Early and Dynamic Socio-Academic Variables Related to Dropout Intention: A Predictive Model Made during the Pandemic

Social and academic integration variables have been shown to be relevant for the understanding of university dropout. However, there is less evidence regarding the influence of these variables on dropout intention, as well as the predictive models that explain their relationships. Improvements in this topic become relevant considering that dropout intention stands as a useful measure to anticipate and intervene this phenomenon. The objective of the present study was to evaluate a predictive model for university dropout intention that considers the relationships between social and academic variables during the first university semester of 2020. The research was conducted using a cross-sectional associative-predictive design, with a convenience sampling (n = 711) due to the restrictions of the pandemic period. The results showed a good fit of the proposed hypothetical model that explained 38.7% of dropout intention. Both social support and perceived social isolation predicted the sense of belonging and, through it, engagement. Previous academic performance predicted early academic performance and, through it, engagement. The set of variables predicted the intention to quit through engagement. These results are a contribution both to the understanding of the phenomenon and to guide potential interventions in the early stages of the university experience.

International experiences and the development of intercultural sensitivity among university students

International cultural immersion experiences are deemed one of the most effective ways to prepare multicultural and global citizens. The purpose of the study was to determine: (1) first-year and final-year university students’ levels of Intercultural Sensitivity (henceforth IS); (2) if there was a relationship between IS and experiences of intercultural contact; and (3) the variables that might predict the development of IS. A longitudinal method and a correlational-predictive design was used. The sample comprised 1645 (52.5% women and 47.5% men) undergraduate students from 8 public universities and one private university in Andalusia (Spain) with a mean age of 23.29 (SD = 4.99). The Intercultural Development Inventory (IDI) was used to measure IS, and the Intercultural Experiences Inventory (IEI) was administered to explore students' intercultural experiences. Findings highlighted that there is little change in the IDI scores among first-year and final-year students, and most students were found to be in the intermediate stages of intercultural development (the minimization stage according to Bennett’s model, characterized by the widespread belief that everyone is quite similar). The lack of development found in the students’ IS could have something to do with the lack of opportunity to reflect and think about cultural differences. Positive correlations were found between IS and mobility experiences and intercultural friendships, and negative correlations were found with the number of intercultural interactions and language knowledge. Having mobility experiences, being female, and having friends from other cultures were predictive variables of IS. Finally, the educational implications are discussed.

Correlational Study on the Contextual Factors Influencing the Effectiveness of Flexible Learning: the Case of One State University in the Philippines

With the onset of the pandemic, no face-to-face instruction is seemingly the most pressing problem faced today in schools. The acquisition of required skills has been challenged by the digital divide and limited access to quality and equitable higher education. This scenario has pushed LSPU for further flexibility in rendering its services anchored on its vision of becoming a center of technological innovation that promotes interdisciplinary learning, sustainable utilization of resources, collaboration, and partnership with the community and stakeholders. Hence, this quantitative, non-experimental research with observational approach utilized predictive design explored the LSPU's delivery and assessment of flexible learning based on the outcomes-based education. The research instrument with an excellent reliability coefficient of .962. was programmed in the google form and the extracted data from 5,314 respondents were analyzed using summary statistics and regression analysis. Multiple linear regression analysis was used to treat the data. It was found out that there is a high extent of implementation of sound assessment practices that support student learning. The respondents agreed that the level of teacher’s assessment practices and support to student learning are promising and attuned to the requirements of flexible learning. The University’s migration plan really worked for the faculty and students. Majority of the respondents are motivated and engaged in flexible learning. The study found that 55.1% variance in the effectiveness of the implementation of flexible learning is positively explained by teacher’s assessment practices and support to students, student’s attainment of cognitive learning outcomes, student’s engagement and motivation, and student’s self-assessed academic performance during the new normal.

Estrés laboral y percepción de competencias parentales en padres que trabajan

Work stress is related to the perception of parental skills in working parents, it is a cross-sectional, associative study with correlational predictive design (Ato, López & Benavente, 2013), 177 parents participated (55.7% women), who worked at least 30 hours per week and who have children between 3 and 12 years old. The instruments used were the Inventory of the demands-control-support model (Rosario-Hernández & Rovira, 2016) and the Perceived Parental Competence Scale (Vera-Vásquez, Zaragoza-Tafur & Musayón-Oblitas, 2014). The results found show significant and positive correlations between the dimension of support with assumption of the role and shared leisure (.27). In the same way, the support dimension is positively related to school involvement (.28); as well as the dimension of control with assumption of the role and shared leisure (.22). A positive and moderate correlation was also found between work demands and hours worked (.34). It has been possible to compare the results with previous studies that reaffirm the idea that due to the amount of work commitments, the parents' stay at home is more difficult. In conclusion, people who perceive stress in their work will have a lower perception of parental competences, since they do not find a balance between the functions of both roles.

Emotional Intelligence and Academic Self-Efficacy in Relation to the Psychological Well-Being of University Students During COVID-19 in Venezuela

Due to the COVID-19 pandemic, educational centers and universities in Venezuela have closed their physical plants and are migrating to emergency remote education to continue with academic programs. This empirical study aimed to analyze the predictive capacity of academic self-efficacy and emotional intelligence skills on each of the dimensions of psychological well-being. We employed a cross-sectional predictive design. The sample comprised 277 university students, of which 252 were female (91.00%). Their ages ranged from 18 to 45 years, with a mean of 20.35 (SD = 2.29). Non-probabilistic chance sampling was used. For data collection, we used an anonymous online form, contacted students by mail, and invited them to participate in the study. Questionnaires were available between 217 and 227 days of decreed quarantine in Venezuela. The results indicated average levels of academic self-efficacy (Me = 4; IQR = 2), emotional intelligence: clarity (Me = 27; IQR = 10), attention (Me = 25; IQR = 10) y repair (Me = 25; IQR = 12), and psychological well-being (Me = 35; IQR = 5). We found differences according to sex and age, specifically in emotional regulation (z = 3.73, p < 0.001, d = 0.438) and in bonds of psychological well-being (z = 2.51, p = 0.012, d = 0.276) favoring men (Me = 33, IQR = 9; Me = 8, IQR = 1), respectively. Regarding age, statistically significant differences were found in the group of students older than 21 years with higher perception of psychological well-being (z = 3.69, p < 0.001, d = 0.43) and in each of its dimensions. Emotional intelligence and academic self-efficacy were found to be significant predictors of psychological well-being and its dimensions, specifically on control (R2-Cox = 0.25, R2-Nagelkerke = 0.34, 69.90% of total correct classification), links (R2-Cox = 0.09, R2-Nagelkerke = 0.12, 65.07% of total correct classification), projects (R2-Cox = 0.32, R2-Nagelkerke = 0.46, 78.40% of total correct classification), acceptance (R2-Cox = 0.17, R2-Nagelkerke = 0.23, 68.28% of total correct classification), and total well-being (R2-Cox = 0.52, R2-Nagelkerke = 0.71, 87.16% of total correct classification). It was concluded that emotional intelligence and academic self-efficacy are protective psychological resources of psychological well-being that should be promoted at university to mitigate the negative effects of the pandemic on the mental health of young people.

Association Between Self-Regulation of Learning, Forced Labor Insertion, Technological Barriers, and Dropout Intention in Chile

Early dropout and retention of students are critical problems in both secondary and higher education. Existing models that predict the intention to drop out require the incorporation of complex variables strongly related to student success, such as self-regulated learning. Moreover, new possible predictors have emerged in the context of a pandemic. This study set out to validate scales that measure the phases of self-regulation of learning in Chilean secondary school students and determine the association between self-regulation, forced labor insertion, technological barrier, and intention to quit during COVID-19. An instrumental design was carried out, where 251 students participated, and a cross-sectional predictive design with a sample of 171. Results showed adequate psychometric properties in assessment scales for self-regulation. Furthermore, the logistic regression model carried out to predict the dropout intention was significant. The final model showed that external causal attributions, planning self-evaluation, forced labor insertion, and technological barriers were significant predictors, achieving a success rate of 84.8%. In conclusion, although many factors are considered in dropout intention models, this study incorporated self-regulation skills that can be promoted in students and systematically integrated into school programs to help reduce dropout rates in secondary education, therefore contributing to a successful transition to higher education.

Early and Dynamic Socio-Academic Variables Related to Dropout Intention: A Predictive Model Made During Pandemic

Social and academic integration variables have shown to be relevant for the understanding of university dropout. However, there is less evidence regarding the influence of these variables on dropout intention, as well as predictive models that explain their relationships. Improvements in this topic become relevant considering that dropout intention stands as a useful measure to anticipate and intervene on this phenomenon. The objective of the present study was to evaluate a predictive model for the university dropout intention that considers the relationships between social and academic variables, during the first university semester of 2020. The research was carried out using a cross-sectional associative-predictive design, with a convenience sampling (n=711) due the restrictions of pandemic period. The results showed a good fit of the proposed hypothetical model that explains 38.7% of dropout intention. Both social support and perceived social isolation predicted the sense of belonging, and through it, engagement. Previous academic performance predicted early academic performance, and through it, engagement. The set of variables predicted the intention to quit, through engagement. These results are a contribution both to the understanding of the phenomenon and to guide potential interventions in the early stages of the university experience.

Evaluation of Optical and Acoustical Properties of Ba1−xSrxTiO3 Thin Film Material Library via Conjugation of Picosecond Laser Ultrasonics with X-ray Diffraction, Energy Dispersive Spectroscopy, Electron Probe Micro Analysis, Scanning Electron and Atomic Force Microscopies

Wide-range continuous spatial variation of the film composition in lateral compositionally graded epitaxial films requires the development of high throughput measurement techniques for their local and non-destructive characterization with the highest possible spatial resolution. Here we report on the first application of the picosecond laser ultrasonics (PLU) technique for the evaluation of acoustical and optical parameters of lateral compositionally graded film, the Ba1−xSrxTiO3 (0 ≤ x ≤ 1) material library. The film was not dedicatedly prepared for its opto-acousto-optic evaluation by PLU, exhibiting significant lateral variations in thickness and surface roughness. Therefore, the achieved measurements of the sound velocity and of the optical refractive index, and characterization of the surface roughness confirm the robustness of the PLU technique for thin film evaluation. We hope that the first measurements of the acoustical and optical properties of epitaxial grown Ba1−xSrxTiO3 (0 ≤ x ≤ 1) by PLU technique accomplished here provide the parameters required for more extended predictive design of the phononic, photonic and phoxonic mirrors and cavities with superior properties/functionalities for novel multifunctional nanodevices.

Sustainability Psychology of Disruption: Attitude towards Water Purification Technology Can Be Predicted by Cultural Value Orientation and Personality Traits

The clean water crisis, particularly drinking water, is an issue that is strongly tied to water sustainability. The availability of disruptive technology that is cheaper and easy to use, such as a water purifier, is one answer to the ongoing crisis. Unfortunately, a disparity exists in the attitudes of Indonesia’s society toward this technology. Five cultural orientations are set as predictors, each hypothesized as able to predict such attitudes as mediated by relevant personality traits. This study applied a correlational-predictive design toward 244 individuals (112 males and 132 females, Mage = 23.766 years old, SDage = 6.196 years) residing in Jakarta, Indonesia’s capital city. The main results were: (1) uncertainty avoidance can predict attitudes toward water purification technology through the conscientiousness trait; (2) power distance is unable to predict attitudes through neuroticism; (3) collectivism can predict attitudes through agreeableness; (4) masculinity is unable to predict attitudes through extraversion; and (5) long-term orientation can predict attitudes toward water purification technology through the openness trait. Prior studies have generally employed culture and personality as two separate predictors, yet this study might be the first in setting culture and personality as socio-psychological processes that shape a person’s attitude toward water purification technology in a single theoretical model.