scholarly journals Psychological Status Analysis and Moral Education Strategy Research of Vocational College Students in the Post-epidemic Era

2021 ◽  
Vol 2 (1) ◽  
Author(s):  
Yurong Cheng
Keyword(s):  
College Students ◽  
Moral Education ◽  
Interpersonal Relationships ◽  
Psychological Problems ◽  
Psychological Status ◽  
Emotional Instability ◽  
Vocational College ◽  
Healthy Development ◽  
Teachers And Students ◽  
The Impact

Due to the impact of COVID-19 's epidemic on education, the psychological problems of vocational college students have become more prominent. The main manifestations are tension in interpersonal relationships, low self-esteem, isolation, learning disabilities, improper communication between men and women, emotional instability, etc., prone to depression, anxiety, and tantrum. As for the causes of these psychological problems, they are related to family, social, school, and students themselves. The author puts forward a series of moral education strategies for the current situation of students, such as the integration of strong strengths between home and school, and concerted efforts to maintain health, channels for communication between teachers and students, bridges for spiritual communication, psychological education into the classroom, activities leading to effectiveness and other strategies, which are effective to solve students' psychological problems and promote their healthy development.

scholarly journals On the New Path of College English Teaching under the Background of "Curriculum Ideology and Politics"

2020 ◽  
Vol 2 (2) ◽  
Author(s):  
Fang Wei
Keyword(s):  
College Students ◽  
Moral Education ◽  
Research Direction ◽  
College English ◽  
English Teaching ◽  
Healthy Development ◽  
Theoretical Support ◽  
Political Concept ◽  
Political Views

Under the guidance of the fundamental task of moral education, the ideological and political concept of curriculum has become an important theoretical support for the implementation of teaching activities in higher education. In the teaching process of various majors and disciplines, teachers should not only comprehensively improve students' professional knowledge and skills, but also comprehensively infiltrate ideological and political education to guide students to establish correct values, political views and moral views, So as to comprehensively promote the healthy development of College Students' ideology. Taking college English teaching as the research direction, this paper explores the path and strategy of College English Teaching Reform under the ideological and political theory of curriculum, so as to provide necessary help for improving the quality of College English teaching and enhancing the comprehensive quality of college students.

Entrepreneurship Education's Impact on Entrepreneurial Intention Using the Theory of Planned Behavior: Evidence From Chinese Vocational College Students

2019 ◽  
Vol 4 (1) ◽  
pp. 30-51 ◽  
Author(s):  
Brian A. Lavelle
Keyword(s):  
College Students ◽  
Theory Of Planned Behavior ◽  
Planned Behavior ◽  
Behavioral Control ◽  
Entrepreneurial Intention ◽  
Perceived Behavioral Control ◽  
Least Squares Regression ◽  
Vocational College ◽  
Personal Attitude ◽  
The Impact

This study is the first to examine the impact of entrepreneurship education (EE) on entrepreneurial intention (EI) among vocational college students in China. Using the Theory of Planned Behavior and the EI Questionnaire the study investigates the relationships between EI, its antecedents and EE. The data were collected by surveying 383 vocational college students in Wuxi, Jiangsu, in the People's Republic of China. The researcher used Least-Squares Regression modeling to find significant positive relationships between personal attitude, perceived behavioral control, and EE with EI. Mediation analysis found personal attitude to partially mediate the EE–EI relationship. The results suggest EE is effective in stimulating EI in China. This study provides implications to policy-makers, vocational institutions, and scholars given the current state of China's economy, recent government policies, and the ongoing debate surrounding the EE–EI relationship.

scholarly journals Managing Multicultural Islamic Education through Conflict Resolution Learning Development in Indonesia

2021 ◽  
Vol 6 (2) ◽  
pp. 409-421
Author(s):  
Muhammad Thoyib ◽  
Subandi Subandi ◽  
Roni Harsoyo
Keyword(s):  
Conflict Resolution ◽  
Multicultural Education ◽  
Interpersonal Relationships ◽  
Phenomenological Approach ◽  
Academic Community ◽  
Education Management ◽  
Cultural Organizations ◽  
Teachers And Students ◽  
Learning Development ◽  
The Impact

Along with the frequent social conflicts in Indonesia, the multicultural reality of this country is becoming increasingly urgent to be reconstructed so that it can become an "integrating force" for the future of this nation, especially through the education sector. In that context, Madrasah Ibtidaiyah Nahdlatul Ulama (MINU) Bangil Pasuruan, East Java, is a "lantern" for Indonesia's future multiculturalism that has implemented multicultural education management well. It involves various religious and ethnic cultural organizations, such as NU, Muhammadiyah, and others. Also, there are several ethnic groups like Javanese, Sundanese, Madurese, and Chinese. This qualitative research with a phenomenological approach-case study attempts to analyze the implementation of multicultural education management to develop conflict resolution learning at MINU Bangil Pasuruan. This research shows that the application of multicultural education management is running well with the main learning models based on visiting culture class learning. Meanwhile, the impact of multicultural education management includes 1) the life and interpersonal relationships of the entire academic community and the environment of educational institutions becoming more harmonious and inclusive, despite the ethnic plurality in the community; and 2) the learning process becomes more enjoyable and effective because it is supported by the growing sense of belonging and love between teachers and students.

scholarly journals The Associations of Common Psychological Problems With Mental Disorders Among College Students

2021 ◽  
Vol 12 ◽  
Author(s):  
Pim Cuijpers ◽  
Filip Smit ◽  
Pauline Aalten ◽  
Neeltje Batelaan ◽  
Anke Klein ◽  
...  
Keyword(s):  
College Students ◽  
Bipolar Disorder ◽  
Major Depression ◽  
Mental Disorders ◽  
Panic Disorder ◽  
Test Anxiety ◽  
Self Esteem ◽  
Psychological Problems ◽  
Generalized Anxiety ◽  
The Impact

Psychological problems like procrastination, perfectionism, low self-esteem, test anxiety and stress are common among college students. There are evidence-based interventions available for these problems that not only have direct effects on these problems, but also indirect effects on mental disorders such as depression and anxiety disorders. Targeting these psychological problems may offer new opportunities to prevent and treat mental disorders in a way that is less stigmatizing to students. In this study we examined the association of five psychological problems with five common mental disorders (panic, generalized anxiety, bipolar, major depressive, and substance use disorder) in a sample of 2,449 students from two Dutch universities. Psychological problems were measured with one item for each problem and mental disorders were measured with the Composite International Diagnostic Interview Screening Scales. Associations were examined with Poisson regression models as relative risks (RR) of the disorders as a function of the psychological problems. The population attributable fraction (PAF) indicates by what percentage the prevalence of the mental disorder would be reduced if the psychological problem was addressed successfully by an intervention. Especially generalized anxiety disorder was strongly associated with psychological problems (strong associations with stress and low self-esteem and moderately with test anxiety). The group with three or more psychological problems had a strongly increased risk for generalized anxiety (RR = 11.25; 95% CI: 7.51–16.85), and a moderately increase risk for major depression (RR = 3.22; 95% CI: 2.63–3.95), panic disorder (RR = 3.19; 95% CI: 1.96–5.20) and bipolar disorder (RR = 3.66; 95% CI: 2.40–5.58). The PAFs for having any of the psychological problems (one or more) were considerable, especially for generalized anxiety (60.8%), but also for panic disorder (35.1%), bipolar disorder (30.6%) and major depression (34.0%). We conclude that common psychological problems are associated with mental disorders and with each other. After adjustment, psychological problems are associated with different patterns of mental disorders. If the impact of the psychological problems could be taken away, the prevalence of several mental disorders would be reduced considerably. The psychological problems may provide a promising target to indirectly prevent and intervene in psychopathology in hard to reach college students with mental disorders.

The Impact of Positive Psychological Ability on College Students' Mental Health Level after COVID-19 Outbreak

2021 ◽  
Vol 7 (6) ◽  
pp. 5794-5805
Author(s):  
Li Qiang ◽  
Guo Fengzhen ◽  
Li Ruoting ◽  
Liu Ruiling ◽  
Li Xia ◽  
...  
Keyword(s):  
Mental Health ◽  
College Students ◽  
Interpersonal Relationships ◽  
Psychological Capital ◽  
Positive Psychological Capital ◽  
Health Level ◽  
Quality Scale ◽  
Mental Abilities ◽  
The Impact ◽  
The Relationship

This study was designed based on the research on the relationship between positive psychological ability and the mental health level of college students, to explore the breakthrough point of college students' getting rid of negative psychology after the COVID-19 outbreak from the perspective of positive psychological ability, so as to improve their mental health level by using Symptom Checklist-90 (SCL-90), Positive Psychological Capital Questionnaire (PPQ) and College Students' Positive Psychological Quality Scale with the objects of 517 college students in Guangxi. The results show that: (1) the level of students' mental health is significantly positively correlated with their positive mental abilities (positive mental capital and positive mental quality); (2) college students' parenting patterns, academic achievements and interpersonal relationships are significantly different in many dimensions of college students' mental health level, positive psychological capital and positive psychological quality.

scholarly journals EFL/ESL Students' Perceptions of Distributive, Procedural, and Interactional Justice: The Impact of Positive Teacher-Student Relation

2021 ◽  
Vol 12 ◽  
Author(s):  
Dan Yang
Keyword(s):  
Interpersonal Relationships ◽  
Interpersonal Relationship ◽  
Interactional Justice ◽  
Learning Context ◽  
Teacher Credibility ◽  
Teacher Confirmation ◽  
Teacher Student ◽  
Teachers And Students ◽  
Interpersonal Factor ◽  
The Impact

The correlation between teacher-student interpersonal relationships and students' perception of different dimensions of justice using in the learning context has been found absolutely important since it can provide a nice learning environment for students in which they can comfortably learn a new language. Even though several studies have been carried out regarding the above-mentioned points, a review paper that focuses on the importance between these two variables by which students' learning is influenced seems of great interest. In this study, the author has strived hard to highlight the interplay between the aforementioned variables. First of all, Justice and its dimensions including distributive, procedural, and interactional justice are described in the learning context. Then the effect of the positive relationship between teachers and students is accentuated. Following it, different types of characteristics that are crucially noticeable considering teacher-student interpersonal relationship including “teachers care,” “teacher clarity,” “teacher confirmation,” “teacher credibility,” “teacher immediacy,” “teacher stroke,” “teacher-student rapport” are discussed. The term “positive psychology” accompanied by its factors is defined then. What is discussed then is classroom justice as a teacher-student interpersonal factor. Finally, it is concluded with implications and suggestions for future studies.

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