scholarly journals Predicting Dimensions of Intrinsic Motivation from Self-Concept among Sultan Qaboos University Students in Oman

2021 ◽  
Vol 45 (1) ◽  
pp. 74-108
Keyword(s):  
Gender Differences ◽  
University Students ◽  
Intrinsic Motivation ◽  
Self Concept ◽  
First Year ◽  
First Year Students ◽  
Sultan Qaboos University

The purpose of this study was to predict the dimensions of intrinsic motivation from self-concept among 1684 first-year students at Sultan Qaboos University. A related purpose was to explore statistically significant gender differences in self-concept and the dimensions of intrinsic motivation. The study tools were intrinsic motivation and self-concept scales. The results showed that academic and non-academic self-concept predicted challenge, curiosity, and independence. Statistically significant differences were attributed to gender in the challenge, independence, and academic self-concept in favor of females. There were no statistically significant gender differences in curiosity and non-academic self-concept.

scholarly journals The relationship between drugs use and risk behaviors in brazilian university students

2005 ◽  
Vol 13 (spe2) ◽  
pp. 1169-1176 ◽  
Author(s):  
Sandra Cristina Pillon ◽  
Beverley O'Brien ◽  
Ketty Aracely Piedra Chavez
Keyword(s):  
Drug Use ◽  
University Students ◽  
Risk Behaviors ◽  
The United States ◽  
Male Students ◽  
First Year ◽  
First Year Students ◽  
Violent Behaviors ◽  
Control And Prevention ◽  
Low Incidence

The aim was to describe relationships between gender and drug use as well as risk behaviors that may be associated with drug use among first-year students at the University of São Paulo-Ribeirão Preto. The Youth Risk Behavior Survey (YRBS) is an anonymous survey that was used for this descriptive correlational study. It was developed by the Centers for Disease Control and Prevention in the United States. The sample (n=200) included (50%) males and (50%) females. Their ages ranged from 18 to 26 years. Results showed that more female than male students use alcohol and tobacco, but that the probability of heavy consumption is higher among men. There was a low incidence of illicit drug use for both groups. Male students were more likely to drive under the influence of alcohol than female students and more men were involved in violent behaviors such as fights with friends and police. In relation to sexual behavior, male students were likely to have more partners and less protection while under influence of alcohol. It was concluded that gender is associated with recreational drug use, specifically tobacco and alcohol, as well as other risk behaviors in university students.

scholarly journals Coping-Strategies and Pedagogical University Students’ Mental and Psychological Stability

2020 ◽  
pp. 123-133
Author(s):  
Е.А. Волгуснова ◽  
Е.А. Шерешкова
Keyword(s):  
Gender Differences ◽  
Academic Success ◽  
Coping Strategies ◽  
Empirical Data ◽  
Female Students ◽  
First Year ◽  
Personality Questionnaire ◽  
First Year Students ◽  
Male And Female ◽  
State Pedagogical

В статье рассмотрена проблема нервно-психических перегрузок и способов совладания с ними у студентов первых курсов педагогического вуза в период их первой сессии. Актуальность ее решения связана с необходимостью повышения нервно-психической устойчивости студентов для успешного освоения ими выбранной профессии и снижения трудностей в учебно-воспитательном процессе вуза. Цель исследования заключалась в изучении корреляций копинг-стратегий и нервно-психической устойчивости у студентов-бакалавров Шадринского государственного педагогического университета с учетом полового диморфизма. В исследовании применялись стандартизированные опросники: «Решение трудных жизненных ситуаций» (Я. Боукал, модификация О. Ю. Михайловой), «Способы совладающего поведения» (R. Lazarus, S. Folkman, стандартизированный под руководством Л. И. Вассермана), многоуровневый личностный опросник «Адаптивность» (А. Г. Маклакова, С. В. Чермянина). Выдвинута гипотеза о том, что между показателями копинг-стратегий и нервно-психической устойчивостью студентов разного пола существуют прямые и обратные связи. В статье представлены обнаруженные авторами гендерные различия в копинг-стратегиях и уровнях нервно-психической устойчивости, а также прямые и обратные связи между ними. Эмпирически доказано предположение о том, что у юношей связи копинг-стратегий в нервно-психической устойчивости более вариативны, чем у девушек. Полученные в исследовании и описанные в статье эмпирические данные, сделанные на их основе выводы могут быть использованы при определении траектории психолого-педагогического сопровождения студентов-первокурсников в сессионный период при их психологической подготовке к другим стрессовым ситуациям. The article treats the issue of mental and psychological overstrain experienced by first year students of pedagogical universities during their first examination session and strategies that can be used to deal with it. The relevance of the research is accounted for by the necessity to improve students’ mental and psychological stability to ensure their academic success and to reduce challenges they face during the learning process. The aim of the research is to investigate the correlation between coping strategies and mental and psychological stability in students of Shadrin State Pedagogical University taking into consideration students’ gender differences. The research employed standardized questionnaires: “Overcoming Difficult Life Situations” (J. Boukal, O. Yu. Mikhaylova’s modification), “Coping Strategies” (R. Lazarus, S. Folkman, standardized under the supervision of L. I. Wassermann), multilevel personality questionnaire “Adaptability” (A. G. Maklakova, S. V. Chermyanina). The authors put forward a hypothesis that there is a direct and response-based correlation between the indices of coping strategies and mental and psychological stability of male and female students. The article presents some gender-related differences of coping strategies and mental and psychological stability discovered by the authors of the article and some direct and response-based correlation between them. It has been empirically proved that trying to achieve mental and psychological stability, boys employ more variable coping strategies than girls. The empirical data acquired in the research are described in the present article. The conclusion made on their basis can be used to define some trajectories of psychological and pedagogical support for first-year students during their first examination session, provided they are psychologically ready to cope with other stressful situations.

scholarly journals Motor skills as a predictor of academic performance | La aptitud motriz como predictor del rendimiento académico

2021 ◽  
Vol 14 (28) ◽  
pp. 57-64
Author(s):  
José Eduardo Molina Arriola ◽  
Victor Osiris Rodriguez Cervantes ◽  
Julio Cesar Lozano Flores ◽  
Luis Quintana Rivera ◽  
José Moncada Jimenez ◽  
...  
Keyword(s):  
Academic Performance ◽  
Physical Education ◽  
University Students ◽  
Motor Skills ◽  
Weighted Average ◽  
First Year ◽  
Regression Analyses ◽  
First Year Students ◽  
First Year University ◽  
Estudiantes Universitarios

Este estudio tuvo como objetivo determinar la asociación entre la aptitud motriz de estudiantes universitarios de primer ingreso y su desempeño académico en los dos periodos lectivos de inicio de la carrera de Educación Física, Deporte y Recreación. Participaron 83 voluntarios (Hombres = 60, Mujeres = 23) de la Universidad Veracruzana, México. La aptitud motriz se evaluó con ocho pruebas y el rendimiento académico se midió con el promedio ponderado de dos periodos consecutivos. Los análisis de regresión múltiple mostraron que el salto sin carrera (modelo 1), y gimnasia y encestes de baloncesto (modelo 2) predicen el rendimiento académico. En conclusión, la aptitud motriz predice parcialmente el rendimiento académico en estudiantes de primer ingreso.AbstractThe purpose of this study was to determine the association between the motor skills of first-year university students and their academic performance in the two initial academic terms of the Physical Education, Sports and Recreation degree. Eighty-three volunteers participated (Men = 60, Women = 23) from the Universidad Veracruzana, Mexico. Motor skills were evaluated with eight tests and academic performance was measured with the weighted average of two consecutive terms. Multiple regression analyses showed that standing jumping (model 1), and gymnastics and effective basketball throws (model 2) predicted academic performance. In conclusion, motor skills partially predict academic performance in first-year students

scholarly journals Needs Analysis of Psychosocial Module Development Based on Psychoeducation Approach for Public University Students in Malaysia

2021 ◽  
Vol 11 (10) ◽  
pp. 604
Author(s):  
Salleh Amat ◽  
Harizah Izyan Samsudin ◽  
Abu Yazid Abu Bakar ◽  
Mohd Izwan Mahmud ◽  
Mohd Hasrul Kamarulzaman
Keyword(s):  
University Students ◽  
Positive Response ◽  
Well Being ◽  
Public University ◽  
Descriptive Statistics ◽  
Needs Analysis ◽  
Survey Study ◽  
First Year ◽  
First Year Students ◽  
Module Development

This study is a needs analysis that aims to develop a psychosocial module based on a psychoeducation approach in order to strengthen the assertiveness, social skills, and psychological well-being of public university students in Malaysia. The specific objectives of this study were to identify the perceptions of university students on the need to design and build a psychosocial module, identify the constructs that should be included in the phase of designing and building of the psychosocial module as well as the support that has been received and the support that the students desire while on campus. This survey study utilized a questionnaire distributed to a total of 286 first year students studying at three public universities in Malaysia. The data obtained were analyzed by using descriptive statistics. The findings of the study showed a highly positive response from the students toward the development of a psychosocial module and the constructs listed in the questionnaire. Implications from this study can further solidify the constructs that should be included in the design and construction of the psychosocial module as well as identify the availability of the approaches, strategies, and support activities that have been received and desired by the students.

The role of self-regulation in the professional choice of a personality

2021 ◽  
pp. 123-132
Author(s):  
С.А. Лысуенко
Keyword(s):  
Public Education ◽  
Young People ◽  
University Students ◽  
Action Plan ◽  
Self Regulation ◽  
First Year ◽  
Mathematical Methods ◽  
First Year Students ◽  
The University

В статье обсуждаются вопросы, связанные с особенностями профессионального выбора выпускников общеобразовательных организаций. Представлены результаты исследования, позволяющие определить роль осознанной саморегуляции активности молодых людей, оказавшихся в ситуации профессионального выбора (на примере студентов педагогического вуза). В исследовании приняли участие 302 студента первого курса, обучающихся по направлению подготовки 44.03.01 «Педагогическое образование». В качестве инструментария были использованы методика «Мотивация учения студентов педагогического вуза» С. А. Пакулиной и М. В. Овчинникова и опросник «Стиль саморегуляции поведения» В. И. Моросановой. Данные, полученные в процессе исследования, были структурированы, обработаны и проинтерпретированы с применением математических методов. Было установлено, что студенты первого курса, совершившие при поступлении в вуз профессиональный выбор с учетом своих интересов и склонностей, обладают сформировавшейся потребностью продумывать способы своих действий и поведения для достижения намеченных целей, а план их действий отличается детализированностью и развернутостью. Также им свойственны самостоятельность при проектировании способов достижения индивидуальных целей, гибкость в случае возникновения непредвиденных обстоятельств, развитая адекватная оценка себя и полученных результатов. По итогам исследования был сделан вывод о том, что наличие сформированной системы осознанной саморегуляции произвольной активности у индивида, находящегося на этапе выбора профессии, позволяет совершить более правильный профессиональный выбор, что, в свою очередь, является одним из условий актуализации профессионально-личностного потенциала. The article discusses issues related to the peculiarities of the professional choice of graduates of public education organizations. There are results of the study presented, which allow us to determine the role of conscious self-regulation of the activity of young people who find themselves in a situation of having to make a professional choice (on the example of students of a pedagogical university). The research involved 302 first-year students studying in the field of training 44.03.01 «Pedagogical Education». As research tools, the «Motivation of teaching pedagogical university students» methodology by S.А. Pakulina and M.V. Ovchinnikov and the questionnaire «Style of self-regulation of behaviour» by V.I. Morosanova were used. The data obtained during the research were organized, processed and interpreted using mathematical methods. It was found that first-year students who, upon entering the university, made a professional choice more consciously, taking into account their interests and inclinations have a well-developed need to think through their actions and behaviour to achieve their goals and their action plan is detailed. They are also characterized by independence in designing an action plan to achieve individual goals, flexibility in the situation of unforeseen circumstances, an advanced adequate assessment of themselves and the results they achieved. As the main conclusion, the following is formulated: the possession of a developed system of conscious self-regulation of arbitrary activity in an individual who is at the stage of choosing a profession allows him to make an adequate professional choice, which, in turn, is one of the conditions for the actualization of professional and personal potential.

scholarly journals The ‘Double Transition’ for First-Year Students: Understanding the Impact of Covid-19 on South Africa’s First-Year University Students

2021 ◽  
Vol 9 (1) ◽  
pp. 77-92
Author(s):  
Annsilla Nyar
Keyword(s):  
University Students ◽  
First Year ◽  
First Year Students ◽  
Student Transition ◽  
Double Transition ◽  
First Year University ◽  
The Impact ◽  
Academic Cycle ◽  
Special Category ◽  
First Year Student

While all students are affected by the advent of the Covid‑19 pandemic, the first‑year student population remains a special category of vulnerability for higher education. This is on account of the way the Covid‑19 pandemic has disrupted their transition into university and complicated the nature of their entry into and through the formal academic cycle. This article uses the notion of a ‘double transition’ as a framework for positioning and locating the first‑year student transition within the context of the prevailing Covid‑19 pandemic. ‘Double transition’ refers to an additional transition coupled with that of the first‑year transition, with regard to the extraordinary situation of students navigating their entry into the unfamiliar terrain of academia while simultaneously navigating the Covid‑19 pandemic. The article provides a circumscribed summary of the effects of Covid‑19 on university students and looks to describe and explain the nature and shape of first‑year transitions in relation to the transition necessitated by the Covid‑19 pandemic. It concludes with four key strategies for supporting first‑year students as the pandemic continues.

scholarly journals Content and Language Integrated Learning Methodology in Optional Humanities Courses for First-Year University Students: A Case Study

2020 ◽  
Vol 89 ◽  
pp. 51-62
Author(s):  
Oleg Tarnopolsky ◽  
Marina Kabanova
Keyword(s):  
University Students ◽  
Information Search ◽  
Learning Activities ◽  
Target Language ◽  
Cooperative Interaction ◽  
First Year ◽  
Online Information ◽  
Integrated Learning ◽  
First Year Students ◽  
Clear Cut

The article analyzes using Content and Language Integrated Learning (CLIL) for teaching one of the optional humanities disciplines to Ukrainian university students of different majors. The discipline discussed in the article as an example of using CLIL methodology is “The Fundamentals of Psychology and Pedagogy” and it is in the list of optional humanities subjects for the first-year students of Alfred Nobel University in Dnipro, Ukraine. However, unlike the other optional humanities disciplines, the methodology underlying this course is based on teaching the subject in English, instead of Ukrainian, following the CLIL approach widely used in the European education but still little known in Ukraine. The purpose of the paper is to expose and analyze the original methodology developed that conditioned the specific structure of the relevant course, and the specific learning activities used in it. The essence of the developed CLIL theory-based methodology and its practical application are manifested through learning activities that include students’ mini-lectures/workshop-type presentations, brainstorming, case-studies, discussions, and a learning project with its results summarized in students’ essays, abstracts, and summaries written in English. The students collect the information required for completing their tasks not only from the teacher’s lectures and the recommended literature but also (and mostly) by way of doing extensive Internet-search on psychological and pedagogical sites in English. All this makes CLIL in the case under discussion experiential-interactive (through personal experience in extra-linguistic subject-related activities gained in interaction with other students), blended (with the organic combination of traditional in-class learning and out-of-class online information search), autonomous (students’ autonomous learning activities-centered), and cooperative (with those activities being done in students’ cooperative interaction). As the result, students mostly self-construct their knowledge of the discipline by way of using the target language as the tool for such self-construction. This makes the elaborated course a clear-cut case of constructivism in CLIL pedagogy. Subject Classification Numbers: PACS 01.40.-d (Education)

scholarly journals Substantiation of the Impact of Fitball Gymnastics and Fitness Yoga Activities on the Health Level of University Students

2020 ◽  
pp. 206-213
Author(s):  
E.K. Gilfanova ◽  
T.B. Gorbatenko ◽  
O.Yu. Sharova
Keyword(s):  
University Students ◽  
Positive Impact ◽  
Educational Process ◽  
First Year ◽  
Recreational Facilities ◽  
First Year Students ◽  
Health Level ◽  
Pedagogical Research ◽  
The University ◽  
The Impact

The article considers the possibility of using non-traditional recreational facilities in the educational process with university students. The purpose of the study is to assess the impact of the developed methodology for fitball gymnastics and fitness yoga on the health level of students. To achieve the goal, the following tasks were set: theoretically substantiate the proposed methodology of classes; identify and conduct a comparative analysis of adaptive potential according to the method of R.M. Baevsky and the level of the functional state of first-year students during an experimental study. Scientific novelty lies in the expansion of theoretical and practical approaches to physical education at the university. The positive impact of the proposed teaching methods on the level of functional readiness of first-year students is substantiated and experimentally proved. To improve the methodology, a set of methods was used: analysis of scientific and methodological literature, the method of pedagogical research, pedagogical experiment, methods of mathematical statistics.

scholarly journals A cross-sectional study of chiropractic students' research readiness using the Academic Self-Concept Analysis Scale

2017 ◽  
Vol 31 (2) ◽  
pp. 109-114
Author(s):  
Stephney Whillier ◽  
Kent Au ◽  
Louie Feng ◽  
Helen Su
Keyword(s):  
Multivariable Analysis ◽  
Concept Analysis ◽  
Cross Sectional Study ◽  
Self Concept ◽  
First Year ◽  
Sectional Study ◽  
Cross Sectional ◽  
First Year Students ◽  
Chiropractic Students ◽  
Analysis Scale

Objective: The shift toward evidence-based health care has reoriented tertiary clinical education in a way that necessitates and incorporates research. This study assesses the inclination and suitability of chiropractic students for research over a 5-year educational program. Methods: Research attributes of chiropractic students were assessed in this cross-sectional study using a validated and modified academic self-concept analysis scale. Students in first and final year were assessed in 4 domains: creativity, motivation, self-regulation, and general intellectual ability. Univariable differences were assessed using Welch 2-sample t tests, and multivariable analysis was carried out with multiple linear regression models. Results: The response rate was 71% (n = 165). First- and fifth-year students scored highly on all 4 domains (80% to 96%). Compared to first-year students, fifth-year students rated themselves significantly lower in 3 of the domains: general intellectual abilities (t[126] = −2.01; p = 0.047), motivation (t[115] = −4.82; p < 0.001), and creativity (t[136] = −3.00; p = 0.003). Conclusion: Research suitability is high in chiropractic students. Both cohorts scored high in all domains despite the disparity between first and fifth years. First-year students outperformed fifth-year students in 3 domains, indicating a potential decline in the inclination to do research over time. However, unaccounted factors, such as the Dunning-Kruger effect, life changes, and “burnout,” may have contributed to these differences. Future studies should include questions about stress, fatigue, clinical orientation, and educational environment to inform the interpretation of findings.

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