ABSTRACT
Closures of schools in the advent of COVID-19 all around the world have affected nearly about 87% of students in different aspects of life. The importance of school life and its impact on the social and psychological well-being of an adolescent has left a deep and evident impression. As per the Indian population statistics, we embrace the largest adolescent population in the world. The COVID-19 pandemic had a significant impact on the lives of millions around the world. The authors through an exhaustive survey specially designed to relate the present mental state and well-being have analyzed the critical phase. 315 participants that consisted of both males and females take up the survey. 'What we analyzed is the fact regarding the association between Stress anxiety and Depression among the Adolescent in Covid - 19 situation.' . © 2023 IEEE.
ABSTRACT
Entrepreneurship can provide a creative, disruptive, problem-solving-oriented approach to the current economic, environmental, and social challenges of the world. This article aims to provide an analysis about the way universities can have an impact on developing entrepreneurial competence in students through extracurricular activities. The research relies on a questionnaire survey of students at the University of Petrosani, who participated in a range of entrepreneurial activities both online during the COVID-19 pandemic and face-to-face afterwards. The methodology consisted of applying principal component analysis to reduce the dimensionality of the indicators, followed by classification of the respondents through cluster analysis and training of a feedforward neural network. After finishing the network-training process, the error was minimized, resulting in three classes of respondents. Furthermore, based on the three classes, follow-up conclusions, policies, and decisions can be issued regarding the perception of entrepreneurship at the societal level, which is beneficial for academia and entrepreneurs, as well as for future research undertaken in this field. The key conclusion of our research is that entrepreneurship education is a real facilitator of the transition to sustainable entrepreneurship. Students perceived meeting successful entrepreneurs as being among the most effective extracurricular activities, assessing online activities as useful, and the field of study proved to be an important factor in their entrepreneurial intention.
ABSTRACT
Anxiety and depression were relatively common in children and adolescents before the COVID-19 pandemic1;not surprisingly, study findings suggest that these conditions' prevalence has increased.2 Typical support systems for children and adolescents-friends, family, school, and extracurricular activities-look much different during the current pandemic. There are many misconceptions about psychotropic medications and stigmas because of mental health problems in general. National organizations such as the American Academy of Pediatrics and the American Association of Child and Adolescent Psychiatry have developed resources to help pediatricians feel more comfortable with offering mental health care, and groups such as The REACH Institute offer postgraduate training programs that provide education and ongoing support.
ABSTRACT
Adolescence is the most formative stage in the life of any human. As a result, adolescents are at an increased risk of developing mental health disorders. Even before the pandemic, the global incidence of mental health problems in the young teenage population rapidly increased. COVID-19 led to disruption in the lifestyle of adolescents, and identifying mental health problems and implementing timely interventions can reduce detrimental effects on adolescents' mental health.COVID-19 substantially impacted adolescents' mental health, and some studies report depression as high as 43.7%. This article describes the positive and negative effects of COVID-19 on adolescent mental health. Additionally, non-pharmacological interventions to help adolescents cope with the restrictions of COVID-19 were reviewed.
ABSTRACT
There were a variety of limitations in a study that Stringham et al acknowledge. The Qualtrics Survey had a response of 25 individuals, which indicates a credible response rate of 30-35%. While there were enough responses for the data to be credible, higher response rates are always better. All of the data in this study were self-reported. Precautions were taken to avoid bias, but some bias could still be present. Finally, due to the effects of COVID-19, the course was offered asynchronously for the first time, and no in-person contact was allowed. Interviews for this project and the individual research projects were conducted via Zoom or an alternate technology. While they as a class missed the tactile experiences of analyzing research posters from previous semesters and the community that in-person classes offer, they note that they were successful at completing this project as well as individual projects. In fact, eleven of them presented their individual projects at the Fall Student Research Symposium on campus, and all of them were noted as authors on the poster for the project.
ABSTRACT
For many students, whether they want to admit it or not, school is a welcoming place. They get to see their friends, partake in extracurricular activities, step into leadership positions that build confidence and organizational skills, and support one another. They often even have fun. However, when the 2021-2022 school year began, the anxiety and loneliness that many students had felt while quarantined for the previous year and half followed them. Masks were still mandated, and the threat of catching COVID-19 had many students keeping their distance from others. Contact tracing had everyone in the building recounting where they'd been and with whom they had been in contact. Furthering the anxiety and isolation was the ban on clubs meeting in person, live theater and musical performances being relegated to streaming only, and cancellation of many traditional school events.
ABSTRACT
The COVID-19 pandemic has sparked a global catastrophe that has had a detrimental impact on people's daily lives. Children have suffered as a result of being confined to their homes constantly. Preschoolers in particular are quite active and like attending school and participating in a variety of extracurricular activities. But, because of the corona pandemic lockdown, they are limited to engaging in play and other activities with their parents and siblings. This qualitative study was conducted to find the changes that parents of preschool children felt in their children's behavior and how they were handling them during this trying time of being confined at home. The objectives of the study were to explore that the preschool children being at home during the time of the pandemic how got changed in their behavior as well as the changes in their routine life, along with this it was also tried to document the ways in which parents are managing them during this pandemic. Interviews were conducted through audio and video calls. The responses were then analysed thematically. The main conclusions emphasised the significance of early childhood education for the development of children's manners. Young children's behaviour is greatly influenced by preschools in their daily lives. The kids' increasing usage of digital media is a result of their extended home absence from school, and their increased hostility is a result of their lack of peers and low social development setting.
ABSTRACT
School sports trips, as a part of extracurricular physical education (PE), are a very important addition to regular PE, with benefits for not only physical activity behavior, but also for personal development and social inclusion. To better understand the relevance for students, the aim of this study was to look at their perspectives on school sports trips in terms of involvement, active participation, and co-designing opportunities. Therefore, 14 group interviews with 47 students (age: M = 13.9; SD = 0.9 years) were held in three exemplary secondary schools in Austria. The following six topics were derived from a qualitative text analysis: (a) the relevance for the students, (b) the motives for (non-) participation, (c) positive experiences, (d) barriers and challenges, (e) desired changes and ideas of the students, and (f) feedback opportunities. The results indicate that students are highly motivated to put forward their ideas for designing school sports trips in terms of physical activity and social components. This can further be considered for the planning and implementation of extracurricular PE, to make this an enjoyable experience for both students and teachers, promoting the relevance of physical activity in schools and beyond.
ABSTRACT
High Energy Accelerator Research Organization (KEK) launched an education project for the fabrication of an accelerator named "AxeLatoon" in 2020 together with the National Institute of Technology (KOSEN). This project aims to improve engineering skills of students and foster the next generation of accelerator researchers by providing hands-on training in the field of accelerator science. In the first year, we collaborated with the NIT (KOSEN), Ibaraki College to build an accelerator. Students took the initiative in this extracurricular activity and challenged building an accelerator. From 2021, we expanded this project to other prefectures and four schools are now participating. The design and fabrication of a small cyclotron accelerator is currently underway. Despite the restrictions on activities and the limited mobility of people due to the novel coronavirus pandemic, the project continues to educate students about basic technologies and accelerators. We are holding seminars a few times a month utilizing online communication tools. In this report, we would like to share the status of AxeLatoon's activities based on the actual production of students at KOSEN and deepen the discussion on accelerator outreach programs. © Copyright owned by the author(s) under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License (CC BY-NC-ND 4.0)
ABSTRACT
This study explored the academic activities of academicians during the COVID-19 pandemic in Nepal. An online questionnaire was used to collect quantitative data from 361 academicians about changes in academic and extracurricular activities. The findings showed that the majority of participants (69% and 72%) agreed that both academic and extracurricular activities, respectively, were adversely affected by the lockdown during the pandemic. The results also showed that the study hours, sleeping hours, and social networking increased while concentration on academic activities decreased during the lockdown due to the COVID-19 pandemic.
ABSTRACT
The COVID-19 global pandemic brought unexpected challenges to the curricular and co-curricular offerings of the Women and Gender Studies Program (WGST) at George Mason University. In March 2020, all courses were immediately transitioned to virtual, online experiences--none had previously been offered in a virtual format, programming ceased, and plans were quickly scrambled together to create graduation celebrations though commencement was officially "postponed." As Spring transitioned into Summer, and university officials made decisions about the Fall 2020 semester, faculty and staff of the program began to entirely rethink program offerings including courses, co-curricular programming, course recruitment, and strategies for continuing to offer a safe space. The authors argue that it is precisely the program's unique structure of integrating academics and student affairs that was pivotal in the successful transition and COVID response.
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This paper focuses on eight conditions that kept international master's students (IMS) in a Southern Ontario university happy and engaged in their studies during the first and second waves of the COVID-19 pandemic. Using the first phase of the Appreciative Inquiry's (AI) 4-D cycle--i.e., discovery--this doctoral study conducted 14 individual interviews and three focus group discussions to identify conditions that made the IMS students happier and more engaged despite pandemic-related challenges. The study is crucial in advancing positive experiences of IMS because existing literature has focused primarily on their challenges and problems. The study's use of AI, a strength-based theoretical and methodological approach, suggests the need to highlight the quality experiences of this minoritized group. Data revealed specific factors that brought about happiness and boosted IMS engagement in their studies, namely: financial and emotional support from family, responsive instructors, employment opportunities during the pandemic, and learning and engaging in extracurricular activities with colleagues and friends. Other conditions also proved crucial to participants' happiness and engagement in their studies, including: professionalism of non-teaching staff, the institution's learning management system and supporting online platforms, virtual access to campus software and other learning resources, and reduced travel time. Study findings aim to inform international student policy and enrich the international student experience literature.
ABSTRACT
This study aimed to investigate high school student-athletes' mental health, stressors, stress responses, and life skills (LS) during the COVID-19 pandemic and to examine the effect of stressors and LS on stress responses. An online survey was conducted from July to November 2020, and 1,348 student-athletes and 662 non-athletes who were in high schools in the western part of Japan participated. Findings illustrated that student-athletes' mental health seemed to be worse compared to pre-COVID-19 data. The levels of athletes' perceived stressors, stress responses, and LS were significantly different depending on gender, grade, and competitive level. Multiple regression analysis showed that perceived COVID-19-related stressors significantly related to stress responses while LS were a significant moderator of the relationship. © 2022 Japanese Psychological Association. All rights reserved.
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The study focuses on the issues of agency (proactive behavior) among schoolchildren engaged in extracurricular activities in the context of COVID-19 pandemic, including the sources of agency, its manifestations, and possible effects. Theoretically, the authors base on the sociological structure/agency debates, in which the role of education remains understudied. The empirical basis for the analysis are the results of a survey of students and their parents about the transition to a remote form of education during the self-isolation regime. The authors show that in most families, new rules have not been developed to support adaptation to novel conditions. Moreover, the existence of such rules and their sources are interrelated with the socio-economic status and educational background of the family. The authors analyze the relationship between the presence of the rules in the family and characteristics of the child's «agentic» activity with the success of the experience during pandemic and satisfaction with related extracurricular activities. Manifestations of the so-called «autonomous» agency of a child, associated with independent and not joint with parents individual proactive action, are of the greatest importance for his/her adaptation to the changing conditions and success in the educational trajectory. © 2022 Authors. All rights reserved.
ABSTRACT
Purpose>Measuring internal response of online learning is seen as fundamental to absorptive capacity which stimulates knowledge assimilation. However, the evaluation of practice and research of validated instruments that could effectively measure online learning response behavior is limited. Thus, in this study, a new instrument was designed based on literature to determine the structural variables that exist in the online learning response behavior.Design/methodology/approach>A structured survey was designed and distributed to 410 Malaysian students enrolled in higher-education institutions. The questionnaire has 38 items, all of which were scored using a seven-point likert scale. To begin with, exploratory factor analysis with three types of extraction methods (i.e. principal component, principal axis factoring and maximum likelihood) was used as the method for comparing the outcomes of each extraction method's grouping variables by constantly using a varimax rotation method. In the second phase, reliability analysis was performed to determine the reliability level of the grouping variables, and finally, correlation analysis was performed to determine the discriminant nomological validity of the grouping variables.Findings>The findings revealed that nine grouping variables were retrieved, with all items having a good value of factor loading and communalities, as well as an adequate degree of reliability. These extracted variables have good discriminant and nomological validity, as evidenced by correlation analysis, which confirmed that the directions of relationships among the extracted dimensions follow the expected theory (i.e. positive direction) and the correlation coefficient is less than 0.70.Research limitations/implications>This study proposes a comprehensive set of questionnaires that measure the student's online learning response behavior. These questionnaires have been developed on the basis of an extensive literature review and have undergone a rigorous process of validity and reliability for the purpose of enhancing students' online learning response behavior.Originality/value>This study's findings will aid academic practitioners in assessing the online learning response behavior of students, as well as enhancing the questionnaire's boost factor when administered in an online learning environment.
ABSTRACT
Promotion of STEM careers in K-12 schools is essential for the sustainable progress of the world. College students from engineering careers can provide a unique contribution to this effort. Their experience is like the K-12 school environment. However, they have advanced knowledge and skills of their critical role in society. They can offer a realistic model for K-12 students to guide their career choice and to become motivated for STEM college education. In addition, college students benefit from these experiences by reinforcing their commitment to a successful career, and to service the communities that have supported their education. Moreover, the teamwork required for an efficient and engaging set of activities provides possibilities for the inclusion and diversity of different perspectives based on their personal experiences at school. In addition, this team effort provides for the development of multiple skills for their professional job. However, though the benefit of this strategy is well known, most colleges promote outreach as extracurricular activities. This paper discusses a three-year experience in the Chemical Engineering Department, with the participation of 360 college students, in 70 projects, reaching over 2,000 school students, as a curricular requirement for capstone courses. Continuous improvements have been in progress to provide a systematic approach while remaining flexible for innovation. This has proved valuable in sustaining the continuity of the experience during the COVID-19 pandemic. Activities are organized each semester using project management techniques (plan, logbook, reports, and meetings). The instructor monitors and coaches these activities using a virtual platform MS TEAMS. Activities include an early presentation of the project proposal (week 2), a scheduled progress report presentation (week 4), a meeting with the instructor before delivering the activity to the selected community (weeks 4-8), a poster and a final presentation (weeks 12-14). Students also deliver a package with all the information, including in-person or virtual presentation or hands-on activity, pre- and post- surveys to the audience, interactions with K-12teachers, flyers and other materials (i.e., materials for demonstrations, activities). Schoolteachers frequently report on their impression or evaluation of the activities. Students gather and analyze surveys on the impact of their activities. All classmates review and peer grade deliverables from other teams. Students evaluate their teammates' performance in this project. Students provide a self-assessment of their individual experience. They earn up to 10% of the definitive grade of the course for this outreach project. This approach has proved to be fully sustainable, and with an overwhelming satisfaction of all the participants. © American Society for Engineering Education, 2022.
ABSTRACT
Practitioners delivering computer science (CS) education during the COVID-19 pandemic have faced numerous challenges, including the move to online learning. Understanding the impact on students, particularly students from historically marginalized groups within the United States, requires deeper exploration. Our research question for this study was: In what ways has the high school computer science educational ecosystem for students been impacted by COVID-19, particularly when comparing schools that have student populations with a majority of historically underrepresented students to those that do not? To answer this question, we used the CAPE theoretical framework to measure schools' Capacity to offer CS, student Access to CS education, student Participation in CS, and Experiences of students taking CS [1]. We developed a quantitative instrument based on the results of a qualitative inquiry, then used the instrument to collect data from CS high school practitioners located in the United States (n=185) and performed a comparative analysis of the results. We found that the numbers of students participating in AP CS A courses, CS related as well as non-CS related extracurricular activities, and multiple extracurricular activities increased. However, schools primarily serving historically underrepresented students had significantly fewer students taking additional CS courses and fewer students participating in CS related extracurricular activities. Student learning in CS courses decreased significantly;however, engagement did not suffer. Other noncognitive factors, like students' understanding of the relevance of technology and confidence using technology, improved overall;however, student interested in taking additional CS courses was significantly lower in schools primarily serving historically underrepresented students. Last, the numbers of students taking the AP CS A and AP CS Principles exams declined overall. © American Society for Engineering Education, 2022.
ABSTRACT
This Complete Research paper describes the experiences of commuter students pertaining to integration during COVID-19. Many colleges and universities host a large population of commuter students who often live at home and also work part-time or full-time jobs. Although there are varying definitions of commuter students, typically they are defined as someone who does not reside in University housing and primarily live at home with their families. Commuter student needs differ significantly from residential students. On top of academics and extracurricular activities, commuter students face the daily challenge of commuting to and from campus. However, a recent report found that there were more students that wanted to and or chose to live at home even with the extra demands on being a commuter student. The COVID-19 pandemic has added another challenge to commuter students as well. The incorporation of online classes and having almost no opportunity to be in on campus in person has left many students, especially commuter students, feeling isolated and disconnected from university life. The pandemic allowed for many technological solutions to attending classes but the challenge to stay connected and involved was often overlooked and left some commuter students disheartened. The ability to integrate or involve those commuter students fully into the university environment is important to the success and graduation of those students. Commuter students face many challenges that students who live on campus do not. Socialization for college students and peer group interaction positively affects critical thinking skills as well as academic development, thus having this key element to university life is critical to the success of students. However, commuter students often miss out on those opportunities because of their living situation and were directly impacted by having no on-campus interaction because of the online nature of classes caused by the pandemic. Another hurdle faced by commuter students is a lack of face-to-face contact with their instructors. It is also important to understand the connection between student's involvement on campus and the benefits of a high-level involvement, especially in terms of graduation. Those students who integrate more successfully are at less of a risk of dropping out. Students that have higher interaction with university academic and social systems tend to persist at higher rates. In order to ensure the success of commuter students we need to find ways in which to integrate them fully into the campus and create new programs and outreach to ensure future success. Thus, we frame this study in the Model of Co-Curricular Support (MCCS) and focus on four elements of integration: Academic, Social, Professional, and University. Using the MCCS as the framework, this study examines how first-year engineering commuter students are integrated academically, socially, and professionally into a regional university in the mid-west during COVID-19. For this study, we have one research question to examine: During COVID, to what extent do commuter students differ in integration compared to residential students? To answer this question, 146 students in the first-year engineering program gave consent to use their survey responses on the engineering student integration instrument, which is a valid and reliable survey instrument containing 22 questions across four integration constructs (e.g., academic, social, professional, and university). Data are presented for each of the four integration constructs and areas for improvement are discussed. Results show no significant differences for each of the four integration constructs between commuter and residential engineering students. Multiple reasons for this are discussed as well as implications for first-year programs that cater to commuter students in engineering. © American Society for Engineering Education, 2022.
ABSTRACT
In Ontario, Canada, school extracurricular activities and sports were modified or canceled for a prolonged period due to public health restrictions resulting from the COVID-19 pandemic. The present study aims to examine the association of changes to extracurricular and sport participation and child and youth mental health. Data were collected on child and youth mental health symptoms (n = 908) and participation in extracurricular activities and sports in the 2019-2020 and 2020-2021 academic years. Results indicated that pre-COVID (2019-2020) participation in either extracurricular activities or sports was associated with reduced anxiety, inattention, and hyperactivity during the pandemic (ß range -0.08 to -0.11, p < 0.05). Participation in either extracurricular activities or sports during-COVID (2020-2021) was associated with lower depressive symptoms (ß range -0.09 to -0.10, p < 0.05). Findings suggest that participation in extracurricular activities and/or school sports both before or during the COVID-19 pandemic were associated with better mental health outcomes in children and youth. Implications of this work consider future situations where restrictions on extracurricular and sport participation are reinstated and the impact of child and youth mental health.
ABSTRACT
As the COVID-19 pandemic evolves and changes, it may be necessary to make changes to course delivery modes. Suggestions of contingency plans for teaching a general education acoustics classes and alternative plans for related co-curricular and extra-curricular activities are described. A description of how one academic department handled the COVID-19 pandemic as transitions were made from fully online courses to a hybrid learning model is included. Also detailed is how the pandemic has affected co-curricular and extra-curricular activities for STEM students at a two year college. Strategies employed most recently include online lecture components with on-campus laboratories, virtual seminar speakers, hybrid meetings, and an online collaborative textbook annotation platform. Lessons learned for teaching as the pandemic has evolved are discussed. © 2022 Acoustical Society of America.