scholarly journals 'When they Struggle, I Cannot Sleep Well Either': Perceptions and Interactions Surrounding University Student and Teacher Well-being

2020 ◽  
Author(s):  
Lisa Kiltz ◽  
Raven Rinas ◽  
Martin Daumiller ◽  
Marjon Fokkens-Bruinsma ◽  
E.P.W.A. Jansen
Keyword(s):  
University Students ◽  
Student Teacher ◽  
Empirical Studies ◽  
Well Being ◽  
Structured Interviews ◽  
Teachers Perceptions ◽  
University Teachers ◽  
Psychological Need ◽  
Student Teacher Relationship ◽  
The University

A wealth of evidence has indicated that both students and teachers experience high levels of stress, burnout, and ultimately compromised well-being in the university context. However, although numerous studies have investigated well-being among university students, and some studies have addressed well-being among university teachers, these lines of research are often conducted in isolation from one another. This is surprising, as the importance of considering reciprocal links between students and teachers has been suggested in numerous empirical studies. Additionally, when researching well-being in academia, conceptualizations of well-being differ from study-to-study. The present research therefore investigated how students and teachers conceptualize well-being at the university based on their personal experiences, as well as how student and teacher well-being interact. To examine this, six university students (50% female), and ten teachers (50% female) from Germany and the Netherlands participated in semi-structured interviews. Qualitative analysis using a multistage coding process revealed detailed insights concerning students’ and teachers’ perceptions of well-being that coincided with positive psychology, resilience, multifaceted, and basic psychological need fulfillment approaches. Moreover, an interaction between students’ and teachers’ well-being became apparent, including several factors such as the student-teacher relationship, that contributed to both population’s well-being. The present findings lend evidence towards a more coherent conceptualization of well-being for further research and are discussed in terms of suggestions for initiatives that simultaneously support both populations, for example, through the student-teacher relationship.

scholarly journals ENGLISH TEACHERS’ PERCEPTIONS OF STUDENT EVALUATION OF TEACHING IN AN INDONESIAN UNIVERSITY

2021 ◽  
Vol 32 (2) ◽  
pp. 316
Author(s):  
Rentauli Maria Silalahi
Keyword(s):  
Undergraduate Students ◽  
Teaching Practices ◽  
Student Evaluation ◽  
Private University ◽  
Structured Interviews ◽  
Student Evaluation Of Teaching ◽  
Teachers Perceptions ◽  
University Teachers ◽  
Evaluation Of Teaching ◽  
The University

Student evaluation of teaching (SET) has been proven to improve teachers’ teaching practices and students’ learning experiences despite being used commonly for accountability purposes. Indonesian teachers’ perceptions of SET, however, remain largely unexplored. This qualitative study therefore investigated how four Indonesian university teachers perceived SET, how SET impacted their teaching practices and what roles they believed the university should play in implementing SET properly. The participants taught English to undergraduate students in an Indonesian private university. Data were collected using semi-structured interviews and analysed using qualitative methods. The teachers perceived SET positively, had made conscious changes to improve their teaching practices and students’ learning, and believed the institution had facilitated teachers in meeting students’ needs, especially during the campus closure due to the COVID-19 pandemic, which led to a transition to online learning. The institution where the participants taught implemented SET only for formative or improvement purposes. Using SET for such purposes is important as it is more likely to cause teachers less pressure and anxiety. Hence, teachers are willing to act upon the student feedback. Meanwhile, using SET for accountability purposes may create extra work for teachers and make them feel manipulated and untrusted.

Achieving Financial Inclusion for Persons With Disabilities: Exploring Preparedness and Accessibility of Financial Services for Persons With Disabilities in Malawi

2021 ◽  
pp. 104420732110275
Author(s):  
Alex Nester Jiya ◽  
Maxwell Peprah Opoku ◽  
William Nketsia ◽  
Joslin Alexei Dogbe ◽  
Josephine Nkrumah Adusei
Keyword(s):  
Financial Literacy ◽  
Financial Services ◽  
Commercial Banks ◽  
Empirical Studies ◽  
Well Being ◽  
Living Conditions ◽  
Inclusive Development ◽  
Future Research ◽  
Structured Interviews ◽  
Persons With Disabilities

Deplorable living conditions among persons with disabilities and the need to improve their living conditions cannot be overemphasized. This has triggered international discussion on the need for deliberate social policies to bridge the poverty gap between persons with and without disabilities. In Malawi, expansion of financial services has been identified as an essential tool to accelerate economic and inclusive development. However, empirical studies are yet to explore the preparedness of financial institutions to extend their services to persons with disabilities. In this qualitative study, semi-structured interviews were conducted with managers from commercial banks in Malawi to understand their perspectives on extending financial services to persons with disabilities. Interviews were transcribed verbatim and a descriptive thematic analysis was performed. Although participants reiterated the need to provide persons with disabilities with financial services to improve their well-being, few initiatives have been undertaken to improve their participation. Particularly, participants stated that barriers, such as a lack of financial literacy and adaptive technologies, communication barriers, and high rates of unemployment, explained the reluctance of commercial banks to extend financial services to persons with disabilities. The limitations, recommendations for future research, and implications of the study for policymaking have been highlighted.

scholarly journals University students’ understanding and perceptions of schizophrenia in the UK: a qualitative study

BMJ Open ◽  
2019 ◽  
Vol 9 (4) ◽  
pp. e025813
Author(s):  
Charlotte Cadge ◽  
Charlotte Connor ◽  
Sheila Greenfield
Keyword(s):  
Qualitative Study ◽  
University Students ◽  
Help Seeking ◽  
Negative Symptoms ◽  
Health Campaigns ◽  
Structured Interviews ◽  
African Caribbean ◽  
Lay Understanding ◽  
The Uk ◽  
The University

ObjectiveTo explore lay understanding and perceptions of schizophrenia in university students.DesignQualitative study using semi-structured interviews and thematic analysis.SettingThe University of Birmingham, West Midlands.Participants20 UK home students of white British (n=5), Indian (n=5), Pakistani (n=5), African Caribbean (n=4) and dual white British and African Caribbean ethnicity (n=1).ResultsFindings revealed a lack of knowledge about schizophrenia, particularly the negative symptoms that were not mentioned. There were mixed ideas on the causes and sources of available help for schizophrenia; however, positively many said they would consult their general practitioner. While there was a general misconception among the students that schizophrenia caused multiple personalities and was a dangerous illness, there were some differences in perceptions and understanding between ethnic groups, with more Indian students perceiving upbringing as a causal factor in the development of the illness and more Pakistani students perceiving possession by a spirit as a cause.ConclusionsThe university students interviewed lacked knowledge about schizophrenia and stigma was widespread, both of which may delay help-seeking. Public health campaigns educating young people about schizophrenia are required to improve early identification and intervention and improve outcomes. Further research exploring ways to effectively tackle stigma is also required.

scholarly journals Perceptions of Study Conditions and Depressive Symptoms During the COVID-19 Pandemic Among University Students in Germany: Results of the International COVID-19 Student Well-Being Study

2021 ◽  
Vol 9 ◽  
Author(s):  
Paula Mayara Matos Fialho ◽  
Franca Spatafora ◽  
Lisa Kühne ◽  
Heide Busse ◽  
Stefanie M. Helmer ◽  
...  
Keyword(s):  
Depressive Symptoms ◽  
University Students ◽  
Online Survey ◽  
Positive Association ◽  
Well Being ◽  
Cross Sectional ◽  
German Student ◽  
The University ◽  
The Impact ◽  
Mental Well Being

Background: Results of previous studies examining the impact of the SARS-CoV-1 epidemic in 2003 on university students' mental well-being indicated severe mental health consequences. It is unclear how the current COVID-19 pandemic and the changes in study conditions due to federal regulations affected mental well-being in the German student population. We examined university students' perceptions of study conditions during the COVID-19 pandemic and investigated associations between study conditions and depressive symptoms.Methods: A cross-sectional online survey was conducted in Germany in May 2020 at four universities (N = 5,021, 69% female, mean age: 24 years, SD: 5.1). Perceived study conditions, as well as sociodemographic information, were assessed with self-generated items and the CES-D 8 scale was used to determine depressive symptoms. Associations between perceived study conditions (academic stress and academic satisfaction), in general, and confidence to complete the semester, in particular, and depressive symptoms were analyzed using generalized linear regressions.Results: Fifty-four percent of survey participants felt that the university workload had significantly increased since the COVID-19 pandemic; 48% were worried that they would not be able to successfully complete the academic year; 47% agreed that the change in teaching methods caused significant stress. Regarding depressive symptoms, the mean score of the CES-D 8 scale was 9.25. Further, a positive association between perceived study conditions and depressive symptoms was found (p < 0.001), indicating that better study conditions were associated with fewer depressive symptoms. Results of the generalized linear regression suggest that better student mental well-being was related to higher confidence in completing the semester.Conclusions: This study provides first insights into perceived study conditions and associations with depressive symptoms among students during the COVID-19 pandemic in Germany. Findings underline the need for universities to provide intervention strategies targeting students' mental well-being during the course of the pandemic.

scholarly journals Autistic Traits Predict Social-Contact Uncertainty in University Students

2021 ◽  
Vol 12 ◽  
Author(s):  
Alex Bertrams ◽  
Myriam Zäch
Keyword(s):  
Social Anxiety ◽  
University Students ◽  
Social Contact ◽  
Autistic Traits ◽  
Well Being ◽  
Cross Sectional ◽  
Socially Anxious ◽  
And Performance ◽  
The Moment ◽  
The University

Social anxiety (alternatively: social-contact uncertainty) in the university context can lead to reduced health, well-being, and performance, and can even cause premature leaving of education. With the present study, we intended to supplement cross-sectional studies on students' autistic traits and social anxiety with longitudinal findings. We measured autistic traits and social-contact uncertainty of 118 university students on two occasions, roughly 1 year apart. Correlation, multiple regression, and cross-lagged analyses showed that more pronounced autistic traits predicted higher future social-contact uncertainty. Social-contact uncertainty did not predict autistic traits. We conclude that university students who are high in autistic traits tend not only to be more socially anxious at the moment but have a heightened risk of still being so in the future.

Project-Based Learning

2020 ◽  
pp. 161-178
Author(s):  
María Pache-Durán ◽  
Esteban Pérez-Calderón ◽  
Alicia Fernanda Galindo-Manrique
Keyword(s):  
University Students ◽  
Teaching And Learning ◽  
Methodological Approach ◽  
Project Based Learning ◽  
Learning Processes ◽  
University Teachers ◽  
Quality Of Learning ◽  
The University ◽  
Academic Year

This study focuses on the results obtained from the teacher's assessment of Project-Based Learning, a methodological approach that implies a change in the university pedagogical paradigm that affects both the teaching and learning processes. To this end, a study is carried out taking as a sample university teachers during the academic year 2018-2019. Among the results obtained, it is worth mentioning that the teacher considers the Project-Based Learning a methodology that favours in the classroom, constituting a valid alternative to improve the quality of learning in university students.

scholarly journals Attitudes of university students towards classroom physical activity breaks in the Netherlands

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
C De Bot ◽  
M Brands ◽  
E Kremers ◽  
E van Ewijk ◽  
J Dierx
Keyword(s):  
Physical Activity ◽  
University Students ◽  
Stress Reduction ◽  
Online Survey ◽  
Well Being ◽  
Positive Influence ◽  
Structured Interviews ◽  
Physical Activity Guidelines ◽  
Active Breaks ◽  
Climbing Stairs

Abstract Background Regular physical activity has multiple benefits for physical, mental, and psychosocial, however many students do not meet the national physical activity guidelines. Classroom physical activity can help students be more physically active. This study investigated the attitude of university students towards classroom physical activity breaks in a university of applied science setting Methods Within this research a mixed methods design have been applied. A online survey was completed by 2016 students an semi-structured interviews were conducted among 19 students. Results A total of 2016 students successfully completed the questionnaire with a mean of 18-21 year (67%) and 52 % female. No classroom physical activity breaks were used during the lessons. In addition, almost half of the students are not able to concentrate well during the classes. Students (39%) noticed that physical activity during classes had a positive influence on their concentration. The majority of the students are open to activating forms of teaching at universities of applied sciences (69%). Students have a clear preference for active breaks, curriculum-focused active breaks. Physical activities such as climbing stairs, sports exercises are not students preferred activities. Conclusions Implementing classroom physical activity breaks can improve student physical activity and concentration during school and behavior in the classroom. Activities such as climbing stairs, intense aerobic exercise were perceived as inconvenient. Active breaks, curriculum-focused active breaks were acknowledged by students. Key messages Keep physical activity breaks short and manageable. Physical activity breaks can help in stress reduction and improving psychological well-being.

Dyadic coping and the significance of this concept for prevention and therapy

2008 ◽  
Vol 16 (3) ◽  
pp. 108-111 ◽  
Author(s):  
Guy Bodenmann
Keyword(s):  
Empirical Studies ◽  
Clinical Work ◽  
Well Being ◽  
Dyadic Coping ◽  
Relationship Functioning ◽  
The University ◽  
Work Done ◽  
Couples Coping ◽  
Matched Samples

Abstract. This brief article aims to summarize the conceptual and clinical work done within the concept of dyadic coping by Bodenmann and colleagues at the Institute for Family Research and Counseling of the University of Fribourg (Switzerland). Apart from a new theoretical framework of dyadic coping, this group contributed to a better understanding of the role of dyadic coping for relationship functioning and well-being of the partners in many empirical studies. Based on these findings Bodenmann developed the Couples Coping Enhancement Traininig (CCET) that focuses on the enhancement of dyadic skills (among with dyadic coping play a crucial role). This program has been evaluated in several studies (randomized controlled trials and studies with matched samples) proving its efficacy.

scholarly journals Learner Autonomy in University English Classrooms: Teachers’ Perceptions and Practices

2017 ◽  
Vol 6 (2) ◽  
pp. 19 ◽  
Author(s):  
Chiew Yen Dwee ◽  
Elizabeth M. Anthony
Keyword(s):  
Teaching Practices ◽  
Teacher Perception ◽  
Learner Autonomy ◽  
Structured Interview ◽  
Teachers Perceptions ◽  
University Teachers ◽  
English Classrooms ◽  
Depth Data ◽  
The University ◽  
University Setting

While much has been written on the concept and development of learner autonomy, limited studies have investigated the perceptions and classroom practices of teachers in fostering learner autonomy. This paper sets out to examine what teachers think about learner autonomy as well as the strategies they use to develop autonomous learners in a university setting using a qualitative approach. Five English teachers were selected using purposive sampling and a semi-structured interview was conducted with each of them to obtain in-depth data on their perceptions and teaching practices revolving around autonomous learning. The findings revealed that although university teachers possessed a fair understanding of what learner autonomy involves, there was a lack of focus in terms of developing learner autonomy in the classroom due to a number of challenges such as lack of teacher readiness, passive student attitude as well as the relevance and timing of English courses within the university curriculum.Keywords: Learner autonomy, Teacher perception, Teaching practices, English classrooms

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