scholarly journals Should I study or should I sleep?

2020 ◽  
Author(s):  
Ignacio Estevan ◽  
Romina Sardi ◽  
Ana C. Tejera ◽  
Ana Silva ◽  
Bettina Tassino
Keyword(s):  
Sleep Duration ◽  
School Performance ◽  
Test Performance ◽  
Well Being ◽  
Psychology Students ◽  
First Year ◽  
Start Time ◽  
Previous Night ◽  
First Year Students ◽  
The Impact

Sleep is crucial for college students’ well-being. Although recommended sleep duration is between 7-9 hours per day, many students do not sleep that much. Scholar demands are among the causes of observed sleep deprivation in youth. We explored the influence of having a school test on previous night sleep in first-year students and the association of sleep duration and test performance. We ran two surveys in freshman students of the Universidad de la República, Montevideo, Uruguay: 1) 97 students of the School of Sciences who took the test at the same time; and 2) 252 School of Psychology students who took the test in four successive shifts. More than 1/2 of the participants (survey #1) and almost 1/3 (survey #2) reported short regular sleep duration (< 7h). In both samples, the sleep duration of the night before the test was reduced with respect to regular nights (survey #1: 2.1 ± 0.2 h, p < 0.001; survey #2: between 1.7 ± 0.4 h and 3.6 ± 0.3 h, all p < 0.001), with more than 10% of the students who did not sleep at all. In survey 2, sleep duration increased in later shifts (F (3,248) = 4.6, p = 0.004). Using logarithmic regressions, we confirmed that sleep duration was positively related to test scores in both samples (survey #1: exp B = 1.05, p < 0.001; pseudo-R2 = 0.15; survey #2: exp B = 1.01, p < 0.001; pseudo-R2 = 0.05). Delaying test start time may prevent the reduction in sleep duration, which may also improve school performance. In addition, educational policies should include information for students about the impact of sleep on learning and of the consequences of reduced sleep duration.

scholarly journals Should I study or should I go (to sleep)? The influence of test schedule on the sleep behavior of undergraduates and its association with performance

PLoS ONE ◽  
2021 ◽  
Vol 16 (3) ◽  
pp. e0247104
Author(s):  
Ignacio Estevan ◽  
Romina Sardi ◽  
Ana Clara Tejera ◽  
Ana Silva ◽  
Bettina Tassino
Keyword(s):  
Sleep Duration ◽  
Test Performance ◽  
Well Being ◽  
First Year ◽  
Start Time ◽  
Previous Night ◽  
Sleep Behavior ◽  
First Year Students ◽  
The Impact ◽  
Test Schedule

Sleep is crucial for college students’ well-being. Although recommended sleep duration is between 7–9 hours per day, many students do not sleep that much. Scholar demands are among the causes of observed sleep deprivation in youth. We explored the influence of having a school test on previous night sleep in first-year students and the association of sleep duration and test performance. We ran two surveys in freshman students of the Universidad de la República, Montevideo, Uruguay: 1) 97 students of the School of Sciences who took the test at the same time; and 2) 252 School of Psychology students who took the test in four successive shifts. More than 1/2 of the participants (survey #1) and almost 1/3 (survey #2) reported short regular sleep duration (< 7h). In both samples, the sleep duration of the night before the test was reduced with respect to regular nights (survey #1: 2.1 ± 0.2 h, p < 0.001; survey #2: between 1.7 ± 0.4 h and 3.6 ± 0.3 h, all p < 0.001), with more than 10% of the students who did not sleep at all. In survey 2, sleep duration increased in later shifts (F (3,248) = 4.6, p = 0.004). Using logit regressions, we confirmed that sleep duration was positively related to test scores in both samples (survey #1: exp B = 1.15, p < 0.001; pseudo-R2 = 0.38; survey #2: exp B = 1.03, p < 0.001; pseudo-R2 = 0.25). Delaying test start time may prevent the reduction in sleep duration, which may also improve school performance. In addition, educational policies should include information for students about the impact of sleep on learning and of the consequences of reduced sleep duration.

scholarly journals Psychological Well-being of First-year Psychology Students Amid the COVID-19 Pandemic

2022 ◽  
Author(s):  
Getrude C. AH Gang ◽  
Keyword(s):  
Real Life ◽  
Well Being ◽  
Psychology Students ◽  
First Year ◽  
Online Classes ◽  
First Year Students ◽  
First Semester ◽  
University Life ◽  
Before And After ◽  
Social Media Platforms

University life is always colorful, filled with a plethora of memorable moments, both academic and non-academic. Amid the COVID-19 pandemic, however, first-year university students’ academic experiences might be slightly different from their expectations due to being fully conducted in online learning. The COVID-19 pandemic denied first year students the opportunity to join the face-to-face classes and become involved in university’s activities in the real setting. All activities were replaced with virtual setting and they could only contact their course mates and lecturers via social media platforms. This derailment of their expectation to experience real-life university settings may dampen their enthusiasm and impact their motivational and happiness levels. To explore the phenomenon, a study was conducted with 143 first-year psychology students to examine their self-reported motivational and happiness levels before and after seven-week of online classes. This study included 113 females (79%) and 30 males (21%) with a mean age of 20.68 (SD=1.88). Data collected revealed that students’ motivation and happiness levels declined significantly after their online classes. According to their extent of agreement with the single statement ‘Overall, I am happy with my university life’, 48 (33.60%) students agreed, 76 (53.10%) were neutral, and 19 (13.30%) indicated dissatisfaction. This study may assist the university and relevant authorities in understanding students’ perceptions of dealing with academic and life challenges through online classes amid the COVID-19 pandemic. Therefore, psychological strategies should be considered to enhance first-year students’ motivation and happiness levels when faced with online classes in their new first semester.

scholarly journals Subjective well-being among first-year university students: A two-wave prospective study in Flanders, Belgium

2019 ◽  
Vol 10 (1) ◽  
pp. 33-45 ◽  
Author(s):  
David De Coninck ◽  
Koen Matthijs ◽  
Patrick Luyten
Keyword(s):  
Tertiary Education ◽  
Well Being ◽  
Self Report ◽  
First Year ◽  
Subjective Well Being ◽  
Start Time ◽  
First Year Students ◽  
First Semester ◽  
Parental Relationship ◽  
Child Relationship

In the transition from secondary to tertiary education, first-year students experience stress due to the academic, cultural, and social environment they must adapt to. This may negatively impact their subjective well-being, which in turn may negatively influence academic performance and increase the probability of dropping out. We report findings from a two-wave online study involving first-year students enrolled in a sociology course at the Faculty of Psychology and Educational Sciences at the University of Leuven (Belgium). Students completed self-report questionnaires on sociodemographic background, subjective well-being, parental relationship quality, and personality, at the start (Time 1) and end (Time 2) of the first semester. 194 students (35%) completed measures at both times. Results show that subjective well-being decreased from the beginning to the end of the first semester. Well-being at university was positively, and feelings of depression negatively, related to subjective well-being at Time 1 and Time 2. Female students reported lower well-being than male students at Time 2 but not Time 1. The quality of the mother–child, but not the father–child, relationship was positively related to subjective well-being at Time 1 and Time 2.

scholarly journals Bridging the gap: blending spatial skills instruction into a technology teacher preparation programme

2021 ◽  
Author(s):  
Diarmaid Lane ◽  
Sheryl Sorby
Keyword(s):  
Teacher Preparation ◽  
Gender Gap ◽  
Future Research ◽  
First Year ◽  
Spatial Skills ◽  
First Year Students ◽  
Base Level ◽  
Technology Teacher ◽  
And Mathematics ◽  
The Impact

AbstractIn recent years, there has been a surge in research in spatial thinking across the international community. We now know that spatial skills are malleable and that they are linked to success across multiple disciplines, most notably Science, Technology, Engineering and Mathematics (STEM). While spatial skills have been examined by cognitive scientists in laboratory environments for decades, current research is examining how these skills can be developed in field-based environments. In this paper, we present findings from a study within a Technology Teacher preparation programme where we examined first-year students’ spatial skills on entry to university. We explain why it was necessary to embed a spatial skills intervention into Year 1 of the programme and we describe the impact that this had on students’ spatial scores and on academic performance. The findings from our study highlight a consistent gender gap in spatial scores at the start of the first-year with female students entering the Technology Teacher preparation programme at a lower base level than male students. We describe how we integrated spatial development activities into an existing course and how an improvement in spatial scores and overall course performance was observed. The paper concludes by discussing the long-term sustainability of integrating spatial interventions within teacher preparation programmes while also highlighting the importance of future research to examine spatial skills as a fundamental component of technological capability.

scholarly journals Application of Cannabis Use Intention Questionnaire (CUIQ) to First Year University Students

2021 ◽  
Vol 5 (1) ◽  
pp. 11
Author(s):  
Inês Teodoro ◽  
Hugo Torres ◽  
Nuno Venâncio ◽  
Guilhermina Moutinho ◽  
Maria Deolinda Auxtero
Keyword(s):  
Public Health Problem ◽  
Well Being ◽  
Cannabis Use ◽  
Self Control ◽  
First Year ◽  
Major Public Health Problem ◽  
First Year Students ◽  
Validated Questionnaire ◽  
Intent To Use ◽  
First Year University

Cannabis is the illegal drug most used worldwide. Its long-term use increases the risk of depression and schizophrenia, causing a major public health problem. A validated questionnaire was applied to first year students of Instituto Universitário Egas Moniz to assess their intention regarding cannabis use. They do not consider cannabis to be much associated with well-being, they slightly consider the opinion of relatives, and they show a low intent to use the drug, believing themselves to have strong self-control. Scores are above average for 18-y.o. Portuguese students, except for belief in self-control.

303 Sleep Midpoint and Efficiency Moderate the Link Between Stress and Academic Cognitions in Latinx College Students

SLEEP ◽  
2021 ◽  
Vol 44 (Supplement_2) ◽  
pp. A121-A121
Author(s):  
Jeri Sasser ◽  
Emma Lecarie ◽  
Michaela Gusman ◽  
HyeJung Park ◽  
Leah Doane
Keyword(s):  
College Students ◽  
Self Efficacy ◽  
Academic Motivation ◽  
Minority Group ◽  
Well Being ◽  
Sleep Efficiency ◽  
First Year ◽  
T1 And T2 ◽  
College Stress ◽  
The Impact

Abstract Introduction Latinx students are the largest ethnic/racial minority group in higher education, but are also the group least likely to graduate from a four-year institution. Research suggests that heightened stress perceptions may impede college students’ ability to perform well academically. Poorer sleep may compound the impact of stress on academic functioning. The present study examined the multiplicative effect of college-stress and actigraphy-measured sleep on academic cognitions within-and-across semesters. Methods 209 Latinx college students (Mage=18.95; 64.4% female, 85.1% Mexican descent) were assessed in the spring of the first year of college (T1) and fall of the second year (T2). At T1, participants wore an actigraph watch for 7 nights to measure total sleep time, sleep efficiency, and sleep midpoint. College-stress was assessed at T1 using the College Stress Scale. At T1 and T2, participants completed the Behavioral-Emotional-Cognitive School Engagement Scale, the Academic Self-Efficacy Scale, and a scale assessing academic motivation. Confirmatory factor analysis (CFA) was conducted to assess the model fit of a two-factor model representing academic cognitions (engagement, self-efficacy, motivation) at T1 and T2. Latent variable path analysis models testing for moderation were conducted using Mplus. Results The CFA indicated excellent fit (χ2(5)= 2.91, p=.71, RMSEA=.00, CFI=1.00, TLI=1.01, SRMR=.02). College-stress was concurrently (β=-.19, p=.02), but not longitudinally, associated with academic cognitions. Sleep midpoint predicted academic cognitions at T1 (β=-.24, p&lt;.01) and T2 (β=-.18, p=.03). Sleep efficiency (β=.18, p=.01) and sleep midpoint (β=-.17, p=.02) moderated associations between college-stress and T2 academic cognitions. Higher college-stress was longitudinally linked with lower academic cognitions for students with lower sleep efficiency (b=-.12, p=.01) and later sleep midpoints (b=-.14, p=.01). Conclusion Greater college-stress is concurrently linked with lower academic cognitions, whereas later sleep timing has both immediate and enduring consequences on students’ academic mindsets. The impact of college-stress on academic cognitions may depend on the quality and timing of sleep at the time of these stress perceptions. Programs that address stress reduction and sleep health may be promising interventions for improving academic well-being among first-year Latinx college students. Support (if any) This work was supported by a William T. Grant Foundation Scholars Award (184370) to L.D. Doane.

scholarly journals THE EFFECTIVENESS OF USING INDEX CARD MATCH IN TEACHING VOCABULARY

2018 ◽  
Vol 5 (2) ◽  
pp. 107
Author(s):  
Sri Ariani ◽  
Tri Setianingsih
Keyword(s):  
Teaching Method ◽  
Vocabulary Knowledge ◽  
Control Group ◽  
First Year ◽  
Research Subjects ◽  
Index Card ◽  
First Year Students ◽  
Post Test ◽  
And Control ◽  
The Impact

This research aims to find out Is there any significant differences between the impact of traditional teaching method and using Index Card Match in teaching English vocabulary at the First Year Students of SMA HANG TUAH 3 MATARAM and to find out does using Index Card Match have a positive effect on students’ vocabulary knowledge. The sample of this research is 40 students. The kind of this research is experimental research. The students are divided into two groups such as experimental group and control group. Then the research subjects are pre-tested to know their prior vocabulary mastery. After the treatment, the sample is post-tested to know their recent vocabulary mastery as the result of the treatment. The scores in both pre-test and post-test are taken as the main data of the research. The data is analyzed by using t-test.

scholarly journals Features of Adaptation of Non-Resident Students to the University Learning Environment

2020 ◽  
pp. 53-58
Author(s):  
Olga Viktorovna Bodenova ◽  
Lyudmila Pavlovna Vlasova
Keyword(s):  
Well Being ◽  
First Year ◽  
Adaptation Period ◽  
Subjective Well Being ◽  
State University ◽  
Student Survey ◽  
First Year Students ◽  
Resident Students ◽  
New Type ◽  
The University

The article is devoted to the overview of one of the most current problems that arise in the process of supporting the adaptation of students. The paper reveals the content of the adaptation process, its content and procedural characteristics, describes the types and stages, and directions of diagnostics. The aim of the work is to identify the features of adaptation in first-year students, including the description of the specifics of difficulties of non-resident students’ adaption. The study was conducted at the Institute of Pedagogy and Psychology “Petrozavodsk State University” with first-year students studying in the fields of education 44.03.02 Psychological and pedagogical education, 44.03.01. Pedagogical education, 44.03.03 Special (defectologic) education. The following methods were used to test the hypothesis: «I am a student» survey, «Scale of subjective well-being» method, analysis of documents (medical records of students), quantitative and qualitative analysis. The results of the study. Analysis of the results of the study showed that non-resident students have both general and specific difficulties of adaptation due to the breakdown of previous family and friendships, lack of emotional support, difficult living conditions, a new neighborhood, a new type of settlement, etc. The obtained results are used for development and implementation of measures to support students during the adaptation period.

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