Psychological Well-being of First-year Psychology Students Amid the COVID-19 Pandemic

University life is always colorful, filled with a plethora of memorable moments, both academic and non-academic. Amid the COVID-19 pandemic, however, first-year university students’ academic experiences might be slightly different from their expectations due to being fully conducted in online learning. The COVID-19 pandemic denied first year students the opportunity to join the face-to-face classes and become involved in university’s activities in the real setting. All activities were replaced with virtual setting and they could only contact their course mates and lecturers via social media platforms. This derailment of their expectation to experience real-life university settings may dampen their enthusiasm and impact their motivational and happiness levels. To explore the phenomenon, a study was conducted with 143 first-year psychology students to examine their self-reported motivational and happiness levels before and after seven-week of online classes. This study included 113 females (79%) and 30 males (21%) with a mean age of 20.68 (SD=1.88). Data collected revealed that students’ motivation and happiness levels declined significantly after their online classes. According to their extent of agreement with the single statement ‘Overall, I am happy with my university life’, 48 (33.60%) students agreed, 76 (53.10%) were neutral, and 19 (13.30%) indicated dissatisfaction. This study may assist the university and relevant authorities in understanding students’ perceptions of dealing with academic and life challenges through online classes amid the COVID-19 pandemic. Therefore, psychological strategies should be considered to enhance first-year students’ motivation and happiness levels when faced with online classes in their new first semester.

Permissivess, guiltiness, anxiety:

Introduction: Studies on procrastination are increasing, studies are aimed at university students, as it is the population that most procrastinates their daily activities, especially academic ones. Most studies fail to explain existing conflicts on the subject, suggesting that there are futures with a qualitative focus, where the researcher is closer to the phenomenon, with no research on the topic with OT students. Objective: To explore and research explanations reported by occupational therapy students at a private university in southeastern Brazil about the behavior of procrastinating schoolwork, considering themselves self-reported as "procrastinators" Methods: Clinical-qualitative design; data collected through in-depth semi-structured findings with open questions; a thematic analysis generated categories discussed in the light of the psychodynamic framework Results: Seven OT students were interviewed and, according to the results of the analysis: procrastination linked to anxiety as productivity, but without the executive drive, imprisoning the individual in a vicious cycle of procrastination; defense mechanisms linked to self-preservation so as not to assume responsibility for tasks and other adversities of adult and university life; ineffective methods are tried by students to try to avoid procrastination, but without resolving the emotional and psychodynamic conflicts related to the activity. Conclusions: Students' procrastination ambivalently affects their daily lives, both positively and negatively, although everyone reported the phenomenon as negative. These studies can contribute to thinking about the clinic in the context of health and education. Therefore, we suggest studies that explore meanings brought by students and even other categories for comparative purposes.

The Cambridge History of Medieval Canon Law

Canon law touched nearly every aspect of medieval society, including many issues we now think of as purely secular. It regulated marriages, oaths, usury, sorcery, heresy, university life, penance, just war, court procedure, and Christian relations with religious minorities. Canon law also regulated the clergy and the Church, one of the most important institutions in the Middle Ages. This Cambridge History offers a comprehensive survey of canon law, both chronologically and thematically. Written by an international team of scholars, it explores, in non-technical language, how it operated in the daily life of people and in the great political events of the time. The volume demonstrates that medieval canon law holds a unique position in the legal history of Europe. Indeed, the influence of medieval canon law, which was at the forefront of introducing and defining concepts such as 'equity,' 'rationality,' 'office,' and 'positive law,' has been enormous, long-lasting, and remarkably diverse.

Using Design Thinking Method in Academic Advising: A Case Study in a College of Pharmacy in Saudi Arabia

Purpose: The current study was conducted to evaluate academic advising services in a pharmacy college in Saudi Arabia. This will result in developing solutions to overcome the identified challenges. Methods: Design thinking method uses five steps: empathising, defining, ideating, prototypes and testing. Results: Several issues were identified with students: limited awareness of academic rules and regulations; work-family life imbalance; lack of trust in academic advising and emotional support; unfamiliarity with different learning strategies; and lack of social life at the university. Discussion and conclusion: This study provides a model for enhancing students’ experiences with academic advising. It suggested several prototypes that have proven to be effective in enhancing students’ experiences in university life and how to overcome challenges. The prototypes include a peer academic advising club, personal development workshop and a series of lectures on college rules and regulations.

Online Research Practice and Integrated Perspectives of Inquiry

The authors reconstruct the system of advantages and limits of e-mail data collection and web survey technique in social research; for this purpose, they examine in detail a set of studies that stimulate multiple reflections, both with reference to the overall value of survey research and on the role of the web for social sciences. The subject of all selected research designs is a complex social problem that involves the internet, both focus for observation and tool for research: voting intentions, social effects of the pandemic, the quality of university life, technology addiction. In each research experience, for different reasons—above all due to the lack of a single, self-sufficient data collection mode—, the authors favor the integration of research strategies: 1) mixed-modes of data collection, 2) follow-up panel web survey, 3) mixed methods research, 4) introduction of a preliminary pilot study, 5) multilevel survey.

COVID-19

COVID-19 has disrupted university education and stirred all aspects of university life. Universities shifted to online teaching, learning, and assessments and were generally successful, but governments and societies became skeptical about the outcomes and the creditability of the degrees. This chapter presents the challenges faced by online education and weighs them against the benefits. The chapter also discusses the assumptions made during this transformation phase and their impact. The last part of the chapter presents a vision model of the future of online education and the newly created competitions between rich and poor universities and the move towards new opportunities of multiple-sourced degrees, virtual campuses, and virtual professors.

Creating an Agile University During COVID

The world has seen conflict and political instability since World War II, but currently the world is uniting to fight the COVID-19 pandemic, although education has suffered with schools and universities closed for long periods. The practice of social distancing minimized interpersonal contact in all higher educational institutions. Afghanistan was catapulted into the online learning community despite having limited infrastructure. The American University of Afghanistan (AUAF) had faced disruption of normal university life in 2016 when terrorists attacked the university. This chapter will highlight some of the best practices at AUAF implemented to make the university agile. Secondary data was collected from the university to evaluate the effectiveness of e-learning, with further improvements identified, implemented, and evaluated. The findings show that while the campus prepared to open for students along with the HyFlex model of face to face, synchronous online, and asynchronous online teaching, the institution continues to remain agile, irrespective of the situation.

Digital Socialligators? Social Media-Induced Perceived Support During the Transition to the COVID-19 Lockdown

The sudden COVID-19-induced transition from a physical university life to a virtual one was a painful one for many students. Social distancing measures mean more than a simple change from face-to-face to online education. This study investigates how different social aspects, such as the students’ psychological sense of community, social capital, and use of social media, facilitated the perceived social support during the transition to the COVID-19 lockdown. Our results not only underline social media’s role, but also indicate that the perceived social support, as well as the bonding and bridging social capital, were particularly relevant during the transition process. Our findings are aimed at organizational management by recommending actionable ways in which they could improve social support by organizing computer-supported social networks, social support predictors, and specialized interventions for students with less perceived social support. As such, the study provides unique insights into the COVID-19-induced lockdown situation among students, while offering a transition model that also generalizes to other settings.