Materialism on Students' Behavior

Students left behind by their overseas employed parents has become a commonphenomenon in the Philippines. Most parents practice materialism to compensate for theirabsence. However, materialism may result to prevalent impacts on the students’ academicbehavior. The study used phenomenological design to determine the influences ofmaterialism on the Grade 9 students’ academic behavior enrolled at Virgen MilagrosaUniversity Foundation Special Science High School. The sample population wasobtained by non-probability quota sampling whereby only 20 students who have overseasemployed parents and have been affected by materialism were the participants. Thestudy used a profile form and an unstructured interview as tools for data collection. Thedata gathered were analyzed to answer the study’s research questions. The major findingsof the study showed that materialism positively affects the students’ academic behaviorprimarily because of the advantages, rewards, and parental inspiration. Materialism alsonegatively affects the students’ academic behavior mainly by causing distractions, wrongpriorities, and poor conducts. Additional results relevant to the study were the differentinsights of the students about parental materialism and the leading materials they receive.The study concluded that materialism influences the students’ academic behavior bothpositively and negatively based on different conditions. It was recommended that thefindings of this study would be useful to the relative persons in understanding theirsituation broadly and in making solutions to resist the stated dilemma.

PREVENTION OF PLAGIARISM THROUGH EDUCATION

Plagiarism is non-academic behavior and a gross violation of academic integrity. Students, as members of the academic community, should respect the principles of academic conduct. They should not engage in plagiarism, but condemn it. However, plagiarism is present, so it is necessary to consider the causes of this phenomenon in order to prevent it. This paper presents the results of a research, whose goal was to determine the degree of knowledge, the need for education and the way of educating students about plagiarism and the rules of academic writing. In order to understand the problem of plagiarism and to prevent it, surveys of both students and teachers’ opinions were conducted. The research showed that students are partially familiar with the concept and types of plagiarism and academic writing, and that there is a need for them to gain more knowledge or expand their knowledge on these topics. Two models of student education were proposed: through a specific subject of academic writing or organizing various seminars, workshops, courses, or similar.

The Effect of Bilingualism and Multilingualism on Academic Behavior

The phenomenon of bilingualism and the effect of it on general and academic purposes is not something that anyone could deny, in one aspect being able to participate and understand others and convey your massage to them is one thing and in another aspect, communicate effectively is other important element in effective relations. In this article researcher strongly claims that if bilinguals and monolinguals evaluate their success in business or in academic places, you could easily understand that the winners are bilinguals because of their ability to understand and create a positive and effective relation with others. They should be more successful in their business and communicate with all peoples around the world.

Empirical Analysis of Opportunism Based on Data on University Students of Different Courses

The article is devoted to the New Institutional analysis of the factors of opportunism among students of different courses. The analysis is based on a survey in which 231 students from the Higher School of Economics and other Russian universities took part from February to May 2021. Econometric modeling is based on Latent class analysis, which allows the identification of unobservable groups based on the observed categorical variables presented. One of the main findings of the research is that fourth year students are less prone to opportunism than first, second and third year students. This can be explained by the higher opportunity costs of cheating among fourth year students and their greater independence, primarily financial. In addition, students who are motivated primarily to obtain knowledge (mastery) show a lesser inclination towards opportunism compared with students whose main motive is the degree (performance). Furthermore, a higher level of rationality, both in a general sense and in relation to budget planning, is reflected in a greater tendency to dishonest behavior. Finally, more honest behavior outside the university is combined with more dishonest academic behavior. The latter can be explained by the fact that it is psychologically more difficult to commit an immoral act in relation to a loved one than to do so in an academic environment, when you deceive a not personally familiar person and not even a specific person. Thus, on the basis of the analysis carried out, it can be understood under what conditions the student environment will be characterized by a higher propensity for opportunism and, accordingly, a lower rate of human capital accumulation.

Development and Implementation of an Integrated Academic-Behavior Intervention

The relationship between learning disabilities and behavior disorders is well documented and has led to the development of integrated interventions that target both academic and behavior deficits in elementary students. This paper describes the rationale, development, and implementation of an integrated academic-behavior intervention called a cademic and behavior combined support ( ABC Support). The intervention was developed by integrating the critical intervention elements from two single-focus interventions (i.e., repeated reading and check-in/check-out) into a single comprehensive intervention designed to improve reading fluency for early elementary students with reading disorders while also strengthening their engagement and compliance with behavior expectations.

EXPLORING THE RELATIONSHIP BETWEEN MOBILE ADDICTION, INTERPERSONAL RELATIONSHIP, AND ACADEMIC BEHAVIOR AMONG YOUNG ADULTS IN TERTIARY INSTITUTIONS

Purpose – Smartphones have become part and parcel of life in the 21st century. Since there has been limited research exploring the relationship between mobile addiction, interpersonal relationship, and academic behaviour among young adults in tertiary institutions, the present study has embarked on an exploration of the relationship between these three variables in the Malaysian higher education context. Methodology – A descriptive correlational research design was employed to collect and analyse the data, which came from a total of 150 young adults who responded to an online Google form distributed through a WhatsApp link. The items in the questionnaire were adapted from various doctorate studies. The data were analysed using descriptive and inferential statistics such as the mean and standard deviation, correlation, and multiple regression. Findings – The study found that young adults in tertiary institutions in Malaysia experienced a case of moderate mobile addiction. The results also established that the three variables, namely mobile addiction, interpersonal relationship, and academic behaviour, were interrelated. The findings revealed that interpersonal relationship has positively contributed to the variance of academic behaviour, while mobile addiction has negatively impacted young adults’ academic behaviour in tertiary institutions. Significance – The findings have provided valuable insights into how to help facilitate the monitoring of disruptive mobile usage among young adults in tertiary institutions.

The motivational system of task values and anticipated emotions in daily academic behavior

This study integrates theories of achievement motivation and emotion to investigate daily academic behavior in an undergraduate online course. Using cluster analysis and hierarchical logistic regression, we analyze profiles of task values and anticipated emotions to understand expectations and completion of academic tasks over the duration of a week. Students’ task specific interest, opportunity cost, and anticipated satisfaction and regret varied across tasks and were predictive of both their expectations of task completion and actual task completion reported the following day. The results shed light on the important role of achievement motivation as situated and dynamic, highlighting the interplay between task priorities, task values, and anticipated emotions in academic task engagement.

CHILDREN’S SOCIAL, EMOTIONAL AND ACADEMIC BEHAVIOR DURING SECOND WAVE OF COVID-19: A PERCEPTION OF SOUTH ASIAN PARENTS

The study explores the perception of parents about their children’s social, emotional, and academic behavior during the pandemic, moreover explores the change in parenting style throughout the second wave of COVID-19 pandemic in South Asia. A phenomenological survey was used in the study. 171 parents from South Asia were selected through convenience and purposive sampling technique. An electronic selfdeveloped phenomenological survey questionnaire was distributed through Whatsapp/Email, Moreover 10 parents were also interviewed for triangulation. Descriptive data was analyzed on SPSS-24 and qualitative data was analyzed through thematic analysis. It is found that during the first wave of pandemic COVID-19 lockdown, children were very happy, excited, and active. However, due to long-term school closure, now they are not as much happy but frustrated and they become bored as well. The parents also observed friendly, respectful, and helpful behavior in the children. It is also found that the children love to play, to spend time watching T.V. and on social media, but they didn’t show much interest in online study. Parents are also not satisfied with the online classes as the children do not understand content properly. However, this COVID-19 lockdown polished parents’ technical skills, and they spend their quality time with children by discussing education and social wellbeing. Findings suggest that children sleeping timing have changed as before lockdown, children used to sleep around 10 p.m. to 11 p.m., but during the lockdown, this routine has changed, and they are sleeping around midnight. The study recommends that adults must be provided with correct information and advice about how their personal well-being and children's well-being can be impacted by this stressful situation.