scholarly journals The Effect of Digital Device Usage on Student Academic Performance: A Case Study

2021 ◽  
Vol 11 (3) ◽  
pp. 121
Author(s):  
Maria Limniou
Keyword(s):  
Academic Performance ◽  
Undergraduate Students ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Psychology Students ◽  
Online Questionnaire ◽  
Digital Device ◽  
Significant Difference ◽  
Lecture Theatre ◽  
Lecture Time

The aim of this investigation was to explore student behaviour when students brought their own digital devices into a lecture theatre. A total of 361 undergraduate psychology students from the University of Liverpool who used at least one digital device during lecture time fully completed an online questionnaire (159 first-, 124 second- and 78 third-year psychology students) during the 2018–2019 academic year. Although all the three years of undergraduate students brought laptops and/or smartphones into a lecture theatre, there was no significant difference in academic performance over the years of studies. The findings have linked student multitasking processes in a lecture theatre to Social Cognitive Theory principles (reciprocal interactions between behaviours, learning environment, and individuals). There was a significant difference between the three years regarding the use of applications and student characteristics after controlling for the different types of devices. Students who used only one application during lecture time were more likely to achieve higher academic performance as they were less distracted from their primary tasks of processing and retaining information. Overall, this investigation concluded the importance of reconsidering the teaching delivery process so as to avoid students’ escapism using devices during lecture theatres due to their engagement level and lecture norm pressures.

scholarly journals Learning, Student Digital Capabilities and Academic Performance over the COVID-19 Pandemic

2021 ◽  
Vol 11 (7) ◽  
pp. 361
Author(s):  
Maria Limniou ◽  
Tunde Varga-Atkins ◽  
Caroline Hands ◽  
Marie Elshamaa
Keyword(s):  
Academic Performance ◽  
Blended Learning ◽  
Undergraduate Students ◽  
Cognitive Theory ◽  
Self Regulation ◽  
Cognitive Effort ◽  
Independent Learning ◽  
Delivery Mode ◽  
Veterinary Science ◽  
Online Questionnaire

During the time of COVID-19 lockdown over spring 2020, universities shifted teaching from on-campus blended learning to an emergency remote fully online approach. The aim of this study was to compare Psychology and Veterinary Science undergraduate students’ academic performance with their responses on a self-reported questionnaire regarding their digital capabilities, individual’s characteristics, and the role of environment on their independent learning process over the first COVID-19 lockdown period. Social-Cognitive Theory was adopted to conceptualise students’ behaviour, individuals’ characteristics, and learning environment with their academic performance to a learning framework. A total of 303 students from both disciplines (133 Psychology and 170 Veterinary Science undergraduate students) participated in this study by completing an online questionnaire after following the teaching shift from blended learning to full remote online approach at a UK University during the 2019–2020 academic year. Differences between students’ responses were identified due to their discipline’s curricular structure, students’ study behaviours (i.e., being exposed to unrelated learning activities), and students’ cognitive effort to think critically in the search, evaluation and managing of digital information. Students with high level of self-regulation and digital capabilities were able to keep focused and engaged during the lockdown. Although universities and teachers were “forced” to shift their teaching approach due to the unfortunate disruption of the COVID-19 pandemic, most students have coped with the changed teaching delivery mode relatively easy with minimum guidance. However, teachers should further consider how digital technologies could enhance students’ learning flexibility promoting critical thinking.

An Assessment of Proximity of Fitness Facilities and Equipment and Actual Perceived Usage by Undergraduate University Students: A Pilot Study

2013 ◽  
Vol 37 (2) ◽  
pp. 123-135 ◽  
Author(s):  
Rebecca Allen ◽  
Craig M. Ross
Keyword(s):  
Physical Activity ◽  
Pilot Study ◽  
Undergraduate Students ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Division I ◽  
Exercise Frequency ◽  
Undergraduate University Students ◽  
Intensity Of Exercise ◽  
The Relationship

This pilot study examined the relationship between proximity of fitness facilities and equipment and actual perceived usage by undergraduate students at a Division I university, while acknowledging the role that Social Cognitive Theory plays in fitness. As a pilot study, the primary purpose was to gauge whether the study design and instruments used were appropriate for the overall purpose. Intensity of exercise, frequency of exercise, length of physical activity sessions, as well as a variety of other constructs were analyzed through correlational analysis to determine significance. The Godin Leisure-Time Exercise Questionnaire and the Perceived Environments Related to Physical Activity Questionnaire were modified for data collection. Findings of the pilot study revealed no significance in the proximity of fitness facilities and the amount of physical activity participation. However, the frequency of physical activity was significantly related to the availability of fitness equipment in an individual's home. Data collected from this study will be used to conduct further research on wider populations to investigate the proximity of fitness facilities and it's correlation with physical activity.

Prevalence of methylphenidate use by Master of Medicine students at a South African university

2021 ◽  
pp. postgradmedj-2021-140991
Author(s):  
Willem Andries Nienaber Louw ◽  
Ryan Alroy Davids
Keyword(s):  
South African ◽  
Undergraduate Students ◽  
Performance Enhancement ◽  
Off Label Use ◽  
Undergraduate Medical Students ◽  
Online Questionnaire ◽  
Cross Sectional ◽  
Off Label ◽  
Significant Difference ◽  
Label Use

BackgroundMethylphenidate is mainly used for the treatment of attention-deficit/hyperactive-disorder (ADHD). Its effect of increased attentiveness leads to the potential of off-label use by students for academic enhancement—previously demonstrated in undergraduate students. No publication exists on postgraduate student use of methylphenidate.ObjectivesTo provide a summary of the self-reported prevalence and correlates of methylphenidate use in Masters of Medicine (MMed) students registered at the Faculty of Medical and Health Sciences of a South African university.MethodsA cross-sectional study was conducted. Data were collected via a self-administered anonymous online questionnaire distributed by email to 505 registered MMed students.ResultsOf the 253 responses (response rate 50.1%) received 71 (28.1%) have used methylphenidate. Only 2.4% have been diagnosed with ADHD. The majority (73.2%) obtained it without a formal medical consultation. Self-prescription (26.8%) and prescription by a colleague without consultation (23.9%) contributed significantly. Academic performance enhancement was the primary motivation for use in 71.8% and 42.3% of users started using methylphenidate while registered as an MMed student. There was no statistically significant difference in terms of gender (p=0.151), age (p=0.288) or year of study (p=0.149).ConclusionsOff-label use of methylphenidate is prevalent in MMed students registered at this South African university. The prevalence is significantly higher than in undergraduate medical students. The non-conventional means of access is of great concern. Efforts should be made to discourage self-prescription, educate students on the dangers of methylphenidate use, promote better access regulation and enhance psychological support.

Can Undergraduate Students Help Change Older Adults’ Confidence for Making Nutrition-Related Decisions in a 45-Minute Nutrition Workshop?

2021 ◽  
pp. 1-4
Author(s):  
Rakhshan Kamran ◽  
Giulia Coletta ◽  
Janet M. Pritchard
Keyword(s):  
Older Adults ◽  
Undergraduate Students ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Outcome Expectations ◽  
Community Members ◽  
Age Related ◽  
Dietary Choices ◽  
The Social ◽  
The Impact

Purpose: The Social Cognitive Theory (SCT) suggests health behaviour can be modified by enhancing knowledge of health benefits and outcome expectations of changing behaviour, improving self-efficacy (confidence), and developing goals to overcome barriers to behaviour change. This study aimed to determine the impact of student-led nutrition workshops on participants’ confidence related to SCT constructs for making dietary choices that align with evidence-based nutrition recommendations. Methods: Level-4 Science students developed and delivered 9 workshops on nutrition recommendations for the prevention and management of age-related diseases. Participants attending the workshops completed pre- and post-surveys to assess SCT constructs. For each SCT construct, participants rated their confidence on a 10-point Likert scale. The number (%) of participants who rated their confidence as ≥8/10 on the pre- and post-surveys were compared using the χ2 test. Results: Sixty-three community members (60% female, mean ± SD age 71 ± 7 years) attended the workshops. The number of participants rating confidence as ≥8/10 for each SCT construct increased after the workshops (P < 0.05). Conclusion: Undergraduate students can positively influence community members’ confidence for making nutrition-related decisions. Involving students in interventions where SCT-structured workshops are used may help conserve health care resources and reach older adults who may not have access to dietitian services.

scholarly journals Make a Move Intervention to Reduce Childhood Obesity

2016 ◽  
Vol 33 (3) ◽  
pp. 205-213 ◽  
Author(s):  
Kimberly Nerud ◽  
Haifa (Abou). Samra
Keyword(s):  
Physical Activity ◽  
Head Start ◽  
Healthy Eating ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Controlled Trial ◽  
Significant Difference ◽  
And Behavior ◽  
And Control ◽  
Relationship Of

Guided by the social cognitive theory, this randomized controlled trial tested the “Make a Move,” a provider-led intervention for Head Start parents aimed to produce changes in the outcomes of knowledge, attitude, and behavior of physical activity and healthy eating. Participants were parents of children ages 3–5 years enrolled in a Head Start program. Participants completed a 57-item questionnaire at baseline and postintervention. The Wilcoxon rank-sum test revealed a statistically significant difference between the intervention and control groups in scores on knowledge of healthy eating ( z = 1.99, p = .05), attitude of physical activity ( z = 2.71, p < .01), and behavior of physical activity ( z = 2.03, p = .04). Ten participants (77%) completed all four intervention sessions. This study provided new insights into the relationship of a provider-led intervention with respect to knowledge, attitude, and behaviors in healthy eating and physical activity.

scholarly journals KNOWLEDGE OF CONSEQUENCES, ACADEMIC PERFORMANCE AND DRUG CONSUMPTION AMONG UNDERGRADUATE STUDENTS IN ONE UNIVERSITY IN JAMAICA

2019 ◽  
Vol 28 (spe) ◽  
Author(s):  
Fay Williams ◽  
Bruna Brands
Keyword(s):  
Academic Performance ◽  
Drug Use ◽  
Undergraduate Students ◽  
Research Question ◽  
Drug Consumption ◽  
Cluster Sampling ◽  
Cross Sectional ◽  
Significant Difference ◽  
Cross Sectional Design ◽  
The Relationship

ABSTRACT Objective: determine the prevalence of drug use and to investigate the relationship between knowledge of consequences and drug consumption as well as the relationship between academic performance and drug consumption among university undergraduate students in Jamaica. Method: the study uses a cross sectional design. A total of 250 undergraduate students were selected through a randomized cluster sampling process. A modified survey instrument consisting of over 70 items relating to socio-demographics, knowledge of consequences, drug consumption and academic performance measures was used to test the research question and hypothesis. Results: the findings revealed low levels of drug usage as well as problematic usage, however, there was a weak negative yet statistically significant correlation between the academic performance and alcohol use (r=-.139, p=.028) which suggested that an increase in alcohol usage is associated with reduction in academic performance. The independent T test also revealed a statistically significant difference between those who used alcohol and those who did not use alcohol in the past 12 months based on academic performance. Conclusion: the findings will inform policy decisions regarding drug use and the provision of intervention services. It is recommended that this research should be extended to other universities in Jamaica.

scholarly journals Prediction of Leisure Exercise Behaviors A Study on University Students of Hong Kong

2003 ◽  
Vol 9 (1) ◽  
pp. 8-19
Author(s):  
Judy K. NG ◽  
Tom CUDDIHY ◽  
Lena FUNG
Keyword(s):  
Physical Education ◽  
University Students ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Study Data ◽  
Measuring Instruments ◽  
Exercise Behaviors ◽  
Exercise Barriers ◽  
Significant Difference ◽  
Exercise Motives

LANGUAGE NOTE | Document text in English; abstract also in Chinese.The purpose of this study is to examine the theoretical relationships among the variables of leisure exercise efficacy, leisure exercise motives, leisure exercise barriers, and leisure exercise behaviors of university students using the social cognitive theory as a framework. The Model of University Students' Leisure Exercise Behaviors (MUSLEB) was hypothesized before data collection to investigate the theoretical relationships among the variables. Initially, a total of 331 university students were recruited for this study. Data were collected on two occasions using measuring instruments that included the Leisure Exercise Efficacy Scale, the Motivation for Physical Activities Measure-Revised, the Leisure Exercise Barrier Questionnaire, and the Leisure Time Exercise Questionnaire. Participants were classified into Physical Education and Non Physical Education groups to examine their differences in leisure exercise behaviors. As no significant difference was found on the leisure exercise behaviors between the two groups at the end of the semester, all the participants were pooled to test the hypothesized model (n=172). The hypothesized model was found to be acceptable with x2 / df = 1.85, CFI = .98 and RMSEA= .07. However, in an attempt to test a more parsimonious model, all non-significant paths were removed from the model and a re-specified MUSLEB was analyzed again. The re-specified model provided evidences (x2 / df = 1.39，CFI = .98 and RMSEA = .05) that this was tenable and more parsimonious than the hypothesized model. Path analysis results showed that leisure exercise efficacy was found to be a significant and direct predictor of leisure exercise behaviors 3 months after the commencement of the semester. As hypothesized, positive and significant relationships were found between leisure exercise efficacy and leisure exercise motives. However, contrary to expectation, a positive significant effect between post 3-month leisure exercise efficacy and post 3-month leisure exercise barriers was observed. The investigators suggested the evidence gave support for the theoretical model hypothesizing possible external environmental cause on this phenomenon. Limitations and recommendations for the study are discussed.本文以「社會認知理論」為架構，研究大學生的"休閒運動信心"，"休閒運動動機"，"休閒運動障礙"，和"休閒運動行為"的理論關係。作者假設了一個"大學生休間運動行為模式"去測試它們的關係。結果顯示"休閒運動信心"能夠成功地預測三個月後的"休閒運動行為"。而"休閒運動信心"和"休間運動動機"亦有顯著的正相關。不過三個月後的"休閒運動信心"和"休閒運動障礙 "卻出乎意料地有顯著正關係。此結果揭示了外在環境因素具潛在影響這個模式的可能性，作者還提出了此文的限制和建議。

Do College Students Benefit from Their Social Media Experience?

2015 ◽  
pp. 259-278
Author(s):  
Ling Fang ◽  
Louisa Ha
Keyword(s):  
Social Support ◽  
College Students ◽  
Social Media ◽  
Undergraduate Students ◽  
Social Networking Sites ◽  
Self Efficacy ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Efficacy Research ◽  
Media Experience

As young people are increasingly dependent on Social Networking sites (SNS) to socialize, seek information, and self-broadcast, their SNS consumption has been found to be associated with social capital and social support in a positive way especially among individuals with low psychological assets. This exploratory study investigated SNS involvement in relation to college students' perceived self-efficacy change afterwards based on the social cognitive theory and literature review on social media effects studies. Undergraduate students (N = 395) in a Midwest U.S. public university participated in a web survey in September 2012. Results indicated a positive potential of involving in SNS activities to strengthen users' self-efficacy. Research data also point to the mediating roles of social support and social learning on SNS involvement and self-efficacy, especially among low self-efficacy college students with homogenous SNS networks. Theoretical and practical implications are discussed.

scholarly journals Sexually Explicit User-Generated Content: Understanding Motivations and Behaviors using Social Cognitive Theory

2012 ◽  
Vol 6 (1) ◽  
Author(s):  
Joseph M. Sirianni ◽  
Arun Vishwanath
Keyword(s):  
New Media ◽  
Social Cognitive Theory ◽  
Undergraduate Students ◽  
Online Survey ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
User Generated Content ◽  
Negative Consequences ◽  
Technological Advances ◽  
Sexually Explicit

Technological advances by Web 2.0 media and mobile phones have recently enabled users to become producers of their own media content. Users are able to create and share photos and videos with speed and ease. A much different trend has emerged with these new technological affordances, though. Individuals are utilizing this new media and are creating and sharing sexually explicit user-generated content (SEUGC) of themselves. Four hundred undergraduate students completed an online survey to assess their likelihood to create and share SEUGC in the future. Social cognitive theory (Bandura, 1986) was the framework used to analyze the factors that propel this behavior. Results suggest the influence of viewing pornography, sexual self-efficacy, and entertainment and arousal outcomes as triggers and motivators for engaging in this behavior. The model also revealed a desensitization effect towards negative consequences that might occur from creating and sharing SEUGC.

The Dark and Bright Sides of Self-Efficacy in Predicting Learning, Innovative and Risky Performances

2012 ◽  
Vol 15 (3) ◽  
pp. 1123-1132 ◽  
Author(s):  
Marisa Salanova ◽  
Laura Lorente ◽  
Isabel M. Martínez
Keyword(s):  
Field Study ◽  
Undergraduate Students ◽  
Self Efficacy ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Efficacy Beliefs ◽  
Construction Workers ◽  
Negative Consequences ◽  
The Social ◽  
Practical Implications

The objective of this study is to analyze the different role that efficacy beliefs play in the prediction of learning, innovative and risky performances. We hypothesize that high levels of efficacy beliefs in learning and innovative performances have positive consequences (i.e., better academic and innovative performance, respectively), whereas in risky performances they have negative consequences (i.e., less safety performance). To achieve this objective, three studies were conducted, 1) a two-wave longitudinal field study among 527 undergraduate students (learning setting), 2) a three-wave longitudinal lab study among 165 participants performing innovative group tasks (innovative setting), and 3) a field study among 228 construction workers (risky setting). As expected, high levels of efficacy beliefs have positive or negative consequences on performance depending on the specific settings. Unexpectedly, however, we found no time × self-efficacy interaction effect over time in learning and innovative settings. Theoretical and practical implications within the social cognitive theory of A. Bandura framework are discussed.

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