scholarly journals Religious Orientation, Academic Stress and Religious Coping among First Year Undergraduate Students

2021 ◽  
Vol 9 (2) ◽  
pp. 123-140
Author(s):  
Afaf Osman ◽  
Iman Osman Mukhtar Ahmed
Keyword(s):  
Gender Differences ◽  
Religious Coping ◽  
Undergraduate Students ◽  
Religious Orientation ◽  
Public University ◽  
Academic Stress ◽  
First Year ◽  
First Year Students ◽  
Orientation Scale ◽  
The Relationship

The study aimed to assess the prevalence of religious orientation, academic stress, and the use religion as a means to cope with academic stress among first-year undergraduates. The sample consisted of 321 first year students from five faculties of a religiously oriented public university in Malaysia. The data were collected using three separated instruments: a Religious Coping Questionnaire, an Academic Stress Scale, and an Orientation Scale. Frequency analysis was used to examine the prevalence of stress, and religious orientation, while Pearson moment correlation was used to analyze the relationship among the three main constructs: religious coping, religious orientation and academic stress. The analysis ran an independent sample t-test to check for gender-differences in academic stress, religious coping and academic stress. The results showed high incidences of the religious orientation and religious coping among the sample of undergraduates, but no significant gender differences. The study substantiated that one of the means by which the first year students reduced their academic stress is through religious coping and religious orientation.

Religiosity and Attitude in the Face of Death in Brazilian Elderly

2018 ◽  
pp. 126-141
Author(s):  
Marta Helena Freitas ◽  
Claudia Cristina Fukuda ◽  
Vicente Paulo Alves ◽  
Lucy de Oliveira Gomes
Keyword(s):  
Religious Coping ◽  
Religious Orientation ◽  
The Elderly ◽  
The Face ◽  
Religious Orientation Scale ◽  
Orientation Scale ◽  
Survey Results ◽  
Coping Scale ◽  
And Coping ◽  
The Relationship

This chapter investigated possible links between religious motivations, attitudes, and coping in the face of death in Brazil. The participants included 478 people aged between 41 and 100 years, most of them women (77.82%). It employed the religious orientation scale (31 items), religious coping scale (33 items), and scale of attitudes in the face of death (46 items). Data were analyzed by means Pearson product-moment correlation coefficient (Pearson), analysis of variance (ANOVA), exploratory factor analysis and internal consistency analysis (Cronbach's alpha). The overall survey results are presented in two large blocks. The first describes the correlations between the factors of religious coping, religious orientation, and attitudes in the face of death. The second presents the relationship between elderly's socio-biographical characteristics (age, income, education, gender, religion, and marital status), guidance and religious coping factors, and attitudes in the face of death. Finally, the authors discuss the results and their implications for the elderly.

scholarly journals Relationship between Learning Motivation and Reflection in Undergraduate Students

2018 ◽  
Vol 23 (6) ◽  
pp. 97-106 ◽  
Author(s):  
T.S. Tikhomirova ◽  
N.V. Kochetkov
Keyword(s):  
Undergraduate Students ◽  
Learning Motivation ◽  
First Year ◽  
First Year Students ◽  
Individual Level ◽  
Motivation For Learning ◽  
Second Year ◽  
The Individual ◽  
The University ◽  
The Relationship

This article aims to study the relationship between personal reflection and the intensity of motivation for learning in a university.In order to achieve this goal, the following techniques were employed: A.V.Karpov and V.V.Ponomaryova’s technique for identifying the individual level of reflectivity, and T.I.Ilyina’s technique for assessing learning motivation in university students.The empirical study involved 143 subjects.The obtained data indicate that for the first-year students the meaning of the ‘mastering the profession’ motive is directly connected with their reflections on the present and future activities, while the meaning of the ‘getting a diploma’ motive is inversely correlated with the reflection of communication.In the second year, the intensity of the ‘gaining knowledge’ motive correlates with the reflection of communication, and the meaning of the ‘mastering the profession’ motive has an inverse relationship with the reflection of future activity.In the third year, the values of the motive for acquiring knowledge correlate with the integral indicator of reflection, whereas in the fourth year none of the reflection components are interconnected with the components of the motivation for learning in the university.

scholarly journals THE RELATIONSHIP BETWEEN SOCIAL SUPPORT AND ACADEMIC STRESS AMONG FIRST YEAR STUDENTS AT SYIAH KUALA UNIVERSITY

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Fauzah Marhamah ◽  
Hazalizah Binti Hamzah
Keyword(s):  
Social Support ◽  
Life Stress ◽  
Pearson Correlation ◽  
Academic Stress ◽  
First Year ◽  
First Year Students ◽  
Pearson Correlation Analysis ◽  
Stress Inventory ◽  
High Level ◽  
The Relationship

The purpose of this study was to examine the relationship between social support and academic stress among first year students at Syiah Kuala University (UNSYIAH). Data was collected through questionnaires. The respondents were first year students at UNSYIAH (n = 364) with ranging age from 16 to 21. Respondents completed the Multi Dimensional Scale of Perceived Social Support (MSPSS) and Student Life Stress Inventory (SLSI). Pearson Correlation Analysis was used to analyze the relationship between social support and academic stress among first year students. The results revealed that the sample reported moderate levels of social support and academic stress. Students with high level of social support, reported low level of academic stress.

scholarly journals Gender differences in achievements among students of the Iraqi college of medicine

2004 ◽  
Vol 1 (2) ◽  
pp. 300-305
Author(s):  
Baghdad Science Journal
Keyword(s):  
Gender Differences ◽  
Undergraduate Students ◽  
Total Duration ◽  
First Year ◽  
First Year Students ◽  
Duration Of Stay ◽  
College Information ◽  
Final Score ◽  
Student Subject ◽  
Scheduled Time

This study was conducted to test the hypothesis that the duration of time spent by the student inside the examination rooms answering the all kinds of written ex-amination questions has some kind of a positive effect on the final score he will get from that exam. And if there arc gender differences in this respect. Students and methods: Data on the final examinations of the autumn quarter was gathered on 892 examina-tions conducted at the end of this quarter , this included male participants of 566 and females of 326. Examinations were on twenty different subjects , including all of the first five years of the undergraduate students of Iraqi College of Medicine for the academic year 2002 — 2003 . The scheduled time of the examinations was 3 hours.A questionnaire for that purpose was constructed by the researchers and filled by the examination supervisors of the examination rooms . The scores we got from the offi-cial records of the examination committee of the college . Information gathered in-cluded year or stage of the student , subject of examination, gender, duration of time spent by every student inside the examination room and final score on that examina-tion. data were entered into a computer statistical program SPSS 7.5 and statistically analyzed. The results showed 1. The mean duration of stay of students in examination rooms was 125.01 SD=39.32 out of 180 minutes. 2. Females significantly spend more time in the examination rooms (p=0.008), but they do not achieve better marks for this. 3. No significant gender difference in mark acquisition although females regis-tered insignificantly better marks. 4. Mark is affected by the duration of time spent in examination rooms significant positive correlation (p=0.001). 5. However total duration of stay affected the final mark for males (p=0.01). but did not affect that of the females (p=0.27) 6. Females significantly spend more time in the examination rooms (p=0.008), but they do not achieve better marks for this. 7. Males benefit from time spent in getting significantly better results (p-0.01) 8. According to grades or year or stage of the student the longest time spent was significantly more in the first year (p=0.0001) but there was no correlation with the year . The highest marks were recorded by the first year students (p=0.0001)

scholarly journals Applying the Rasch model to analyze the effectiveness of education reform in order to decrease computer science students’ dropout

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Rita Takács ◽  
Judit T. Kárász ◽  
Szabolcs Takács ◽  
Zoltán Horváth ◽  
Attila Oláh
Keyword(s):  
Education Reform ◽  
Computer Science ◽  
Undergraduate Students ◽  
Rasch Model ◽  
Public University ◽  
First Year ◽  
Science Students ◽  
First Year Students ◽  
The Rasch Model ◽  
Analyze Data

AbstractAttrition is an important issue in higher education, especially in the field of computer science (CS). Here, we investigate to what extent an education reform affects the attrition of students by analyzing the pattern of grades of CS students’ academic achievement from 2010 to 2018 by IRT, based on Rasch-model analysis. We analyze data from 3673 undergraduate students of a large public university. In 2016 an education reform—as an intervention—was added to our BSc program: all theoretical lectures became compulsory to attend and we introduced a learning methodology course for all first-year students. According to our results, after the education reform most subjects became accomplishable, and students with lower levels of ability also tried to take exams. We succeeded in retaining 28% of our students. Analyzing students’ results could help administrators develop new programs in order to increase retention.

scholarly journals Relationship Between Loneliness and Mental Health Among First- Year Undergraduate Students: Mediating Role of Timeline Browsing and Chatting on Facebook

2018 ◽  
Vol 1 (2) ◽  
pp. 86 ◽  
Author(s):  
Oli Ahmed
Keyword(s):  
Mental Health ◽  
Undergraduate Students ◽  
Educational Institution ◽  
First Year ◽  
First Year Students ◽  
Mediating Role ◽  
And Gender ◽  
Undergraduate Programs ◽  
The Relationship

Better academic performance is associated with adjustment in the educational institution. Newly enrolled students at undergraduate programs face some adjustment related problems (i. e. – loneliness etc.) in the new environment. The present study was aimed to explore the mediating role of Facebook timeline browsing and chatting with friends on Facebook in the relationship between loneliness and mental health among first-year undergraduate students. The study sample comprised of 180 first-year students who were selected purposively from the University of Chittagong. Results suggested significant gender differences in feelings of loneliness, chatting on Facebook, Facebook timeline browsing. Results explored the mediating role of timeline browsing in the relationship between loneliness and mental health, and this relation also moderated by gender. Loneliness, timeline browsing, and gender explained 50% variance of the mental health.

The Relationship between Religious Orientation and Pressure in Psychology I Students at the University of the Witwatersrand

2007 ◽  
Vol 37 (3) ◽  
pp. 530-551 ◽  
Author(s):  
S. Laher
Keyword(s):  
Life Stress ◽  
Religious Orientation ◽  
Religious Affiliation ◽  
Well Being ◽  
First Year ◽  
Religious Orientation Scale ◽  
Orientation Scale ◽  
The University ◽  
The Relationship ◽  
Health And Well Being

This study considers the relationship between religious orientation and pressure in 494 first-year Psychology students at the University of the Witwatersrand, South Africa. Religious orientation is defined according to Allport's concepts of intrinsic and extrinsic religious orientation and was measured using the Allport-Ross Religious Orientation Scale-Revised. Pressure is a concept used by Weiten to define the everyday life stress experienced by individuals and was measured in this study using Weiten's Pressure Inventory. The influence of religious affiliation on religious orientation and pressure was also explored. Results revealed few significant differences between intrinsic and extrinsic religious orientation and the types of pressure experienced. Religious affiliation significantly affected religious orientation but had no influence on pressure. These results are discussed in relation to the literature on religion and mental health and well-being.

scholarly journals An analysis of Italian university students’ performance through segmented regression models: gender differences in STEM courses

Genus ◽  
2021 ◽  
Vol 77 (1) ◽  
Author(s):  
Andrea Priulla ◽  
Nicoletta D’Angelo ◽  
Massimo Attanasio
Keyword(s):  
Gender Differences ◽  
Regression Models ◽  
First Year ◽  
Strongly Correlated ◽  
Segmented Regression ◽  
Freshmen Students ◽  
Female Performance ◽  
And Mathematics ◽  
The Relationship ◽  
Better Than

AbstractThis paper investigates gender differences in university performances in Science, Technology, Engineering and Mathematics (STEM) courses in Italy, proposing a novel application through the segmented regression models. The analysis concerns freshmen students enrolled at a 3-year STEM degree in Italian universities in the last decade, with a focus on the relationship between the number of university credits earned during the first year (a good predictor of the regularity of the career) and the probability of getting the bachelor degree within 4 years. Data is provided by the Italian Ministry of University and Research (MIUR). Our analysis confirms that first-year performance is strongly correlated to obtaining a degree within 4 years. Furthermore, our findings show that gender differences vary among STEM courses, in accordance with the care-oriented and technical-oriented dichotomy. Males outperform females in mathematics, physics, chemistry and computer science, while females are slightly better than males in biology. In engineering, female performance seems to follow the male stream. Finally, accounting for other important covariates regarding students, we point out the importance of high school background and students’ demographic characteristics.

scholarly journals Bridging the Gap: Understanding the Differing Research Expectations of First-Year Students and Professor

2012 ◽  
Vol 7 (3) ◽  
pp. 4 ◽  
Author(s):  
Meg Raven
Keyword(s):  
Undergraduate Students ◽  
Academic Research ◽  
First Year ◽  
First Year Students ◽  
High Expectations ◽  
Research Students ◽  
Time Required ◽  
Instruction Strategies ◽  
Research Instruction ◽  
The University

Objective: This study sought to better understand the research expectations of first-year students upon beginning university study, and how these expectations differed from those of their professors. Most academic librarians observe that the research expectations of these two groups differ considerably and being able to articulate where these differences are greatest may help us provided more focused instruction, and allow us to work more effectively with professors and student support services. Methods: 317 first-year undergraduate students and 75 professors at Mount Saint Vincent University in Halifax, NS were surveyed to determine what they each expected of first-year student research. Students were surveyed on the first day of term so as to best understand their research expectations as they transitioned from high school to university. Results: The gulf between student and professor research expectations was found to be considerable, especially in areas such as time required for reading and research, and the resources necessary to do research. While students rated their preparedness for university as high, they also had high expectations related to their ability to use non-academic sources. Not unexpectedly, the majority of professors believed that students are not prepared to do university-level research, they do not take enough responsibility for their own learning, they should use more academic research sources, and read twice as much as students believe they should. Conclusions: By better understanding differing research expectations, students can be guided very early in their studies about appropriate academic research practices, and librarians and professors can provide students with improved research instruction. Strategies for working with students, professors and the university community are discussed.

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