United States and European Students' Social-Networking Site Activities and Academic Performance

Different cultures communicate differently. Research is beginning to examine the differences in culture related to social-networking site (SNS) use. Differences in specific SNS activities related to academic performance among United States (US; n = 446) and European (n = 394) university students were examined. Moderated Multiple Regressions indicated that using SNSs for “career” and “school” were positively predictive of Grade Point Average (GPA) for both US and European students. For US students, “staying in touch with online friends” was negatively predictive. Results highlight the positive and negative relationships between various SNS activities and GPA, but specifically the use of SNSs for academic versus socialization purposes cross-culturally.

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An exploration of social networking site use, multitasking, and academic performance among United States and European university students

Computers in Human Behavior ◽

10.1016/j.chb.2012.10.011 ◽

2013 ◽

Vol 29 (3) ◽

pp. 1182-1192 ◽

Cited By ~ 130

Author(s):

Aryn C. Karpinski ◽

Paul A. Kirschner ◽

Ipek Ozer ◽

Jennifer A. Mellott ◽

Pius Ochwo

Keyword(s):

United States ◽

Academic Performance ◽

University Students ◽

Social Networking ◽

Social Networking Site ◽

Site Use ◽

European University

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Impact and Perception of Social Networking Sites on Academic Performance of Medical Students

Journal of College of Medical Sciences-Nepal ◽

10.3126/jcmsn.v15i2.23838 ◽

2019 ◽

Vol 15 (2) ◽

pp. 119-124

Author(s):

Hari Prasad Upadhyay ◽

Prativa Sedain

Keyword(s):

Academic Performance ◽

Medical Students ◽

Social Networking ◽

Social Networking Sites ◽

Negative Relationship ◽

Social Networking Site ◽

Structure Questionnaire ◽

Cross Sectional ◽

Grade Point ◽

The Impact

Background: A social networking site is an online platform that allows users to create a public profile and interact with other users on the website. The emergence of Social Networking Sites has broadened the base of contact, interaction and communication among people living round the globe via internet. Millions of students are logging in to these social networking sites, everyday. That’s why many students have been blaming various social networking sites for their steady decrease in grade point averages and has affected their study time, poor grammar and wrong spellings when socializing on social media as well as diverting their attention from their studies. The objective of this research is to find the impact and perception of social networking sites on academic performance of medical students. Methods: A descriptive cross-sectional study design conducted among 230 Medical students of MBBS, BPH, Pharmacy and BN Nursing’s students. A well-structured questionnaire was prepared and which were distributed among students using probability sampling technique (random number table). Results: The response of 230 students was collected by using well structure questionnaire. The mean±SD of students age was 21.87±2.16 years. Majority of the students were in the age group 20-25 years. Majority of them were female by gender and Hindu by religion. They most commonly used social networking site was face book/messenger (48.7%) followed by YouTube (41.3%). The main aim of using these sites is to update with their family, friends and for entertainment. Nearly 60% students told that there are negative effects of using social networking sites. And only 15.6% students used these sites only for academic purpose. Conclusions: This study revealed that majority of the students used mobile phone as a device and Wi-Fi in their place of residence. The overall perception of students towards social networking sites is positive. Excessive use of these sites decreases their academic performance which conclude that there is Negative relationship between the use of social networking sites and academic performance which in turn negatively affect their academic results.

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Prevalence of dysmenorrhoea, associated risk factors and its relationship with academic performance among graduating female university students in Ethiopia: a cross-sectional study

BMJ Open ◽

10.1136/bmjopen-2020-043814 ◽

2021 ◽

Vol 11 (3) ◽

pp. e043814

Author(s):

Mesfin Tadese ◽

Andargachew Kassa ◽

Abebaw Abeje Muluneh ◽

Girma Altaye

Keyword(s):

Risk Factors ◽

Academic Performance ◽

University Students ◽

Cross Sectional Study ◽

Secondary Outcome ◽

Sectional Study ◽

Cross Sectional ◽

Grade Point ◽

Significant Difference ◽

Associated Risk Factors

ObjectivesThe study aimed to provide an association between dysmenorrhoea and academic performance among university students in Ethiopia. Further, the study attempts to determine the prevalence and associated risk factors of dysmenorrhoea.Design and methodInstitution-based cross-sectional study was conducted from 1 April to 28 April 2019. A semistructured and pretested self-administered questionnaire was used to collect data. Binary logistic regression analysis and one-way analysis of variance were performed to model dysmenorrhoea and academic performance, respectively.Setting and participantsEthiopia (2019: n=647 female university students).OutcomesThe primary outcome is dysmenorrhoea, which has been defined as painful menses that prevents normal activity and requires medication. The self-reported cumulative grade point average of students was used as a proxy measure of academic performance, which is the secondary outcome.ResultsThe prevalence of dysmenorrhoea was 317 (51.5%). The educational status of father (adjusted OR (AOR) (95% CI) 2.64 (1.04 to 6.66)), chocolate consumption (AOR (95% CI) 3.39 (95% 1.28 to 8.93)), daily breakfast intake (<5 days/week) (AOR (95% CI) 0.63 (0.42 to 0.95)), irregular menstrual cycle AOR (95% CI) 2.34 (1.55 to 3.54)) and positive family history of dysmenorrhoea AOR (95% CI) 3.29 (2.25 to 4.81)) had statistically significant association with dysmenorrhoea. There was no statistically significant difference in academic performance among students with and without dysmenorrhoea (F (3611)=1.276, p=0.28)).ConclusionsDysmenorrhoea was a common health problem among graduating University students. However, it has no statistically significant impact on academic performance. Reproductive health officers should educate and undermine the negative academic consequences of dysmenorrhoea to reduce the physical and psychological stress that happens to females and their families.

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Academic Performance and Physical Activities as Positive Factors for Life Satisfaction among University Students

Sustainability ◽

10.3390/su13020497 ◽

2021 ◽

Vol 13 (2) ◽

pp. 497

Author(s):

Teodora Slavinski ◽

Dragan Bjelica ◽

Dejana Pavlović ◽

Valentina Vukmirović

Keyword(s):

Physical Activity ◽

Life Satisfaction ◽

Academic Performance ◽

University Students ◽

Personal Growth ◽

Optimum Level ◽

Satisfaction Scale ◽

Grade Point ◽

Sports And Physical Activity ◽

Life Satisfaction Scale

Life satisfaction influences sustainable personal growth among students by ensuring that they more firmly apply themselves in their education. Universities represent an environment where students may improve their life satisfaction through better academic performance and being engaged in extracurricular sport. This study evaluates life satisfaction (LS) among university students, 18 to 28 years of age to confirm whether academic performance, involvement in sports and physical activity are factors relating to higher levels of LS among university students. The study uses the Brief Multidimensional Life Satisfaction Scale. Over a three-year timeframe, a questionnaire was administered to a sample of 875 students across areas of study in institutions of higher education in Serbia. The data were analyzed using Mann–Whitney and Kruskal–Wallis tests. LS among students is found to be significantly improved under the following conditions: removing the burden to pay for one’s tuition, having a better Grade Point Average (GPA) as well as being involved in sport. Moreover, the optimum level of physical activity to positively affect LS is found to be four to five hours a week.

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Food insecurity, psychosocial health and academic performance among college and university students in Georgia, USA

Public Health Nutrition ◽

10.1017/s1368980018003439 ◽

2019 ◽

Vol 22 (3) ◽

pp. 476-485 ◽

Cited By ~ 12

Author(s):

Ilana G Raskind ◽

Regine Haardörfer ◽

Carla J Berg

Keyword(s):

Academic Performance ◽

Food Security ◽

University Students ◽

Food Insecurity ◽

Short Form ◽

Psychosocial Health ◽

Grade Point ◽

College And University ◽

Food Security Status ◽

Effect Of Food

AbstractObjectiveTo examine whether psychosocial health mediates the association between food insecurity and grade point average (GPA) among college and university students.DesignData for the present study are from a longitudinal cohort study. Structural equation modelling (SEM) was used to test the proposed mediation hypothesis. Food insecurity was measured using the US Department of Agriculture’s Six-Item Short Form. Psychosocial health was operationalized as a latent factor with three indicators: depression, anxiety and hope. Validated scales were used to measure each indicator. GPA was self-reported.SettingSeven colleges and universities in Georgia, USA.ParticipantsStudents aged 18–25 years were recruited via email and surveyed every four months over a two-year period (analytic n 2377).ResultsApproximately 29 % of students were food insecure. In the final SEM, food insecurity was associated (standardized β, se) with poorer psychosocial health (0·22, 0·03, P<0·0001) and poorer psychosocial health was associated with a lower GPA (−0·21, 0·03, P<0·0001). The indirect effect of food security status on GPA, as mediated by psychosocial health, was significant (−0·05, 0·01, P<0·0001) and accounted for 73 % of the total effect. After accounting for psychosocial health, the direct effect of food security status on GPA was not significant (−0·02, 0·02, P=0·43).ConclusionsPsychosocial health may be an important mechanism through which food insecurity affects academic performance among college and university students. Multicomponent interventions that address immediate food security needs as well as co-occurring mental health and academic concerns are needed to ensure student success.

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