A longitudinal analysis of the reciprocal relationship between academic procrastination, study satisfaction, and dropout intentions in higher education

Student dropout is a multi-causal process. Different theoretical models on student dropout consider dysfunctional study behavior (e.g., academic procrastination) and low study satisfaction as possible determinants of students’ dropout intentions during their university studies. However, these models neglect contemporary conceptualizations that assume reverse relationships between dropout intentions and other determinants of the dropout process. Until now, empirical evidence on these assumptions is scant. The present three-wave longitudinal study explored the reciprocal relationships between academic procrastination, study satisfaction, and dropout intentions over one semester. To this end, we used data of N = 326 undergraduate students enrolled in mathematics and law. Our latent cross-lagged panel model replicated existing empirical cross-sectional findings between the variables (i.e., academic procrastination, study satisfaction, and dropout intentions). Regarding the longitudinal relations, as expected, the cross-lagged effects showed that higher dropout intentions significantly related to subsequent higher academic procrastination and lower study satisfaction. Unexpectedly, academic procrastination did not significantly relate to subsequent dropout intentions. Additionally, higher study satisfaction significantly associated with subsequent higher dropout intentions—possibly due to unfulfilled expectations. Further, higher study satisfaction significantly related to subsequent higher procrastination—possibly due to more confidence among satisfied students. Our results broaden the view on dropout intentions as part of the dynamic interplay of student dropout determinants and the need to refine dropout models’ assumptions accordingly. Practically, realistic expectations seem important to reduce dropout intentions. Further, student counselors should have a closer look at the reasons for academic procrastination to develop individual solutions for this dysfunctional behavior.

PSYCHOLOGICAL DISORDERS AMONG SCHOOL STUDENTS FROM THE PERSPECTIVE OF THEIR STUDENT COUNSELORS: DIFFERENCES AND RELATIONSHIPS

Background: School students might be at risk of suffering from a range of psychological disorders. Student counselorswould help in understand the relationships and differences between these disorders. Objectives:The study aimed to recognize the differences and relationships of psychological disorders among school students from the perspective of the students counselors in Taif. Methods and Material:A mixed-methods approach was used. Eighty-four student counselors filled in a questionnaire and 13 were interviewed. Statistical analysis used: Descriptive statistics, one-way analysis of variance – ANOVA, and Spearmans rank-order correlation were used. Results: There are significant differences at p<.05 in the psychological disorders experienced by students in favor of the students in secondary school (M=4.63, SD=.848), in crowded schools that have between 1001–1200 students (M=2.298, SD=.335), and in favour of student counselors with experience of at least ten years (M=2.289, SD=.179). There are positive correlations between psychological disorders and the total number of the students in a school (rho=.466, p<.001), the experience level of student counselors (rho=.423, p<.001), and the students education stage (rho=.208, p<.05). Qualitative data were in line with the findings of the quantitative data. Conclusions:It is important to have adequate numbers of student counselors in schools, as this improves the quality of counseling services provided. Exploring psychological disorders as early as possible also helps in treating the students successfully. Finally, it is essential to enhance mental health in schools, and this is part of the Saudi Vision 2030, specifically in the area of social well-being. Key messages:School students suffer from a number of psychological disorders and it is clear that student counselors help in exploring these disorders and the relationshipsand differences between them, so that the counselors are able to deal with them. Acknowledgement:The authors would like to thank the Administration of Education in Taif. The authors also thank all those who volunteered their time to participate in this study.

The relationship between job satisfaction and job performance of the student counselors in the city of Riyadh: الرضا الوظيفي وعلاقته بالأداء الوظيفي لدى المرشدين الطلابيين في مدينة الرياض

This study aimed to identify the relationship between job satisfaction and job performance among student counselors in the city of Riyadh, and to detect differences in the level of job satisfaction in the light of variables (experience- salary- educational qualification), as well as to detect differences in job performance in the light of the Educational stage variable. To achieve the aims of the study, the researcher used the descriptive approach, and the school counselor's satisfaction scale was the study tool that was applied to a sample of (100) student counselors from general education school in Riyadh. The results revealed that there is a positive correlation between the level of job satisfaction and the level of the job performance of student counselors in the city of Riyadh, and the results also showed that there were statistically significant differences in job satisfaction due to the variable of experience in favor of the highest experience of student counselors in Riyadh. Based on the results, the researcher suggested a number of recommendations, the most important of which were: attention to student counselors in general, and counselors with less experience in particular and work to remove of all obstacles that limit their job satisfaction.

Aiding International Students to Thrive in US Higher Education

This chapter is a review of the literature concerning the individual factors that help international students thrive in their ‘host' countries. Convergent findings indicate that being independent, participating in extra-curricular activities, having self-efficacy, cultural empathy, maintaining relations, and being open-minded are the most significant individual factors related to the adjustment of international students. However, in this study on Asian Indian international students, four unexplored factors, namely, being polite, professionalism, showing gratitude, and thinking positively, were also found crucial in cross-cultural adjustment. Such a finding warrants identification of hypothetical connections that are informative, but empirically unexplored. Based on a synthesis of current literature, the author presents the novel hypothesis that being polite, professional, showing gratitude, and thinking positively all facilitate the general international student population to thrive in the host countries. The objective of this review is to provide relevant resource material to international student counselors and university administrators to help international students succeed during their time abroad.