scholarly journals Positive University Environment and Agreeableness as Protective Factors Against Antisocial Behavior in Mexican University Students

2021 ◽  
Vol 12 ◽  
Author(s):  
Martha Frías Armenta ◽  
Nadia S. Corral-Frías
Keyword(s):  
Protective Factors ◽  
School Environment ◽  
School Setting ◽  
Antisocial Behaviors ◽  
Personal Factors ◽  
University Environment ◽  
Global Issue ◽  
Negative Effect ◽  
Northwestern Mexico

Violence in schools is a global issue. Approximately 32% of Mexican students have experienced some form of violence in the school setting in their lives. Previous research has tended to focus on the causes of violence and antisocial behaviors in offenders or adolescent samples and has found evidence to suggest the underlying role of environmental and personal factors. The present study investigates the effect of positive school environment and agreeableness as protective factors against antisocial behaviors in a sample of undergraduate and graduate students (n = 304) from northwestern Mexico. Our results demonstrate that a positive school environment has a negative effect on antisocial behaviors via mood and anxiety disorders as well as in interaction with agreeableness, suggesting an interplay between personality and environment. These findings can provide some basis for the development of university programs aimed at fostering positive environments that promote student mental health and protect against antisocial behaviors.

Role of Potassium on Growth, Nitrogen Fixation and Biochemical Traits in [Vigna radiata (L.) Wilczek] under Water Stress

2020 ◽  
Author(s):  
Nisha Kataria ◽  
Narender Singh
Keyword(s):  
Nitrogen Fixation ◽  
Water Stress ◽  
Potassium Fertilizer ◽  
Biochemical Traits ◽  
Global Issue ◽  
Wide Range ◽  
Negative Effect ◽  
Potassium Supply ◽  
Effects Of Drought

Background: Water stress is a global issue to ensure survival of agricultural crops. Mungbean has a great nutritional value, short-duration and has an advantage that it can grow in wide range of soils and environments. For the present study, two varieties of mungbean were selected and raised in earthen pots. Methods: Water stress was imposed at 50% flowering (35-40 days after sowing) and plants were sampled at this stage. The control plants maintained at soil moisture content (SMC) of 12.0 ± 0.5% and in stressed plants, water stress was created by withholding irrigation till SMC decreased to 4.5±0.5%. In legumes, damaging effects of drought can be reduced by potassium supply. Potassium was supplied to the soil at concentration 0.00, 1.54 mM, 2.31 mM, 3.08 mM. Result: This article includes water stress-induced harmful effects on mungbean growth and development, nitrogen fixation and biochemical traits and suggests that different concentrations of potassium fertilizer help to reduce the negative effect of water stress.

scholarly journals POR UMA EFETIVA AÇÃO DOCENTE NA FUNÇÃO SOCIAL DA ESCOLA?: APONTAMENTOS DE UMA EXPERIÊNCIA DE FORMAÇÃO CONTINUADA PARA PROFESSORES

EAD em FOCO ◽  
2014 ◽  
Vol 5 (2) ◽  
Author(s):  
Luciano Luz Gonzaga ◽  
Cristina de Oliveira Maia ◽  
Denise Rocha Corrêa Lannes
Keyword(s):  
School Environment ◽  
Social Role ◽  
School Setting ◽  
Social Function ◽  
Pedagogical Practice ◽  
The Public ◽  
Continued Education ◽  
The Social ◽  
Teacher Students

Pensar na democratização da escola pública implica definir com transparência e clareza a função social dessa instituição. Assim, este trabalho teve por objetivo estabelecer um espaço de reflexão sobre a participação efetiva dos docentes cursistas na função social da escola, estabelecendo os indicativos necessários para uma prática pedagógica comprometida com a inclusão, com o respeito à diversidade e à tolerância. A experiência da disciplina intitulada Ação docente na função social da escola contribuiu para a construção de um olhar diferenciado sobre o universo escolar, especialmente, no que diz respeito à compreensão do papel social da escola nos dias atuais. Palavras-chave: Função social da escola; Formação continuada; Formação de professores; Educação a distância. For an Effective "Teaching-action in the Social Function of School": Notes from the Experience of Continuing Education for Teachers in Distance LearningAbstract To think about the democratization of the public school implies to define with transparency and clarity the social function of this institution. Thus, this study aims to create a space for reflecting on the effective participation of teacher students in the social function of the school, setting the required premises for an institution committed to promote inclusion, with respect for diversity, and tolerance within the pedagogical practice. This experience called Action in the social function of school has contributed to build a different view of the school environment, especially regarding the social role of the school in the present time.Keywords: Social function of the school; Continued education; Teacher training; Distance Education.

Gifted Students’ Adjustment and Underachievement in University: An Exploration From the Self-Determination Theory Perspective

2020 ◽  
Vol 64 (2) ◽  
pp. 117-131 ◽  
Author(s):  
Ainur Almukhambetova ◽  
Daniel Hernández-Torrano
Keyword(s):  
Academic Success ◽  
Sense Of Self ◽  
Gifted Students ◽  
Self Determination Theory ◽  
Self Determination ◽  
University Environment ◽  
Specialized Schools ◽  
High Intelligence ◽  
Negative Effect

Successful transition from school to university is essential for the academic success of any student. Gifted students might encounter unique challenges due to their characteristics, and there is an evidence that a failure to adjust to the demands of university environment has a negative effect on gifted students’ academic performance, leading to underachievement. This qualitative study aimed at exploration of gifted students’ adjustment to university and issues they face within this process. We use the lenses provided by self-determination theory to further interpret the role of both internal and external motivation forces contributing to gifted students’ adjustment and achievement in higher education settings. It was identified that the gifted school and university learning environments, as well as the influence of key people (parents, peers, and teachers) played a crucial role in facilitating or impeding gifted school graduates’ sense of self-determination and consequently their adjustment and achievement. This study offers interesting insights for the understanding of gifted (under)achievement in a context where giftedness is predominantly conceived as high intelligence and academic achievement, gifted students are identified via performance-based measures, specialized schools are the preferred means for gifted education, and young people’s talents are considered invaluable for the development of the national economy and the society.

scholarly journals Analysis of the Factors Causing Student’s Absenteeism and it’s Impact on Students’ Academic Performance at Elementary Level in Quetta City

2021 ◽  
Vol 3 (1) ◽  
Author(s):  
Salma Hamza, Sadia Abdul Ghaffar, Dr. Shumaila Mazhar
Keyword(s):  
Academic Performance ◽  
School Environment ◽  
Descriptive Analysis ◽  
Simple Random Sampling ◽  
Sampling Procedure ◽  
Student Interest ◽  
Personal Factors ◽  
School Teaching ◽  
Negative Effect ◽  
The Impact

The proper place for accruing the knowledge are Schools, College and University because there provides quality of education from qualified teachers. For getting best education and making socialized person it is necessary to attained regular classes in institutes. Absenteeism has a negative effect on student’s life because students are not able to get knowledge which are necessary. Students who are absent on regular basis from schools, they suffer a lot and absenteeism is the main issue in academies. This study was conducted to find out the factors which cause absenteeism and the impact of the absenteeism on students’ academic performance. This study was quantitative in nature. Self -developed survey questionnaire (5-point Likert scale). The sample of this study was students and teachers. 32 teachers and 208 students were selected from 16, 08 boys and 08 girls elementary schools through simple random sampling procedure. Data was analyzed through descriptive analysis (frequency and %ages) and inferential analysis (independent sample t-test and compare means). The results of the study highlights that three types of factors were causing the students remain absent from the school. These three factors belongs to the 1) schools factors, teachers attitude; school environment and school teaching practices, 2) home factors, home practices; home distance from the schools and parent attitudes towards students, 3) personal factors, student health issues, student interest level and motivational level.  

scholarly journals Resilience among Adolescent Girls in India: Role of Home and School Protective Factors

2012 ◽  
Vol 6 (3) ◽  
pp. 45
Author(s):  
Sayed A. Azam
Keyword(s):  
Protective Factors ◽  
Adolescent Girls ◽  
School Environment ◽  
School Life ◽  
Standardized Measures ◽  
Healthy Development ◽  
The Social ◽  
Home And School ◽  
School Protective Factors

Resilience of school going adolescent girls has always been influenced by healthy and nurturing family and school life. Research studies reveal how extrinsic protective factors at home and school become pivotal in healthy development of adolescent girls who are known to be sensitive to the social support system they live in. The present study was therefore conducted with the purpose to examine the role of home and school environment of school going adolescent girls in a semi-urban town of India. The study more specifically explores and identifies which protective factors are responsible for higher levels of resilience in this population. Standardized measures of resilience, home environment and school environment were administered to a sample of 130 school going girls in their adolescent phase. Correlations computed and regression analyses conducted revealed positive significant relationship between resilience and home and school protective factors. 

Social Motives Predict Loneliness During a Developmental Transition

2017 ◽  
Vol 76 (4) ◽  
pp. 145-153 ◽  
Author(s):  
Jana Nikitin ◽  
Alexandra M. Freund
Keyword(s):  
Social Relationships ◽  
Well Being ◽  
Social Avoidance ◽  
Social Approach ◽  
Social Motives ◽  
Developmental Transitions ◽  
Avoidance Motivation ◽  
Negative Effect ◽  
Low Levels

Abstract. Establishing new social relationships is important for mastering developmental transitions in young adulthood. In a 2-year longitudinal study with four measurement occasions (T1: n = 245, T2: n = 96, T3: n = 103, T4: n = 85), we investigated the role of social motives in college students’ mastery of the transition of moving out of the parental home, using loneliness as an indicator of poor adjustment to the transition. Students with strong social approach motivation reported stable and low levels of loneliness. In contrast, students with strong social avoidance motivation reported high levels of loneliness. However, this effect dissipated relatively quickly as most of the young adults adapted to the transition over a period of several weeks. The present study also provides evidence for an interaction between social approach and social avoidance motives: Social approach motives buffered the negative effect on social well-being of social avoidance motives. These results illustrate the importance of social approach and social avoidance motives and their interplay during developmental transitions.

Protective Factors and Suicidality in Members of Arab Kindred

Crisis ◽  
2012 ◽  
Vol 33 (2) ◽  
pp. 80-86 ◽  
Author(s):  
Sami Hamdan ◽  
Nadine Melhem ◽  
Israel Orbach ◽  
Ilana Farbstein ◽  
Mohammad El-Haib ◽  
...  
Keyword(s):  
Risk Factors ◽  
Protective Factors ◽  
Suicidal Behavior ◽  
Composite International Diagnostic Interview ◽  
Diagnostic Interview ◽  
Suicidal Risk ◽  
Arab Population ◽  
Psychiatric Interview ◽  
History Of

Background: Relatively little is known about the role of protective factors in an Arab population in the presence of suicidal risk factors. Aims: To examine the role of protective factors in a subsample of in large Arab Kindred participants in the presence of suicidal risk factors. Methods: We assessed protective and risk factors in a sample of 64 participants (16 suicidal and 48 nonsuicidal) between 15 and 55 years of age, using a comprehensive structured psychiatric interview, the Composite International Diagnostic Interview (CIDI), self-reported depression, anxiety, hopelessness, impulsivity, hostility, and suicidal behavior in first-degree and second-relatives. We also used the Religiosity Questionnaire and suicide attitude (SUIATT) and multidimensional perceived support scale. Results: Suicidal as opposed to nonsuicidal participants were more likely to have a lifetime history of major depressive disorder (MDD) (68.8% vs. 22.9% χ2 = 11.17, p = .001), an anxiety disorder (87.5% vs. 22.9, χ2 = 21.02, p < .001), or posttraumatic stress disorder (PTSD) (25% vs. 0.0%, Fisher’s, p = .003). Individuals who are otherwise at high risk for suicidality have a much lower risk when they experience higher perceived social support (3.31 ± 1.36 vs. 4.96 ± 1.40, t = 4.10, df = 62, p < .001), and they have the view that suicide is somehow unacceptable (1.83 ± .10 vs. 1.89 ± .07, t = 2.76, df = 60, p = .008). Conclusions: Taken together with other studies, these data suggest that the augmentation of protective factors could play a very important role in the prevention of incidental and recurrent suicidal behavior in Arab populations, where suicidal behavior in increasing rapidly.

Social Support, Emotional Intelligence, and Posttraumatic Stress Disorder Symptoms

2016 ◽  
Vol 37 (1) ◽  
pp. 31-39 ◽  
Author(s):  
Nicole L. Hofman ◽  
Austin M. Hahn ◽  
Christine K. Tirabassi ◽  
Raluca M. Gaher
Keyword(s):  
Social Support ◽  
Posttraumatic Stress Disorder ◽  
Emotional Intelligence ◽  
Protective Factors ◽  
Posttraumatic Stress ◽  
Stress Disorder ◽  
Traumatic Events ◽  
Ptsd Symptoms ◽  
The Relationship

Abstract. Exposure to traumatic events and the associated risk of developing Posttraumatic stress disorder (PTSD) symptoms is a significant and overlooked concern in the college population. It is important for current research to identify potential protective factors associated with the development and maintenance of PTSD symptoms unique to this population. Emotional intelligence and perceived social support are two identified protective factors that influence the association between exposure to traumatic events and PTSD symptomology. The current study examined the mediating role of social support in the relationship between emotional intelligence and PTSD symptoms. Participants included 443 trauma-exposed university students who completed online questionnaires. The results of this study indicated that social support mediates the relationship between emotional intelligence and reported PTSD symptoms. Thus, emotional intelligence is significantly associated with PTSD symptoms and social support may play an integral role in the relationship between emotional intelligence and PTSD. The current study is the first to investigate the role of social support in the relationship between emotional intelligence and PTSD symptoms. These findings have important treatment and prevention implications with regard to PTSD.

Moving toward well-being: The role of protective factors in violence research.

2015 ◽  
Vol 5 (4) ◽  
pp. 337-342 ◽  
Author(s):  
Chiara Sabina ◽  
Victoria Banyard
Keyword(s):  
Protective Factors ◽  
Well Being
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