scholarly journals Personal Factors Associated with Digital Competencies in University Students in the Context of Pandemic

2021 ◽  
Vol 13 (2) ◽  
pp. 624-637
Author(s):  
José Luis Valdez Asto ◽  
Luciano Pérez Guevara ◽  
Yrene Cecilia Uribe-Hernández ◽  
Willian Sebastián Flores-Sotelo ◽  
José Antonio Arévalo-tuesta ◽  
...  
Keyword(s):  
University Students ◽  
Private University ◽  
Male Students ◽  
Personal Factors ◽  
Digital Competence ◽  
Cross Sectional ◽  
Probabilistic Sampling ◽  
Digital Competencies ◽  
Cross Sectional Design ◽  
The University

The present research aimed to establish the association between personal factors (age, sex, hours connected and school of origin) and the digital competencies of university students, which have been originated and developed with a greater degree of intensity during the pandemic, generating as a consequence the need for distance education. The study was basic, explanatory, and quantitative, with a non-experimental and cross-sectional design. The sample consisted of 1242 students of the Faculty of Medicine from the tenth to the fourth cycle: 658 males (53.0%) and 584 females (47.0%). A probabilistic sampling by strata was performed and the questionnaire of Gutiérrez et al. (2017), an instrument for the evaluation of the digital competence of the university student with a reliability of 0.997, was used. It was concluded that personal factors are associated with digital competencies in students of a private university because the personal factors of sex, age, school of origin and hours connected to social networks presented p < 0.05. Regarding descriptive results, 52.3% of male students presented ineffective level. Of students aged 22 years or younger, 58.2% presented an ineffective level. It was observed that 57.7% of the students who come from private schools presented an ineffective level, and 57.1% of the students who connect for 3 hours or less presented an ineffective level.

scholarly journals Digital Competence in Higher Education: Students’ Perception and Personal Factors

2021 ◽  
Vol 13 (21) ◽  
pp. 12184
Author(s):  
Yu Zhao ◽  
María Cruz Sánchez Gómez ◽  
Ana María Pinto Llorente ◽  
Liping Zhao
Keyword(s):  
University Students ◽  
Rural Areas ◽  
Lower Grade ◽  
Quantitative Methodology ◽  
Personal Factors ◽  
Digital Competence ◽  
Education Students ◽  
Digital Competencies ◽  
Future Work ◽  
The Impact

University students are expected to have the appropriate digital competence to face the demands of the changing educational model and to meet the challenges of the future work. This paper describes university students’ perceptions of digital competence and analyzes the impact of personal factors on digital competence in a sample of 5164 students from all majors in the first and fourth year of their studies at Gansu Agricultural University (China). A quantitative methodology was followed, employing a non-experimental method and the survey technique to collect data. The results obtained show that students’ perceptions of digital competencies in terms of information and data literacy, communication and collaboration, and safety were positive. Furthermore, there were significant differences in students’ self-perceptions of digital competence related to gender, grade level, area of residence, and prior relevant training in the DigComp framework-based instrument. The development of key competency areas for digital competence, such as the creation of digital content, should be promoted, along with helping students to gain knowledge when dealing with everyday technological issues. The need for training related to the use of ICT and digital competencies was also highlighted, as well as supporting the promotion of female students in selected areas of digital competence and assisting lower grade students and students from rural areas in digital competence development.

The health literacy of university students in North Cyprus

2020 ◽  
Author(s):  
Sultan Sariyar ◽  
Hülya Firat Kiliç
Keyword(s):  
Health Literacy ◽  
University Students ◽  
Private University ◽  
Cross Sectional Study ◽  
University Education ◽  
Male Students ◽  
Adult Health ◽  
Cross Sectional ◽  
North Cyprus ◽  
Measurement Tools

Abstract Health literacy is individuals' motivation and ability to obtain, understand, evaluate and use health information. Health literacy is very important during university education when students have the ability to acquire and accumulate knowledge of the best way. The aim of this study was to determine the health literacy of university students. The sample of this descriptive cross-sectional study was composed of 365 students who were first-time visitors at the health center of a private university in Northern Cyprus between May and July 2017. An introductory information form and the Adult Health Literacy Scale (AHLS) were used as data collection tools. The mean AHLS score of the students was found as 13.91 ± 2.90. Health literacy was found to be lower for male students and students with more years of study. The students with low daily alcohol use had higher AHLS scores. The results of the study suggest that curricula should be revised to raise the health literacy of university students to the highest level. It is important to organize conferences, seminars and scientific activities to improving the health literacy of male students and students with more years of study. Due to the limitations of studies of health literacy in North Cyprus, future studies should be conducted with larger samples and different measurement tools.

scholarly journals The Emergence of Dissociative Experiences as a Function of Perceived Stress Among University Students During the COVID-19 Lockdown

2021 ◽  
Author(s):  
Szabolcs Garbóczy ◽  
Anita Szemán-Nagy ◽  
Mohamed S. Ahmad ◽  
Szilvia Harsányi ◽  
Dorottya Ocsenás ◽  
...  
Keyword(s):  
University Students ◽  
Perceived Stress ◽  
Safety Net ◽  
Cross Sectional Study ◽  
Control Measures ◽  
Male Students ◽  
Cross Sectional ◽  
Dissociative Experiences ◽  
High Level ◽  
The University

Abstract Background: The findings of previous literature showed that epidemics and the associated control measures can increase the level of stress experienced by people. The phenomenon of dissociation has been investigated by many studies, and some have found that stress and trauma may play a central role in its development. In our research study, we examined the effect of COVID-19 lockdown on the mental health of students at the University of Debrecen in Hungary. We investigated whether or not the changes caused by the pandemic induced stress among students and whether or not it was accompanied by an increase in the number of dissociative experiences. Methods: A questionnaire-based cross-sectional study was conducted at the University of Debrecen in Hungary in the period April 30 - May 15, 2020, to assess levels of perceived stress as well as dissociative experiences among students at the time of the official nationwide lockdown. Our survey has adopted the Perceived Stress Scale (PSS) and the Dissociative Experiences Scale (DES). A total of 1320 students have enrolled in our study. Results: Our results showed a high level of perceived stress among the students during the pandemic and lockdown. This elevation was found to have a significant correlation with the emergence of dissociative experiences among both the Hungarian and the international students. Also, these changes were significant among males and females and in all subscales. Female students’ levels of dissociative experiences were higher than of male students on all subscales and in both groups (Hungarian and international). Conclusion: According to our findings, the COVID-19 pandemic, and the quarantine situation increased the perceived stress level which has played a significant role in the development of dissociative experiences among the students. The increased frequency of dissociative experiences entails a higher risk to the appearance of dissociative disorders; thus, it is crucial to create a safety net for university students who are susceptible to high levels of stress.

scholarly journals AUTOEFICACIA EN ESTUDIANTES UNIVERSITARIOS: DIFERENCIAS ENTRE EL GRADO DE MAESTRO EN EDUCACIÓN PRIMARIA Y LOS GRADOS EN CIENCIAS

2017 ◽  
Vol 1 (1) ◽  
pp. 115
Author(s):  
Irene Del Rosal Sánchez ◽  
María Luisa Bermejo García
Keyword(s):  
University Students ◽  
Self Efficacy ◽  
Initial Teacher Education ◽  
Emotional Competencies ◽  
Cross Sectional ◽  
El Sistema ◽  
Cross Sectional Design ◽  
Educación Primaria ◽  
The University ◽  
Estudiantes Universitarios

Abstract.SELF-EFFICACY IN UNIVERSITY STUDENTS: DIFFERENCES BETWEEN THE DEGREE IN PRIMARY EDUCATION AND SCIENCE DEGREESThere are many contexts in which the emotions, and the smart use of them, are necessary for the full development of the person. But without a doubt, and relative to the field in which we find ourselves, emotional competencies play a very important role in education. We must bear in mind that emotions have a very important role in learning and is currently considered that the cognitive configures the affective and emotional the cognitive. Learn how influences the affective domain in university students and teachers in initial training is a matter of great importance to teacher training and the education system Through the use of a quantitative method, and more particularly of a cross-sectional design, the objective our study was to evaluate the level of self-efficacy in a sample of 358 students of the Grade of Elementary Master and Science Grades of the University of Extremadura by adaptation of Sanjuan, Perez and Bermudez (2000) of the scale of General self-efficacy of Baessler and Schwarzer (1996). The results confirm that there were significant differences in self-efficacy level according to the degree in which it students are enrolled.Keywords: self-efficacy, emotions, university students, initial teacher education, teaching science.Resumen.Son numerosos los contextos en los que las emociones, y el uso inteligente de las mismas, son necesarias para el desarrollo íntegro de la persona. Pero sin duda alguna, y en relación al campo en el que nosotros nos encontramos, las competencias emocionales juegan un papel muy importante en la educación. Debemos tener en cuenta que las emociones tienen un papel muy importante en el aprendizaje y actualmente se considera que lo cognitivo configura lo afectivo y lo afectivo lo cognitivo. Conocer cómo influye el dominio afectivo en los estudiantes universitarios y en el profesorado en formación inicial es un tema de gran importancia para la formación docente y el sistema educativo. Mediante una metodología cuantitativa, y más concretamente a partir de un diseño transversal, en nuestra investigación se pretende evaluar el nivel de autoeficacia en una muestra constituida por 358 estudiantes del Grado de Maestro en Educación y Grados en Ciencias de la Universidad de Extremadura mediante adaptación de Sanjuán, Pérez y Bermúdez (2000) de la Escala de Autoeficacia General de Baessler y Schwarzer (1996). Los resultados obtenidos permitieron afirmar que existen diferencias estadísticamente significativas en el nivel autoeficacia según el grado en el que se encuentran matriculados los estudiantes universitarios.Palabras clave: autoeficacia, emociones, estudiantes universitarios, maestros en formación inicial, enseñanza de las ciencias.

scholarly journals Investigating the Knowledge of Sexually Transmitted Diseases in University Students of Iran

2021 ◽  
Vol 14 (1) ◽  
pp. 277-281
Author(s):  
Katayon Vakilian
Keyword(s):  
University Students ◽  
Sexually Transmitted Diseases ◽  
Cross Sectional Study ◽  
Study Data ◽  
Unprotected Sex ◽  
Male Students ◽  
Cross Sectional ◽  
Sexually Transmitted ◽  
Multistage Sampling ◽  
The University

Background: Unprotected sex, multi partnership, no or inconsistent use of the condom can be mentioned as risk behaviors putting youth at high risk to Sexually Transmitted Diseases (STDs). The present study aimed to investigate the knowledge of sexually transmitted diseases in the university students of Shahroud in Iran. Methods: This cross-sectional study was conducted in Shahroud city of Iran. 1500 female and male students in the age bracket of 18-24 were included in the study. Multistage sampling was employed. After stating the objective of the study, the questionnaire was distributed to students during the end of lecture time upon the agreement of the education officials and collected after 15 minutes. To ensure that the information provided will be kept confidential, the students were asked not to write down their names and fields of study. Data were described using descriptive statistics by SPSS software, version 20. Results: The answers showed that the female and male students have heard more about HIV (94.9% vs. 93.1%), gonorrhea (47.2% vs. 50.2%), genital herpes (45.6% vs. 33.1%), and genital warts (31.4% vs. 18.1%), in the order of frequency. 35.9% of females had no knowledge about the symptoms of diseases in women and 53% of males had no knowledge about the symptoms of the diseases in men. 26.6% of female students and 16% of male students knew regarding at least three symptoms of diseases. Conclusion: The present study showed that the university students' knowledge is far distant from the desired situation. This study succeeded in identifying the educational needs of the youth.

scholarly journals Personal factors associated with satisfaction with tutoring in engineering students

2021 ◽  
Vol 12 (4) ◽  
pp. 1709-1717
Author(s):  
Jessica Paola Palacios Garay , Et. al.
Keyword(s):  
University Students ◽  
Engineering Students ◽  
Quantitative Approach ◽  
Personal Factors ◽  
Chi Square ◽  
Factors Associated ◽  
Probabilistic Sampling ◽  
Margin Of Error ◽  
The University

The tutoring of university students is very relevant for the achievement of engineering learning and personal factors are associated with satisfaction, establishing that the knowledge of these factors makes it possible to take measures that contribute to improve tutoring actions. The objective of the research was to establish the association of personal factors to satisfaction with tutoring in engineering students. A quantitative approach was chosen, the design was non-experimental and the association of personal factors with satisfaction with university tutoring. The population consisted of 800 engineering students and by means of probabilistic sampling with a 3% margin of error, the sample consisted of 458 students. The results showed that satisfaction with the university tutor is associated with the factors sex, age and college of origin, obtaining the Chi-square value x2 = 189.618a, 157.728a and 118.106a (p < 0.05); satisfaction with the university tutor associated with factors of sex, age and school of origin, obtained a Chi-square x2 = 189.618a, 157.728a and 118.106a (p < 0.05) and satisfaction with the organization and contents of the tutoring was associated with factors of sex, age and school of origin obtained a Chi-square x2 = 8.876a, 23.189a and 17.327a (p < 0.05). It is concluded that personal conditions are associated with satisfaction with tutoring, with the university tutor and with the organization and contents of tutoring in engineering students.

scholarly journals Knowledge, Perceptions, and Prevention Practices among Palestinian University Students during the COVID-19 Pandemic: A Questionnaire-Based Survey

2021 ◽  
Vol 58 ◽  
pp. 004695802199394
Author(s):  
Basma Salameh ◽  
Sami Basha ◽  
Walid Basha ◽  
Jihad Abdallah
Keyword(s):  
University Students ◽  
Online Survey ◽  
Risk Groups ◽  
Affecting Factors ◽  
Cross Sectional ◽  
Effective Prevention ◽  
Cross Sectional Design ◽  
High Level ◽  
Palestinian Universities ◽  
The University

The purpose of this study is to offer a timely understanding of university students’ knowledge, perception, and preventative practices related to COVID-19 in Palestine and to determine affecting factors (gender, region, and type of locality). A cross-sectional design was used and data was collected over 2 weeks in April 2020 through an online survey. A total of 484 surveys were collected from students from different Palestinian universities. Participants showed high levels of knowledge across multiple topics (symptoms and characteristics of COVID-19, prevention practices, and at-risk groups), although respondents were less likely to indicate mask wearing as an effective prevention practice compared to other practices, and almost one-third reported incorrectly that taking antibiotics is effective in preventing COVID-19 infection. Respondents reported the most trust in the Ministry of Health as a source of information, and the least trust in social media. A generally high level of acceptance of government regulations related to the COVID-19 pandemic was found. Given the current global situation and the second wave of infections in Palestine, plans should be in place to disseminate correct information and combat newly-emerging rumors and misinformation through channels that are trusted by the university student population.

scholarly journals Sociodemographic factors associated with academic goals in university students in times of the COVID-19 Pandemic

2021 ◽  
Vol 14 (33) ◽  
pp. e15114
Author(s):  
Jessica Paola Palacios Garay ◽  
Jorge Luis Escalante Flores ◽  
Juan Carlos Chumacero Calle ◽  
Jaime Tamashiro-Tamashiro
Keyword(s):  
University Students ◽  
Private University ◽  
Sociodemographic Factors ◽  
Academic Goals ◽  
Cross Sectional ◽  
Student Centered ◽  
Factors Associated ◽  
Experimental Cross ◽  
Cross Sectional Design ◽  
Descriptive Level

Motivational processes in students are oriented to the fulfillment of academic goals, therefore, it is one of the significant variables of the study, for this, a student-centered approach was adopted. The present research set out to determine the association of sociodemographic factors with the academic goals of university students from a private university; The sample consisted of 1,400 students from the Health career: 659 (47.1%) were male and 741 (52.9%) were female; The approach was quantitative, of the substantive type, descriptive level, under the non-experimental cross-sectional design; a sociodemographic record was used. Regarding academic goals, the CMA questionnaire was administered. The results showed that the academic goals are associated with the variables sex, age, school of origin and hours of study of the students who participated, since the significance was p <0.05. The data obtained allowed to qualify and quantify the importance of motivation as a transcendent component for the fulfillment of the proposed objectives.

scholarly journals LA INTELIGENCIA EMOCIONAL EN ESTUDIANTES UNIVERSITARIOS: DIFERENCIAS ENTRE EL GRADO DE MAESTRO EN EDUCACIÓN PRIMARIA Y LOS GRADOS EN CIENCIAS

2016 ◽  
Vol 2 (1) ◽  
pp. 51 ◽  
Author(s):  
Irene Del Rosal Sánchez ◽  
María Antonia Dávila Acedo ◽  
Susana Sánchez Herrera ◽  
María Luisa Bermejo García
Keyword(s):  
Emotional Intelligence ◽  
University Students ◽  
Quantitative Method ◽  
Initial Teacher Education ◽  
Educational Context ◽  
Cross Sectional ◽  
Cross Sectional Design ◽  
Educación Primaria ◽  
The University ◽  
Estudiantes Universitarios

RESUMENEl interés que nos ha llevado a realizar este trabajo se centra en la gran importancia que ha cobrado la inteligencia emocional en los últimos años y como, según indica Goleman (1996), la unión de la razón y la emoción es fundamental para comprender el desarrollo de la inteligencia humana. Además, diversos estudios muestran la importancia de desarrollar competencias emocionales en el contexto educativo, y más concretamente en los estudiantes universitarios. Mediante una metodología cuantitativa, y más concretamente a partir de un diseño transversal, en nuestro trabajo se pretende evaluar el nivel de inteligencia emocional (atención, claridad y reparación emocional) en una muestra constituida por 358 estudiantes del Grado de Maestro en Educación y Grados en Ciencias de la Universidad de Extremadura mediante el test de autoinforme TMMS-24 de Fernández-Berrocal, Extremera y Ramos (2004). Los resultados obtenidos permitieron afirmar que existen diferencias estadísticamente significativas en el nivel reparación emocional según el sexo, y en todas y cada una de las dimensiones que conforman la inteligencia emocional según el grado en  el que se encuentran matriculados los estudiantes universitarios.Palabras clave: inteligencia emocional, emociones, estudiantes universitarios, maestros en formación inicial, enseñanza de las ciencias.  ABSTRACTThe interest of this work focuses on the great importance of emotional intelligence has gained in recent years and as, according to Goleman (1996), the union of reason and emotion is fundamental to understanding the development of human intelligence. In addition, several studies show the importance of developing emotional competence in the educational context, and particularly in university students. Through the use of a quantitative method, and more particularly of a cross-sectional design, the objective our study was to evaluate the level of emotional intelligence (attention, clarity and emotional repair) in a sample of 358 students of the Grade of Elementary Master and  Science Grades of the University of Extremadura using the test of self-TMMS 24 Fernández-Berrocal, Extremera and Ramos (2004). The results confirm that there were significant differences in emotional reparation level by sex, and in every one of the dimensions that make up emotional intelligence by the extent to which they are enrolled college students.Keywords: emotional intelligence, emotions, university students, initial teacher education, teaching science.

scholarly journals Digital Resources and Digital Competence: A Cross-Sectional Survey of University Students of the Childhood Education Degree of the University of Jaén

2021 ◽  
Vol 11 (8) ◽  
pp. 452
Author(s):  
María del Carmen Martínez-Serrano ◽  
María Teresa Ocaña-Moral ◽  
Eufrasio Pérez-Navío
Keyword(s):  
Measurement Instrument ◽  
Digital Competence ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Digital Resources ◽  
Childhood Education ◽  
Education Degree ◽  
Cross Sectional Design ◽  
The University ◽  
Participation In Research

This work is part of a broader investigation whose main objective is to determine the domain and preferences of the students of the Childhood Education Degree of the University of Jaén regarding digital competence. The research was focused on the “use of digital resources” dimension and was developed under a quantitative and descriptive methodology, of basic type and non-experimental cross-sectional design. We worked with a sample of 135 students from the four courses of the Childhood Education Degree of the University of Jaén, who answered a developed questionnaire voluntarily and anonymously. Data collection was carried out using a virtual questionnaire on the Google Form platform. In addition, the measurement instrument was considered valid and reliable, having obtained a Cronbach’s alpha coefficient (α) of 0.925 and a Kaiser–Meyer–Olkin sampling adequacy index (KMO) of 7.741. The results show that there are no significant differences based on the independent variables studied among most of the analyzed items. The use of ICT is beneficial for students’ participation in research.

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