Are extracurricular activities stress busters to enhance students’ well-being and academic performance? Evidence from a natural experiment

PurposeThe stress-coping model is extensively studied in the academic context. Past studies have primarily focused on different coping strategies adopted by students to overcome academic stress. However, an important question, how to equip students to cope with stress, was ignored. Drawing on stress-coping theory and the extracurricular activity (ECA) literature, the current study investigates the intervention of ECA participation on students’ coping, academic performance, and well-being in a natural setting.Design/methodology/approachThe study follows a “cross-sectional post-test only quasi-experimental design” using a natural experimental setting.FindingsThe findings indicate that participation in ECA has a significant influence on academic outcomes. Different types of ECA participation influence well-being, whereas time spent on ECA positively affects academic performance. Further, the findings also indicate that involvement in ECA moderates the relationship between academic stress and coping.Practical implicationsThe study results have practical implications for designing interventional ECA to enhance students’ academic outcomes and well-being.Originality/valueThe study indicates the effectiveness of ECA participation in dealing with academic stress and the development of constructive coping strategies. Hence, the authors advise the academic administrators to integrate ECA in the academic setting.

Foreign language anxiety of an Ecuadorian polytechnic university’s English undergraduate students during the COVID-19 pandemic

PurposeThis research aimed to identify the levels of stress students experience, the different sources that generate them and the relationship between the stress levels and the students' gender.Design/methodology/approachA mixed-methods design was used, focusing on the quantitative stage. The qualitative section was designed to obtain supporting information. 86 Ecuadorian undergraduate polytechnic students enrolled in an English course took part in this study. Quantitative data are obtained using the Telecollaborative Foreign Language Anxiety Scale (T-FLAS), while online interviews supply insight from students.FindingsThe present research identified four types of anxiety related to emergency remote teaching (ERT). Communication anxiety is one of them that has also been found in regular foreign language classes (Horowitz et al., 1986). However, the actual contribution is regarding the other three sources of ERT-related anxiety: Online interaction anxiety, ERT anxiety and technology anxiety. Also, it was identified that girls experience higher anixety levels than men do.Research limitations/implicationsA limitation of this study is the T-FLAS, a tool that has not been widely used. However, as Fondo and Jacobetty (2020) reported, other papers have made use of this novel tool. Another limitation to this research is the number of participants; although it is not very small, it might not be considered large enough for generalization purposes. Also, this study was limited by its scope, which only looked at the relationship between the students' genders and anxiety levels.Practical implicationsFirst, this researcher recommends that language departments use the survey at the beginning of each semester. That way, there will be a clear idea of the sources of anxiety students are experiencing, and measures can be taken to lower those anxiety-causing factors. Also, this study shows students experiencing a high level of anxiety when they are required to interact with their peers using a foreign language. Thus, supplying practice through guided discussions and role-plays should allow learners to reduce their anxiety levels and perform better during these kinds of exchanges in the short term.Social implicationsAnother issue reported by this study is the feelings of uneasiness when turning cameras on to do an exercise or taking quizzes and exams, as learners feel like their classmates and teachers are invading their homes. It is recommended that the Student Welfare Department of the educational institutions deal with this and other issues. They can design intervention, relaxation and yoga programs for students who are feeling anxious to help them lower those feeling and allow them to have better interactions in class during these times of remote learning.Originality/valueThis paper's originality lies in the fact that it looks at anxiety from the point of view of the COVID-19 pandemic and the move it had to be made to the digital realm. It identifies three factors that are new and related 100% to emergency remote teaching–learning. It is also valuable as it is looking at data emerging for a South American country, as data are scarce from this continent and especially from Ecuador.

The mediating effects of student satisfaction on technostress–performance expectancy relationship in university students

PurposeThis study aimed to explore the technostress effects on the students' expectancy in their academic performance. Three main factors were used as predictors, namely techno-complexity (TC), techno-insecurity (TIS) and techno-overload (TO), to measure the students' performance expectancy via the mediating effects of student satisfaction (SS).Design/methodology/approachA total of 234 survey-based online questionnaires were filled by students from Universiti Teknologi Mara (UiTM). Based on the data, the hypothetical model was tested statistically using the Partial Least Square–Structural Equation Modelling (PLS-SEM), specifically the Smart Partial Least Square (SmartPLS) version 3.3.2.FindingsThe results indicated that SS mediated the relationship between TC, TIS and performance expectancy. Nevertheless, the two predictors (TC and TIS) negatively affected SS, whereas SS positively affected the performance expectancy. The findings further revealed that reducing TC and TIS could increase SS and their expectancy to achieve better academic performance.Practical implicationsThis study proposed that higher learning institutions provide an innovative and user-friendly platform for the online learning environment. Consequently, this improvement could increase SS with the online learning experience and motivate them to expect better academic achievement.Originality/valueThis study also contributed to the existing literature by building and testing a technostress model and articulating the inter-relations between SS and performance expectancy.

Adoption of students' loan schemes: the contingent role of financial knowledge

PurposeDespite the introduction of structural reforms to the students' loan scheme (SLS) in Ghana's higher education sector, patronage is still low. This paper aims to examine the complexity of technological and behavioural factors underpinning the low rate of students' loan adoption in Ghana. It further contributes to the body of knowledge by exploring the moderating role of financial knowledge in the hypothesized relationships.Design/methodology/approachUsing a positivistic research approach, a sample of 700 tertiary students with experience in accessing SLSs were surveyed. An 88% response rate was realized and the data analysed using descriptive statistics, exploratory and confirmatory factor analysis.FindingsFour dimensions of technological factors (relative advantage, trialability, observability and compatibility) and two of behavioural factors (attitude and control behaviour) were positively related to adoption of the SLS. Financial knowledge only moderated the relationship between compatibility, attitude, behavioural control and students' loan adoption.Practical implicationsFinancial knowledge plays a critical role in influencing the investment decisions of people. Management of SLSs needs to offer financial education to targeted parents/students to clear misconceptions. It is also imperative that all other technical challenges are addressed to enhance adoption rates for the SLS. Review of guarantor requirements is needed also.Originality/valueThis paper introduces financial knowledge as a moderating variable to investigate the hypothesized relationships. It offers a developing country insight into how technological/behavioural factors and financial knowledge might be impacting adoption of SLSs.

Assessing international students' satisfaction of a Jordanian university using the service quality model

PurposeEducation plays a key role in socio-economic development and globalization has increased the numbers of students wanting to study abroad. Attracting international students is therefore an important objective for universities as international students open up opportunities to bring economic, cultural and academic benefits to both the universities themselves and to the countries in which they are located. This study therefore aimed to assess student satisfaction with a Jordanian university using the dimensions of quality contained within the established SERVQUAL model.Design/methodology/approachTo achieve these goals, quantitative data was collected from international students attending one university located in Jordan via a questionnaire survey, using a randomized sample. Structural equation modeling (SEM) was used to analyze the construct validity, and correlations between student satisfaction and the different dimensions of quality were tested.FindingsConsistent with other studies, the findings demonstrated that the five dimensions of service quality, i.e. tangibility, reliability, responsiveness, assurance and empathy, and the university of study, have a strong relationship with student satisfaction. However, there was no statistically significant correlation between country satisfaction and the tangibility and assurance sub-dimensions of quality.Practical implicationsPractical implications – The findings of this study are of interest and practical benefit to university leaders in developing their quality and student acquisition strategies.Originality/valueThis study makes a useful contribution to the growing body of evidence of service quality in higher education set within the context of a developing country.

How integration of information and communication technologies impact academic achievement? An empirical study on Sindh education foundation

PurposeThe purpose of the study was to evaluate the impact of Introduction of Smart Teaching and Learning (INSTAL) project on students' academic achievements in terms of students' science scores. Information and communication technologies (ICT)-based initiative was introduced in Sindh Education Foundation (SEF) schools at District Khairpur, Sindh, Pakistan. The aim of the study was to identify whether science test scores of students have been improved with the use of INSTAL facility at schools or remained the same at SEF-supported schools.Design/methodology/approachThe quantitative research approach has been used in the current study, and within it a quasi-experimental research design was employed. The descriptive (mean, standard deviation) and inferential statistics (independent sample t-test and paired sample t-test) were computed to find the pre- and post-difference in science scores of students. Both primary and secondary data were used. The primary data were gathered through questionnaire from 48 science teachers. Whereas, secondary data of 382 students who used ICT-based facility under INSATL project for two academic years were taken from quality assessment test (QAT) scores conducted by third party in SEF-assisted schools in District Khairpur.FindingsThe findings of the study revealed that the students' science scores improved by 10% in one year and 23% in two years with the use of ICT-based facilities under INSTAL project. Also, it can be concluded from the results that ICT has a positive as well as statistically significant impact on students' science learning by using INSTAL facility in schools. Results of the study show that students' level of interest toward learning science has been enhanced by the use of ICT.Practical implicationsAs the world is rapidly moving toward digitalization, the modes of teaching and learning have been changing. ICT plays a very significant role in the betterment of education. ICT helps to achieve socio-economic development of a country. However, Pakistan, being a developing country, has not that much resources, and ICT-based learning is not common in Pakistan. Therefore, it is very important to be aware people about the usage of technology in teaching and learning. The present study is an attempt to create such type of awareness. Moreover, the current study may be the first kind of study in the context of Pakistan which used TPACK as theoretical framework, and this study may contribute to the body of knowledge in the context of ICT.Originality/valueImplementing ICT-based software for teaching and learning in rural context of Pakistan was a challenging task, but it has brought positive results in terms of student's achievement. This may be the first study that has been conducted in the context of adopted schools of SEF.

Jordanian university instructors' perspectives on emergency remote teaching during COVID-19: humanities vs sciences

PurposeThe study aims to probe into university instructors' reactions to adopting the remote online learning model brought by the coronavirus disease 2019 (COVID-19) pandemic. The study investigates the instructors' perspectives, in the humanities and science classes, on the effectiveness of the emergency remote teaching (ERT) compared to face-to-face teaching.Design/methodology/approachThe data for the study were compiled from the responses of 127 instructors representing two private universities in middle and northern Jordan. The sample included 66 faculty members in the humanities and 61 in the sciences. The instructors' responses were elicited through a Likert-type questionnaire consisting of 20 items.FindingsThe present study's findings have shown that online instruction is becoming more common despite the presence of some major challenges facing instructors. The results showed that the e-learning system seems to better suit the humanities courses compared to the sciences courses. The findings also showed that faculty members in the humanities are more satisfied with the effectiveness of the assessment tools utilized in the online courses than their colleagues in the sciences. In addition, humanities e-courses seem to provide a more interactive learning environment than e-courses in the sciences.Practical implicationsMore training for instructors on how to design online course syllabi to ensure effective delivery is needed. Instructors need to develop ways to encourage students to interact in virtual e-classes to the same level as the on-ground classes. Instructors also need to adopt the “blended learning” system as a transitional stage before switching completely to online learning.Originality/valueDifferent studies have investigated how COVID-19 has impacted education. The current study brings to light the perspectives of the Jordanian teaching staff on transitioning to ERT during the COVID-19 crisis taking into account the differences between humanities and sciences classes.

The socio-demographic profile of Spanish adult undergraduates: university-level compensatory policies vs life-course (dis)advantages

PurposeTo uncover age inequalities in participation in higher education (HE) in Spain, the socio-demographic profile of Spanish adult undergraduates is compared to that of the general population of the same age group (25–54). Specific attention is devoted to differentials between face-to-face and distance adult students.Design/methodology/approachThe study is mainly based on a comparative analysis of quantitative data generated by an online survey conducted by the authors among students over the age of 25 enrolled in Spanish public universities. Concurrent secondary sources have been considered as well.FindingsEmployment and family obligations appear as powerful conditioners of adults' access to HE, their choice of study mode (face-to-face or distance) and their area of study. The possession of previous HE qualifications also appears as an important factor differentiating adult undergraduates from the general population.Research limitations/implicationsThe online survey is intended to reveal the main socio-demographic barriers to adult access to HE in Spain, rather than to draw a statistically representative profile of the target universe. The standard methodological recommendations have been followed to control the expected low response rate for the online questionnaire.Practical implicationsThe study points to the need to deeply articulate current university-level compensatory mechanisms with macro-level age-sensitive social policies.Social implicationsLife course policies aimed at reducing age educational inequalities are advanced.Originality/valueThe social conditioners of adult participation in HE are addressed through a conceptual framework combining the life-course perspective with the prevalent research approach, centred on the notions of lifelong learning and non-traditional learners' unequal access.

Employee engagement as a mediating variable on the relationship between employee relation practice and employee performance in a developing economy

PurposeThe aim of this research is to investigate the mediating effect of employee engagement (EE) on the relationship between employee relation practice and employee performance in Malaysian private universities (MPUs).Design/methodology/approachThis paper used a survey research design, and the study unit of the analysis consists of the academic staff of MPU. A sample of 314 teaching staff was used out of the target population (10,473) of the research, while simple random and stratified sampling techniques were used in order to determine the research sample. Data for the research were collected from the target participants via questionnaires, and partial least square-structural equation modelling (PLS-SEM) was utilized to evaluate the research hypotheses.FindingsThe outcome of the research revealed that employee relation practice (ERP) has a substantial effect on employee performance (EP), and EE partially mediates the relationship between ERP and EP.Practical implicationsThe outcome of this study has urged the universities' management to focus on building effective and sustainable ERP that will ensure academic engagement that can result to sound academic performance and university growth.Originality/valueThis research has contributed significantly to the body of knowledge by operationalizing EP, ERP and EE literature. In extension, this research contributes to develop the literature of leaders, acknowledging the ERP as an important tool for leadership growth.

Teaching diversity in North American higher education master's programs: curricula and rationales

Purpose This study aims to examine North American master's programs in higher education administration, leadership and student affairs; the extent to which these programs incorporate diversity coursework; and their reasons for doing so. Graduate programs must prepare practitioners who are able to work effectively with multiple groups of students, ameliorate persistence and graduation gaps, and create more socially just campuses.Design/methodology/approachUsing an open-ended questionnaire and document analysis, the authors analyzed the extent to which and why these master's programs incorporate courses and course material on diversity.FindingsExactly half of higher education leadership (50%) and a small majority of student affairs (52%) programs require some type of diversity course, while only 42% of higher education administration programs do so. Reported reasons for including such coursework include students' demand for such courses, the centrality of diversity to university missions and standards in the field.Research limitations/implicationsResearch on faculty perceptions regarding the need for diversity courses with a focus on interest convergence may be productive.Practical implicationsProgram directors should ensure that coursework on diversity is required, and that faculty teaching these courses are comfortable discussing these topics to prepare students to work with diverse groups in multiple contexts.Originality/valueThis study uses multiple methods (document analysis, open-ended questionnaire of program directors) to analyze programs and program design intentions. The authors use the critical race theory framework's tenet of interest convergence to understand program rationales.