativos, estudio de relaciones, análisis de regresión y análisis discriminante. El estudio reportó que la experiencia en investigación, los hábitos de estudio y la autoestima son los factores que más influyen en el rendimiento académico de los estudiantes del programa.Personal and institutional factors affecting academic performance in a postgraduate program in educationSummaryThe present research aims to identify the personal and institutional factors that determine the academic performance Master in Educational Research students, offered by the Faculty of Education of the Autonomous University of Yucatan, Mexico. The study was developed under the quantitative paradigm. Participants belong to the 2004-2014 cohorts, and were classified as high or low performing students. The information was collected with a structured questionnaire that inquired about: previous knowledge, academic background, team-work skills, program expectations, motivation, self-esteem, psychological well-being, academic-administrative processes and consultant and tutor performance. The analysis of the information included comparative processes, relationship study, and regression and discriminant analyses. The study reported that research experience, study habits, and self-esteem were the most influential factors in the academic performance of students in the program.Recibido: 19 de junio de 2017Aceptado: 09 enero de 2018

scholarly journals Newcomer Children: Experiences of Inclusion and Exclusion, and Their Outcomes

2014 ◽  
Vol 2 (4) ◽  
pp. 23-37 ◽  
Author(s):  
Jacqueline Oxman-Martinez ◽  
Ye Ri Choi
Keyword(s):  
Academic Performance ◽  
Social Competence ◽  
School Environment ◽  
Developmental Outcomes ◽  
Self Esteem ◽  
The Philippines ◽  
Immigrant Children ◽  
Social Psychological ◽  
Factors Affecting ◽  
Inclusive School

This article explores the potential inclusion and exclusion factors affecting the developmental outcomes of immigrant children, and examines the influence of inclusive school environment, social/psychological isolation, and perceived discrimination by peers and teachers on the psychosocial and academic adjustment of immigrant children. Our study is based on a subset of data from the New Canadian Children and Youth Study (NCCYS), a national longitudinal survey including 515 foreign-born immigrant children (11 to 13 years) from three ethnic groups (Mainland China, Hong Kong, the Philippines) living in the Montreal and Toronto metropolitan areas, Canada. The results show that after controlling for socio-demographic background variables, teachers’ discriminatory attitudes and psychological isolation contribute to the prediction of risk for immigrant children’s self-esteem, social competence, and academic performance. Inclusive school environment has a significant effect on social competence and academic performance of immigrant children. Peer discrimination is also associated with self-esteem and social competence. These findings suggest that inclusive school environment, social/psychological isolation, and discrimination are critical factors affecting the developmental outcomes of immigrant children that, in turn, are connected to future prospects for their eventual inclusion and participation in other social, economic, and political venues of the host country.

scholarly journals Mejora de la autoestima con la aplicación de técnicas cognitivas conductuales y asertivas en la Universidad Técnica Estatal de Quevedo

2020 ◽  
Vol 5 (4) ◽  
pp. 161
Author(s):  
Manuel Liborio Chong Cruz ◽  
Elsye Teresa Cobo Litardo ◽  
Maritza Elizabeth Alcívar Saltos
Keyword(s):  
Academic Performance ◽  
Psychological Disorders ◽  
Well Being ◽  
Self Esteem ◽  
Cognitive Behavioral ◽  
Behavioral Strategies ◽  
State Technical ◽  
Palabras Clave ◽  
Behavioral Techniques ◽  
The Ideal

El trabajo se realiza con la finalidad de ayudar a los estudiantes que ingresan al curso de nivelación de la Universidad Técnica Estatal de Quevedo a mejorar su nivel de autoestima. Está evidenciado que la autoestima es una de las variables que se relaciona con el rendimiento académico y que su déficit se puede asociar con ciertos trastornos psicológicos que podrían afectar el grado de bienestar de los estudiantes. La autoestima es un constructo psicológico que se puede cambiar, según los estudios realizados, mediante la aplicación de diversas estrategias de tipo cognitivo conductual y con el aprendizaje de técnicas para mejorar la asertividad. Estas técnicas tienen la ventaja de ser fácilmente aprendidas y aplicables con un mínimo de entrenamiento. Sin embargo, la comprensión y perseverancia en la aplicación de sus estrategias son las que producirán, en nuestros alumnos, los resultados que esperamos y que se manifestarán a través de emociones, conductas y pensamientos más adecuados a su realidad personal y social. Las clases de tutoría serán el contexto ideal para su aplicación y ensayo y los tutores sus principales mediadores. PALABRAS CLAVE: autoestima; técnicas cognitivas conductuales; asertividad; tutoría; terapia asertiva sistemática. Improvement of self-esteem with the application of cognitive behavioral and assertive techniques at the State Technical University of Quevedo ABSTRACT This project is conducted with the aim of helping students who take the preparation course for admission at the Universidad Técnica Estatal de Quevedo to improve their self-esteem. Research shows that self-esteem is one of the variables related to academic performance and low self-esteem can be associated with certain psychological disorders that could affect students’ well-being. Self-esteem is a psychological construct that can be modified, according to studies, through the adoption of various cognitive-behavioral strategies and through the learning of techniques to improve assertiveness. These techniques have the advantage of being easily learned and employed with minimum training. However, the understanding and perseverance in the use of these strategies will produce, in our students, the results we expect, which will be manifested through emotions, behaviors, and thoughts that will be more appropriate to their personal and social reality. The tutorials will be the ideal context for the use and rehearsal of these strategies, and the tutors will be the main mediators. KEYWORDS: self-esteem; cognitive-behavioral techniques; assertiveness; tutoring; systematic assertiveness therapy.

scholarly journals Budget, motives and strategies for financial independence of undergraduates

2020 ◽  
Vol 32 (4) ◽  
pp. 94-107
Author(s):  
Anna V. Diachkova ◽  
◽  
Elena S. Avramenko ◽  
Mavzuna Kh. Melikova ◽  
◽  
...  
Keyword(s):  
Academic Performance ◽  
Financial Support ◽  
Practical Interest ◽  
Well Being ◽  
Soft Budget Constraint ◽  
Tuition Fees ◽  
Financial Independence ◽  
Factors Affecting ◽  
Educational Trajectories ◽  
Financial Condition

Introduction. The problems of scientific analysis, where the subject of study is the financial independence of undergraduates, mainly focuses on two directories: the study of the academic performance of undergraduate and the factors affecting it; financial condition of undergraduate depending on tuition fees. In modern studies, the issues of financial independence of students, their budget are not given due attention. The employment of students is often seen as one of the factors that negatively affect their academic performance, or in the context of forced work caused by high tuition fees. In today's pandemic realities, the aspect of the financial independence of students is actualized, while the problem of students' labor activity during training is of scientific and practical interest as a forced measure to maintain their well-being in order to gain financial independence. Materials and methods. The survey was attended by: 2-4-year students of the Bachelor's degree program "Applied Economics and Finance" (38.03.01 Economics) of the Institute of Economics and Management of Ural Federal University was carried out. The total number of students in 2-4 courses on the program is 284. Results and discussion. As a result of the study, the key motives for obtaining financial independence have been identified, which boil down either to the forced need to find finances, or to the desire to obtain financial independence and the formation of labor and financial competencies; formulated the basic financial strategies of students in relation to budget planning, budget optimization - passive as an orientation towards transfers from parents and the state, active as a search for grant support or going to work; it was found that the problem of choosing between work and study as an additional criterion included opportunity costs, measured as deterioration in academic performance; it was found that significant financial support from parents (family) and its increase with an increase in student spending forms a "soft budget constraint" for a student, reducing the motivation to gain financial independence. It was founded that more than 20% of 2-4-year students have part-time gob, while 2/3 of the working students do not “sacrifice” their studies for work. This is due to the fact that the motivation for choosing a job is voluntary. The survey data allowed to conclude that students are focused both on the improving of labor and financial competencies. It was revealed that the main source of income for their budget is transfers from parents (more than 90%) but own earns are less than 6% of the student budget. It should be noted that there was a large range in the students’ income: from 2,500 to 36,000 rubles. This may be due to both the income of the family in which the student lives and the model of financial support of the parents: they admit the independence of students according to their budget or the autonomy of their student children is practically absent. Conclusion. The results of this study are aimed at comprehending the educational, scientific, labor activity of a student, taking into account the motives for obtaining financial independence, which can be taken into account in the design of individual educational trajectories of students, the development of grant projects and offers of internship, educational loans, which together ensure the strengthening of the financial independence of students.

An ensemble-based model for prediction of academic performance of students in undergrad professional course

2019 ◽  
Vol 17 (4) ◽  
pp. 769-781 ◽  
Author(s):  
Preet Kamal ◽  
Sachin Ahuja
Keyword(s):  
At Risk ◽  
Academic Performance ◽  
Family Income ◽  
Peer Pressure ◽  
Influential Factors ◽  
Ensemble Model ◽  
Data Set ◽  
Content Type ◽  
Factors Affecting ◽  
Behavioural Factors

Purpose The purpose of this paper is to develop a prediction model to study the factors affecting the academic performance of students pursuing an undergraduate professional course (BCA). For this purpose, the ensemble model of decision tree, gradient boost algorithm and Naïve Bayes techniques is created to achieve best and accurate results. Monitoring the academic performance of students has emerged as an essential field as it plays a vital role in the accurate development and growth of students’ critical and cognitive thinking. If the academic performance of students during the initial years of the graduation can be predicted, different stakeholders, i.e. government, policymakers, academicians, can be helped to make significant remedial strategies. This comprehensible practice can go a long way in shaping the ideologies of young minds, enhancing pedagogical practices and reframing of curriculum. This study aims to develop positive steps that can be taken to enhance future endeavours in the field of education. Design/methodology/approach A questionnaire was prepared specifically to find out influential factors affecting the academic performance of the students. Its specific area of investigation was demographic, social, academic and behavioural factors that influence the performance of the students. Then, an ensemble model was built using three techniques based on accuracy rate. A 10-fold cross-validation technique was applied to access the fitness of results obtained from proposed ensemble model. Findings The result obtained from ensemble model provides efficient and accurate prediction of student performance and helps identify the students that are at risk of failing or being a drop-out. The effect of previous semester’s academic performance shows a significant impact on current academic performance along with other factors (such as number of siblings and distance of university from residence). Any major mishap during past one year also affects the academic performance along with habit-based behavioural factors such as consumption of alcohol and tobacco. Research limitations/implications Though the existing model considers aspects related to a student’s family income and academic indicators, it tends to ignore major factors such as influence of peer pressure, self-study habits and time devoted to study after college hours. An attempt is made in this paper to examine the above cited factors in predicting the academic performance of the students. The need of the hour is to develop innovative models to assess and make advancements in the present educational set-up. The ensemble model is best suited to study all factors needed to accomplish a robust and reliable model. Originality\value The present model is developed using classification and regression algorithms. The model is able to achieve 99 per cent accuracy with the existing data set and is able to identify the influential factors affecting the academic performance. As early detection of at-risk students is possible with the proposed model, preventive and corrective measures can be proposed for improving the overall academic performance of the students.

scholarly journals Undergraduates’ Academic Performance, Self-Esteem and Perceived Social Support as Determinants of Perceived Stress

2018 ◽  
Vol 8 (4) ◽  
pp. 95 ◽  
Author(s):  
Kenny Lau Wee Keat ◽  
Wong Siew Chin ◽  
Lim Chui Seong
Keyword(s):  
Social Support ◽  
Academic Performance ◽  
Perceived Stress ◽  
Perceived Social Support ◽  
Longitudinal Design ◽  
Private Universities ◽  
Well Being ◽  
Self Esteem ◽  
Current Paper ◽  
Public And Private

The aim of current paper is to investigate the relationships between academic performance, self-esteem, perceived social support and perceived stress among the undergraduates in both Malaysian public and private universities. Research data is gathered from a sample of 144 of undergraduates from public and private universities in Malaysia. Partial Least Squares Structural Equation Modelling (PLS-SEM) is employed to examine the influences of academic performance, self-esteem, perceived social support and perceived stress among the undergraduates. The results demonstrate that self-esteem and perceived social support are viewed as potential predictors of perceived stress among undergraduates.  However, there is no significant relationship between academic performance and perceived stress. Future researchers are suggested to conduct similar researches in qualitative or experimental setting in order to minimize personal bias in a longitudinal design. Current paper provides new in-depth and practical implications to all parties to pay attention in efforts to improve undergraduate’s well-being and achievement in their tertiary education stage. This paper offers new insight into the predicting factors of perceived stress among undergraduates in Malaysian context.

scholarly journals Impact of psychosocial factors on academic performance of nursing students in Thailand

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Paul Ratanasiripong ◽  
Chiachih DC Wang ◽  
Nop Ratanasiripong ◽  
Suda Hanklang ◽  
Duangrat Kathalae ◽  
...  
Keyword(s):  
Academic Performance ◽  
Academic Success ◽  
Nursing Students ◽  
Psychosocial Factors ◽  
Well Being ◽  
Self Esteem ◽  
Path Model ◽  
Likelihood Method ◽  
Cross Sectional ◽  
Content Type

PurposeThe purpose of this study is to investigate the psychosocial factors that impact the academic performance of nursing students.Design/methodology/approachA cross-sectional study was conducted with 767 nursing students from three nursing colleges in Thailand. Instruments included Counseling Center Assessment for Psychological Symptoms and Rosenberg Self-Esteem Scale. Path model analyses with the maximum likelihood method were utilized to examine the proposed model. Model fit was estimated using multiple indexes, including chi-square/df ratio (χ2/df), comparative fit index (CFI), Tucker-Lewis index (TLI) and the root mean square error of approximation (RMSEA).FindingsResults indicated that family distress, emotional negativity, self-esteem and substance use were factors that related to nursing students' academic performance. Findings of path analyses indicated that the model demonstrated good fit: χ2 (2, N = 767) = 3.11, p = 0.48; χ2/df = 1.56; CFI = 1.00; TLI = 0.99; RMSEA = 0.027, (90% CI = [0.000, 0.082], PCLOSE = 0.68).Originality/valueWhile prior research has examined some facets leading to academic success for nursing students, psychosocial factors have not received adequate attention. This study presents a model of family and individual psychosocial factors that impact academic performance of nursing students along with recommendations to help improve their well-being.

Subjective well-being of people with ASD in Japan

2020 ◽  
Vol 6 (2) ◽  
pp. 129-138
Author(s):  
Michio Kojima
Keyword(s):  
Well Being ◽  
Self Esteem ◽  
Autism Spectrum ◽  
Subjective Well Being ◽  
Content Type ◽  
Factors Affecting ◽  
Working Adults ◽  
Spectrum Disorders ◽  
Positive Feelings ◽  
Negative Feelings

Purpose The purpose of this paper is to investigate developmental changes and factors affecting subjective well-being (SWB) of people with autism spectrum disorders (ASDs) in Japan. Design/methodology/approach Questionnaires were distributed to participants (n = 87) and interviews(n = 33) were conducted to investigate factors affecting SWB. Findings This study suggested that the SWB of people with ASD might be closely correlated with their self-esteem. Moreover, high school and university students have negative feelings such as anxiety and worries that affected their SWB, whereas working adults have positive feelings and thinking that influenced their SWB. Furthermore, hobbies were the source of happiness for people with ASD. Originality/value This study suggests the factors affecting SWB of people with ASD.

scholarly journals Gender Differences Influence Gender Equality Awareness, Self-Esteem, and Subjective Well-Being Among School-Age Children in China

2022 ◽  
Vol 12 ◽  
Author(s):  
Yifei Li ◽  
Man Zuo ◽  
Yirong Peng ◽  
Jie Zhang ◽  
Yiping Chen ◽  
...  
Keyword(s):  
Mental Health ◽  
Health Education ◽  
Gender Equality ◽  
Well Being ◽  
Self Esteem ◽  
Influential Factors ◽  
School Age ◽  
Subjective Well Being ◽  
Effective Response ◽  
Mental Health Education

The objective of this study was to investigate and analyze the status and influential factors of gender equality awareness, self-esteem, and subjective well-being in school-age boys and girls. The results can help schools and teachers provide more effective gender equality and mental health education. In the study, 284 valid questionnaires were collected from a total of 323 school-age boys and girls in the Hunan Province, China (effective response rate of 87.93%). The questionnaire covered gender equality awareness, self-esteem, and subjective well-being, with the influencing factors analyzed through multiple linear regression. There was a significant correlation among children’s gender equality awareness in all areas examined (family, occupation, and school), with both boys and girls having the lowest awareness of gender equality in occupational fields. The children’s self-esteem and subjective well-being were significantly correlated as well. Gender equality awareness, self-esteem, and subjective well-being among boys and girls reflected different influential factors. Androgynous traits (neither feminine nor masculine) were conducive to the development of gender equality awareness and self-esteem among the children. Therefore, schools and teachers need to provide gender equality and mental health education according to the specific psychological characteristics of each boy and girl.

scholarly journals Factors affecting resilience of drug abusers at correctional facilities

MEDISAINS ◽  
2019 ◽  
Vol 17 (2) ◽  
pp. 26
Author(s):  
Sri Warsini ◽  
Arfiana Fani Astuti ◽  
Diana Nurlaila Sari ◽  
Pita Puji Lestari ◽  
Sherli Damara Pratiwi ◽  
...  
Keyword(s):  
Emotion Regulation ◽  
Self Efficacy ◽  
Correctional Facility ◽  
Well Being ◽  
Self Esteem ◽  
Correctional Facilities ◽  
Drug Abusers ◽  
Factors Affecting ◽  
Life Orientation Test ◽  
Modifiable Factors

Background: Indonesia is currently facing a narcotics emergency as indicated by a drastic increase in the number of drug users and drug-related deaths. Rehabilitation does not guarantee recovery and relief from drugs. Even while undertaking rehabilitation, drug abusers may relapse. Resilience can prevent drug abusers from relapsing and help them overcome their problems. There has been a dearth of research focusing on factors affecting the resilience of drug abusers in Indonesia.Objective: The objective of this research is to identify factors affecting the resilience of drug abusers at correctional facilities in the Special Region of Yogyakarta.Methods: This is a cross-sectional design and was conducted in February 2017 at the Correctional Facility for Narcotics Cases Class IIA in Sleman and the Correctional Facility in Wirogunan. A total of 77 respondents were involved in this research by a consecutive sampling technique. The instruments used included the resilience questionnaire developed by Pertiwi based on Grotberg’s theory, Beck Depression Inventory II, Satis-faction with Life Scale and Positive Affect Negative Affect Schedule, Isundariyana’s stress instrument, Rosenberg Self-Esteem Scale (RSES), Zung Self Rating Anxiety Scale (ZSAS), General Self-Efficacy Scale, Life Orientation Test-Revised (LOT-R), and Difficulties in Emotion Regulation Scale (DERS). The data were analyzed by univariate, bivariate (Pearson and Spearman’s Rank), and multivariate (linear regression) analyses.Results: Out of the 8 factors examined (subjective well-being, optimism, self-esteem, emotion regulation, anxiety, stress, depression, and self-efficacy) and 2 demographic factors (age and occupational status), only self-efficacy (β = 1.063; p = 0.13), optimism (β = 1.51; p = 0.01), and self-esteem (β = 1.540; p = 0.009) affected resilience.Conclusions: Self-efficacy, optimism, and self-esteem are modifiable factors that can influence the resilience of drug abusers

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