scholarly journals The fit between dignity self‐construal and independent university norms: Effects on university belonging, well‐being, and academic success

2021 ◽  
Vol 51 (1) ◽  
pp. 100-112
Author(s):  
Michèle Menkor ◽  
Benjamin Nagengast ◽  
Colette Van Laar ◽  
Kai Sassenberg
Keyword(s):  
Academic Success ◽  
Well Being ◽  
Self Construal ◽  
Independent University

Belonging Mediates Effects of Student-University Fit on Well-Being, Motivation, and Dropout Intention

2018 ◽  
Vol 49 (1) ◽  
pp. 16-28 ◽  
Author(s):  
Michèle Suhlmann ◽  
Kai Sassenberg ◽  
Benjamin Nagengast ◽  
Ulrich Trautwein
Keyword(s):  
Academic Success ◽  
University Students ◽  
Academic Motivation ◽  
Well Being ◽  
Drop Out ◽  
Cross Sectional ◽  
Online Study ◽  
Person Environment Fit ◽  
Self Construal ◽  
The University

Abstract. About one third of university students drop out from their undergraduate studies. The fit between students’ self-construal and university norms has been suggested to contribute to academic success. Building on this idea, we tested a student-university fit model in a cross-sectional online study among 367 German university students. Results support a P-E fit effect, showing that students with a high dignity self-construal and who perceived the university norms to be highly independent indicated the greatest sense of belonging to the university. In turn, belonging positively predicted well-being and academic motivation and reduced dropout intention. In sum, this study suggests that a person-environment fit analysis can contribute to the understanding of healthy student life and academic success.

The influence of psychological well-being on academic success

2015 ◽  
Vol 23 (1) ◽  
pp. 15-24 ◽  
Author(s):  
F. Rüppel ◽  
Sebastian Liersch ◽  
U. Walter
Keyword(s):  
Academic Success ◽  
Well Being ◽  
Psychological Well Being

scholarly journals Understanding procrastination: A case of a study skills course

2021 ◽  
Author(s):  
T. Hailikari ◽  
N. Katajavuori ◽  
H. Asikainen
Keyword(s):  
Academic Success ◽  
Time Management ◽  
Self Efficacy ◽  
Study Skills ◽  
Psychological Flexibility ◽  
Well Being ◽  
Management Skills ◽  
Study Skills Course ◽  
Being There ◽  
Academic Self Efficacy

AbstractProcrastination is consistently viewed as problematic to academic success and students’ general well-being. There are prevailing questions regarding the underlying and maintaining mechanisms of procrastination which are yet to be learnt. The aim of the present study was to combine different ways to explain procrastination and explore how students’ time and effort management skills, psychological flexibility and academic self-efficacy are connected to procrastination as they have been commonly addressed separately in previous studies. The data were collected from 135 students who participated in a voluntary time management and well-being course in autumn 2019. The results showed that students’ ability to organize their time and effort has the strongest association with procrastination out of the variables included in the study. Psychological flexibility also has a strong individual role in explaining procrastination along with time and effort management skills. Surprisingly, academic self-efficacy did not have a direct association with procrastination. Interestingly, our findings further suggest that time and effort management and psychological flexibility are closely related and appear to go hand in hand and, thus, both need to be considered when the aim is to reduce procrastination. The implications of the findings are further discussed.

Core self-evaluations and subjective well-being in the U.S. and the Philippines: The moderating role of self-construal

2016 ◽  
Vol 57 (1) ◽  
pp. 50-56 ◽  
Author(s):  
Patrick J. Rosopa ◽  
Jesus Alfonso D. Datu ◽  
Stephen A. Robertson ◽  
Theresa P. Atkinson
Keyword(s):  
Well Being ◽  
The Philippines ◽  
Subjective Well Being ◽  
Self Construal ◽  
Core Self ◽  
Moderating Role ◽  
The U.S

Independent self-construal mediates the association between CYP19A1 gene variant and subjective well-being

2017 ◽  
Vol 55 ◽  
pp. 205-213 ◽  
Author(s):  
Xing Yang ◽  
Yafang Yang ◽  
Mengying Xue ◽  
Pengpeng Fang ◽  
Guomin Shen ◽  
...  
Keyword(s):  
Well Being ◽  
Gene Variant ◽  
Subjective Well Being ◽  
Self Construal

scholarly journals Behavioral Health Risk and Resilience among International Students in the United States: A Study of Socio-demographic Differences

2019 ◽  
Vol 9 (1) ◽  
pp. 282-305
Author(s):  
Youn Kyoung Kim ◽  
Arati Maleku ◽  
Catherine M Lemieux ◽  
Xi Du ◽  
Zibei Chen
Keyword(s):  
Academic Success ◽  
International Students ◽  
Health Risk ◽  
Behavioral Health ◽  
Acculturative Stress ◽  
Well Being ◽  
The United States ◽  
Cross Sectional Study ◽  
Risk And Resilience ◽  
Cross Sectional

Using a resilience framework, the current cross-sectional study examined indicators of behavioral health risk and resilience among U.S. international students (N=322) across key socio-demographic characteristics. A multimethod approach was used to collect data with both an online platform and paper-based survey instrument. Results showed that higher levels of acculturative stress were reported by older students, females, undergraduates, students who lived with their families, and those who had resided in the US longer than 2 years. Findings underscore the importance of culturally-relevant screening and prevention strategies that target resilience and other protective factors to reduce health risk and encourage well-being and academic success among international students.

scholarly journals Sadtong Panahon: Oral Storytelling Training Course for Pre-Service Teachers

2016 ◽  
Vol 24 (1) ◽  
Author(s):  
Marigrace D. Carretero ◽  
Jackielyne M. Bosquillos ◽  
Jhonner D. Ricafort
Keyword(s):  
Academic Success ◽  
Research Design ◽  
Communication Skills ◽  
Well Being ◽  
Developmental Research ◽  
Oral Storytelling ◽  
Training Course ◽  
Survey Questionnaires

Storytelling is an art that contributes not only to students’ academic success, but also to their emotional well-being. However, not many teachers have skills in storytelling. The reason maybe that they have not been trained in the art, or they lack knowledge of it. The study identified the different reactions of the students during storytelling sessions as observed by the students themselves and the teachers. The study is both quantitative and qualitative in nature. It made use of a descriptive developmental research design. The respondents were 60 students and 60 teachers. Survey questionnaires were used to gather data. Unstructured interviews were also conducted to validate their answers. Results showed that most of the students are bored and do not engage themselves during the storytelling session. This may be attributed to poor skills in forming connections and poor communication skills of the teachers. Based on the findings, it can be concluded that teachers’ way of telling a story affects the students’ understanding and interest in the story. However, this skill is lacking in most teachers. Varied problems related to these skills are met by the teachers. The researchers recommend that teachers need to improve their communication skills to become effective storytellers and a storytelling training course should be designed and implemented to train pre-service teachers and enhance their storytelling skills.

scholarly journals Personality Factors as Determinants of Psychological Well-Being among University Students

2017 ◽  
Vol 4 (2) ◽  
Author(s):  
Dr. FarihaIshrat Ullah
Keyword(s):  
Academic Success ◽  
University Students ◽  
Early Adulthood ◽  
Well Being ◽  
External World ◽  
Dynamic State ◽  
Personality Factors ◽  
Psychological Well Being ◽  
Self Reliance ◽  
The Individual

Sense of well-being is one of the most important goals which individuals strive for. It affects our perceptions of the external world such that we are able to view it with greater positivity and deal with day to day problems effectively. With an increasingly competitive existence, the pressures and challenges confronting the individual are extremely high, therefore it is difficult to maintain this sense of well-being at all stages of life. Adolescence and early adulthood are particularly demanding, because conflicts relating to quest for identity, concerns for academic success, career and uncertainty about the future all magnify the problems manifold. This is a phase in which several mental health disorders of adulthood appear and affect adjustment in society. Intellectual capacities increase and emotions intensify. The major tasks during this phase include establishing independence, realizing one’s identity and capabilities and preparing for adult self reliance. Psychological well-being has been defined as a dynamic state characterized by a reasonable amount of harmony between an individual’s abilities, needs and expectations, and environmental demands and opportunities (Levi, 1987). It is connotative as a harmonious satisfaction of one’s desires and goals (Chekola, 1975). Since personality is a core factor which determines our reactions and adjustments, psychological-well-being during such a stressed phase as adolescence should be studied within its perspective. It is important that researches which identify factors which contribute to psychological well-being should continue to be conducted in different contexts and with better methodologies. The present research aims to study the personality factors as determinants of psychological well-being amongst university students. Appropriate analysis will be conducted to explore the topic further.

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