scholarly journals Motivation to Higher Education and its Structure

2019 ◽  
Vol 11 (2) ◽  
pp. 43-57 ◽  
Author(s):  
O.B. Krushelnitskaya ◽  
M.V. Polevaya ◽  
A.N. Tretiyakova
Keyword(s):  
Higher Education ◽  
Well Being ◽  
Arithmetic Mean ◽  
Full Time ◽  
Relative Importance ◽  
Central Tendency ◽  
Subsequent Work ◽  
Motivational Structure ◽  
And Cluster Analysis ◽  
Regions Of Russia

Features of motivation for obtaining higher education, leading motives, motivational structure are investigated. The relevance of the research is determined by the influence of the motivation peculiarities on the success in studies educational activities and subsequent work. The students of the first courses of full-time education of 12 universities of different regions of Russia took part in the research. N = 559. The analysis of such indicators of central tendency as median, mode and arithmetic mean was used to assess the relative importance of motives. Correlation analysis and cluster analysis were used to identify the structure of motivation for obtaining higher education. Motivation for obtaining higher education was defined as a distant, external to the training activity, an anticipatory motivation. The motives for ensuring material well-being in the future, professionalization, self-realization are the most significant. The structure of motivation includes two clusters of motives that are grouped around the motives of material well-being and self-realization, and a separate motive of professionalization. The motives of the first cluster can be marked as motives for socialization. Motives of the second cluster can be marked as motivation for individuation.

THE FACTORS OF CAREER SELF-DETERMINATION OF STUDENTS OF HIGHER EDUCATION INSTITUTIONS

2019 ◽  
Vol 7 (1) ◽  
pp. 9-20
Author(s):  
Inna Yeung
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Well Being ◽  
Young Person ◽  
Self Determination ◽  
Full Time ◽  
Actual Problem ◽  
The Third ◽  
The Right

Choice of profession is a social phenomenon that every person has to face in life. Numerous studies convince us that not only the well-being of a person depends on the chosen work, but also his attitude to himself and life in general, therefore, the right and timely professional choice is very important. Research about factors of career self-determination of students of higher education institutions in Ukraine shows that self-determination is an important factor in the socialization of young person, and the factors that determine students' career choices become an actual problem of nowadays. The present study involved full-time and part-time students of Institute of Philology and Mass Communications of Open International University of Human Development "Ukraine" in order to examine the factors of career self-determination of students of higher education institutions (N=189). Diagnostic factors of career self-determination of students studying in the third and fourth year were carried out using the author's questionnaire. Processing of obtained data was carried out using the Excel 2010 program; factorial and comparative analysis were applied. Results of the study showed that initial stage of career self-determination falls down on the third and fourth studying year at the university, when an image of future career and career orientations begin to form. At the same time, the content of career self-determination in this period is contradictory and uncertain, therefore, the implementation of pedagogical support of this process among students is effective.

scholarly journals Self-Reported Illicit Drug Use Among Norwegian University and College Students. Associations With Age, Gender, and Geography

2020 ◽  
Vol 11 ◽  
Author(s):  
Ove Heradstveit ◽  
Jens Christoffer Skogen ◽  
Marit Edland-Gryt ◽  
Morten Hesse ◽  
Lotte Vallentin-Holbech ◽  
...  
Keyword(s):  
Higher Education ◽  
College Students ◽  
Drug Use ◽  
Illicit Drugs ◽  
Illicit Drug ◽  
Geographical Area ◽  
Illicit Drug Use ◽  
Well Being ◽  
Full Time ◽  
Cross Sectional Survey

Background and Aims: Several studies have pointed to relatively high levels of illicit drug use among students in higher education compared to the general population. The aim of the present study was to provide an updated examination of self-reported illicit drug use among Norwegian University and college students.Methods: Data stem from the SHoT study (Students' Health and Well-being Study), a nationwide cross-sectional survey for higher education in Norway including Norwegian full-time students aged 18–35. Self-reported illicit drug use across a range of specified drugs comprised the outcome variables. Information on gender, age, and study location (geographical area) was also collected and used as stratification variables. The SHoT-survey from 2018 (N = 50,054) was used for the analyses of associations between demographical variables and illicit drug use, while trends in illicit drug use were estimated by comparing the 2018-results with data from the SHoT-surveys conducted in 2010 and 2014.Results: The proportion of students reporting having ever tried illicit drugs increased from 2014 to 2018, for both males (30.8 vs. 36.7%) and females (17.5 vs. 24.0%, both p < 0.001), while only minimal changes occurred between 2010 and 2014. The most commonly used illicit drugs during the past 12 months in 2018 were cannabis (15.2%), followed by MDMA (4.0%), cocaine (3.0%), and LSD/psilocybin (2.1%). Illicit drug use showed both linear increase with age, and inverted U-shaped relationships that peaked in the age span from 23 to 28 years of age. Males reported higher illicit drug use compared with females for all drugs. Proportions of illicit drug use varied across geographical areas within the country, with the highest use being reported in the Oslo area (the largest city and capital of Norway).Conclusions: The present study reports an increase from 2010 to 2018 among Norwegian University and college students in the proportion of those reporting to have tried illicit drugs. Despite varying proportions of use across type of drug, age, gender, and geographical location, the overall high levels of illicit drug use past 12 months confirm the need to address illicit drug use in this population.

Students’ and Applicants’ Social Perceptions of the Risks of Educational Environment at Higher Education Institution

2019 ◽  
Vol 28 (11) ◽  
pp. 56-67 ◽  
Author(s):  
A. V. Lyalyuk ◽  
O. R. Tuchina
Keyword(s):  
Higher Education ◽  
Education Institution ◽  
Well Being ◽  
Social Institution ◽  
Educational Environment ◽  
Expert Assessment ◽  
Risk Category ◽  
Subjective Well Being ◽  
Higher Education Institution ◽  
Investigation Methods

Educational system is the most important social institution, which provides the development of a personality and frames his/her worldview and the conception of subjective well-being. Despite the large number of studies on the issue of psychological and pedagogical security of educational environment, the sphere of higher education still remains underexplored. The available empiric material has not received sufficient methodological justification and conceptualization. This article aims to provide the conceptualization of the risk category as applied to the educational environment of a higher education institution, as well as empiric investigation of the risks within the educational environment as viewed by applicants and students.Materials and methods. 213 applicants and 547 students of the Kuban State Technological University took part in the survey. The following investigation methods were used: expert assessment, interview, questioning, content analysis, analysis of means method, cluster analysis and factor analysis.Investigation results. Comparative examination of the manifestation degree of risks within the educational environment as viewed by applicants and students of higher education institution showed significant differences in the assessment of risk by these groups of respondents. From the point of view of applicants, the main risks are connected with social and psychological aspects of the educational environment of a higher education institution, relations within student groups and interaction with teachers, as well as with the issues related to the educational management and leisure arrangement. As viewed by the students, the risks within the educational environment include external and social and psychological risk factors, motivating risks and risks arising from the learning process organization and management and the related issues. Applicants’ notion of the risks within the educational environment of a higher education institution was mainly influenced by information they received from media and by the opinion of their relatives and age mates.Consideration and conclusions. It was proved that the applicants’ idea of the risks within the educational environment of a higher education institution is determined by the opinion of people they know personally, however it changes during the process of studying in higher education institution and acquiring their own experience of being within the environment. The investigation results allow creating a model of psychological and pedagogical security within the educational environment of a higher education institution. This model makes it possible to forecast main risks of the educational environment, their development, and evolvement and find solution to them. 

scholarly journals Relationships between Physical and Social Behavioural Changes and the Mental Status of Homebound Residents in Hong Kong during the COVID-19 Pandemic

2020 ◽  
Vol 17 (18) ◽  
pp. 6653
Author(s):  
Ben Y. F. Fong ◽  
Martin C. S. Wong ◽  
Vincent T. S. Law ◽  
Man Fung Lo ◽  
Tommy K. C. Ng ◽  
...  
Keyword(s):  
Mental Health ◽  
Hong Kong ◽  
Physical Health ◽  
Negative Impact ◽  
Severe Depression ◽  
Social Contact ◽  
Well Being ◽  
Full Time ◽  
Online Questionnaire ◽  
Physical Strain

In Hong Kong, social distancing has been adopted in order to minimise the spread of COVID-19. This study aims to examine the changes in physical health, mental health, and social well-being experienced by local residents who were homebound during the pandemic. An online questionnaire in both Chinese and English versions was completed by 590 eligible participants from 24 April to 13 May 2020. The questionnaire found that individuals aged 18 to 25 years spent more time resting and relaxing but experienced more physical strain. Working status was associated with social contact, with participants working full-time jobs scoring higher in “maintaining social communication via electronic means” and “avoiding social activities outside the home”. Additionally, approximately one third of the participants (29.7%) had moderate to severe depression, and participants aged 18 to 25 were found to have higher scores in PHQ-9. Changes in physical health and social contact were significantly associated with developing depressive symptoms. From the results, it is clear that the COVID-19 pandemic has the potential to exert a negative impact on the mental health status of individuals.

“Where is Our Space Within this Ivory Tower?” The Teaching Experiences of Black Women Faculty in Education Programs

2021 ◽  
pp. 194277512110022
Author(s):  
Tomika L. Ferguson ◽  
Risha R. Berry ◽  
Jasmine D. Collins
Keyword(s):  
Higher Education ◽  
Black Women ◽  
Culturally Relevant ◽  
Organizational Structures ◽  
Women Faculty ◽  
Full Time ◽  
Education Programs ◽  
Self Reflection ◽  
Culturally Relevant Practices ◽  
Black Women Faculty

Black women faculty represent a small percentage of full-time faculty in higher education and are often invisible, marginalized, and expected to perform duties beyond teaching, research, and service. Yet, their success in higher education positions them as possibility models for change on their campuses. The purpose of this study is to investigate the experiences of three Black women faculty who teach in graduate education programs. Specifically, we examined how teaching using culturally relevant practices may cause Black women faculty to negotiate their identity within higher education organizational structures. Using a theoretical framework informed by Black feminism and the Culturally Relevant Leadership Learning Model, three salient themes were identified: roles and responsibilities, resistance, and limitations within the academy. Implications for practice include the creation of identity specific support for Black women faculty and attention be given to faculty and student readiness prior to engaging in culturally relevant practices beyond critical self-reflection.

scholarly journals Jobs, Careers, and Callings: Exploring Work Orientation at Mid-Career

2021 ◽  
pp. 089484532110228
Author(s):  
Janet Mantler ◽  
Bernadette Campbell ◽  
Kathryne E. Dupré
Keyword(s):  
Work Engagement ◽  
Career Satisfaction ◽  
Turnover Intentions ◽  
Function Analysis ◽  
Well Being ◽  
Work Orientation ◽  
Full Time ◽  
Tripartite Model ◽  
Job Tenure ◽  
Life Balance

Mid-career is a time when work orientation (i.e., viewing ones’ work as a job, a career, or a calling) comes into sharper focus. Using Wrzeniewski et al.’s tripartite model, we conducted a discriminant function analysis to determine the combination of variables that best discriminates among people who are aligned with a job, a career, or a calling orientation in a sample of 251 full-time, North American mid-career employees. Compared to those who approach work as a job, those with a calling orientation were more engaged in work. The career-oriented stood apart from the others as a function of shorter job tenure, greater turnover intentions, work engagement, career satisfaction, and a tendency to engage in career self-comparisons. Work-orientation groups did not differ significantly in terms of family centrality, work–life balance, life satisfaction, or well-being. The results suggest that the work orientations represent distinct and equally valid ways to approach work.

scholarly journals Maternal mental health and well-being during the COVID-19 pandemic in Beijing, China

2021 ◽  
Author(s):  
Zhuang Wei ◽  
Ming-Yue Gao ◽  
Mary Fewtrell ◽  
Jonathan Wells ◽  
Jin-Yue Yu
Keyword(s):  
Mental Health ◽  
Higher Education ◽  
Maternal Mental Health ◽  
Descriptive Analysis ◽  
Fair Division ◽  
Personal Space ◽  
Well Being ◽  
Maternal Characteristics ◽  
The Impact ◽  
Beijing China

Abstract Background The aim of this study is to evaluate the impact of the coronavirus disease 2019 (COVID-19) pandemic on breastfeeding women and to identify predictors of maternal mental health and coping. Methods Mothers aged ≥ 18 years with a breast-fed infant ≤ 18 months of age during the COVID-19 pandemic in Beijing, China, completed a questionnaire. Descriptive analysis of lockdown consequences was performed and predictors of these outcomes were examined using stepwise linear regression. Results Of 2233 participants, 29.9%, 20.0% and 34.7% felt down, lonely, and worried, respectively, during the lockdown; however, 85.3% felt able to cope. Poorer maternal mental health was predicted by maternal (younger age, higher education) and infant (older age, lower gestation) characteristics, and social circumstances (husband unemployed or working from home, receiving advice from family, having enough space for the baby, living close to a park or green space). Conversely, better maternal mental health was predicted by higher income, employment requiring higher qualifications, more personal space at home, shopping or walking > once/week and lack of impact of COVID-19 on job or income. Mothers with higher education, more bedrooms, fair division of household chores and attending an online mother and baby group > once/week reported better coping. Conclusion The findings highlight maternal characteristics and circumstances that predict poorer mental health and reduced coping which could be used to target interventions in any future public health emergencies requiring social restrictions.

scholarly journals The Neoliberal University in Ireland: Institutional Bullying by Another Name?

Societies ◽  
2021 ◽  
Vol 11 (2) ◽  
pp. 52
Author(s):  
Margaret Hodgins ◽  
Patricia Mannix McNamara
Keyword(s):  
Higher Education ◽  
Public Management ◽  
New Public Management ◽  
Academic Staff ◽  
Well Being ◽  
The United States ◽  
Decent Work ◽  
New Public ◽  
The Impact ◽  
Health And Well Being

New managerialism and the pervasive neoliberalisation of universities is by now a well-established phenomenon. Commentaries explore the political and economic drivers and effects of neoliberal ideology, and critique the impact on higher education and academic work. The impact on the health and well-being of academic staff has had less attention, and it is to that we turn in this paper. Much academic interest in neoliberalism stems from the UK, Australia and the United States. We draw particularly on studies of public Irish universities, where neoliberalism, now well entrenched, but something of a late-comer to the new public management party, is making its presence felt. This conceptual paper explores the concept of neoliberalism in higher education, arguing that the policies and practices of new public management as exercised in universities are a form of bullying; what we term institutional bullying. The authors are researchers of workplace culture, workplace bullying and incivility. Irish universities are increasingly challenged in delivering the International Labour Organisation (ILO) principles of decent work, i.e., dignity, equity, fair income and safe working conditions. They have become exposed in terms of gender imbalance in senior positions, precariat workforce, excessive workload and diminishing levels of control. Irish universities are suffering in terms of both the health and well-being of staff and organisational vibrancy. The authors conclude by cautioning against potential neoliberal intensification as universities grapple with the economic fallout from the COVID-19 pandemic. This paper reviews neoliberalism in higher education and concludes with insight as to how the current pandemic could act as a necessary catalyst to stem the tide and ‘call out’ bullying at the institutional level.

Validation of the Chinese Version of the Multidimensional Workaholism Scale

2021 ◽  
pp. 106907272199427
Author(s):  
Yan Xu ◽  
Chaoping Li
Keyword(s):  
Factor Analysis ◽  
Reliability And Validity ◽  
Well Being ◽  
Chinese Version ◽  
Full Time ◽  
Work Family Conflict ◽  
Working Adults ◽  
Work Family ◽  
The Individual ◽  
Two Stages

The aim of this study was to translate the Multidimensional Workaholism Scale (MWS) into Chinese and then test its reliability and validity among full-time Chinese employees in two stages. In Study 1 ( N = 220), the MWS was translated and exploratory factor analysis was conducted resulting in a four-factor solution consistent with the original MWS: motivational, cognitive, emotional, and behavioral. In Study 2 ( N = 425), confirmatory factor analysis showed that a four-factor, bifactor model was the best fit for the data. Configural, metric, and scalar invariance models were tested which demonstrated that the Chinese version of the MWS did not differ across gender, age, and job position groups. Finally, workaholism and engagement were related and distinct from one another, and they correlated with emotional exhaustion, work-family conflict and life well-being uniquely. This study indicated that the Chinese version of the MWS is a valid and reliable tool for Chinese employees, and this has important practical implications for the individual health and career development of Chinese working adults.

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