Predictors of satisfaction with studies in Peruvian university students: a study conducted during the COVID-19 pandemic

Introduction. The COVID-19 pandemic has generated repercussions in higher education. Therefore, the objective was to determine whether the use of virtual academic media, academic repercussions and adaptability predict satisfaction with studies in university students. Method. Explanatory and transversal study, in which 725 university students of both sexes, between 16 and 44 years of age, residing in the Peruvian coast, highlands and jungle, and en-rolled in business sciences, humanities, health, engineering and theology, participated volun-tarily. The data were collected through a scale of satisfaction with studies, a scale of use of virtual academic media, a scale of academic repercussions and a scale of adaptability to univer-sity life. For the statistical analysis, a structural equation model (SEM) was estimated using confirmatory factor analysis (CFA). Results. According to the CFA, academic impact (β =.22;p <.01) and adaptability (β =.59;p <.01) have a significant effect on satisfaction with studies;in contrast, the use of virtual academic media has a positive (β =.07;p>0.05) but small and non-significant effect. The over-all model fitted with acceptable goodness-of-fit indicators (X

Influence of family and academic satisfaction on life satisfaction among Peruvian university students in the times of COVID-19: The mediating role of self-esteem

ObjectiveTo examine the effect of family and academic satisfaction on the self-esteem and life satisfaction among Peruvian university students. MethodOf the 1,182 Peruvian university students who participated, 364 were male;and 818 were female;and ranged from 17 to 39 years of age (mean = 20.67, SD = 4.4). The family satisfaction scale (FSS), the Escala breve de satisfaccion con los estudios (EBSE;Brief Academic Satisfaction Scale in Spanish), Rosenberg's self-esteem scale (RSES), and the satisfaction with life scale (SWLS) were used to perform the assessments. ResultsThe study model showed an adequate fit (chi(2) 19.5, p < 0.001, CFI = 0.977, RMSEA = 0.057), confirming the association between family satisfaction and life satisfaction (beta = 0.26, p < 0.001) and self-esteem (beta = 0.35, p < 0.001), and the correlation between academic satisfaction and self-esteem (beta = 0.35, p < 0.001) and life satisfaction (beta = 0.23, p < 0.001). The model accounted for 42% of life satisfaction. ConclusionFamily satisfaction and academic satisfaction affect self-esteem and life satisfaction.

Student Satisfaction in University Students: A Systematic Review of the Literature

Satisfaction is the pleasant state that the individual is in when they feel their expectations are covered;in the student sphere, it refers to the degree of well-being that students perceive when their expectations and academic needs are met. The objective of this study is to systematically review the available literature on student satisfaction. Methodology: The review was carried out by describing the year of publication, the year of completion, country of origin, academic degree, instrument, design, number of participants, age ranges, gender, and outstanding factors of student satisfaction in order to generate interest in the subject for future studies. A systematic review was conducted to identify studies related to student satisfaction. The RedALyC, Scielo, and Scopus databases were analyzed. Articles from 2015 to 2021were searched for during a random week in April of 2021, using student satisfaction as the search term. Results: the review carried out showed that during 2019 there was greater publication on the topic, Latin American countries have the largest number of publications, with mixed analysis, with undergraduate students being the most studied through questionnaires. Conclusions: the most important components of student satisfaction were: the good image and quality of the institution, teaching, tutoring and motivation. This study has practical implications because it allows identifying the components that globally impact student satisfaction and therefore provides information that can be used to make more efficient school decisions and solve educational problems associated with school stress, dropout rate and poor academic performance. It is recommended to continue carrying out research on the subject. This will allow the creation of a broader body of knowledge that integrates the new educational realities caused by the COVID-19 pandemic.

Academic satisfaction among Health Sciences Students before and during the COVID-19 pandemic

Introduction: The COVID-19 pandemic is a public health emergency that has substantially modified medical education from face-to-face to online teaching modalities. Objective: To evaluate academic satisfaction before and during the COVID-19 pandemic in a sample of university students of health sciences in Peru. Material and Methods: Observational, cross-sectional, and comparative study. An ad hoc sociodemographic form was used;the following questions were included: How would you rate your academic performance at the university? Had you taken any virtual courses before the pandemic? Do you have internet connection at home? Did you fail any course last semester? What is your occupation? The Academic Satisfaction Scale (ASE), which was composed of eight items, was also used. All the questions were asked using a form that was valid on the virtual platform of the university for two weeks and applied in June 2019 (first evaluation) and August 2020 (second evaluation). Results: Among the sociodemographic variables evaluated, the poor quality of internet connectivity (Cohen’s d = -0,65) and self-assessment of performance as very high (Cohen’s d = -0,72) show moderate differences between 2019 and 2020. Conclusions: The academic satisfaction among health sciences students during the COVID-19 health emergency change considerably when the Internet connectivity is poor and the students evaluate themselves as high achievers, variables that can be considered when designing curricular strategies for health sciences students. © 2021 Universidad de Ciencias Medicas de La Hab. All rights reserved.

Academic Satisfaction of Internal Medicine Postgraduate Students during the SARS-CoV-2 Pandemic

Introduction: During the SARS-CoV-2/COVID-19 pandemic, adjustments to academic activities have been implemented, in order to include virtual components. The impact on student satisfaction regarding their medical education is unknown, especially in postgraduate programs. Objective: To assess the satisfaction of residents in relation to theoretical and practical components, as well as their perception of change. Methods: The Department of Internal Medicine of Pontifical Xavierian University and San Ignacio University Hospital, in Bogotá, Colombia, have changed multiple theoretical academic activities into virtual modalities. They modified healthcare activities and used technological platforms that allowed the remote participation of residents or professors. A survey was designed for assessing the satisfaction of residents in relation to the theoretical and practical components, as well as their perception of change. Results: Forty-eight residents answered the survey. More than 72% reported being partially or totally satisfied with organization, with the content of the activities, with the interdisciplinary approach, and with the opportunity to discuss topics for theoretical activities. Regarding assessment of healthcare activities, 21.9% of the residents manifested that they were not satisfied with the training that they received for clinical practice and professional life, while 31.3% manifested their dissatisfaction with the interdisciplinary approach or with the time allotted to discuss cases. 72.9% were satisfied with the technological tools used. The level of perceived stress worsened for 62.5% of the respondents, while the opportunity to develop and practice skills worsened for 64.6% of those surveyed. Conclusions: Despite the high satisfaction with the theoretical activities and the technological tools used, residents consider that the implementation of remote academic activities is associated with higher levels of stress and fewer opportunities to develop and practice clinical skills. © 2021, Editorial Ciencias Medicas. All rights reserved.

Perceived academic satisfaction level, psychological stress and academic risk among Indian students amidst COVID-19 pandemic.

Background: The Covid-19 pandemic has a significant impact on education and mental health outcomes. This study attempts to analyze the factors associated with academic satisfaction level, psychological stress/anxiety, and future academic risk among Indian students of higher education in the wake of the Covid-19 pandemic. Methods: An online survey was conducted through a structured questionnaire among students of higher education. Multivariate ordered logistic regression models were performed to find out the predictors of perceived academic satisfaction level, psychological stress, and academic risk among the participants. Results: Among the 630 participants, the majority of the students (73%) had low to moderate levels of academic satisfaction. Over two-thirds of participants (68%) had a high level of stress and nearly two-fifths (38%) of the participants felt very high risk in their academic career. The multivariate logistic regression models show that the likelihood of psychological stress and academic risk was significantly higher among students aged above 25 years, researchers, and those who belong to broken families. Besides, the higher probability of satisfaction level is associated with female students, undergraduates, belonging to economically well-off families, and rural residents. Conclusion: Our study suggests that the Covid-19 pandemic leads to a range of psychological health problems. Therefore, increase students' satisfaction with online classes and it is essential to preserve the mental health of individuals and to develop psychological interventions that can improve the mental health of students during the Covid-19 pandemic.

Prevalence and Factors Associated With Depression and Suicidal Ideation During the COVID-19 Pandemic Among University Students in Uganda: A Cross-Sectional Study.

Background: The COVID-19 pandemic has negatively impacted psychosocial well-being and mental health of students across the world. Although students are vulnerable to depression and suicidal ideation, few studies have been conducted in Uganda. This study aimed to determine the prevalence of depression and suicidal ideation, and associated factors among undergraduate university students in Uganda. Methods: A cross-sectional study was conducted among undergraduates [N = 540; 363 males; mean age = 23.3 (± 2.64) years] recruited from four universities using an online questionnaire that explored sociodemographic factors, depression, and other associated factors. The Patient Health Questionnaire (PHQ-9) was used to assess depression, and Item 9 was used to assess suicidal ideation in the past 2 weeks. Multivariable logistic regression analyses were performed to determine the factors associated with depression and suicidal ideation. Results: The prevalence of moderate to severe depression was 20% (n = 108) (cut-off: 10/27 based on the PHQ-9), and the prevalence of past-2-week suicidal ideation was 13.89% (n = 75) (cut-off: 1/3 based on the PHQ-9 Item 9). About half of the individuals who screened positive for depression had suicidal ideation. Factors associated with depression were: having relationship issues [adjusted odds ratio (aOR) = 1.79, 95% confidence interval (CI) = 1.13-2.81, p = 0.012], and having a history of sexual abuse (aOR = 2.06, 95% CI = 1.10-3.84, p = 0.023). Factors associated with reducing the risk of depression were: satisfaction with current academic performance (aOR = 0.50, 95% CI = 0.32-0.79, p = 0.003), and being in the fifth year of academic study (aOR = 0.16, 95% CI = 0.03-0.73, p = 0.018). Factors associated with suicidal ideation were: smoking cigarettes and/or marijuana (aOR = 4.83, 95% CI = 1.10-21.12, p = 0.037), and having financial tuition constraints (aOR = 1.85, 95% CI = 1.08-3.16, p = 0.024), However, satisfaction with current academic performance reduced the likelihood of suicidal ideation (aOR = 0.40, 95% CI = 0.23-0.70, p = 0.001). Conclusion: Approximately one-fifth of undergraduate university students were moderately to severely depressed, especially those who had relationship issues and those with a history of sexual abuse. Suicidal ideation was common among smokers and those having financial tuition constraints. Therefore, it is recommended that the university authorities implement measures to provide psychological support for the students with problems concerning financial tuition constraints, relationships, and sexual abuse. Also, all students with depression should be screened for suicidality.

Effect of flipped classroom model on academic achievement, academic satisfaction and general belongingness

The effect of the flipped classroom model on students' academic achievement, academic satisfaction, and general belongingness was investigated using an experimental design. Purposive sampling was used to select 94 undergraduate students as participants. The participants were divided into three groups: one experimental group with the flipped classroom model and two control groups with the traditional classroom and distance education models. The groups attended the same course content sessions that are suitable for their classroom model over eight weeks. For analysis, descriptive statistics, dependent groups t-tests, Wilcoxon signed-rank test, ANCOVA, and ANOVA tests were performed. Students' academic achievement, academic satisfaction, and general belongingness levels significantly increased in the flipped classroom compared with the other classroom models. Suggestions for future research and limitations of the study are provided.

Does Instructional Quality Impact Male and Female University Students Differently? Focusing on Academic Stress, Academic Satisfaction, and Mental Health Impairment

Gender differences in university students’ well-being and mental health are prominent concerns in higher education. During the COVID-19 pandemic, male and female students have reported specific stressors that have impacted their well-being and mental health, including difficulty concentrating, concerns about academic performance, and classroom workload. All of these stressors could be mitigated by instructional quality in courses. This study sought to better understand the associations between instructional quality and mental health impairment, i.e., poor mental health and high psychological distress, among male and female undergraduate students during the COVID-19 pandemic. We asked whether perceived instructional quality has a protective effect on students’ mental health with regard to academic stress and academic satisfaction across genders. We used longitudinal data from an ethnically diverse sample of 209 students (68% females, 82% freshmen, 50% Asian, 32% Hispanic, 13% White, 5% other) from a public university in Southern California, United States. Data were assessed during the winter and spring quarters of the academic year 2019–2020, i.e., before and after the outbreak of the COVID-19 pandemic in the US. Associations between instructional quality and students’ mental health impairment did not differ across genders. The findings indicated that perceived instructional quality at the beginning of the spring quarter 2020 was indirectly related to male and female students’ mental health impairment at the end of this quarter. This association was mediated by academic satisfaction. This finding points to a protective effect of instructional quality on students’ mental health. However, no effect was found concerning changes to mental health. Gender differences occurred in the link between academic stress and mental health impairment. Academic stress was a stronger predictor of mental health impairment for female students compared to male students. Furthermore, for female students alone, academic stress predicted changes in mental health impairment. We discuss practical implications for higher education. First, our study highlighted that instructional quality in higher education courses might lead to academic satisfaction and thereby help protect university students’ mental health. Second, higher education might consider providing additional support for (female) students to improve their stress management. We argue that improving and enhancing the academic environment are more important than reducing the burden of stressors. Copyright © 2022 Rubach, von Keyserlingk, Simpkins and Eccles.

Social Contact, Academic Satisfaction, COVID-19 Knowledge, and Subjective Well-being Among Students at Turkish Universities: a Nine-University Sample.

Adverse effects of COVID-19 are seen not only on the physical health of infected individuals but also on their subjective well-being. Sudden changes in social lives, lockdowns, and shifts towards online education have had a negative impact on many people, especially university students. As part of an international study, the current study focused on the well-being of students at Turkish universities in relation to social contact, academic satisfaction, and COVID-19 knowledge. A total of 7363 students from nine universities (86.6% from state universities, 71.04% female, and 73.52% at bachelor's level) participated in an online survey. Results revealed that females had lower levels of subjective well-being and academic satisfaction. According to a mediation model in the study, the relationship between social contact and well-being was mediated by academic satisfaction and COVID-19 knowledge. Our findings can guide future researchers, mental health professionals, universities, and policymakers to understand and improve subjective well-being of university students.