ABSTRACT
Objective: To reveal the classification characteristics of college students' mental health literacy and compare their differences in professional psychological help-seeking behavior. Methods: Totally 12 850 college students were selected and assessed with the Mental Health Literacy Questionnaire (MHLQ), Self-made Questionnaire of Professional Psychological Help-seeking Behavior in Non-epidemic and COVID-19 epidemic and Patient Health Questionnaire-9 (PHQ-9). Latent profile analysis was used to classify the mental health literacy of college students. The Chi-square test and logistic regression analysis were used to explore the differences in professional psychological help-seeking behavior of different classes of college students. Results: College students' mental health literacy could be divided into three classes including low-literacy group (7.4%), medium-literacy group (50.2%) and high-literacy group (42.4%). After controlling for demographic variables and depression level, logistic regression analysis found that there was no significant correlation between mental health literacy and professional psychological help-seeking behavior in non-epidemic situations. In the COVID-19 epidemic, compared with the low-literacy group, the medium-literacy group was more likely to seek professional psychological help (OR=1.32). The medium-literacy group and the high-literacy group were more likely to recommend others for help (OR=1.77, 2.45). Conclusion: The mental health literacy of college students has classification characteristics. During the COVID-19 epidemic, the college students with higher mental health literacy have greater possibility of seeking professional help and recommending others for seeking help. (English) [ FROM AUTHOR] 目的: 了解大学生心理健康素养的分类特点, 比较不同分类大学生在专业心理求助行为上的差异。方法: 选取 12 850 名大学生, 采用心理健康素养问卷（MHLQ）、自编非疫情和新冠肺炎疫情中专业心理求助行为自评表、病人健康问卷抑郁量表（PHQ-9）进行调查。采用潜在剖面分析将大学生心理健康素养分类, 采用 χ² 检验和 logistic 回归分析探讨不同类别大学生专业心理求助行为的差异。结果: 大学生心理健康素养可分为低素养组（7.4%）、中等素养组（50.2%）和高素养组（42.4%） 3 类。非疫情中, 心理健康素养与专业心理求助行为无关联;在新冠肺炎疫情中, 相比低素养组, 中等素养更可能寻求专业心理求助（OR=1.32）, 中等素养组、高素养组更可能推荐他人求助（OR=1.77、2.45）。结论: 大学生心理健康素养有类别特征。新冠肺炎疫情中, 心理健康素养较高的大学生的专业求助或推荐求助可能性更大。 (Chinese) [ FROM AUTHOR] Copyright of Chinese Mental Health Journal / Zhongguo Xinli Weisheng Zazhi is the property of Chinese Mental Health Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)
ABSTRACT
COVID-19 has had serious consequences in all areas of social life, including education. In this period, distance education appeared as an inevitable solution. Even today, when the pandemic process is over and re-normalization has begun, online teaching environments have become such an indispensable part of education systems that it has been decided that a certain proportion of the courses will be conducted online in universities. For this reason, determining student experiences in online courses is important in planning the future of distance education. Since academic performance is the output of the teaching process, students' academic performance is one of the topics of interest in higher education research. There may be different factors affecting the academic performance of students in the distance education process, which imposes more responsibility on students and requires self-control. This study aimed to examine the relationship of academic performance in the distance education with home infrastructure, student interaction, computer skills, academic satisfaction. This research is based on a large-scale study, "The impact of the COVID-19 pandemic on the lives of higher education students", examining the pandemic's impact on higher education student perceptions in 2020. It has been observed that home infrastructure has a significant impact on the student's academic performance. The infrastructure increases the interaction of the student. When home infrastructure is taken as a control variable, students' computer skills are the highest predictor of their perception of academic performance, followed by their online interactions and, finally, perceived satisfaction. Today, pandemic conditions are still ongoing. In addition, even as the pandemic ends, online education has become an indispensable part of our education system. Therefore, the findings of the research would be beneficial for the ongoing planning process.
ABSTRACT
As a critical influencing factor of learning engagement, teacher expectation plays a vital role in ensuring the quality of online teaching under COVID-19. This paper investigates the relationship between teacher expectations (three dimensions of teacher support, teaching interaction, and academic feedback) on students' online English learning engagement (three dimensions of cognitive engagement, behavioral engagement, and emotional engagement) in e-learning through a questionnaire survey of 513 college students. Pearson correlation analysis and multiple regression analysis were applied as research methods. The results manifest that college students' online English learning engagement was above average, but emotional engagement needs improvement. In addition, teacher expectations of teaching interaction positively and significantly predict English e-learning engagement. Based on this, the article puts forward suggestions on the future of online teaching from the aspects of online teaching design, feedback quality of teachers and students, innovative teaching practice of technology empowerment to effectively play the role of teachers as scaffolding and improve the effectiveness of online English teaching. © 2023 IEEE.
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This paper contributes to the Covid-19 literature by exploring the concept of post-traumatic growth (PTG) utilizing a mixed methods approach. The study examines to what extent the participants experienced positive growth and renewal arising from the prolonged period of lockdowns and emergency online learning. Exploring the experiences of 552 female undergraduate students in a private Saudi Arabian university, an online survey was utilized to gather the data. All the students had experienced online education as a result of the pandemic. The findings indicate the participants underwent a diversity of personal growth experiences. In addition, they also developed different coping mechanisms. The study provides insights into the responses of the students to the issues they were facing during the pandemic. It identifies ways in which participants experienced personal growth as well as a shift in perspective about their lives. There are implications for educators, counselors and policymakers emerging from this study. AD -, Kingdom of Saudi Arabia ;, Netherlands ;, Kingdom of Saudi Arabia
ABSTRACT
Internships are an integral component of most undergraduate and graduate public administration programs. These learning opportunities allow students to get practical experience in a workplace setting before graduation and provide them with an opportunity to apply knowledge gained in the classroom to the "real world." But what are students, departments, and employers to do when circumstances--including major disruptions like the COVID-19 pandemic as well as situations unique to specific students--complicate or even prevent on-site internship experiences? This article outlines a variety of approaches to finding a solution to this problem, weighing the benefits and drawbacks of each.
ABSTRACT
As COVID-19 mutates, the highly infectious omicron mutants (BA. 5.2., BF. 7) tension shrouded China. Given the internet information explosion and youth social media addiction, observing the mental impact on college students during the 2022 Shanghai closure is worthwhile. A pilot survey study was conducted to explore the anxiety levels of college students during the closure. The sample size was limited to 101 second-year college students. In addition to demographics, the survey involved the Self-Rating Anxiety Scale, self-perceived COVID-19 anxiety, frequency of COVID-19 information reception, number of social media accounts, and number of electronic devices. Though 68.4% of students equipped with two electronic devices (N = 95) exceeded the students with only one electronic device, a Chi-square test showed that students with only one electronic device had the highest anxiety index (mean = 50). Further, the Kruskal-Wallis test indicated that the number of electronic devices affected the students' anxiety level (p = 0.027) while social media membership did not (p = 0.565). As a result, it was suggested that social media usage and pandemic information inputs among college students were significant concerns that required special attention from the government, schools, teachers, and families.
ABSTRACT
Due to the outbreak of COVID 19, an online bilingual curriculum was conducted via "Google Meet." The learning material was developed and implemented by using a smartphone application, STEMUP, based on augmented reality (AR) and automatic speech recognition (ASR) technologies. This study investigated the oral performance and perceptions of learning with STEMUP of ninety non-English major students from several colleges at a technical university in Taiwan. Data were collected from pre- and post-tests and a questionnaire survey. Results indicated that students significantly improved their oral performance and recorded their positive perceptions. Students' oral performance significantly depended on their English proficiency. Their perceptions were not significant related to their English proficiency, gender, or college. Instant feedback and evaluation provided by ASR technology and online "Google" text-to-speech service both embedded in STEMUP helped students notice, modify and improve their listening and speaking skills. They were satisfied with the bilingual curriculum, which helped them increase understanding about content knowledge by the teacher's explanation in Chinese, and improve English listening and speaking skills by learning with STEMUP. This study is a good start in creating an interactive and communicative learning environment where translanguaging is effectively integrated with innovative technologies.
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The anti-colonial struggle against literary assimilation and the claim to our linguistic space in validating our own stories as W°C, first generation college students, first generation college graduates, and caregivers to dependents, elders, and extended family members requires an activist spirit. [...]someone posted that they would be hosting a virtual writing group on Saturday mornings. A few text messages, utilization of social capital to invite non-M°CA members and a few electronic RSVPs later, we had commitments from the four of us. Being genuine and vulnerable through convivencia allowed us to place extreme care and attention on building social relationships while tearing down the conventional power structure often found in groups.
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During a global pandemic, another pandemic of loneliness impacted undergraduate college students and influenced the way members of the 18-25-year-old population lived and learned throughout a time of intentional distancing. Additionally, the insurgence of loneliness impacts members of the 18-25 age group in startling rates. This qualitative case study explored how undergraduate women who participate in comedy troupes fostered community while living and learning during a global pandemic known as COVID-19 between the spring of 2020 and the fall of 2021. The research added to the body of knowledge on how comedy and levity can enhance wellness and how humor can be brought into various aspects of life from work to play. This study explored how undergraduate students living in a time of heightened loneliness infused humor in their relationships with one another. The study explored the relationship dynamics built by women-identified comedians and focused on how the participants developed community by using humor, comedy, and levity as the pillars of their interactions. Lastly, this study is rooted in better understanding how higher education student affairs practitioners can better support collegiate comedians invested in their relationships with one another. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
ABSTRACT
The United States faces an unprecedented mental health crisis, with youth and young adults at the center. Even before the COVID-19 pandemic, nearly 50 percent of college students reported at least one mental health concern. The COVID-19 pandemic notably exacerbated these issues and underscored the urgent need to identify and implement ways to ameliorate the youth mental health crisis. In 2021, the National Academies of Sciences, Engineering, and Medicine called on the field of higher education to address growing concerns about student mental health by identifying and elevating emerging and promising approaches that offer a more holistic way to support students' mental health. Serving as the main entry point for more than 40 percent of students seeking a postsecondary degree, community colleges represent a tremendous and untapped opportunity to better address mental health in the United States, particularly for students who have been traditionally underserved (e.g., students of color, first-generation students, and low-income students). However, community colleges have limited evidence and guidance to inform the implementation of multilevel, holistic approaches to support students with varying mental health needs. To address this knowledge gap, this report shares a descriptive study of eight community colleges at the forefront of implementing multilevel approaches (a combination of prevention, early intervention, and treatment services) to support student mental health, as well as key facilitators for and barriers to their success. [For "How Community Colleges Can Support Student Mental Health Needs. Research Brief. RB-A2552-1," see ED627489.]
ABSTRACT
The United States faces an unprecedented mental health crisis, with youth and young adults at the center. Even before the coronavirus disease 2019 (COVID-19) pandemic, nearly 50 percent of college students reported at least one mental health concern. Without adequate mental health support, college students, including those at community colleges, may be at risk for a variety of academic and nonacademic consequences that negatively affect their overall well-being, including lower college completion rates, higher rates of substance use, and lower lifetime earning potential. This research brief describes a study examining eight community colleges from across the United States which found that, although the institutions did offer mental health services, most lacked a clear organizing framework for those efforts, and that financial challenges limited the support offered to students. The research also highlighted the importance of community college leaders explicitly prioritizing student mental health, as well as broad staff buy-in to the effort. [For the full report, "Supporting the Mental Health Needs of Community College Students. Research Report. RR-A2552-1," see ED627480.]
ABSTRACT
In the United Kingdom (U.K.), all students who are studying for a Bachelor of Arts degree need to complete a piece of independent research in order to gain their "honours" (U.S. "honors") status. As a university faculty we have very specific ideas about the purpose of this research and the positive impact that we hope that it will have upon the U.K. settings (mainly schools and kindergartens) in which it is carried out, which we discuss in this article. Although our approach would appear successful, this judgement has so far been based upon the evidence of the final, summative project alone. Obtaining a small amount of funding from the university for students to act as co-researchers provided the ideal opportunity to explore the topic further by collecting empirical data from students and settings. Because our original plans for data collection were disrupted by COVID-19, we gained responses through an anonymous survey which enabled frank responses from both students and staff in settings. Although the data collected was, overall, encouraging, it did raise some issues for us, as faculty tutors, to consider. These include the way that we convey the portance of students carrying out their projects independently (that is, without university supervisor intervention) to settings themselves, and how we ensure that the students collaborate with settings at all stages of the project.
ABSTRACT
The goals of the present study were to describe the development of the first national longitudinal study of collegiate recovery program (CRP) students;provide an updated characterization of CRP students' demographics, past problem severity, and current recovery-related functioning;and examine the perceived impact of COVID-19 on CRP students' recovery. Universities and community colleges with CRPs across the United States and Ontario, Canada, were invited to partner on this project. Launched in fall 2020, three cohorts of participants were recruited. All participants who completed the baseline survey (N = 334 from 43 CRPs) were invited to complete follow-up surveys. The sample was composed of mostly undergraduate, White, cisgender women averaging 29 years old at baseline. They reported challenging backgrounds, including high levels of polysubstance use, alcohol/substance problem severity, mental health challenges, and involvement with the criminal legal system. Despite such adversity, they evidenced high levels of recovery-related functioning. Recovery capital and quality of life were high. Students reported an average of nearly four years in recovery, with most having between two and four years of abstinence from their primary substance of choice. COVID-19 represented a substantial source of stress for many, impacting some students' abstinence and recovery-related functioning. Results generally parallel findings from the only other national study of CRP students conducted a decade ago, providing a much-needed update and novel insights into CRP students. Findings can inform our understanding of the CRP student population and can be used to tailor CRP design and service offerings to students' backgrounds and needs. [ FROM AUTHOR] Copyright of Addiction Research & Theory is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)
ABSTRACT
This study aims to explore university students' continuous intention toward online learning during COVID-19 pandemic. A total of 120 students enrolled in online learning were surveyed to collect their perception of an extended model by adding task value to the expectation-confirmation model. Structural equation modeling was employed to verify the hypotheses proposed in this study. The results indicated that task value and technology usefulness were significant predictors of students' continuous intention toward online learning. More specifically, technology usefulness had a direct impact on students' continuous intention, while students' perceived task value played an indirect role in the prediction of their continuous intention. However, the impacts of both confirmation and satisfaction were not statistically significant on students' continuous intention. The results suggest that practitioners and researchers should pay special attention to the technological usefulness of online learning environments and task value, especially task value, in order to enhance students' retention of online learning. This study would contribute to implications to better design and implement online learning. © 2023 IEEE.
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[...]flexibility ensures that students feel included and stay interested in learning. [...]dealing with varied genres allows students to get acquainted with different registers of the language. [...]the lack of physical classes also resulted in a lack of group activities. [...]as part of its policy of inclusion, JNU offers admission to students with visual impairment and also offers extra classes for them. [...]for overcoming the impersonal nature of online teaching, I made sure to get each student to speak in the class. The purpose was to ensure that students were active during the entire class. [...]I had to make sure that whilst recording the teaching session, I started recording only after having played the DW video.
ABSTRACT
Purpose: This study aims to introduce a research framework that identifies the potential sources of design self-efficacy that emerge from the digital class by covering the teaching for professional competence model (TPCM) to enhance students' design self-efficacy. Design/methodology/approach: The multistage and purposive sampling technique is used, and the respondents considered are Malaysian university students. Further, the students who completed the survey included both local and international students so as to capture responses through primary data. Findings The findings of this research study reveal that design self-efficacy is determined not only by feedback and collaborative learning but also by perceived digital class experience. Research limitations/implications: Moreover, this study is limited in offering a theoretical framework using the TPCM;therefore, future studies may incorporate Bronfenbrenner's ecological systems theory and may also use the theory integration approach. Also, in terms of geographic coverage, the current work is limited to an area in Klang Valley. Future studies may be carried out in other parts or regions of the country. Future researchers may also focus on technological self-efficacy to capture the other related factors that may be related. Practical implications: This study not only contributed to the theoretical extensions but also to practical implications, which would benefit the policymakers of higher education providers in Malaysia. Originality/value: TPCM components, which are students' personal characteristics, teaching practices and student's perceptions of the classroom climate, are mapped into the digital class context as potential sources of design self-efficacy and collectively labelled as digital class experience. To the authors' knowledge, the digital class environment variable is yet to be tested as a component of TPCM.
ABSTRACT
The COVID-19 pandemic has engulfed the whole planet, including the education sector in Malaysia. As a result, the quality of lecturers' work is critical in maintaining the number of students in a university, particularly during a pandemic. Lecturers are put through their paces as they move from traditional to e-learning, learning new ways to teach classes, navigating technology, using new skills, and utilising their own knowledge. This study analysed responses of 892 local students from various officially registered public higher learning institutions throughout Malaysia. Convenient sampling method was used to gather responses through online google forms from the above respondents. The outcomes of this study provided some insight on how Malaysian higher education institutions might redeem themselves by offering better service to the society, particularly during the COVID-19 pandemic.
ABSTRACT
Recently, the whole globe was affected by the Coronavirus disease (COVID-19), which caused a major disruption in every economy sector as well as the education sector. Most of the education systems in the world shifted to a full online learning method, either conducted in a synchronous or asynchronous method. Thus, making the traditional teaching and learning methods were no longer option of learning method. This reality of online teaching and learning methods by the Malaysian education system, especially the Higher Learning Institution as an alternative teaching method is compulsory throughout the pandemic. This paper evaluates the experience of the students of higher learning institutions in Malaysia with the implementation of online learning during this pandemic.
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Introduction: This paper explores what praxis is and its importance for catalyzing social justice. Statement of the Problem: At times, psychologists have articulated the importance of bridging the researcher-activist divide via praxis, but progress in creating these bridges has been slow. Literature Review: We examine how praxis can be rooted in decolonial pedagogical approaches and a tool that can bridge scholarship and activism. Building on previous work by teachers of psychology, we review small, medium, and large-scale praxis assignments that have been used in university courses. Teaching Implications: We discuss our own versions of praxis assignments used in four different psychology courses (three of which took place during the pandemic). We reflect on the ways we see students motivated by an assignment with relevance to the real world and potential for creating social change, the ways that students are able to integrate course material more deeply through action, and some of the challenges with these assignments. Conclusion: We conclude by providing recommendations for educators interested in assigning praxis projects in their psychology courses.