scholarly journals Lockdown, Emotional Intelligence, Academic Engagement and Burnout in Pharmacy Students during the Quarantine

Pharmacy ◽  
2020 ◽  
Vol 8 (4) ◽  
pp. 194 ◽  
Author(s):  
Jorge Moreno-Fernandez ◽  
Julio J. Ochoa ◽  
Inmaculada Lopez-Aliaga ◽  
Maria Jose M. Alferez ◽  
Manuel Gomez-Guzman ◽  
...  
Keyword(s):  
Emotional Intelligence ◽  
Academic Performance ◽  
Online Teaching ◽  
Maslach Burnout Inventory ◽  
Student Survey ◽  
Academic Burnout ◽  
Current Confinement ◽  
Teaching Learning ◽  
The University ◽  
The Impact

The recent appearance and rapid spread of the new SARS-CoV-2 coronavirus meant taking unprecedented measures to control the pandemic, which in Spain forced a state of alarm and a very strict confinement, leading the university system to become virtual online teaching. Taking into account the emotional deficiencies originated during the pandemic, among the most powerful tools to achieve engagement along with the identification, control and management of emotions is emotional intelligence (EI). The present study aims to establish the effect of the current confinement on the teaching-learning process and academic performance and the impact of the application of EI on university students. In total, 47 volunteers of the second course of the Degree in Pharmacy of the University of Granada (Spain) took part in this experience. Two temporary periods were established: at the beginning of the confinement period and after teaching several concepts of emotional intelligence online for two months. The Maslach Burnout Inventory-Student Survey Inventory (MBI-SS) and the Spanish version of Utrech Work Engagement Scale-Students (UWES-S) were used to evaluate the intervention. In total, 63.5% of the students presented academic burnout during the confinement before the intervention. After the EI workshops and seminars, only 31.1% presented academic burnout. Before the intervention with the emotional intelligence workshops, 44.6% experienced exhaustion, 41.7% cynicism and 60.3% felt it was ineffective in their academic performance. After the emotional intelligence workshops and seminars, 29.1% experienced exhaustion, 30.1% cynicism and 28.8% felt it was ineffective. The scores achieved after the study of EI in physiology classes led to better levels in all the variables studied. Students managed their adaptive processes more adequately and regulated their emotions better, as they felt less academic burnout and more engaged in their academic activities at the end of the study of EI through physiology.

scholarly journals THE IMPACT OF SOCIO-EMOTIONAL INTELLIGENCE ON ACADEMIC PERFORMANCE

2020 ◽  
Vol 2 (2) ◽  
Author(s):  
Jamshid Ali Turi ◽  
Muhammad Faizal A. Ghani ◽  
Yasir Javid ◽  
Shaharyar Sorooshian
Keyword(s):  
Emotional Intelligence ◽  
Academic Performance ◽  
Random Sampling ◽  
Sampling Method ◽  
Target Population ◽  
Survey Method ◽  
Teaching Learning ◽  
The University ◽  
The Impact ◽  
Self Administered Questionnaire

The study was designed to check the impact of socio-emotional intelligence on academic performance of the university students. The target population was BS, MS and PhD students of the COMSATS institute for information technology. Self-administered questionnaire based survey method was adopted using Bar On EQ-I questionnaire for data collection based on non-random sampling (Convenient) sampling method. Results indicate positive correlation between socio-emotional intelligence and academic performance and the results recommend penetration of socio-emotional intelligence practices in teaching learning processes for getting best possible academics objectives.

scholarly journals Burnout y rendimiento académico: efecto de la combinación de la actividad laboral remunerada e iniciar los estudios de grado universitario (Burnout and academic performance: effect of the combination of remunerated jobs and starting university degree stu

Retos ◽  
2021 ◽  
Vol 41 ◽  
pp. 844-853
Author(s):  
Agustí Comella ◽  
Joan-Carles Casas-Baroy ◽  
Anna Comella-Company ◽  
Paola Galbany-Estragués ◽  
Ramon Pujol ◽  
...  
Keyword(s):  
Academic Performance ◽  
Maslach Burnout Inventory ◽  
Burnout Syndrome ◽  
Student Survey ◽  
Cross Sectional ◽  
Work Activity ◽  
Academic Burnout ◽  
University Studies ◽  
University Degree ◽  
The University

  Objetivo: El objetivo de nuestro estudio es analizar si el hecho de combinar los estudios universitarios y la Actividad Laboral Remunerada se asocia con el síndrome de burnout académico en los estudiantes de 1º curso de la Universidad de Vic-Universidad Central de Catalunya (UVic-UCC) y si existe una relación sobre el rendimiento académico. Metodología: Es un estudio observacional, transversal. La muestra comprende 301 estudiantes de 1º curso. Los instrumentos utilizados son una encuesta telemática y el Maslach Burnout Inventory-Student Survey. Resultados: El 16,9% de los estudiantes presentan Burnout Académico. No se observan diferencias significativas según el sexo. El 33% de los estudiantes combinan actividad laboral remunerada y estudios. De estos, el 14,1% presentan Burnout Académico. No se observan diferencias significativas en el rendimiento académico entre los estudiantes que trabajan y estudian y los que solo estudian. Conclusión: Los estudiantes presentan burnout tanto sí trabajan como no. Al inicio del primer curso del grado, un tercio de los estudiantes combinaban sus estudios con el trabajo y no se aprecia un incremento de burnout académico. El rendimiento académico no se ve afectado por el hecho de combinar el trabajo y los estudios universitarios. Abstract. Goal. The aim of our study is to analyze whether combining university studies and professional work activity is associated with academic burnout syndrome in 1st year students at the University of Vic-Central University of Catalonia (UVic-UCC) and the relationship on performance academic. Methodology. It is a non-experimental observational study of cross-sectional design. The sample consisted of 301 1st year undergraduate students in the UVic-UCC. The instruments used consist of a telematic structured survey and the Maslach Burnout Inventory-Student Survey questionnaire. Results. 16.9% of the students present academic burnout. No statistically significant differences were observed by sex. 33% of students have a remunerated job that they combine with their studies. Of these students, 14.1% have academic burnout. There are no significant differences in academic performance between students who work and study and those who only study. Conclusion: At the beginning of the first year of the university degree, a third of the students combined their studies with work. The fact of working and starting university studies does not produce an increase in academic burnout. Students show burnout whether they work or not. Academic performance is not affected by combining work and university studies.

scholarly journals Psychological Analysis among Goal Orientation, Emotional Intelligence and Academic Burnout in Middle School Students

2020 ◽  
Vol 17 (21) ◽  
pp. 8160
Author(s):  
Pablo Usán Supervía ◽  
Carlos Salavera Bordás ◽  
Víctor Murillo Lorente
Keyword(s):  
Emotional Intelligence ◽  
Goal Orientation ◽  
Maslach Burnout Inventory ◽  
Goal Orientations ◽  
Adaptive Behaviors ◽  
Task Orientation ◽  
Student Survey ◽  
School Students ◽  
Academic Burnout ◽  
Mood Scale

During schooling, students can undergo, for more or less long periods of time, different contextual settings that can negatively affect their personal and academic development, leading them not to meet their academic goals. The main objective of this research responds to examine the relationships between the constructs of goal orientations, emotional intelligence, and burnout in students. Method: This research comprised 2896 students from 15 Spanish high schools with ages between 12 and 18 years distributed across male (N = 1614; 55.73%) and female (N = 1282; 44.26%) genders. The measurements were made through Perception of Success Questionnaire (POSQ), the Trait Meta Mood Scale (TMMS-24) and the Maslach Burnout Inventory Student Survey (MBI-SS). Results: Results showed links between task orientation, high emotional intelligence levels, and adaptive behaviors and between ego orientation, academic burnout and less adaptive behavior. Similarly, it was shown that emotional intelligence can be used to predict goal-oriented behaviors. Conclusion: It is argued that the promotion of task orientation among secondary school students can lead to the adoption of adaptive behaviors and this, in turn, improve the development of students toward academic and personal settings.

scholarly journals Medical Studies during the COVID-19 Pandemic: The Impact of Digital Learning on Medical Students’ Burnout and Mental Health

2021 ◽  
Vol 18 (1) ◽  
pp. 349
Author(s):  
Panagiotis Zis ◽  
Artemios Artemiadis ◽  
Panagiotis Bargiotas ◽  
Antonios Nteveros ◽  
Georgios M. Hadjigeorgiou
Keyword(s):  
Mental Health ◽  
Medical Students ◽  
Emotional Exhaustion ◽  
Short Form ◽  
Maslach Burnout Inventory ◽  
Junior Doctors ◽  
Digital Learning ◽  
Student Survey ◽  
Medical Studies ◽  
The Impact

Objectives: The aim of this ecological study was to investigate what the impact of digital learning due to the COVID-19 pandemic was on the burnout and overall mental health (MH) of medical students. Background: During the unprecedented era of the COVID-19 pandemic, the majority of countries worldwide adopted very strong measures. Universities closed their doors, and education continued through digital learning lectures. Methods: An anonymous questionnaire was administered to all 189 eligible candidates before and during the COVID-19 pandemic. Mental health was assessed via the MH domain of the 36-item Short Form Health Survey (SF-36) and burnout with the Maslach Burnout Inventory—Student Survey (MBI-SS). Results: The overall response rate was 81.5%. The overall burnout prevalence did not differ significantly between the two periods (pre-COVID-19 18.1% vs. COVID-19 18.2%). However, the burnout prevalence dropped significantly in year 4 (pre-COVID-19 40.7% vs. COVID-19 16.7%, p = 0.011), whereas it increased significantly in year 6 (pre-COVID-19 27.6% vs. COVID-19 50%, p = 0.01). When looking at each MBI-SS dimension separately, we found that emotional exhaustion decreased significantly in year 4 but increased in year 6, and cynicism increased in all years. The overall MH deteriorated significantly between the two periods (pre-COVID-19 58.8 ± 21.6 vs. COVID-19 48.3 ± 23, p < 0.001). Conclusions: Digital learning in medical studies carries significant risks. Not only does the MH deteriorate, but cynicism levels also increase. Emotional exhaustion was found to increase particularly in final year students, who struggle with the lack of clinical experience just before they start working as qualified junior doctors.

scholarly journals Disruptive Changing Higher Education Ecosystems: Have University Academics Been Gazumped?

2021 ◽  
Vol 4 (2) ◽  
pp. p12
Author(s):  
Dr Warrick Long ◽  
Associate Professor Lisa Barnes ◽  
Professor Maria Northcote ◽  
Professor Anthony Williams
Keyword(s):  
Higher Education ◽  
Online Teaching ◽  
Education Sector ◽  
Academic Environment ◽  
Challenges And Opportunities ◽  
Disruptive Change ◽  
The University ◽  
The Impact ◽  
Teaching Workload

Continual reforms in the Australian Higher Education Sector result in ongoing significant changes to the experiences of the Australian academic. As a result, massification, internationalisation and corporatization form the landscape of academia in Australia. The Australian University Accounting Academic (AUAA) faces ongoing challenges and opportunities within this dynamic academic environment, and this study explores these challenges in relation to teaching themed issues that confront the AUAA. By using a questionnaire and interviews with AUAAs, three themes emerged, being curriculum, teaching workload, and the impact of online teaching. The “ASSET” support framework is developed from these conversations with the AUAA’s to help them become an “asset” to the university during these times of disruptive change instead of allowing the system to “gazump” them.

scholarly journals ESTILOS DE APRENDIZAJE ÉTICO - SOSTENIBLE DEL CONTADOR PÚBLICO

2018 ◽  
Vol 9 ◽  
pp. 13-41
Author(s):  
FEIBERT GUZMAN ◽  
◽  
LINA MAYA ◽  
LUIS PEREZ ◽  
MARIO FLOREZ
Keyword(s):  
Emotional Intelligence ◽  
Learning Styles ◽  
Iso 26000 ◽  
Teacher Student ◽  
Self Knowledge ◽  
Object Of Study ◽  
Teaching Learning ◽  
Corporate Social ◽  
And Behavior ◽  
The Impact

This paper, show the impact that the use of the Ethical-Sustainable reference framework (emphasis on Corporate Social Responsibility- ISO 26000) and behavior with social and ethical responsibility of the population has on the teaching-learning process, object of study. Methodologically and with the support of the multivariable statistical method, teacher-student learning styles are validated in terms of emotional intelligence, developing critical thinking that potentializes autonomous and collaborative learning, with the aim of transcending knowledge under the framework of integration of sustainability and ethics in professional practice. Finally, the measurement indicators are obtained through empirical evidence with several structured questionnaires that measure the factors of the learning styles, based on the emotional intelligence, which are reflected in the self-knowledge and behavior of the students, under a framework of ethical- sustainable reference.

scholarly journals Efficacy of Video-Based Forearm Anatomy Model Instruction for a Virtual Education Environment

2022 ◽  
Vol 9 ◽  
pp. 238212052110632
Author(s):  
Miraal S. Dharamsi ◽  
D. Anthony Bastian ◽  
Heather A. Balsiger ◽  
Joel T. Cramer ◽  
Ricardo Belmares
Keyword(s):  
Student Perceptions ◽  
Online Teaching ◽  
Virtual Education ◽  
Muscle Model ◽  
Student Survey ◽  
Significant Difference ◽  
Wet Lab ◽  
Group 2 ◽  
The Impact ◽  
Group 1

INTRODUCTION As virtual education becomes more widespread, particularly considering the recent COVID-19 pandemic, studies that assess the impact of online teaching strategies are vital. Current anatomy curriculum at Paul L. Foster School of Medicine consists of self-taught PowerPoint material, clinical vignette-centered team-based learning (dry lab), and prosection-based instruction (wet lab). This study examined the impact of video-based muscle model (VBMM) instruction using a student-designed forearm muscle model on anatomy quiz scores and student perceptions of its effectiveness with regards to learning outcomes. METHODS Students divided into Group 1 (54 students) and Group 2 (53 students) were assessed prior to and following a 3.5-minute video on anterior forearm compartment musculature using the muscle model. Group 1 began by completing a pretest, then received VBMM instruction, and then completed a posttest prior to participating in the standard dry lab and 1 hour wet lab. Group 2 completed the wet lab, then received the pretest, VBMM instruction, and posttest prior to participating in the dry lab. Both groups took an identical five-question quiz covering locations and functions of various anterior forearm muscles each time. RESULTS Mean scores were higher than no formal intervention with exposure to VBMM instruction alone (0.73 points, P = .01), wet lab alone (0.88 points, P = .002), and wet lab plus VBMM instruction (1.35 points, P= <.001). No significant difference in scores was found between instruction with VBMM versus wet lab alone ( P = 1.00), or between either instruction method alone compared to a combination of the two methods ( P = .34, .09). Student survey opinions on the VBMM instruction method were positive. CONCLUSION VBMM instruction is comparable to prosection-based lab with regards to score outcomes and was well received by students as both an independent learning tool and as a supplement to cadaveric lab. When compared to either instruction method alone, the supplementation of VBMM with cadaveric prosection instruction was best. VBMM instruction may be valuable for institutions without access to cadaveric specimens, or those looking to supplement their current anatomy curriculum.

Learning Analytics as a Tool for Planning, Evaluating, and Improving a SMOOC for Teacher Professional Development

2021 ◽  
pp. 170-189
Author(s):  
Cristine Martins Gomes de Gusmão ◽  
Josiane Lemos Machiavelli ◽  
Patricia Smith Cavalcante
Keyword(s):  
Teacher Professional Development ◽  
Learning Analytics ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Pedagogical Issues ◽  
Educational Culture ◽  
Learning Contexts ◽  
Teacher Professional ◽  
Teaching Learning ◽  
The University

This chapter describes how a public university has met the challenge of changing inside the educational culture and preparing its teachers to manage online teaching-learning processes using learning analytics to contribute to the design, evaluation, and improvement of SMOOC. From the results obtained with a survey answered by the teachers, a twenty-hour class SMOOC was developed that focuses on instrumental aspects of digital technological resources in the teaching and learning contexts, as well as in the pedagogical issues, which concern the appropriate use of digital technologies. The findings of this research demonstrate that the SMOOC has been able to meet the teacher training needs, which are changing the way they work since remote education has been the viable alternative to guarantee the functioning of the university in the coronavirus pandemic period. However, it is believed that the knowledge that teachers are acquiring will contribute to changes in professional practice even post-pandemic.

scholarly journals Academic Burnout and Academic Achievement among Secondary School Students in Kenya

2020 ◽  
Vol 2020 ◽  
pp. 1-6
Author(s):  
Syprine Oyoo ◽  
Peter Mwaura ◽  
Theresia Kinai ◽  
Josephine Mutua
Keyword(s):  
Academic Achievement ◽  
Secondary School ◽  
Secondary School Students ◽  
Maslach Burnout Inventory ◽  
Student Survey ◽  
School Students ◽  
Academic Burnout ◽  
Context Data ◽  
Academic Grades ◽  
The Relationship

The study examined the relationship between academic burnout and academic achievement among secondary school students in the Kenyan context. Data were collected from 714 form 4 students (equivalent to 12th graders) drawn from 31 public secondary schools. The Maslach Burnout Inventory Student Survey was used. Academic achievement was measured using students’ grades in end of term examinations. The results of the Pearson product moment correlation of coefficient revealed a significant inverse relationship between academic burnout and academic achievement (r (712) = −0.24, p<0.01). Furthermore, regression analysis revealed that academic efficacy significantly predicted academic achievement (β = 0.18, p<0.01). A key implication of the findings is that examination-oriented approach to learning be reduced to ease the pressure exerted on learners for good academic grades.

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