scholarly journals Take care of well-being: how facilitators and engagement predict performance of university students

2016 ◽  
Vol 3 (1) ◽  
pp. 100 ◽  
Author(s):  
Isabel M. Martínez ◽  
Jonathan Peñalver ◽  
Isabella Meneghel
Keyword(s):  
Academic Performance ◽  
Academic Success ◽  
University Students ◽  
Learning Process ◽  
Academic Engagement ◽  
Well Being ◽  
Academic Context ◽  
Teaching Learning ◽  
Academic Facilitators ◽  
Social Facilitators

<p>The interest in developing a high quality educational system requires constant research of the variables involved in the teaching-learning process. Among these variables, social and academic facilitators are important because there is empirical evidence about their positive relationship with engagement, commitment, self-efficacy, happiness and satisfaction in the academic context. Moreover, the psychological well-being of university students (i.e., engagement) showed to positively affect future academic success. In line, the aim of this study is twofold. First, the relevance of social and university academic facilitators was analyzed depending on the faculty of belonging. Second, the effect of social (e.g., Good relationship with classmates) and academic facilitators (e.g., Updated website with new information and easily accessible) as well as academic engagement on academic performance (i.e., GPA) was tested. The sample consisted of 965 University students. The ANOVAs’ results showed the existence of statistically significant differences in social and university academic facilitators among the different faculties.  Regression analyses demonstrated that social (but not university’s) facilitators and academic engagement were positively related to academic performance. Additionally, the interaction between social facilitators and academic engagement was positively related to academic performance.  The effect was also significant when controlling for gender and faculty. The identification of different facilitators allows to develop different activities depending on the faculty, as well as leading to the optimization of teaching-learning process. Moreover, academic facilitators do not affect academic performance. From a practical view, it means that specific interventions can be implemented during the course so that students’ social facilitators and engagement increase.</p>

scholarly journals Teaching-learning behavior in medicine according to students’ perspective: what most influences academic achievement?

F1000Research ◽  
2021 ◽  
Vol 10 ◽  
pp. 1157
Author(s):  
Mia Kusmiati ◽  
Susanti Dharmmika ◽  
Asri Maharani Dewi
Keyword(s):  
Academic Achievement ◽  
Factor Analysis ◽  
Academic Performance ◽  
Academic Success ◽  
Learning Process ◽  
Learning Experience ◽  
Sample Size Calculation ◽  
Influential Factor ◽  
P Value ◽  
Teaching Learning

Background: The medical student is a part of education that has a pivotal role in contributing to the teaching-learning process. Assessing the learning process by student perception can give valuable input to predict academic achievement. This study aims to identify the student’s perspective regarding teaching-learning behaviour and which factor most influences academic achievement. Methods: A total of 443 medical students of the preclinical phase were selected to participate in this study. Design of the study comprised three single-groups time sequences with the observational approach. This study is divided into three phases: item construction by conducting exploratory factor analysis (EFA), validation through confirmatory factor analysis (CFA), and true surveys. Sample size calculation employed formulation of subject to item ratio for EFA and CFA; true survey utilized the estimate proportion population. Using regression linear, we determine the most influential factor to academic performance. Results: Results were summarized following two factors that influencing academic performance, namely learning experience (p value=0.013, r=0.041) and exam effectiveness (p value=0.041, r=0.028). Our work highlights the lecturer capacity and integrated module have contributed the academic success (79.46% and 77.80%). Conclusions: Our finding has novelty in which contribute the knowledge regarding exam significance on medicine. Meanwhile, related to the learning experience domain is increasingly proving an essential factor to achieve academic performance. The major strength of this study is the systematic manner in which it was conducted.

A Qur’anic Methodology for Integrating Knowledge and Education

2016 ◽  
Vol 32 (2) ◽  
pp. 1-30
Author(s):  
Sidek Bin Baba ◽  
Mohamad Johdi Salleh ◽  
Tareq M Zayed ◽  
Ridwan Harris
Keyword(s):  
University Students ◽  
Learning Process ◽  
Teaching Methods ◽  
School Students ◽  
Types Of Knowledge ◽  
Teaching Learning ◽  
Teacher Centered ◽  
Integrated Knowledge

Integrating knowledge and education has become a major issue in Malaysia in the context of globalization. This study develops a teacher-centered Qur’anic methodology based on the integration of acquired (‘aqlī) and revealed (naqlī) knowledge as regards content, as well as the integration of teachers’ role in a teaching-learning process designed to empower students to manage “self” and “system.” It further investigates the existing curriculum and institutional efforts to integrate these two types of knowledge, students’ understanding of the integrated knowledge and its learning process, as well as how the teachers and lecturers understand this integrated knowledge and apply it to their teaching methods. Data collected through interviews and surveys of participating school students and teachers, as well as university students and lecturers, revealed several issues that need to be addressed.

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.

scholarly journals Geo-gebra como herramienta didáctica en el proceso de enseñanza-aprendizaje de la matemática, y su incidencia en el rendimiento académico en los estudiantes de la carrera de ingeniería agronómica

2019 ◽  
Vol 3 (3.1) ◽  
pp. 204-223
Author(s):  
Juan Manuel Martínez Nogales ◽  
Jorge Cachuput Gusñay ◽  
Hernan Eriberto Chamarro Sevilla ◽  
Jorge Rigoberto López Ortega
Keyword(s):  
Academic Performance ◽  
Learning Process ◽  
Work Experience ◽  
Educational Software ◽  
High Rate ◽  
First Semester ◽  
Culture Of Learning ◽  
Low Performance ◽  
Teaching Learning ◽  
Engineering Career

The Geo-Gebra software as a didactic tool in the teaching-learning process of mathematics and its impact on academic performance in the first semester students of the Faculty of Natural Resources, Agronomic engineering career of ESPOCH. The problem that has been detected in the students of the first semester, a high rate of low performance in the learning of mathematics, in the race because there is a culture of learning on the part of the students, it is determined that we must make profound changes in educational paradigms, the proposal for this process is to use the Geo-Gebra software didactic tool of mathematics, for the research was based on a questionnaire of questions applied with respect to the use of Goe-Gebra software, as a teaching resource in teaching- learning of mathematics, then with the use of this tool a form of satisfaction was applied to students and teachers, to later make the didactic guide using the Geo - Gebra educational software, hence the importance of making striking designs according to the level or semester and with contents attached to the current geometry plans and programs in which  educational. According to the work experience, a didactic guide was designed for the use of educational software specifically for inequations. It is concluded the research carried out that 72% of the students surveyed consider, using the ICTs it would improve the learning of the geometry and its academic performance; Therefore, it is recommended to train the teachers of the area and promote the proposal in the institution for the application in the teaching-learning process.

scholarly journals Psychometric properties of the Adelaide Diagnostic Learning Inventory - Brief (ADLIB)

2019 ◽  
Author(s):  
Harry Minas
Keyword(s):  
Academic Performance ◽  
Learning Styles ◽  
University Students ◽  
Psychometric Properties ◽  
Factor Structure ◽  
Life Stress ◽  
Large Scale ◽  
Well Being ◽  
Factor Congruence ◽  
Order Of Magnitude

Abstract Objective: There has been increased attention in recent years to mental health, quality of life, stress and academic performance among university students, and the possible influence of learning styles. Brief reliable questionnaires are useful in large-scale multivariate research designs, such as the largely survey-based research on well-being and academic performance of university students. The objective of this study was to examine the psychometric properties of a briefer version of the 39-item Adelaide Diagnostic Learning Inventory. Results: In two survey samples - medical and physiotherapy students - a 21-item version Adelaide Diagnostic Learning Inventory - Brief (ADLIB) was shown to have the same factor structure as the parent instrument, and the factor structure of the brief instrument was found to generalise across students of medicine and physiotherapy. Sub-scale reliability estimations were in the order of magnitude of the parent instrument. Sub-scale inter-correlations, inter-factor congruence coefficients, and correlations between ADLIB sub-scale scores and several external measures provide support support for the construct and criterion validity of the instrument.

Effects Of Internet-Based Social NetworkAmong University Students’ Academic Performance: A Case Study In School Of Quantitative Sciences

2019 ◽  
Vol 4 (2) ◽  
Author(s):  
Farah Ahmad
Keyword(s):  
Academic Performance ◽  
University Students ◽  
Learning Process ◽  
Positive Impact ◽  
Positive Effect

This paper is to investigate the effect of google usage on uumsqs final yearstudents’ academic performance. The scope of this paper is focusing on studying the effects of google usage on university utaramalaysia (uum) students’ academic performance. This study has been carried out among final year students of school of quantitative science (sqs) by did survey through asking respondents for information using written questioning which is questionnaire. The survey from the respondents takes time almost a week. It is believe that google usage will create a positive impact on students. By doing this study, students can know whether google is affecting their academic performance. The sources where students refer for academic purpose can also been seen. Besides, the role of google that can help students to gain extra knowledge in the learning process can be identify. Students can find out more advantages that is brought by google which can leave a positive effect on their academic performance.

scholarly journals The Role of Psychological Strengths, Coping Strategies and Well-Being in the Prediction of Academic Engagement and Burnout in First-Year University Students [El papel de las fortalezas psicológicas, las estrategias de Afrontamiento y el bienestar en la predicción del engagement y del burnout académico, en estudiantes universitarios de primer curso]

2018 ◽  
Vol 15 (2) ◽  
pp. 51 ◽  
Author(s):  
Richard Merhi ◽  
Ángeles Sánchez-Elvira Paniagua ◽  
Francisco José Palací Descals
Keyword(s):  
University Students ◽  
Coping Strategies ◽  
Learning Strategies ◽  
Academic Engagement ◽  
Academic Motivation ◽  
Well Being ◽  
First Year ◽  
Personal Strengths ◽  
First Year University ◽  
Psychological Strengths

Two of the most significant challenges that higher education institutions are currently addressing are students' failure and drop-out prevention, as well as the promotion of students’ retention and success. The present study aimed at analysing the role that different variables play in the prediction of Academic Engagement and Burnout in first-year university students, under a multivariate perspective. The contribution of relevant psychological strengths in academic environments (Resilience, Personal initiative, and Academic Motivation), Procrastination and different coping strategies facing studies (Persistence, Avoidance and Anxiety) was explored. Also, the perception of academic demands and stress, students' affect (positive and negative) and the academic satisfaction was considered. Finally, an analysis of different engaged and burnt-out profiles of students was carried out. The contribution of the Efficacy subscale of Academic Burnout as an independent personal resource, and the consideration of the so-called Core Burnout, were subject of analysis. A sample of 172 first-year students of face-to-face universities, 68.8% women with a mean age of 22.99 years (SD = 7.62) volunteered to participate online in this study. The results showed, on the one hand, that Academic Engagement consisted mainly on a positive and intrinsic motivational construct, also characterised by academic efficacy, persistence as an active coping strategy, positive affect and satisfaction. On the other hand Core Burnout was mainly characterised by the perception of higher demands (e.g. academic overload), maladaptive learning behaviours and coping strategies such as procrastination and avoidance of difficulties, negative affect and dissatisfaction. Different profiles of engaged and burnt-out students were also analysed showing strong differences regarding personal strengths, coping with learning strategies, well-being and satisfaction with studies.These results could help us to set bases for the development of early support and prevention programs for students’ Burnout, as well as actions aiming at promoting students’ Engagement and well-being during their first academic year.

scholarly journals Relationship Between Mindfulness, Psychopathological Symptoms, and Academic Performance in University Students

2020 ◽  
pp. 003329411989990 ◽  
Author(s):  
Olga Vorontsova-Wenger ◽  
Paolo Ghisletta ◽  
Valentin Ababkov ◽  
Koviljka Barisnikov
Keyword(s):  
Academic Performance ◽  
University Students ◽  
Well Being ◽  
Total Sample ◽  
Self Report ◽  
Inner Experience ◽  
Psychopathological Symptoms ◽  
Mindfulness Skills ◽  
Stress Symptoms ◽  
Acting With Awareness

It has been shown that a mindfulness construct involving five component skills (observing, describing, acting with awareness, nonjudging of inner experience, and nonreactivity to inner experience) is related to well-being and lessens depression, anxiety, and stress symptoms. This study investigates the relationship between mindfulness, academic performance, and psychopathological symptoms in a sample of Swiss university students during preparation for examinations. A total sample of 150 university students from the psychology department at the University of Geneva were invited to report their mindfulness skills and academic performance, as well as anxiety, depression, and stress symptoms, through self-report measures. Results indicated that the total mindfulness score and the nonreactivity facet of mindfulness were associated with depression scores. Furthermore, mindfulness skills were positively correlated with students’ academic performance. Finally, certain demographic variables, such as gender, were linked to the presence of depression, anxiety, and stress symptoms in our sample. The clinical implications of these results are discussed.

scholarly journals Flipped Classroom to Improve University Student Centered Learning and Academic Performance

2019 ◽  
Vol 8 (11) ◽  
pp. 315 ◽  
Author(s):  
Mingorance Estrada ◽  
Granda Vera ◽  
Rojas Ruiz ◽  
Alemany Arrebola
Keyword(s):  
Academic Performance ◽  
University Students ◽  
Classroom Environment ◽  
Flipped Classroom ◽  
Student Centered ◽  
Student Centered Learning ◽  
Traditional System ◽  
Quasi Experimental ◽  
Analytical Research ◽  
Teaching Learning

In recent years, educational research has focused on analyzing significant differences in the academic performance of university students according to the intervention model of the traditional methodology vs. the flipped classroom. This empirical-analytical research is based on a quasi-experimental design with non-equivalent groups. The results reveal significant differences on the average grades of university students; those participating in the flipped classroom obtained higher scores than students following a traditional methodology, regardless of the specialization. Moreover, this research concludes that the flipped classroom approach offers an opportunity to transform the traditional system by improving the classroom environment, the teaching-learning process and the student’s assessment.

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