Exploring the relationship between mental health issues and academic performance of undergraduate students in a Ghanaian tertiary institution: a cross-sectional study

Discover Mental Health, Journal Year: 2025, Volume and Issue: 5(1)

Published: Jan. 21, 2025

Language: Английский

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Investigating the interrelationship among academic emotions, classroom engagement, and self-efficacy in the context of EFL learning in smart classrooms in China

Australian Journal of Psychology, Journal Year: 2024, Volume and Issue: 76(1)

Published: Jan. 29, 2024

Objective This study aims to fill in the gap by exploring interrelationship among academic emotions, classroom engagement and self-efficacy EFL learning Chinese non-English majors smart classrooms.

Language: Английский

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The Relationship between Stress and Academic Self-Efficacy among Students at Elite Colleges: A Longitudinal Analysis

Behavioral Sciences, Journal Year: 2024, Volume and Issue: 14(7), P. 537 - 537

Published: June 26, 2024

Stress and academic self-efficacy are crucial factors in the psychological health of college students. Previous research has shown that stress is associated with self-efficacy, but their longitudinal relationships among students at elite colleges remain unclear. This study aimed to explore between from five China. Descriptive statistics indicated experienced a slight reduction accompanied by marginal increase junior year senior year. Correlation analysis revealed was negatively correlated self-efficacy. According cross-lagged models, heightened significantly predicted lower levels However, greater did not predict stress. In conclusion, exhibited unidirectional negative prediction on over time colleges. The results this suggested should pay more attention mental provide appropriate guidance, such as establishing positive atmosphere educational environment employing advanced technological means.

Language: Английский

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Avoiding Academic Burnout: Academic Factors That Enhance University Student Engagement

Behavioral Sciences, Journal Year: 2023, Volume and Issue: 13(12), P. 989 - 989

Published: Nov. 30, 2023

Burnout is one of the major problems in higher education and linked to a decline students’ academic performance achievement. Burnout, when prolonged over time added stress high workloads, promotes intention drop out studies, which translates into negative consequences for individuals groups. Academic engagement proposed as an effective alternative offer solutions improve quality counteract current trends. This study based on correlational–descriptive research design. It aimed find what extent students feel engaged their university studies identify analyze possible correlations between specific classroom variables. To this end, sample 764 college was studied. The result showed that connected interested area knowledge impacts student engagement. They also indicate how learning strategies used positively impact

Language: Английский

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Tapping the alphabets of learning-oriented assessment: self-assessment, classroom climate, mindsets, trait emotional intelligence, and academic engagement are in focus

Language Testing in Asia, Journal Year: 2024, Volume and Issue: 14(1)

Published: June 13, 2024

Abstract This study investigates the role of self-assessment (SA), classroom climate (CC), and psychological variables in learning-oriented assessment (LOA) within English as a foreign language (EFL) education. Utilizing mixed-methods approach, data was collected through surveys semi-structured interviews from EFL learners instructors. Findings reveal that SA plays pivotal promoting learner autonomy, self-regulated learning, academic engagement (AE). By actively involving students process providing opportunities for reflection feedback, educators can empower to take ownership their learning journey enhance overall outcomes. Moreover, underscores importance creating supportive CC characterized by mutual respect, collaboration, inclusivity. Positive teacher-student relationships inclusive environments contribute significantly students’ socioemotional development. Additionally, highlights influence such growth mindset emotional intelligence (EI) on student Learners who adopt growth-oriented possess high levels EI are more likely persevere face challenges engage process. The implications this suggest adopting holistic approach instruction education, with stakeholders urged incorporate strategies promote SA, create CC, foster enhanced well-being.

Language: Английский

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Mediating role of digital skills and mobile self-efficacy in the stress and academic engagement of Peruvian university students in postpandemic virtual environments

BMC Psychology, Journal Year: 2024, Volume and Issue: 12(1)

Published: Sept. 10, 2024

Language: Английский

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The psychological resources of success: satisfaction with academic majors, psychological capital, and achievement motivation among future tourism and hospitality leaders

Frontiers in Psychology, Journal Year: 2025, Volume and Issue: 15

Published: Jan. 3, 2025

Exploring the factors that drive academic achievement motivation is a vital area in educational psychology, particularly within specialized fields like tourism and hospitality higher education. Achievement motivation, essential for career success, shaped by various positive psychological resources contextual factors. Grounded framework of this study examines how satisfaction with majors (SAT) predicts among students Saudi Arabia. Additionally, research investigates mediating role capital (PsyCap) - construct encompassing hope, optimism, resilience, self-efficacy relationship. A quantitative approach was employed using Partial Least Squares Structural Equation Modeling (PLS-SEM). Data were collected from 522 junior senior undergraduate enrolled programs across Validated scales used to measure SAT, PsyCap, motivation. The findings indicate greater one's major positively both PsyCap Furthermore, found be significantly associated partially mediate relationship between SAT This study's underscore empowering advancing offering validated model informs future studies interventions while underscoring significance fostering well-being

Language: Английский

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PERMA-Training Education Students on Academic Self-Efficacy and Engagement

Journal of Educational and Social Research, Journal Year: 2025, Volume and Issue: 15(1), P. 116 - 116

Published: Jan. 5, 2025

Academic self-efficacy (ASE) and academic engagement (AE) are important factors that influence students’ life higher education achievements. ASE relates to ability organize themselves for succeed in tasks activities. refers the extent which students actively participate interact with their environments. This research aimed prepare a program improving AE who have failed classes. The sample consisted of 60 male graduates, were selected intentionally. Their ages ranged from 21 24 years old (M = 21.92 years, SD 0.87), they had received bachelor’s degrees Faculty Education Dakahlia – Al-Azhar University, Egypt. study used quasi-experimental approach. tools an scale (ASES) (AES). results indicated based on positive emotion, engagement, relationships, meaning, accomplishment (PERMA) model helped use five PERMA building blocks develop AE. researchers recommend using study’s developing guidance training programs enhance Received: 6 September 2024 / Accepted: 15 November Published: 05 January 2025

Language: Английский

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AI in academia: How do social influence, self-efficacy, and integrity influence researchers' use of AI models?

Social Sciences & Humanities Open, Journal Year: 2025, Volume and Issue: 11, P. 101274 - 101274

Published: Jan. 1, 2025

Language: Английский

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¿Estudio lo que quiero o lo que debo?

Revista de Investigación Educativa, Journal Year: 2025, Volume and Issue: 43

Published: Jan. 7, 2025

The present study uses a cross-lagged model in order to analyse the impact of (intrinsic and extrinsic) motivations on choice university degree. It examines how these affect perceived efficacy, academic engagement, results tendency change or drop out. A sample 198 students from Spanish universities answered battery questionnaires before after first evaluation period course. show significant positive intrinsic (as opposed efficacy engagement. On other hand, it is noted that engagement plays mediational role relationship motivation with ideation dropout. latter indicator predicted by both lower poorer performance. data highlight relevance an adequate pre-university orientation towards degrees for which student experiences greater motivation, due its subsequent variables prevent dropout studies. These actions should be complemented others increase levels personal resources well-being once they have started their El presente estudio analiza, mediante un modelo el impacto de las motivaciones (intrínsecas y extrínsecas) en la elección una titulación universitaria. Se investiga cómo estas afectan eficacia percibida, académico, los resultados académicos tendencia al cambio o abandono estudios. Una muestra estudiantes universidades españolas respondió batería cuestionarios antes después del primer periodo evaluación académica curso. Los muestran claro positivo motivos intrínsecos (frente extrínsecos) sobre percibida académico. Por otra parte, se observa que ejerce papel mediador relación motivación con ideación estudios universitarios. Este último indicador es predicho tanto por menor como peores académicos. datos destacan importancia adecuada orientación preuniversitaria hacia titulaciones para estudiante experimente mayor intrínseca, su posterior previenen Estas acciones deberían complementarse otras incrementen niveles recursos personales bienestar estudiantado, vez iniciados

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