scholarly journals Development and verification of the programming resilience scale for university students

2021 ◽  
pp. 141-155
Author(s):  
Qian Fu ◽  
Li-Wen Zhang ◽  
Jon-Chao Hong ◽  
Yan Dong
Keyword(s):  
University Students ◽  
Age Groups ◽  
Reliability And Validity ◽  
Male Students ◽  
Snowball Sampling ◽  
Resilience Scale ◽  
Significant Difference ◽  
Incremental Belief ◽  
High Level ◽  
Learning Programming

Learning programming challenges students who encounter difficulties such as resolving syntax and format errors. These challenges require students to invoke resilience to overcome programming problems and keep trying. In response, this study developed the programming resilience scale for university students (PRSUS). The snowball-sampling method was used to collect the data of science and engineering undergraduates, and the participants were divided into two groups (n1 = 316, n2 = 358) for an exploratory and a confirmatory factor analysis, respectively. For the PRSUS, 3 items were retained for each of 4 dimensions, namely: persistence, perceived value, difficulty cognition, and incremental belief. The reliability and validity indexes indicate the scale is reliable for measuring programming resilience. Moreover, the results showed that most undergraduates had a high level of programming resilience, and they could judge their level correctly in comparison to their peers. The study also found that, although no significant difference was found among the grade or age groups, the programming resilience of the male students was significantly better than that of the female students. The PRSUS is expected to help researchers and teachers to identify students who have difficulties learning programming and to provide early interventions to students. Implications for practice or policy: Students can use the PRSUS to test if they have a high level of programming resilience and improve their programming resilience in a targeted way. Educators can use the PRSUS to identify students who find it difficult to finish programming learning or to judge whether their teaching can make students more willing to overcome programming difficulties.

How Czecho-Slovakia Bounces Back: Population-Based Validation of the Brief Resilience Scale in Two Central European Countries

2021 ◽  
pp. 003329412110296
Author(s):  
Jana Furstova ◽  
Natalia Kascakova ◽  
Iva Polackova Solcova ◽  
Jozef Hasto ◽  
Peter Tavel
Keyword(s):  
Convergent Validity ◽  
Factor Model ◽  
Age Groups ◽  
Reliability And Validity ◽  
Well Being ◽  
Population Based ◽  
Resilience Scale ◽  
Significant Difference ◽  
Mental Well Being ◽  
Best Fit

Objective In recent years, resilience has become a focus of research in the medical and behavioral sciences. The Brief Resilience Scale (BRS) was developed to assess the individual ability to recover from stress (“to bounce back”) after experiencing adversities. The aim of the study was to validate the Czech and Slovak versions of the BRS. Methods A representative sample of the Czech and Slovak populations (NCZ = 1800, mean age MCZ = 46.6, SDCZ = 17.4, 48.7% of men; NSK = 1018, mean age MSK = 46.2, SDSK = 16.6, 48.7% men) completed a survey assessing their health and well-being. Several confirmatory factor analysis (CFA) models of the BRS were compared to find the best fit. Cronbach’s alpha and McDonald’s omega coefficients of reliability were evaluated. Convergent validity was assessed by correlating resilience (BRS), physical and mental well-being (SF-8) and psychopathology symptoms (BSI-53). Differences in gender and age groups were appraised. Results A single-factor model with method effects on the reverse items was evaluated to best fit the data in both the Czech and Slovak samples (χ2CZ(6) = 39.0, p < 0.001, CFICZ = 0.998, TLICZ = 0.995, RMSEACZ = 0.055, SRMRCZ = 0.024; χ2SK(6) = 23.9, p < 0.001, CFISK = 0.998, TLISK = 0.995, RMSEASK = 0.054, SRMRSK = 0.009). The reliability was high in both samples (αCZ = 0.80, ωCZ = 0.85; αSK = 0.86, ωSK = 0.91). The BRS was positively associated with physical and mental well-being and negatively associated with somatization, depression and anxiety. In both countries, a lower BRS score was associated with higher age. Czech men reported significantly higher BRS scores than women. No significant difference was found in the mean BRS scores between the two countries. Conclusion This study provides evidence of good psychometric properties, reliability and validity of the Czech and Slovak adaptations of the BRS.

scholarly journals The Level of Psychological Security among Sample of Nizwa University students in the Sultanate of Oman: مستوى الأمن النفسي لدى عينة من طلبة جامعة نزوى في سلطنة عمان

2019 ◽  
Vol 3 (30) ◽  
Author(s):  
Mohammed Nasser Said Al-Sawafi
Keyword(s):  
University Students ◽  
Sultanate Of Oman ◽  
Significant Difference ◽  
Descriptive Approach ◽  
Males And Females ◽  
High Level ◽  
The University

    This study aimed to find out the level of Psychological Security of Nizwa University students and to find out the differences in level of Psychological Security according to gender (males/ females), the sample included (238) males and females. In order to achieve the objectives of the study, the descriptive approach was used. The researcher used the Maslow scale for the sense of Psychological Security and interpolation by Dawani and Dirani (1983) in the Abdullah’s study (1996) after verifying its validity and stability. The study sample (238) students from Nizwa University in the Sultanate of Oman were randomly chosen. The findings of the study could be summarized as the following: there is a high level of Psychological Security with Nizwa University students according to the comprehensive Psychological Security scale with a median (2.24) feeling with Psychological Security compares to threat with average (2.29) and feeling love to hatred with average (2.25) feeling with loyalty to loneliness with average (2.19), there is a significant difference at the level of α=0.05 between males and females in favour of the males. In light of the results, a number of recommendations and proposals were submitted to enhance the level of psychological security among students of the University of Nizwa, and the general Omani and Arab universities.    

scholarly journals The Relationship between Social Capital and Soft Skills among University Students

2021 ◽  
pp. 40-46
Author(s):  
Mohd Mahzan Awang ◽  
Jalal Deen Careemdeen
Keyword(s):  
Social Capital ◽  
University Students ◽  
Soft Skills ◽  
Pearson Correlation ◽  
Social Capital Theory ◽  
Male Students ◽  
Soft Skill ◽  
Capital Theory ◽  
The Social ◽  
Significant Difference

This study aims at identifying the level of social capital to improve soft skills among university students in Malaysia. Social capital construct based on Putnam's [1] social capital theory. Social capital in this research refers to students' participation in community-based activities and university's clubs. Soft skills construct included university students' communication, leadership, teamwork, continuous learning, critical thinking, ethics and professionalism, and entrepreneurship skills. This study is a survey research design using a questionnaire instrument for data collection. The sample was chosen randomly, participating in a total of 264 university students in Malaysia. The study used descriptive analyses such as mean, standard deviation, t-test, and Pearson Correlation to analyze the data. The Statistical Package for the Social Sciences (SPSS) Version 23 was used for the data analysis The findings of study demonstrated that the majority of university students had moderate levels of both constructs, namely social capital and soft skills. Results from this study revealed that there was no significant difference in social capital based on Gender. However, the results of the study found there is a significant difference in soft skills based on Gender. Accordingly,' it has been found that male students had a higher soft skill compared to female students. Correlation analysis demonstrated that there was a significant positive relationship between social capital and soft skills. Overall, this study suggests the importance of social capital towards soft skills development.

scholarly journals High Level of Emotional Intelligence is Related to High Level of Online Teaching Self-Efficacy among Academic Nurse Educators

2017 ◽  
Vol 6 (5) ◽  
pp. 122 ◽  
Author(s):  
Nagia Ali ◽  
Omar Ali ◽  
James Jones
Keyword(s):  
Emotional Intelligence ◽  
Nursing Education ◽  
Self Efficacy ◽  
Online Teaching ◽  
Nurse Educators ◽  
Age Groups ◽  
Coefficient Of Determination ◽  
Significant Difference ◽  
Academic Nurse Educators ◽  
High Level

This study examined the relationship between emotional intelligence (EI) and online teaching self-efficacy among 115 academic nurse educators who teach online (totally, blended, or both). The sample was randomly drawn from the list of nursing schools accredited by Commission on Collegiate Nursing Education (CCNE) with baccalaureate, master’s and/or doctoral programs. The hypothesis tested states “Academic nurse educators who teach online and who report higher levels of EI would also report greater online teaching self-efficacy.” Results showed a significant moderate relationship (r=0.446, p< .01) between EI and online teaching self-efficacy. The coefficient of determination R2 was 0.199, which indicates that about 20% of the variation in online teaching self-efficacy can be explained by EI contribution. The hypothesis was supported. Results also indicated that online teaching self-efficacy was positively related to duration of being an academic nurse educator (r = 0.212, p<0.05) and duration of teaching online (r = 0.203, p< 0.05). Further, there was no significant difference between the different age groups regarding EI and online teaching self-efficacy. Similarly, there was no significant difference among university degrees attained of participants regarding EI and online teaching self-efficacy. The Implications for enhancing EI and online teaching self-efficacy are discussed.

scholarly journals Applying the Silent Way in Teaching Japanese Language to University Students in Taiwan

2020 ◽  
Vol 10 (3) ◽  
pp. 160
Author(s):  
Abolfazl Shirban Sasi ◽  
Toshinari Haga ◽  
Heng Yu Chen
Keyword(s):  
University Students ◽  
Male Students ◽  
Basic Principles ◽  
Paired Sample ◽  
Class Time ◽  
Oral Test ◽  
Significant Difference ◽  
Before And After ◽  
Post Test ◽  
Central Taiwan

The present study investigated the feasibility of applying the Silent Way in teaching Japanese to Taiwanese university students. A total of 168 (96 female and 72 male) students in a university in central Taiwan were the subjects of this study. They were studying Japanese as a general course, and were grouped in five classes ranging from freshmen to juniors. Some basic principles and techniques of the Silent Way were adopted in teaching them some vocabulary and 50 Japanese Hiragana sounds during six successive sessions in three weeks. Each administration took about 20 minutes embedded in the normal class time. A 25-item Hiragana sounds oral test was used as the pre-test and post-test in order to examine the effects of applying this method. Using a paired sample T-test (α ≤.05) significant difference between students’ knowledge of the Japanese sounds before and after the experiment was observed. However, comparing female and male students’ gained scores via applying a Mann Whitney U-test, no significant difference was observed. Thus, this study shows that the Silent Way can be used in teaching Japanese sounds and vocabulary, and that the effects for both females and males seem to be the same.

scholarly journals Internet using status and perceived stress level of university studentsÜniversite öğrencilerinin internet kullanım durumları ve algıladıkları stres düzeyleri

2017 ◽  
Vol 14 (3) ◽  
pp. 2541 ◽  
Author(s):  
Zehra Işık Çalışkan ◽  
Nuray Caner ◽  
Derya Evgin ◽  
Bahriye Kaplan
Keyword(s):  
Academic Success ◽  
University Students ◽  
Perceived Stress ◽  
Stress Level ◽  
Online Technologies ◽  
Significant Difference ◽  
Internet Environment ◽  
High Level ◽  
Staying Time ◽  
Descriptive Method

Abstract Objective: Internet and online technologies as well as present opportunities that make easy the life, they could bring some negativity. This study was conducted to determine using internet statutes of university students at a Health College and stress levels that they perceived, as descriptive.  Method: The study was conducted with 296 students in 2013-2014 education session by taking consent from the institute and students.  Data was collected by Individual Information From and Perceived Stress Scale. Results: It is determined that of the students; 37.3% spent time with internet 4 hours and more daily, and of these students; 70.3% had got stress as moderate level, with increase in staying time at internet environment, moderate and high level stress increased (p<0.05). Also, academic success level decreased with increase in staying time at internet but there wasn’t any significant difference between them (p>0.05). Conclusion: It is seen that staying time at internet could affect the perceived stress level. It is suggested that the students should be given education and counseling about more conscient using of internet and effective coping strategies with stress.Extended English abstract is in the end of PDF (TURKISH) file.ÖzetAmaç: İnternet ve online teknolojiler yaşamı kolaylaştıracak pek çok imkan sunarken, beraberinde bazı olumsuzlukları da getirmiştir. Bu çalışma, bir üniversitenin Sağlık Yüksekokulu öğrencilerinin internet kullanım durumları ve algıladıkları stres düzeylerinin belirlenmesi amacıyla tanımlayıcı olarak yapılmıştır. Yöntem: Çalışma, 2013-2014 eğitim öğretim döneminde,  kurum ve öğrenci onamı alınarak, 296 öğrenciyle yürütülmüştür. Veriler, Kişisel Bilgi Formu ve Algılanan Stres Ölçeği ile toplanmıştır. Bulgular: Öğrencilerin %37.3’ünün, günlük 4 saat ve daha fazla süreyle internete bağlandığı, günlük 4 saat ve daha fazla süreyle internete bağlı kalan öğrencilerin %70.3’ünün orta stres düzeyinde olduğu, internette kalma süresi arttıkça öğrencilerin orta ve yüksek stres düzeyi oranlarında artış olduğu belirlenmiştir (p<0.05). Ayrıca öğrencilerin internette kalma süreleri arttıkça akademik başarı oranlarının düştüğü ancak farkın önemli olmadığı bulunmuştur (p>0.05). Sonuç:İnternette kalma süresinin algılanan stres düzeyini etkileyebileceği sonucuna ulaşılmıştır. Öğrencilere; internet ve online teknolojileri daha bilinçli kullanma ve stresle etkin başedebilme yollarıyla ilgili eğitim ve danışmanlık verilmesi önerilmektedir.// // Annotate Highlight

scholarly journals Assessment of Environmental Behaviour Among the Urban Poor of Panjtirthi Slum, Jammu, India

2015 ◽  
Vol 10 (3) ◽  
pp. 801-806 ◽  
Author(s):  
Shehnaz Khan ◽  
Arvind Kumar ◽  
Piyush Malaviya
Keyword(s):  
Urban Poor ◽  
Environmental Awareness ◽  
Age Groups ◽  
Environmental Issues ◽  
Environmental Attitude ◽  
Environmental Behaviour ◽  
Slum Dwellers ◽  
Significant Difference ◽  
High Level ◽  
Gender Groups

The present study is an attempt to evaluate environmental awareness and attitude among the slum dwellers. Results based upon dwellers responses to various questions on environmental issues revealed that majority of the respondents (76.19%) had score indicating high level of basic environmental awareness. Among the gender groups, significant difference between the basic environmental awareness level among male and female respondents was observed but no significant difference was shown among different educational and age groups. Similarly, majority of respondents showed a high level (86.81%) of environmental attitude.

scholarly journals The Emergence of Dissociative Experiences as a Function of Perceived Stress Among University Students During the COVID-19 Lockdown

2021 ◽  
Author(s):  
Szabolcs Garbóczy ◽  
Anita Szemán-Nagy ◽  
Mohamed S. Ahmad ◽  
Szilvia Harsányi ◽  
Dorottya Ocsenás ◽  
...  
Keyword(s):  
University Students ◽  
Perceived Stress ◽  
Safety Net ◽  
Cross Sectional Study ◽  
Control Measures ◽  
Male Students ◽  
Cross Sectional ◽  
Dissociative Experiences ◽  
High Level ◽  
The University

Abstract Background: The findings of previous literature showed that epidemics and the associated control measures can increase the level of stress experienced by people. The phenomenon of dissociation has been investigated by many studies, and some have found that stress and trauma may play a central role in its development. In our research study, we examined the effect of COVID-19 lockdown on the mental health of students at the University of Debrecen in Hungary. We investigated whether or not the changes caused by the pandemic induced stress among students and whether or not it was accompanied by an increase in the number of dissociative experiences. Methods: A questionnaire-based cross-sectional study was conducted at the University of Debrecen in Hungary in the period April 30 - May 15, 2020, to assess levels of perceived stress as well as dissociative experiences among students at the time of the official nationwide lockdown. Our survey has adopted the Perceived Stress Scale (PSS) and the Dissociative Experiences Scale (DES). A total of 1320 students have enrolled in our study. Results: Our results showed a high level of perceived stress among the students during the pandemic and lockdown. This elevation was found to have a significant correlation with the emergence of dissociative experiences among both the Hungarian and the international students. Also, these changes were significant among males and females and in all subscales. Female students’ levels of dissociative experiences were higher than of male students on all subscales and in both groups (Hungarian and international). Conclusion: According to our findings, the COVID-19 pandemic, and the quarantine situation increased the perceived stress level which has played a significant role in the development of dissociative experiences among the students. The increased frequency of dissociative experiences entails a higher risk to the appearance of dissociative disorders; thus, it is crucial to create a safety net for university students who are susceptible to high levels of stress.

Analysis of the relationship between the personality traits of university students and their grit levels

2021 ◽  
Vol 9 (2) ◽  
pp. 606-612
Author(s):  
Nezir Ekinci ◽  
Keyword(s):  
University Students ◽  
Personality Traits ◽  
Personal Information ◽  
Negative Relationship ◽  
Openness To Experience ◽  
Female Students ◽  
Male Students ◽  
Significant Difference ◽  
Research Findings ◽  
Age Range

This research aims to examine the relationships between personality traits and the grit levels of university students. Participants of the study are 379 students (304 females, 75 males). The age range of the study group is 18-25. Five-Factor Personality Scale, Short Grit Scale, and Personal Information Form were used as data collection tools in the study. Analysis of the data was performed using the Pearson product moments correlation with the SPSS program and t-test techniques for independent groups. According to the findings obtained from the study, a positive significant relationship was found between liability, openness to experience, extraversion and adaptation personality traits, and grit levels. It’s also found that a negative relationship between neuroticism and grit levels. In terms of gender, there was no significant difference between male students and female students in grit levels. However, in terms of gender, it was observed that there was a significant difference between male students and female students in terms of adaptation and openness to experience. The research findings were discussed within the scope of the literature and recommendations were made according to the results.

scholarly journals Team Perceptions of Choir Members

2019 ◽  
Vol 7 (3) ◽  
pp. 241
Author(s):  
Duygu Piji Küçük ◽  
Bülent Halvaşi
Keyword(s):  
Personal Information ◽  
Fine Arts ◽  
Age Groups ◽  
Average Score ◽  
Team Members ◽  
Music Department ◽  
Significant Difference ◽  
Group Members ◽  
High Level ◽  
Type Of School

The success of a choir depends on the integrity, concentration and team logic to be formed within the group under the leadership of the choir conductor. Some dimensions of team perception are considered to be important for choral success such as knowing the aims of the choir, being aware of each other's talent levels, sharing the feeling of success and failure, having trust and responsibility for the group members and the conductor, being willing to work, feeling happy and proud for being a member of the choir. In this study, it is aimed to determine the level of team perception of choir members. In addition, it has been tried to determine whether the team perceptions of choir members have made a difference according to the variables of gender, age, type of graduated school and choir experience. The research group consisted of 246 choir members who are members of Marmara University Polyphonic Choir, MEF University Choir, TRT Istanbul Youth Choir, Kocaeli University Fine Arts Faculty Music Department Choir, Croatia Mato Bucar Choir and Bosnia and Herzegovina Bugojno Choir. The data of the study were collected with Chorus Team Perception Scale and personal information form, consisting of 34 items and 5 sub-dimensions. As a result of the research, it was found that the choir members generally had a high level of team perception. The average score of the choir members in sub-dimensions of the team spirit, chorus and conductor relationship, negative emotions, responsibility and effort, emotional support and collaboration, revealed a high level of team perception. According to the gender variable, a high level of difference was found in favour of female choir members among the total scores of the team members of the choir. It was found that choir members aged 22 years and older had higher choir team perception than choir members in the 14-17 and 18-21 age groups. There was no significant difference between the total score of the team perception and the sub-dimension scores of the choir members according to the type of school they graduated and the choir experience variables.

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