Relationship between satisfaction with learning outcomes and mental health among medical and engineering students

2020 ◽  
pp. 70-78
Author(s):  
O. Bukhanovskaya ◽  
N. Demcheva
Keyword(s):  
Mental Health ◽  
Academic Performance ◽  
Mental Disorders ◽  
University Students ◽  
Learning Outcomes ◽  
Engineering Students ◽  
Clinical Forms ◽  
Complete Survey ◽  
Medical University

Method of calculating the index of crisis of gratification has been developed on the basis of the complete survey of 995 students of medical university and 804 students of engineering university, determination of clinical and social parameters and factors related to the process of education in the specialized university. It included: a scale for the assessment of the degree of intellectual intensity, academic performance, stress situations related to the peculiarities of education. Reliable differences in values between groups of healthy students, students with preclinical and clinical forms of mental disorders are revealed as a result of calculation of the index of gratification. The authors conclude that satisfaction with the results of education has a significant impact on the mental health of university students.

scholarly journals Academic performance of students who underwent psychiatric treatment at the students’ mental health service of a Brazilian university

2017 ◽  
Vol 135 (1) ◽  
pp. 23-28 ◽  
Author(s):  
Cláudia Ribeiro Franulovic Campos ◽  
Maria Lilian Coelho Oliveira ◽  
Tânia Maron Vichi Freire de Mello ◽  
Clarissa de Rosalmeida Dantas
Keyword(s):  
Mental Health ◽  
Academic Performance ◽  
Mental Health Service ◽  
Mental Disorders ◽  
Health Service ◽  
University Students ◽  
Psychiatric Treatment ◽  
Control Group ◽  
Completion Rates ◽  
Severe Mental Disorders

ABSTRACT CONTEXT AND OBJECTIVE: University students are generally at the typical age of onset of mental disorders that may affect their academic performance. We aimed to characterize the university students attended by psychiatrists at the students’ mental health service (SAPPE) and to compare their academic performance with that of non-patient students. DESIGN AND SETTING: Cross-sectional study based on review of medical files and survey of academic data at a Brazilian public university. METHODS: Files of 1,237 students attended by psychiatrists at SAPPE from 2004 to 2011 were reviewed. Their academic performance coefficient (APC) and status as of July 2015 were compared to those of a control group of 2,579 non-patient students matched by gender, course and year of enrolment. RESULTS: 37% of the patients had had psychiatric treatment and 4.5% had made suicide attempts before being attended at SAPPE. Depression (39.1%) and anxiety disorders/phobias (33.2%) were the most frequent diagnoses. Severe mental disorders such as psychotic disorders (3.7%) and bipolar disorder (1.9%) were less frequent. Compared with non-patients, the mean APC among the undergraduate patients was slightly lower (0.63; standard deviation, SD: 0.26; versus 0.64; SD: 0.28; P = 0.025), but their course completion rates were higher and course abandonment rates were lower. Regarding postgraduate students, patients and non-patients had similar completion rates, but patients had greater incidence of discharge for poor performance and lower dropout rates. CONCLUSION: Despite the inclusion of socially vulnerable people with severe mental disorders, the group of patients had similar academic performance, and in some aspects better, than, that of non-patients.

scholarly journals Mental Health Literacy of University Students

2019 ◽  
Vol 2 (2) ◽  
pp. 13-22
Author(s):  
Rachella Ryandra Fitri
Keyword(s):  
Mental Health ◽  
Health Literacy ◽  
Mental Disorders ◽  
University Students ◽  
Undergraduate Students ◽  
Mental Health Literacy ◽  
State University ◽  
Chi Square ◽  
Professional Help ◽  
Positive Attitudes

The purpose of this study is to observe: (1) Gender difference in mental health literacy of Yogyakarta State University students and (2) Differences in mental health literacy of Yogyakarta State University students based on vignette character’s gender. The type of this study was factorial survey. In this study, respondents were presented with short descriptions called vignette that were constructed and contained elements that had been manipulated by the researcher to control certain variables, namely gender and mental disorders that the characters had. Then, subjects were asked to answer closed questions (Mental Health Literacy Test) based on the vignettes. The subjects in this study were 377 undergraduate students from Yogyakarta State University. The sampling techniques used in this study were cluster random sampling and incidental sampling. Chi-Square was performed to analyze the data. The results of this study indicated that: (1) There were gender differences in mental health literacy aspect positive attitudes toward professional help where more male respondents did not recommend seeking professional help for depression (2) There were differences in mental health literacy aspects knowledge about the causes of mental disorders and positive attitudes towards professional help based on gender vignette characters for depression.

scholarly journals Improvement of Academic Performance of Engineering Students through an Adaptive Educational Hypermedia System (AEHS)

2019 ◽  
Vol 8 (12S2) ◽  
pp. 12-17
Keyword(s):  
Academic Performance ◽  
Learning Styles ◽  
University Students ◽  
Engineering Students ◽  
Color Adaptation ◽  
Hypermedia System ◽  
Industrial Software ◽  
Intelligent Tutor ◽  
Educational Hypermedia

This paper describes how to improve the academic performance of engineering university students through an Adaptive Educational Hypermedia System (AEHS). The psychological basis, learning styles and MOOMH methodology for the development of the system are exposed, which with its implementation achieves adaptability and works for students as an “intelligent tutor”, allowing them to guide their education as academic tutor. Not only shows its content that meets the needs of the student, but it is also represented in elements such as color adaptation, work tools and even academic recommendations based on the interactions that the user makes within the system, the system recognizes its pattern of use, and when the student is logged in again, it presents a friendlier interface that the student prefers use, it is wider in content and, above all, easy to use and understand. In addition, the AEHS allows to extend education allowing the assignment of more domain areas, in the field of engineering, that is, the SHAE can be adapted to various engineering specialties such as: industrial, software, telecommunications, mechanics and other.

scholarly journals Improvement Of Confidence And Motivation Using Online Metacognition Tool

2012 ◽  
Vol 3 (1) ◽  
pp. 53-66
Author(s):  
Quamrul H. Mazumder ◽  
Mary Jo Finney
Keyword(s):  
Academic Performance ◽  
Academic Success ◽  
Learning Outcomes ◽  
Quantitative Methods ◽  
Engineering Students ◽  
Communication Apprehension ◽  
Interactive Technology ◽  
Interactive Software ◽  
Qualitative And Quantitative Methods ◽  
Input Variables

The use of technology such as laptop computers in the classroom has long been recognized as destructive behavior since it diverts a student’s attention from course topics. However, it is conceivable that every student will be using some form of technology in the near future. Determining the effects of interactive software on students’ learning outcomes can have a profound effect on engineering education. The ultimate aim of this research is to transform students into active learners who are able to better comprehend, are less distracted, and can achieve higher academic performance. In this study, first year engineering students used online metacognition software while interactively participating in the classroom. Both qualitative and quantitative methods using the pre- and post-test experimental designs as well as a debriefing questionnaire were utilized. The academic achievement of students’ through the integration of interactive technology was the output variable, while the input variables were divided into four categories: students’ understanding of the concepts, confidence level, apprehension level, and motivation. In addition, this study also examined the amount of class participation to measure students’ communication apprehension and its correlation to academic performance. In order to improve students' learning outcomes using metacognitive strategies, it was discovered that the use of interactive technology followed by group discussions and class assignments greatly enhanced students' comprehension of scientific facts and their ability to explain them. In addition, the current study showed that engineering students' communication apprehension was also reduced resulting in improvement in confidence and motivation towards academic success. 

scholarly journals Using an online CBT-based intervention to improve academic performance in students with low mood: A pre-post study with historical control

2021 ◽  
Author(s):  
Suheir Awadalla ◽  
Bethan Davies ◽  
Cristine Glazebrook
Keyword(s):  
Mental Health ◽  
Academic Performance ◽  
Depressive Symptoms ◽  
University Students ◽  
Skills Training ◽  
Historical Control ◽  
Control Group ◽  
Post Intervention ◽  
Historic Control

Abstract Background Online CBT-based interventions have shown potential to improve mental health in university students. However, their impacts in West Asian cultures and on educational achievement have yet to be fully investigated. This study aims to explore the feasibility, acceptability and potential effectiveness of a self-directed, internet-delivered, cognitive-behavioural skills training program (MoodGYM) in reducing depression and improving academic performance in university students in the United Arab Emirates (UAE). Methods This exploratory pre-post intervention study with an historic control group recruited 50 students from one UAE university, with GPA < 2 and self-reporting at least one of two key depressive symptoms. Pre-intervention, participants completed an online survey including most recent grade point average (GPA), number of attendance warnings and the Hospital Anxiety and Depression Scale (HADS). Participants were then sent a link to MoodGYM. After eight weeks, 44 participants repeated the survey and provided feedback on MoodGYM (88% follow-up). A subgroup of 19 students with GPA scores < 2 at baseline formed an historical control group for change in GPA and attendance warnings. Results Total HADS-Depression scores fell at post intervention (P = 0.004) and the proportion of participants scoring above the cut-off for depression (HADS-D ≥ 8) fell from 77.2–27.3% (p < 0.001). There was also a substantial fall in HADS-Anxiety scores (p < 0.001) and the proportion of participants above the cut-off for anxiety (HADS-A ≥ 8) fell from 50% to 11.4 % (p = 0.001). GPA scores improved substantially over time (p < 0.001, d = 1.3) and attendance warnings reduced (p = 0.008, d = 0.6). Compared to historic control, the intervention group had higher GPA at follow-up (p < 0.030 d = 0.6) fewer attendance warnings (p = 0.036 d = 0.7). Most students (79.6%) evaluated MoodGYM as useful and all students completed at least 2 MoodGYM modules. More modules completed (p = 0.005) and greater reduction in attendance warnings (p = 0.007) were independently associated with greater improvement in GPA scores at follow-up. Conclusions This study provides support for a web based mental health promotion intervention (MoodGYM) to improve academic achievement in university students with depressive symptoms. Further research is needed to explore how MoodGYM can be best implemented within University settings.

Regression Analysis of university students' Mental Health and its influencing factors during COVID-19 's epidemic in online Learning (Preprint)

2021 ◽  
Author(s):  
Chu Chunyuan
Keyword(s):  
Mental Health ◽  
Regression Analysis ◽  
Online Learning ◽  
Depressive Symptoms ◽  
University Students ◽  
Influencing Factors ◽  
Anxiety Symptoms ◽  
Detection Rates ◽  
Medical University ◽  
Poor Relationship

BACKGROUND The coronavirus (Covid-19) pandemic is an unprecedented emergency that has affected all global industries, including education,As a global public health emergency, COVID-19 can lead to psychological crises such as post-traumatic stress disorder, anxiety and depression. OBJECTIVE To understand the mental health level of university students during online learning under the epidemic situation of COVID-19 and analyze its influencing factors,so as to provide a scientific basis for mental health education of university students. METHODS From June to July 2020,one medical university and one non-medical university in southern Anhui were selected by cluster sampling, and 3781 medical and non-medical university students were investigated with DASS-21. RESULTS The detection rates of depressive symptoms, anxiety symptoms and stress emotions of literature majors (30.03%,31.05%,14.50%) were lower than those of non-literature majors (44.49%,46.22%,24.81%).The differences were statistically significant (χ2 values were 81.49 and 88.26,63.08,P<0.05, respectively).During the online study,the depressive symptoms and anxiety symptoms of the students in 4 universitys and universities were mainly moderate (18.43%, 20.68%),and the stress was mainly mild (9.41%) and moderate (5.29%).The results of multivariate Logistic regression analysis showed that non-medical students, poor relationship with parents, poor relationship with father, inadequate preparation of teachers before class and dissatisfaction with online teaching were prone to depressive symptoms (OR=1.84,1.28,1.63 and1.75 respectively) and anxiety (OR=1.79,1.22,1.65 and 1.77, respectively) and anxiety symptoms (OR=1.79,1.22,1.65,1.77, respectively) and anxiety (OR=1.79,1.22,1.65,1.77,1.19, respectively). ) and negative stress emotion (OR=2.09,1.41,1.58,1.29,1.48, respectively).Girls are less likely to have depressive symptoms (OR=0.82) and anxiety symptoms (OR=0.74) than boys.University students who live in rural areas are more likely to have anxiety symptoms (OR=1.27).The senior students were more likely to feel the existence of pressure (P < 0.05). CONCLUSIONS The detection rates of depressive symptoms,anxiety symptoms and negative stress emotion are higher in university students during online learning. Families and schools should pay timely attention to the mental health of university students during online learning and provide targeted psychological counseling for students with different characteristics.

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