Work stress, office clutter and employees' performance during COVID-19 waves

PurposeThe aim of the study is to test the integrated model involving work stress, office clutter and employee performance with the moderating roles of training and self-discipline (SD) after the re-opening of the banks after the COVID-19 wave.Design/methodology/approach The study used 333 respondents from banking industry, whose responses were recorded using a closed ended questionnaire. The authors used partial least square path anaysis to analyze the data.Findings Work stress significantly increases office clutter, which harms the employees' performance. Moreover, SD and training significantly improve employees' performance by reducing work stress and thereby office clutter. There are various mechanisms through which both these factors reduced stress and office clutter.Practical implications The employee's performance can be enhanced with lower levels of office clutter. The office clutter can be managed through having lower levels of stress and providing people with training and inculcating SD among them. A greater understanding of the factors that count toward office clutter might help bank managers and employees to address the issues related to their performance.Originality/value The authors have proposed a new framework involving conservation of resources theory for the employees' performance. They posit employees' performance is an organizational resource, which can be conserved as well as enriched both by employers and employees through their own contribution.

Examining the influence of mindset skills on athletic success and happiness of college football players

Building on recent research in high performance mindsets and their correlation to high performing people in the workplace, academic success as well as athletic performance, this study aimed to examine the happiness of high performing people. This study examines the relationship between the noncognitive skills of self-awareness, self-discipline, internal locus of control with sport performance, growth mindset and happiness of college football players during the COVID-19 pandemic school year. Participants were 99 undergraduate college football players from four different private universities within the United States. The results indicated that year in school predicted athletic performance. The mindset skills of intrinsic motivation, grit, and hope will help student athletes to stay in their athletic programs which in turn will lead to a higher level of performance. Student athletes that trust the process and remain in the program longer will have a greater likelihood of higher athletic achievement. Year in school along with internal locus of control predict growth mindset among participants. Self-awareness and internal locus of control were significant predictors of happiness amongst participants. College athletes and college students in general need learning opportunities in the mindset skills of self-awareness and internal locus of control. These mindset skills will help them balance their busy lives, maintain a growth mindset and be happy. Curriculum around these mindset skills needs to continue to be developed and tested for effectiveness. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Efficiency of Online Learning during Covid-19 Pandemic

COVID-19 pandemic has had a profound effect on campuses, compelling learning systems to shift away from face-to-face engagement and toward online instruction. The purpose of this research is to investigate the effectiveness of remote learning in the event of a COVID-19 pandemic. To obtain responses, a self-administered online survey was used. After data screening, 315 data were proceeded to the next analysis. Additionally, the data were devoid of missing cases and outliers. The measuring model was evaluated for indicator and internal consistency reliability, convergent and discriminant validity. Meanwhile, the structural model was evaluated by SmartPLS version 3.2.9 utilising the bootstrapping approach. Findings revealed self-discipline and flexibility were significant towards effectiveness of online learning among students at the UiTM Kelantan, Kota Bharu Campus. The findings argue that, in the modern era, internet technologies have increased the flexibility of post secondary education in a variety of ways. Institutions should make strategic use of these new flexibility, concentrating on chances to engage students more deeply in learning that results in practical outcomes. © 2023, World Scientific and Engineering Academy and Society. All rights reserved.

Examining the influence of mindset skills on athletic success and happiness of college football players

Building on recent research in high performance mindsets and their correlation to high performing people in the workplace, academic success as well as athletic performance, this study aimed to examine the happiness of high performing people. This study examines the relationship between the noncognitive skills of self-awareness, self-discipline, internal locus of control with sport performance, growth mindset and happiness of college football players during the COVID-19 pandemic school year. Participants were 99 undergraduate college football players from four different private universities within the United States. The results indicated that year in school predicted athletic performance. The mindset skills of intrinsic motivation, grit, and hope will help student athletes to stay in their athletic programs which in turn will lead to a higher level of performance. Student athletes that trust the process and remain in the program longer will have a greater likelihood of higher athletic achievement. Year in school along with internal locus of control predict growth mindset among participants. Self-awareness and internal locus of control were significant predictors of happiness amongst participants. College athletes and college students in general need learning opportunities in the mindset skills of self-awareness and internal locus of control. These mindset skills will help them balance their busy lives, maintain a growth mindset and be happy. Curriculum around these mindset skills needs to continue to be developed and tested for effectiveness. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Efficiency of Online Learning during Covid-19 Pandemic

COVID-19 pandemic has had a profound effect on campuses, compelling learning systems to shift away from face-to-face engagement and toward online instruction. The purpose of this research is to investigate the effectiveness of remote learning in the event of a COVID-19 pandemic. To obtain responses, a self-administered online survey was used. After data screening, 315 data were proceeded to the next analysis. Additionally, the data were devoid of missing cases and outliers. The measuring model was evaluated for indicator and internal consistency reliability, convergent and discriminant validity. Meanwhile, the structural model was evaluated by SmartPLS version 3.2.9 utilising the bootstrapping approach. Findings revealed self-discipline and flexibility were significant towards effectiveness of online learning among students at the UiTM Kelantan, Kota Bharu Campus. The findings argue that, in the modern era, internet technologies have increased the flexibility of post secondary education in a variety of ways. Institutions should make strategic use of these new flexibility, concentrating on chances to engage students more deeply in learning that results in practical outcomes. © 2023, World Scientific and Engineering Academy and Society. All rights reserved.

The Mediation Role of Self-Control in the Association of Self-Efficacy and Physical Activity in College Students.

Global COVID-19 lockdown measures have led to an apparent decrease in physical activity. This study aimed to explore the explanatory function of self-control's mediating role between self-efficacy and physical activity among college students. The analysis used the data of 1627 university students (aged 19.41 ± 0.66, range 17-28, 40.5% males) at Shanghai Jiao Tong University. Self-efficacy, self-control, and physical activity were tested, respectively, by the general self-efficacy scale, the new brief self-control scale, and the International Physical Activity Questionnaire (IPAQ) scale, which were analyzed by SPSS software. Correlation analysis showed that self-efficacy, self-control, and physical activity were related in pairs. Comparing the two dimensions of self-control, we found that self-discipline mediated the relationship between self-efficacy and PA, and impulse control did not mediate the relationship. Regarding the gender difference according to multi-group analysis, findings showed that females need higher self-discipline from the path of self-efficacy to physical activity improvement than males.

A Study on Students' Self-discipline in Online Courses at Universities of Vietnam

The Covid-19 pandemic has threatened the health safety of people around the world. It has deprived the lives of thousands of people around the world. In Vietnam, the pandemic started out at the end of 2019 and broke out strongly in the following two years. In response to the pandemic, the Vietnamese Government implemented social distancing and required all students to study online at home. Since then, universities have been working hard to organize online courses for students in the best way. However, it seems to be more effective only if the students are self-disciplined and active in learning. The study was carried out with the aim of finding out the reasons why students do not do well in online learning and solutions to promote their self-discipline. © 2022 ACM.

Students’ readiness on language distance learning: Case of translation teaching

The outbreak of COVID-19 has brought the disrupt change to education activities;from face to face to distance learning. In large-scale e-learning implementations, both teachers and students face an overload of subject material, making it difficult to adjust to the online context. This qualitative research investigated the students’ perception of e-learning implementation from the perspective of translation-course participants. The perception reflected the student challenges that categorized as adaptability to e-learning environment;technical availability and computer literacy;time-management, learning engagement;and self-effort and readiness. A semi structured-questionnaire Google Form that consisted of 19 items was developed to collect the students' perceptions and opinions. The questionnaire distributed and collected online. The data was tabulated, presented, and analyzed statistically. The perception of students on e-learning revealed the importance of improvement on technical support for learning instruction and material presentation, as well as students’ self-discipline on learning schedule. The finding of this study was feedback for authors to provide effective teaching by consideration to student's challenges in the e-learning environment. © The Authors.

Crisis Management As An Important Starting Point For Preventing A Pandemic.

The COVID-19 disease pandemic, representing a worldwide problem, has moved the world population into a position it has not experienced since World War II. However, there is one difference: the problem has stricken not only Europe but the whole American continent, Asia and Africa. Solution to the problem can be divided into two levels, namely medical and social. At the social level, the only solution is crisis management, or simply prevention and crisis activities carried out by representatives of the governments, and the willingness of citizens to follow specific regulations. However, a combination of the estimate of risk and efficient regulations in compliance with medical care must pursue the sole aim, namely to stabilise and stop the spread of the coronavirus. One part of crisis management is represented by the proper documentation of particular procedures and the drawing of conclusions for the future. This paper is the result of conducting an institutional project at the University of Security Management in Kosice, and characterizes the position of the crisis management and rescue units in solving the pandemic in the Slovak Republic. In addition, the paper compares starting points of crisis management and measures taken by selected countries, and identifies the problem of the crisis management both at state and individual levels in Slovakia.

La pandémie due à la COVID-19 a placé le monde face à une catastrophe inconnue depuis la 2ème guerre mondiale. Encore celle- ci avait elle essentiellement impacté l'Europe quand ici ce sont tous les continents qui sont touchés. La résolution du problème doit se faire à 2 niveaux, médical et sociétal. Au niveau sociétal, la gestion de crise comporte sa résolution mais aussi le maintien de certaines activités et la prévention de sa résurgence, toutes du ressort des autorités mais dépendant fortement de l'adhésion de la population. Le système de santé est fortement impliqué tant par la gestion de la crise que par la prévention des rechutes, ce qui suppose de stabiliser puis couper la progression du virus. Cette gestion de crise doit aussi comprendre l'établissement d'une base bibliographique et la rédaction de procédures à utiliser dans un cas semblable futur. Cet article est le fruit du travail de l'utiviersité de gestion des risques de Kosice et détermine l'action des décideurs et effecteurs de résolution de crise en Slovaquie. Il compare aussi le début et la gestion de la crise dans d'autres pays et identifie les problèmes de gestion de la crise, individuels comme collectifs, en Slovaquie.

Research on the Influencing Factors of K-12 Students' Engagement in Home -based Online Learning during COVID-19 Pandemic

In the beginning of 2020, COVID-19 pandemic emerged in many regions of China, and the spring semester of primary and middle schools was postponed At the call of "Suspension of Classes but not Learning" by MOE, all educational institutes adopted the online learning methods. However, the home-based online learning lacks teacher supervision, peer support, classroom environment constraints. These intensify students' attention difficulty when compared with face-to-face learning in the classroom, which makes students' learning engagement more important to ensure the learning effect. According to online focus group interviews with the education experts and K-12 teachers respectively, the researchers found out some possible influencing factors to K-12 students' online learning engagement: perceived teacher involvement, perceived parental involvement, students' self-discipline, and student emotion. Therefore, this study proposes a prediction model from the above four aspects. By using multivariate linear regression analysis and variance analysis, this study finds: (1) Perceived teacher involvement, perceived parent support, student selfdiscipline and student emotion all have significant positive effects on online learning engagement. (2) There are significant differences in students' online learning engagement for different learning stages and different network environments at home Students' online learning engagement has no significant difference between urban and rural areas.

Factors impacting university students' online learning experiences during the COVID-19 epidemic.

Due to the COVID-19 epidemic crisis, students from higher education institutions around the world are forced to participate in comprehensive online curriculums. In such a scenario, it is worth investigating how students perceived their learning outcomes and satisfaction based on this method of teaching and learning online. This study aims to explore the role of six factors, namely, system quality, course design, learner-learner interaction, learner-instructor interaction, learner-content interaction, and self-discipline, on university students' perceived learning outcomes and their effect on student satisfaction with online curricula during the COVID-19 epidemic. A structural equation modelling technique was used to assess survey questionnaires obtained from 457 validated students at a Public University in China. The results demonstrated that these determinants had a positive effect on satisfaction and learning outcomes, whereas learner-instructor interaction had no significant effect. Furthermore, the strongest determinant that affected not only students' satisfaction but also their learning outcomes was the learner-content interaction.