The Psychological and Academic Effects of Studying From the Home and Host Country During the COVID-19 Pandemic

Objective: This study explored the psychological and academic effects of studying online from the home vis-à-vis host country during the coronavirus disease 2019 (COVID-19) pandemic in the experience of international students at the University of Warsaw, Poland.Methods: A total of 357 international students from 62 countries (236 in the host country and 121 in the home country) completed an online questionnaire survey 2 months after transition to online learning. We studied students' levels of loneliness, life and academic satisfaction, acculturative stress, academic adjustment, performance, loyalty, and perceptions of the online learning experience.Results: The country-of-residence variable had no statistically significant effects on most psychological and academic variables. Significant effects were observed only for two academic variables. Specifically, students who returned to the home country found online communication with other students more contributing to their online learning experience and exhibited higher academic adjustment than students who remained in the host country. This suggests the positive influence of (peer and familial) support on online learning experience from the home country. Furthermore, a significant difference in experiencing acculturative stress occurred for students in quarantine/self-isolation in the host country, which expands prior literature on the disruptive effects of social distancing on students' mental health. Finally, this study confirmed the expected increased levels of loneliness among self-isolating students in both countries, hence extending prior results to the home- and host-country contexts. No relationship between self-isolation and students' life or academic satisfaction was found, which is explained by the specific nature of the learning-from-home experience.

ACADEMIC CONCERNS, REQUESTED AND RECEIVED SUPPORT AMONG ADOLESCENTS IN THE FOUR WEEKS FOLLOWING CONCUSSION: A PILOT STUDY

Background: Even short-term cognitive challenges place adolescents at risk for successful achievement of academic success and attainment of career goals. Studies that have examined subjects receiving follow-up at a concussion or other specialty clinic have noted cognitive issues that cause learning problems upon return to the classroom. However, a gap exists specific to the types of academic concerns and needs for academic support using a prospective longitudinal design in a general sample. Purpose: The purpose of this pilot study was to describe the scope of academic concerns, requested and received academic support over time among adolescents in the four weeks following a concussion injury. Methods: Prospective longitudinal pilot study. Adolescents, aged 13-18 years, and their parent/legal guardian were enrolled within 7 days of concussion injury using a community-based design. Academic effects, requested and received support were assessed by electronic completion of the Concussion Learning Assessment and School Survey (CLASS) of both adolescent and their parent/legal guardian at 4 time points across 28 days, each one week apart. Results: Overall, 37 adolescents (51.4% female, mean age: 16.4±1.4 years) and their parent/legal guardian, provided sufficient data for analysis. A decrease in the frequency of academic concerns over time was noted across the 4 weeks following injury with 37.8% (n=14) reporting challenges in one or more of their classes in the first week after their concussion, compared to 10.8% (n=4) at 28 days. A decrease in requested supports was also noted, with 48.6% (n=18) requesting some form of academic support in the first week compared to 13.5% (n=5) at 28 days. Most commonly requested supports across all time points included extra time to complete work, reduced homework, reduced or waived makeup work, and a shortened school day. Received academic support was also greatest in the first week following concussion (40.5%, n=15) and declined to 16.2% (n=6) at 28 days. Grades were reported as worse since their concussion across all time points with 18.9% reporting this concern at 14 and 21 days. Conclusion: High rates of academic concerns and requested supports were reported in the first week following concussion. In addition, a consistent proportion of students reported a worsening of grades and continued to report academic concerns and needs for academic support four weeks after they sustained a concussion. These pilot findings support the need for greater attention to the academic effects of concussion and related support needs in the classroom for all students. [Table: see text][Table: see text]

Academic concerns, requested and received support among adolescents in the four weeks following a concussion injury: A pilot study

ObjectiveTo describe the scope of academic concerns, requested and received support among adolescents in the four weeks following a concussion injury.BackgroundRecent studies have found alterations in cognitive ability after concussion that cause learning issues upon return to the classroom. Findings have prompted guidelines for supporting return to learn post-concussion in recent statements from the CDC and the AAP. However, a gap exists specific to academic concerns and needs across the recovery timeline.Design/MethodsProspective longitudinal pilot study. Adolescents, 13-18 years, were enrolled within 7 days of diagnosed concussion injury. Academic effects, requested and received support were assessed by e-survey at 4 time points across 28 days, each one week apart.ResultsOverall, 37 adolescents (51.4% female, mean age: 16.4 ± 1.4 years) provided sufficient data for analysis. A decrease in the frequency of academic concerns over time was noted across the 4 weeks following injury with 37.8% (n = 14) reporting challenges in one or more of their classes in the first week after their concussion, compared to 10.8% (n = 4) at 28 days. A decrease in requested supports was also noted, with 48.6% (n = 18) requesting some form of academic support in the first week compared to 13.5% (n = 5) at 28 days.Most commonly requested supports across all time points included extra time to complete work, reduced homework, reduced or waived makeup work, and a shortened school day. Received academic support was also greatest in the first week following concussion (40.5%, n = 15) and declined to 16.2% (n = 6) at 28 days.ConclusionsHigh rates of academic concerns, requested and received supports were reported in the first week following concussion. A concerning proportion continued to report academic concerns and needs for academic support four weeks after injury. These pilot findings support the need for greater attention to academic effects of concussion and related support in the classroom.

Smoking among Sultan Qaboos University Students: Prevalence rates, attitudes, causes and treatment

The current study aimed at identifying different aspects pertaining to the extent of smoking prevelence among SQU students. Among these aspects, reasons behind students’ smoking, students’ atttiudes towards smoking, their attempts to quit, and their awarness of smoking negative efffects in terms of physical, psychological, social, and academic effects. Quantitiative approach was used and the sample included 3931 male and female students (22.80% of the population), who were enrolled in different colleges and from different academic degrees (e.i., undergraduate and postgraduate studies).The study findings showed that 4% of the study sample smoked different types of smokes, especially ciggerates. Most of the students had started smoking before they joined SQU or during their first or second years at SQU. In addition, friends a major reason for starting smoking. The study also showed that the students smoked in order to get rid of tension and study stress. Furthermore, more than half of the sample decleared their desire to quit smoking and join any therapy or counselimg programs which can help them.