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The objective of this study was to investigate online learning satisfaction in a sample of university students and its relationship with depression, anxiety, insomnia, and the average number of hours spent online. A total of 463 medical students were recruited for an online survey conducted from February to March 2022 with the main objective of estimating online learning satisfaction, while secondary outcomes involved assessing the relationship between online learning and depression, anxiety, insomnia, and the average number of hours spent online. A total of 285 participants were female (71.4%) and the mean age was 20.2 years. The results revealed that depression, anxiety, and insomnia are negatively correlated with overall satisfaction with e-learning. The more time students spent online, the greater the overall satisfaction. There are significant differences regarding student perceptions of interactivity in online learning satisfaction outcomes (p < 0.05, η2 partial Eta Squared-0.284). The opportunity to learn via chat-box presented differences in overall satisfaction while pleasant aspects of online learning, such as “no travel” and “economy”, were related to satisfaction. The students revealed that the higher the psychopathology scores, the less satisfied they were with online learning, while a higher number of hours spent online contributed positively to satisfaction.

The aim of this study is to assess the influence of the COVID-19 pandemic on undergraduate students’ knowledge, attitudes, and behaviors on hand and mobile phone hygiene. An anonymous self-reported questionnaire was distributed among 100 Greek male and female undergraduate students of all academic years who attended healthcare as well as non-healthcare curriculums. Descriptive statistics and statistical tests (chi-squared and Wilcoxon signed-rank test) were used (α = 5%). Students provided better responses during COVID-19, compared to the period before the COVID-19 pandemic, concerning their hand washing frequency (p < 0.001), hand washing circumstances, certain hand washing procedures, as well as their mobile phones’ cleaning/disinfection methods and frequency (p < 0.001). Statistically significant differences were observed between males and females in their knowledge, attitudes, and behaviors on hand and mobile phone hygiene, followed by faculty and year of studies. Overall, being a final-year female undergraduate student of health sciences has a positive influence on correct knowledge, attitudes, and behaviors on hand and mobile phone hygiene.

BACKGROUND: Age-appropriate communication and interaction are essential when meeting young carers, requiring in-depth knowledge and experience. Volunteer programmes may enhance undergraduate students' competencies in this regard. This pilot study evaluated undergraduate students' perceptions of volunteering on the Buddies for Children and Youngsters (BCY) programme by assessing the extent to which students experienced an improvement in their relational and communication competencies and/or felt better equipped for their future work.METHODS: The researchers conducted a mixed methods study with a parallel design, focussing on undergraduate students from the University College of Northern Denmark within the field of nursing, teaching, pedagogy, physiotherapy, and occupational therapy. The students participated in the programme for at least 4 months.RESULTS: Forty-two students responded to a questionnaire, and 17 students were selected to participate in four focus groups. The results showed that participation in the programme improved the students' communication and relational competencies to some degree. The programme provided the students with experience of age-related communication on both informal and difficult topics, and of building relationships and solving relational challenges. Also, the programme generally equipped students for future work with young carers and children.CONCLUSION: In conclusion, the BCY programme is a relevant supplement to regular educational activities. Decision makers within politics of health, health planning and management, should therefore consider implementation of such programmes in relevant educational areas.

This study examined perceptions and attitudes towards the uses of manual and automated catalogues among undergraduate students with a focus on three selected university libraries in North Central Nigeria, namely the University of Abuja Library, Abuja, Federal University of Technology Minna Library, Niger State and Kwara State University Library, Malete. The research design used in this study is a descriptive survey. The research population comprises the total number of undergraduate students registered with each of the libraries of the three selected universities in North Central, Nigeria. The University of Abuja Library had two thousand and seventeen (2,017) registered users, Federal University of Technology Minna, Library had two thousand four hundred and forty (2,440), and Kwara State University Malete library had four thousand eight hundred and twenty-four (4,824). This brings the total number of undergraduate library users registered with the three university libraries to 9,281. The sample size for the study was established using the random sampling table published by Israel in 1992. The table provided 200 for a population of 10,000 at ±7% Precision level and 95% confidence level. Therefore, 200 respondents were selected randomly which represent a cross-section of the population in each of the three selected universities in North Central. The instrument used to collect data was a structurally designed questionnaire. To ensure clarity of expressions and appropriateness of language used, the instrument went through face validation from some lecturers in library and information science in the selected universities. Reliability Test measurement yielded a value of 0.71 for Cronbach’s Alpha. A total number of two hundred (200) copies of the questionnaire were distributed randomly to the selected samples from the three selected institutions. Out of this, one hundred and twenty (120) copies, forty from each university library, were successfully filled, retrieved and found usable for the analysis, giving a response rate of 60%. The data generated from the questionnaire were analysed using descriptive statistics. Results were then presented in tabular forms and charts using simple percentages and frequency counts to facilitate a better understanding of the proportions in terms of particular responses. The study concluded that undergraduate students in the three selected university libraries prefer OPAC over the card catalogue; and that despite the availability of the OPAC many students still patronized the card catalogue, which means that in terms of patronage the gap between the OPAC and card catalogue is not that much. A periodic user education program for undergraduate students should be organized by the library management. This will give them the knowledge and abilities they need to find books and other information resources in the library using the card catalogue and OPAC as an effective searching tool.

Students receive e-mails from a variety of university sources that include information about courses, policies and procedures, and useful resources or opportunities. However, this information is sent without consideration of whether students have effective strategies to successfully translate it into action. Most research and resources related to undergraduate e-mail use focus on message composition, but limited work centres on how they manage their inbox, a private and unobservable process. Whether students can translate information about opportunities and resources into action has implications for their engagement and involvement on campus and success in their academic program. Thus, understanding how students process their inbox is potentially important for driving student integration and success. We have performed 18 qualitative interviews with undergraduate students regarding how they manage their inbox, including 1) the strategies and processes used, 2) how they learned to process their e-mail, and 3) positive and negative consequences associated with successful or unsuccessful inbox management. We find students vary widely when it comes to e-mail management. However, we find that students’ experiences with e-mail follow Expectancy Value Theory, where the likelihood that a student translates an e-mail into an action is primarily dictated by whether they perceive value in the received message and whether they can take the necessary action (e.g., attend an event, use a resource, pay a late fee, etc.). We find that students vary in their perceptions and abilities to act. Building off this framework, we describe this variation and its implications for student success. This research was approved by our institutional research ethics board REB #22-12-023.

Active learning aims to support students’ construction of knowledge and understanding via their direct engagement with activities that support the learning process. It has been well documented that students benefit from active learning; however, students often report disliking this method of learning and disfavour the student-centered approach as it puts them in charge of their learning. Furthermore, little is known about specific attitudes and attributes that may influence engagement with and adoption of these practices. To explore this knowledge gap, we assessed students’ motivation, self-efficacy, introversion/extroversion, science identity and evaluated their relationships with student buy-in to active learning; measured using the exposure-persuasion-identification-commitment (EPIC) process model (Cavanagh et al., 2016). Undergraduate science students (n=123) at Carleton University and the University of Ottawa had 76% of students report engaging with active learning in their science courses. Students engaged with an average of 11 (M = 11.19, SD = 3.29) out of 16 possible activities. Of the active learning activities, 34% of students liked this way of learning while 20% report only doing it because it was required of them. Motivation, self-efficacy, introversion/extroversion, and science identity were positively correlated with persuasion. In line with previous studies, buy-in was positively correlated with students' engagement in active learning behaviours. The relationships identified will allow us to make recommendations to help shape the pedagogical practices of educators and further improve student buy-in to this type of learning. This research has been approved by the research ethics board at Carleton University and the University of Ottawa.

El emprendimiento, entendido como la generación de ideas que se convierten en realidad, es una competencia básica que la propia Unión Europea está intentando fomentar en los estudiantes. Lo mismo sucede con la competencia digital, la cual se está desarrollando desde hace tiempo en todos los niveles educativos. De la combinación de ambas surge el emprendimiento digital, que tiene una relación directa con el aprendizaje autodirigido, ya que requiere que la persona aprenda a autogestionarse. Es por ello que en este trabajo se analiza la dimensión del emprendimiento digital de los estudiantes de último curso de grado para comprender cómo autogestionan también su aprendizaje, concretamente en la dimensión de gestión. La muestra estuvo compuesta por 1.108 estudiantes de las universidades públicas de la Región de Murcia, cuyo 64,17% estaba formado por mujeres y la edad media era de 23 años. El alumnado se muestra preparado para aprender de su propia experiencia, además de considerar la planificación para cumplir con los plazos como algo fundamental. Se encontraron diferencias en relación con el sexo y la rama de conocimiento de procedencia del alumnado que se discuten en el trabajo. Se requiere de más investigación que analice la relación entre el emprendimiento y el aprendizaje autodirigido. L'emprenedoria, entesa com la generació d'idees que es converteixen en realitat, és una competència bàsica que la mateixa Unió Europea intenta fomentar en els estudiants. El mateix passa amb la competència digital, que s'està desenvolupant des de fa temps a tots els nivells educatius. De la combinació de totes dues sorgeix l'emprenedoria digital, que té una relació directa amb l'aprenentatge autodirigit, ja que requereix que la persona aprengui a autogestionar-se. És per això que en aquest treball s'analitza la dimensió de l'emprenedoria digital dels estudiants d'últim curs de grau per comprendre com autogestionen també el seu aprenentatge, específicament a la dimensió de gestió. La mostra va estar composta per 1.108 alumnes de les universitats públiques de la Regió de Múrcia, el 64,17% dels quals estava constituït per dones i l'edat mitjana era de 23 anys. L'alumnat es mostra preparat per aprendre de la seva pròpia experiència, a més de considerar la planificació per complir els terminis com una cosa fonamental. Es van trobar diferències en relació amb el sexe i la branca de coneixement de procedència de l'alumnat que es discuteixen en el treball. Cal més recerca que analitzi la relació entre l'emprenedoria i l'aprenentatge autodirigit. Entrepreneurship, understood as the generation of ideas that become reality, is a basic skill that the European Union itself is trying to develop in students. The same applies to digital skills, which have been taught at all levels of education for some time now. From the combination of both comes digital entrepreneurship, which is directly related to self-directed learning, as it requires individuals to learn to manage their own studies. This study analyses digital entrepreneurship among final year undergraduate students to understand how they also self-manage their learning, specifically in terms of management. The sample consisted of 1108 students from public universities in the region of Murcia. 64.17% of the students were female, and the average age was 23. The students proved themselves capable of learning from their own experiences, and considered planning to meet deadlines to be essential. Differences were found in relation to gender and the academic discipline of the students involved in the study. More research is needed to analyse the relationship between entrepreneurship and self-directed learning.

Purpose To compare the technical quality of root canal treatment (RCT) depending on the incidence of procedural errors performed by undergraduate students using nickel-titanium reciprocating and conventional hand instrumentation techniques, and to assess the impact of case difficulty and localization of the teeth (maxillary or mandibular molars). Methods Dental records and periapical radiographs of molars that were treated with either hand or reciprocating WaveOne (WO) instruments were evaluated retrospectively. The technical quality of RCTs, the incidence of ledge formation, perforation, instrument fracture, overinstrumentation, underfilling, overfilling, inadequate root canal filling, and the effects of case difficulty and tooth localization were compared using the chi-square test with a significance of 5% (alpha = 0.05). Results While overinstrumentation was more frequent in the WO group (247 teeth), the incidence of inadequate root canal fillings was higher in the hand instrumentation group (245 teeth) (p < 0.01). No significant difference was observed in the incidence of other procedural errors (p > 0.05). The number of teeth with acceptable technical quality in preparation and obturation was 172 (69.6%) in the WO group, whereas it was 142 (58%) in the hand instrumentation group, presenting a significant difference between the instrumentation techniques (p < 0.01). Higher technical quality rates were observed with WO instrumentation in the high difficulty category and in maxillary teeth (p < 0.01). Conclusion Higher technical quality in preparation and obturation can be achieved with WO reciprocating instruments and file-matched greater tapered gutta-percha cones. No significant difference was observed between the groups in the incidence of procedural errors except for overinstrumentation and insufficient root canal filling. WO instrumentation and obturation with file-matched greater tapered gutta-percha cones provided better technical quality in the high difficulty category and in maxillary teeth.

Introduction The Maternal and Child Health (MCH) Pipeline Training Program, promotes development of a diverse health workforce by training undergraduate students from underrepresented minorities. We aimed to evaluate the success of this program based on three domains: (1) demographic characteristics, (2) academic and career development, and (3) attitudes towards the field of MCH and the training programs among graduates. Methods Three domains of success were determined through a collaborative effort between current program directors and the funding agency project officers. The survey with questions related to the three domains was distributed via an online platform to graduates from seven sites (one former site and six current sites). Data were analyzed and presented utilizing descriptive statistics. Results The survey was distributed to 550 graduates, 162 responded (37% response rate). Demographically, 78% were female, 54% were Black/African American, 22% were Latinx and 83% did not report any disability. Eighty percent of respondents applied to graduate/professional schools, 67% received admission. Graduates often continued to work in MCH fields (70%). Majority felt confident and knowledgeable in the field (89%) and agreed the faculty were supportive at their training sites (90%). Conclusion The study highlights successes in recruiting from underrepresented minorities, particularly Black/African Americans and first-time college goers in the family into the MCH Pipeline Training Programs. Programs were successful in furthering academic and career development for most trainees. Attitudes towards MCH and the training programs were overwhelmingly positive. Continued support of these programs is critical in addressing health disparities and achieving health equity.

The professions of speech-language therapy and audiology in South Africa developed under apartheid and historically consisted of and catered to a predominantly white English- or Afrikaans-speaking minority population. Over 25 years into democracy, there continues to be a stark incongruence between the demographic profile of the South African population and the speech-language and hearing (SLH) professions in terms of “race”, linguistic, and cultural diversity, and this has implications for training as well as clinical service provision within the South African context. This article explores undergraduate students’ perceptions and experiences of transformation within South African SLH university training programmes through a cross-sectional descriptive survey research design. A self-developed questionnaire was used to collect data from students enrolled in SLH programmes at South African universities. Thematic analysis identified two themes: 1) progress towards attainment of transformation and, 2) visibility of transformation. These findings highlight the need for diversity through inclusivity, redressing past injustices and incorporating local knowledge into current training and practice. These findings have global relevance for transformation in higher education, not just in the field of SLH. Implications for translation of theory and/or knowledge into practice, with more visible and deliberate application of policy in curriculum reform and institutional culture, are raised.

Este artículo se centra en analizar la percepción del alumnado universitario con respecto a la utilidad de citar y las conductas de plagio realizadas a lo largo de su carrera académica, para comprobar la posible existencia de diferencias en función de tener o no formación sobre citación. Para dar respuesta a las cuestiones planteadas se diseñó una investigación cuantitativa descriptiva y se utilizó un cuestionario dirigido a la población objeto de análisis, universitarios que cursaban estudios de grado. La muestra, de carácter no probabilístico, estuvo integrada por 3.783 alumnas/os. Entre los principales resultados obtenidos destaca que la formación en citación se convierte en un elemento fundamental en la evitación del plagio a la hora de realizar los trabajos académicos, puesto que el alumnado que ha recibido formación en citación le da mayor valor a la «utilidad» de citar y otorga puntuaciones más bajas en las prácticas relacionadas con la comisión de plagio en la realización de los trabajos académicos. De ahí la necesidad de que desde las instituciones universitarias se adopten las acciones necesarias para formar al alumnado en competencias informacionales en aras de evitar la práctica de conductas deshonestas. Aquest article se centra a analitzar la percepció de l'alumnat universitari respecte a la utilitat de citar i les conductes de plagi realitzades al llarg de la seva carrera acadèmica, per comprovar la possible existència de diferències en funció de tenir o no formació sobre citació. A fi de donar resposta a les qüestions plantejades es va dissenyar una investigació quantitativa descriptiva i es va utilitzar un qüestionari dirigit a la població objecte d'anàlisi, universitaris que cursaven estudis de grau. La mostra, de caràcter no probabilístic, va estar integrada per 3.783 alumnes. Entre els principals resultats obtinguts destaca que la formació en citació es converteix en un element fonamental en l'evitació del plagi a l'hora de fer els treballs acadèmics, ja que l'alumnat que ha rebut formació en citació dona més valor a la «utilitat» de citar i atorga puntuacions més baixes en les pràctiques relacionades amb la comissió de plagi en la realització dels treballs acadèmics. D'aquí ve la necessitat que des de les institucions universitàries s'adoptin les accions necessàries per formar l'alumnat en competències informacionals, a fi d'evitar la pràctica de conductes deshonestes. This article analyses the views of university students regarding the usefulness of citation, and plagiarism behaviours committed throughout their academic careers, to corroborate the possible existence of differences based on having training on citation or not. To answer the questions raised, descriptive quantitative research was designed, and a questionnaire was used aimed at the population under study: university students studying undergraduate degrees. The non-probabilistic sample consisted of 3,783 students. Among the main results obtained, it is notable that training in citation is a fundamental element in avoiding plagiarism when producing academic work, as students who have received training in citation give greater value to the "usefulness" of citing, and give lower scores to practices related to committing plagiarism in producing academic works. We conclude that universities must adopt actions to train students in informational skills in order to prevent the practice of dishonest behaviours.

Background: There is a growing youth population in Nigeria’s universities. It is important to understand the prevailing health problems of undergraduate students and provide services that are responsive to their health needs. Hence, this study assessed the morbidity pattern among law undergraduates that accessed care at a private Nigerian university clinic.Methods: A review of health records of 569 undergraduate law students who attended Babcock University, Iperu campus clinic, Ogun State, from January-December 2018 was conducted. Data were extracted from clinic cards and information on socio-demographic characteristics, presenting complaints, diagnosis, drugs prescribed and outcome of care were obtained. Data were analysed using SPSS version 25 and summarised using frequencies and percentages.Results: The median age of the clinic attendees was 18.7 years and 410 (72.1%) of the clinic attendees were females. Fifth year students accessed care at the University clinic more than other undergraduates, 228 (40.1%). The common morbidities were malaria, 291 (51.1%), respiratory tract infection, 269 (47.3%), malnutrition, 221 (38.8%) and dysmenorrhea, 84 (14.8%). The commonly prescribed class of drugs were analgesics 454 (79.8%), haematinics 401 (70.1%), antibiotics 397 (69.8%), antihistamines 290 (51.0%) and antimalarials 260 (45.7%).Conclusion: Communicable diseases such as malaria and respiratory tract infections were the most common morbidities among the students studied. The study findings are important in planning university health services aimed at effective prevention and treatment of common morbidities among undergraduates. The university needs to increase sensitization among students with the aim of improving clinic service utilization by students, especially the non-final year students. Keywords: Health problems; Undergraduate students; Private University; Nigeria

Dictionary has an important role in the language learning process where the dictionary is used as a learning tool. As a learning tool, dictionary can be used independently because there a lot of features in it such as meaning, pronunciation, types of words, word order and structure. At present, dictionaries available in two versions, they are printed and digital versions which can be in the form of websites or applications. The aim of this research is to find out the use of English digital dictionaries by undergraduate students, especially majoring in non-English language program. Based on the results of interviews with informants and a questionnaire administered to 67 students, this study used a qualitative descriptive method with data analysis. The results of the study found that digital dictionaries are used for language learning, translation and to improve English knowledge. It is strongly suggested to government to give access to the internet since those dictionaries sometimes use network. The developer of the application is also encouraged to make it accessible offline. The research team also suggest for future researcher to find out about the effect of using a digital dictionary on English learning.

Background: Psychological well-being (PWB) is affected by age, physical health, personality, life experiences, socioeconomic status, and culture. Age is an important social determinant of health and age-based analysis is necessary to rectify one’s health and health care. Aims and Objectives: This study aims to assess the PWB of college students and to determine the correlation between age and PWB aspects. Materials and Methods: This cross-sectional study was conducted among 210 college students selected by simple random sampling. Ryff’s PWB scale, a 42-item version used for the assessment of PWB, and data were collected by self-administering questionnaires. Statistical Analysis: Internal consistency of the scale was estimated and descriptive statistics, independent samples t-test, and regression analysis were applied. Results: The mean age of the participants was 19.41±1.69 years and 61% were male. Cronbach’s alpha coefficient for internal consistency of Ryff’s PWB scale was 0.814 in this study. The mean of PWB was 205.42±11.04 and ≥20 years scored higher in all the parameters of PWB than

Playing video games as a pastime has grown in popularity exponentially in the last decade. Almost 49% of American adults report having played video games and 10% consider themselves to be “gamers” (Duggan, 2015). In addition to their popularity as an activity for leisure, recent bodies of research have demonstrated that playing video games has positive implications for educational outcomes. Video game play has been linked to increases in classroom engagement (Nebel et al., 2016), better STEM learning (National Research Council, 2011) and improved spatial skills (Clemenson et al., 2019; Gold et al., 2018). With the attainment of spatial skills being of critical importance for succeeding in STEM fields, video gaming proves itself as more than a leisure home activity. However, the vast majority of studies examining the benefits of video game play have focused on video gaming only within K-12 populations. And yet, despite the advancement of video gaming in increasing spatial skills which are important for performance in gateway STEM courses (Uttal & Cohen, 2012), no study has investigated the links between spatial skills, video game play, and STEM motivation and educational attainment, especially at the postsecondary level. This study aims to examine the relations between postsecondary students’ spatial skills, STEM motivation/attainment, and their frequency of playing video games for leisure.

International Journal of Sociologies and Anthropologies Science Reviews, 3, 2, 165-180

Journal of Medical Bioscience, 5, 2, 109-121

SOCIAL SCIENCE ASIA : Official Journal of National Research Council of Thailand in conjunction with Journal of Social Work, 9, 2, 38-50

This paper is about the practical application of Metamorphoses creative-developmental fairy tale therapy, which is presented based on a three-session Metamorphoses creative-developmental fairy tale therapy session. The sessions were conducted between April and May 2021, among students (n=24) of the University of Debrecen, who were previously not familiar with fairy tale therapy, nor with the works of Ildikó Boldizsár. Through the media environment of the session, we also reflected together on the effects of internet consumption and the dangers of the internet. The study highlights the students' attitudes towards this method and their participation and activity in the online space. The experiences gained during the 3 sessions and the feedback of the students appear as a guideline to conclude the study. The practical application of the Metamorphoses creative-developmental fairy tale therapy will show whether this methodology has a role to play in higher education.

Most research support positive relationships between physical activity and mental health. However, possible moderating variables of these relationships have also been identified, such as age, gender, level of physical activity, and the scope of physical activity. This study aimed to analyze the relationships between physical activity and mental health levels in undergraduate students, assessing whether these associations can change depending on the level of physical activity (low, medium, or high) and the setting (occupational, commuting, or leisure time physical activity) in which it was performed. A descriptive and cross-sectional study was conducted. The sample comprised 847 undergraduate students. Physical activity and mental health were measured by the Global Physical Activity Questionnaire (GPAQv2) and the General Health Questionnaire (GHQ-12). We found relationships between students’ physical activity level and their mental health status. The higher the total physical activity, the better their mental health scores. High levels of commuting and leisure time physical activity is also associated with better mental health, while only moderate levels of occupational physical activity are associated with better mental health status. Regarding the possible associations between physical activity and vulnerability to mental health problems, with the fully adjusted regression model, leisure time and occupational physical activity remain protective of a poor state of mental health. Leisure time physical activity, performed at a high level, and moderate occupational physical activity seems to be the best combination of physical activity to reduce students’ vulnerability to potential mental health problems.

Background: The PERMA well-being scale measures the multidimensionality of well-being in human populations. It highlights positive emotions, engagement, relationships, meaning, and accomplishment. Despite the empirical advancement and evolution of the PERMA scale in different settings, its applicability to open and distance learning (ODL) has not been adequately established among undergraduate students in sub-Saharan Africa. Methodology: Our study examines the theoretical reliability, validity, and five-factor structure of the shortened 35-item version of the PERMA well-being scale as it was adapted in an ODL tertiary institution in Botswana. The PERMA model of well-being and self-determination theory (SDT) served as theoretical frameworks. We evaluated the adapted PERMA scale’s reliability, construct validity, confirmatory factor analysis, and measures of invariance to assess if the data of undergraduate students in an ODL context study fitted the PERMA model of a well-being five-factor structure. We used a multi-stage sampling scheme incorporating a convenience sampling approach where the respondents were invited to voluntarily participate in the study through a WhatsApp group, followed by snowball sampling where we asked the participants to add others to the WhatsApp group during the timeline of the survey; the sample comprised 215 respondents (age: mean = 38.17, standard deviation = 6.472). We collected data from former and active undergraduate B.Ed. (Bachelor of Education) degree students from five regional campuses of the open university through an online survey built into the Qualtrics platform. The Cronbach’s alpha indicated that one item should be removed from the engagement domain. Results: The overall adapted scale retained a 34-item PERMA well-being scale in the particular ODL context. The goodness of fit indices confirmed the five-domain structure with the 34 items. Conclusions: The psychometric properties of the 34-item adapted PERMA well-being scale suggest that it can be a valuable and feasible instrument in ODL in sub-Saharan Africa. Furthermore, the adapted scale can be applied in educational settings moving towards open and distance e-learning forms of delivery.

This research paper investigates the general understanding and skills of young third-year environmental engineering students concerning the criteria for monitoring wetlands. Students were asked to describe approaches, data, and final solutions to identify and/or eliminate wetland odor. Over half of the students (55%) did not consider the “identification” strategy by which to determine the source of unexpected odors. The rest gave answers focused on “restoration” (24%) and “prevention” (15%) strategies, while 6% of the answers were unrelated. In fact, without knowing the causes and without thinking about the necessity/importance of visiting/surveying the site, students came up with a priori solutions. In their mind, the immediate cause of the odor could be a disturbed or unbalanced distribution/composition of ions, salts, or microbes in the water. Indeed, most data types (71%) were those related to “water”. As the final solution, 50% of responses considered “physical” followed by “legal and planning” solutions (32%). Each factor, including “Chemical” and “Biological”, constituted 9% of the answers. This research highlights engineering students’ communication skills, critical thinking and problem-solving abilities by contemplating class activities that simulate real-world situations. The research presumes that these engineering student cohorts represent typical student communities worldwide. Such findings contribute to policymaking in the engineering education system on a larger scale.

This qualitative study explored the gains and challenges experienced by an interdisciplinary group of English as a foreign language students who participated in the implementation of a critical reading unit taught within a reading comprehension course at a university in Medellín, Colombia. To do this, video-recordings of all lessons, samples of students’ work, and students’ reflections were collected. Results show that students experienced several gains but also had some challenges related to aligning with the author’s position, seeing positionality in factual texts, and taking middle positions. These results suggest that even though it is not only possible but beneficial to do critical reading with undergraduate English as a foreign language students, there are some specific areas in which these students need additional support.

The present study aimed to investigate the relationship between students’ academic motivation, implicit beliefs about intelligence and learning strategies among undergraduate healthcare students. First-year students of healthcare degree courses from a university in Southern Italy were surveyed. The study measured psychological constructs by means of Academic Motivation Scale, Motivated Strategies for Learning Questionnaire, and Dweck’s implicit questions about beliefs of intelligence. Two regression models were computed to assess the association between students’ beliefs about intelligence, motivations for studying, and learning strategies. In the first regression model, predicting students’ use of cognitive strategies from implicit intelligence beliefs and motivations for studying, stronger autonomous motivations were significant predictors of cognitive strategies. The second regression model, predicting students’ use of metacognitive strategies from implicit intelligence beliefs and motivations for studying, was not significant. These findings can be useful to plan tailored educational interventions to promote students’ motivation, incremental beliefs about intelligence and their use of learning strategies positively related with academic performance.

Resilience has been documented as an essential component in managing stress. However, understanding how undergraduate students with different sociodemographic characteristics perceive resilience remains understudied. This study aimed to explore how undergraduate students in one university define and build resilience during the COVID-19 pandemic. Students’ perception and preferences for receiving resilience training were additionally solicited. A descriptive qualitative cross-sectional study was conducted. Twenty-seven students were interviewed using a semi-structured interview guide via Skype instant messaging. The thematic analysis generated five themes: resilience as enduring and withstanding; the building blocks of resilience; resilience: learning or earning; pedagogical considerations for resilience training; and a blended platform for resilience training. Participants described resilience as an enduring and withstanding trait essential for university students. Resilience can be built from intrinsic and extrinsic factors. Intrinsic factors that enhanced resilience included desire to succeed and motivation. Extrinsic factors were relational in nature, and friends, family, teachers, and religion were found to boost resilience. Students had several recommendations in designing resilience training, and they recommended the use of a blended platform. Further, students suggested the use of videos, narratives from resilient individuals, and using reflective practice as a pedagogy in resilience training. Future resilience training should consist of personal and interpersonal factors and should be introduced early during the academic term of students’ university life. As the COVID-19 pandemic compounds an already challenging academic climate, this study lends it findings to expand the resilience literature and develop future resilience training.

Background Psychological resilience is an important factor in coping with Potentially Traumatic Events (PTEs) and might mitigate the development of trauma-related disorders. Due to the high risk of natural disasters, criminal activity, and transportation accidents among the Indonesian population, it is critical to assess psychological resilience as a protective factor. This study aimed to validate the Resilience Evaluation Scale (RES) in Indonesian undergraduate students. Methods We recruited 327 students (78% female, the mean age is 19.61 (SD = 1.24)) between March and June 2020 using convenience sampling, 256 (78.28%) of whom completed the RES twice with an interval of 2 weeks for test-retest reliability purposes. Parallel Analysis and Exploratory Factor Analysis were performed to examine the construct validity of the RES. The internal consistency and the test-retest reliability were assessed using Cronbach Alpha, Pearson Correlations, and Interclass Correlation Coefficients (ICC). Convergent and divergent validity were examined using Pearson Correlations. Results EFA analysis yielded a two-factor structure for the final eight-item Indonesian version of RES, which reflected two underlying constructs of resilience: self-confidence and self-efficacy. The Indonesian version of RES demonstrated good internal consistency (α = 0.74–0.82) and test-retest reliability (r = 0.68–0.78; ICC = 0.67–0.78). The result showed that the RES total and subscale scores positively correlated with all criterion variables (resilience, self-efficacy, self-esteem, level of global functioning, and adaptive coping strategy; r = 0.27–0.73). RES total and subscale scores negatively correlated with opposite constructs (PTSD, depression, social/work impairment, and maladaptive coping strategy; r = - 0.27– -0.46). Conclusions The current study showed that the Indonesian RES is a valid and reliable measurement of psychological resilience in Indonesian undergraduate students. The final 8-item Indonesian RES, a freely available resilience instrument, is recommended for future studies and public mental health initiatives in the Indonesian population.

The COVID-19 pandemic had a strong impact on mental health. Multiple studies report the alarming prevalence of depression, anxiety, and stress-related conditions due to the lockdown measures. Nevertheless, somatization has been an overlooked topic in current literature despite its strong relationship with most mental health conditions. The aim of this study was to describe the prevalence of somatic symptoms and their associated factors in a sample of 3218 undergraduate students from Lima, Peru. A cross-sectional design was carried out. The prevalence of somatic symptoms was measured with the PHQ-15. As predictors of somatic symptom severity, we included psychopathological (depression, anxiety, and stress), psychological (perceived social support, resilience, satisfaction with life, and academic self-efficacy), and sociodemographic (e.g., age, sex, employment status, relationship status, daily hours of sleep) variables. A generalized linear model from a binomial family and a logit link function were applied based on a Factor Score Regression approach, with half of the sample presenting moderate-to-severe somatic symptoms. Anxiety was the strongest predictor of somatic symptom severity, followed by academic self-efficacy. Significant differences were found regarding sex, relationship status, daily hours of sleep and COVID-19 risk-related variables. In conclusion, interventions on reducing anxiety and promoting academic self-efficacy may have a stronger impact on somatic symptom severity and should focus on more vulnerable specific demographic groups such as females.

After the Open Science Collaboration (OSC, 2015) published their report that only 36% of studies replicated with much smaller effect sizes than the original experiments, awareness of the replication crisis grew within the social sciences. Following this result, some researchers worried about the validity of research within psychology and the ensuing problems with replicability (Wiggins & Christophersen, 2019). One driver of replication failures may be related to the use of questionable research practices (QRP), such as p-hacking and HARKing which involve selectively reporting data to be more publishable or give a positive outcome (Baker, 2016). To circumvent these issues, researchers have been encouraging open research (OR) practices like preregistration to make research more transparent and accountable (Gigerenzer, 2018). As of yet, OR practices are not mandatory in BPS accredited curriculum, so not all UK students are taught about OR. However, some researchers suggest that supervisors and lecturers play an important role in student perceptions of QRPS and believe it is important to teach and encourage undergraduates to reduce the use of QRPs during their student dissertations (Krishna & Peter, 2018). Many psychology students reported that they perceive statistics as a complex and difficult subject (Coetzee, & Merwe, 2010) and believe statistics to be their most anxiety producing module (Chew, & Dillon, 2014). Research also suggests that many QRPs may be linked to understandings towards statistics, particularly beliefs in ‘rituals’, such as ‘the illusion of certainty’, and may have a role in the replication crisis (Gigerenzer, 2018). There are many inherent issues in open science (OS), and undergraduates are a group with multiple different views and understandings of OR and statistics. Researchers have previously explored understandings and perceptions of OR and statistics anxiety, but the relationship between these two factors is not yet clear as no studies to date have assessed the relationship between perceptions of OR and perceptions of statistics anxiety in undergraduate students. It is also unclear how individual differences in statistics anxiety may interact with differences in perceptions of OR, and what implications this may have for teaching statistics and OR at the undergraduate level. Therefore, we plan to investigate the relationship between statistics anxiety, attitudes, perceptions, and understandings and OR in a sample of undergraduate psychology students. We intend to conduct a study to examine these relationships using validated scales, and planned hypotheses and analyses. A previous UK-wide project conducted in 2019 collected data on a number similar measures which was not preregistered and remains unpublished. In this project we will use similar scales from that previous study, to see whether the results replicate and confirm the initial findings. We will additionally look at statistics anxiety, attitudes, knowledge, confidence, and interpretation as well as student attitudes of learning OR alongside the data collected with the STORM project about student perceptions and use of OR practices. References Baker, M. (2016). Reproducibility crisis. Nature, 533(26), 353-66. URL: https://www.researchgate.net/profile/Jack-Damico/post/How-many-stimuli-repetitions-are-needed-in-L2-speech-research/attachment/5aa553c2b53d2f0bba575a50/AS%3A603027308302336%401520784322182/download/Reproducibility+crisis.pdf Chew, P. K., & Dillon, D. B. (2014). Statistics anxiety update: Refining the construct and recommendations for a new research agenda. Perspectives on Psychological Science, 9(2), 196-208. DOI: https://doi.org/10.1177%2F1745691613518077 Coetzee, S., & Merwe, P. V. D. (2010). Industrial psychology students' attitudes towards statistics. SA Journal of Industrial Psychology, 36(1), 1-8. URL: http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S2071-07632010000100009 Gigerenzer, G. (2018). Statistical rituals: The replication delusion and how we got there. Advances in Methods and Practices in Psychological Science, 1(2), 198-218. DOI: https://doi-org.ezproxy.uwe.ac.uk/10.1177%2F2515245918771329 Gilligan-Lee, K. A., Farran, E.K, Topor, M., Silverstein, P., Morris, S., & Williams, A. Y. (2020, January). STORM Project. Retrieved from: http://osf.io/s72kj Krishna, A., & Peter, S. M. (2018). Questionable research practices in student final theses–Prevalence, attitudes, and the role of the supervisor’s perceived attitudes. PloS one, 13(8), e0203470. DOI: https://doi.org/10.1371/journal.pone.0203470 Onwuegbuzie, A. J., & Wilson, V. A. (2003). Statistics Anxiety: Nature, etiology, antecedents, effects, and treatments--a comprehensive review of the literature. Teaching in higher education, 8(2), 195-209. DOI: https://doi.org/10.1080/1356251032000052447 The Reproducibility Project: Psychology (Open Science Collaboration, 2015)- Open Science Collaboration. (2015). Estimating the reproducibility of psychological science. Science, 349(6251). DOI: 10.1126/science.aac4716 Wiggins, B. J., & Chrisopherson, C. D. (2019). The replication crisis in psychology: An overview for theoretical and philosophical psychology. Journal of Theoretical and Philosophical Psychology, 39(4), 202. DOI: https://doi.org/10.1037/teo0000137

The psychological well-being of undergraduate students has become a matter of utmost concern to stakeholders in the education sector given the concerns occasioned by increasing rate of depression and suicide in the country. This unsavoury trend has made inroads into the university system given that university education comes with attendant challenges such as having to live away from family, depression, suicidal ideation, dropout rate/dropout tendency, drug abuse and a host of others.Hanging on students’ consistent evaluative judgement on their academic issues and their self esteem, thepurpose of this study was to investigate attributional styles and self-esteem as predictors of psychological well-being of undergraduate students in Anambra State. Three research questions were raised for the study while three hypotheses were tested at 0.05 level of significance. Correlational research design was adopted for the study. The population of the study consisted of all the 18, 326 second year undergraduate students for the 2021/2022 academic session in Nnamdi Azikiwe University, Awka and ChukwuemekaOdumegwuOjukwu University, Igbariam in Anambra State. The sample for the study comprised 720 second year undergraduate students for the 2021/2022 academic session obtained through multi-stage sampling procedure. Three sets of questionnaire ‘Psychological Well-being Questionnaire (PWQ), Attributional Style Questionnaire (ASQ) and Self-Esteem Scale (SES) were used for data collection. The instruments for data collection were validated by three experts, two from Measurement and Evaluation, the other from educational psychology all in the Department of Educational Foundations, Nnamdi Azikiwe University, Awka. The reliability of the instruments were established using Cronbach Alpha Method and the alpha co-efficient got were 0.82, 0.80 for and 0.84 for ASQ, SEQ and PWQ respectively. Statistical procedure used for data analysis was multiple regression analysis.The findings of the study revealed that attributional styles and self-esteem significantly predicted psychological well-being of undergraduate students. However, self esteem accounted for a greater proportion of variance in the students’ psychological well-being more than attributional styles.Based on the findings of the study, it was recommended among others thatFederal Government should ensure the employment and deployment of counsellors and psychologists to universities of the Nigerian federation. Such a step will help ensure that the psychological needs of undergraduate students are attended to especially as it concerns their self esteem and attributional styles. Additionally, suggestions for further studies were made., {"references":["Aknin, A., Lara, B. and Norton, D. (2009). From wealth to well-being. Money matters, but less than people think. 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Resumen: Introducción: La función de las revistas científicas es convertirse en una especie de registro social de invenciones e innovaciones. Las revistas científicas estudiantiles constituyen medio de divulgación de la actividad científica durante el pregrado. La evaluación periódica y con nuevos métodos es verdaderamente la herramienta fidedigna para el control de la calidad de los procesos editoriales. Objetivo: Evaluar el funcionamiento de las revistas estudiantiles cubanas. Material y métodos: Se realizó un estudio descriptivo donde se evaluó el funcionamiento de las revistas estudiantiles cubanas: Revista 16 de Abril y Revista Universidad Médica Pinareña, en el período desde enero del 2016 hasta diciembre del 2017. Como instrumento de evaluación, se empleó la de los Indicadores de Evaluación para Revistas Científicas, establecidos por la Editorial de Ciencias Médicas en su versión 1.9. Resultados: Un aspecto favorecedor en ambas revistas es la gestión en la plataforma Open Journal Systems; sin embargo, es llamativo que no se aprovecha al máximo sus beneficios y potencialidades. Ambas revistas presentan altos índices de endogamia y como puntuación global la Revista 16 de Abril tiene 69 puntos y la Universidad Médica Pinareña 53. Esto podría estar condicionando bajos indicadores de visibilidad. Conclusiones: Las revistas estudiantiles cubanas se encuentran en el nivel C, poseen una serie de deficiencias para la cual deben tomarse medidas por parte de los comités editoriales si esperan atraer más y mejores propuestas de publicación, sus equipos deben trabajar arduamente sobre los aspectos señalados y deficiencias en función de mejorar el funcionamiento de sus revistas. Abstract: Introduction: The function of scientific journals has become a kind of social registry of inventions and innovations. Student scientific journals are a means of disseminating scientific activity for undergraduates. The periodic evaluation, and with new methods is a truly the reliable tool for monitoring the quality of the editorial processes. Objective: To evaluate the functioning of Cuban student journals. Material and methods: A descriptive study was carried out in which the performance of the following Cuban student journals was evaluated: Revista 16 de Abril and Revista Universidad Médica Pinareña, in the period from January 2016 to December 2017. As an evaluation instrument, The Evaluation Indicators for Scientific Journals, established by the Editorial of Medical Sciences in its version 1.9, was used as the evaluation tool. Results: A favourable aspect in both journals is the management in the Open Journal Systems platform. However it is striking that their benefits and potentialities are not maximised. Both journals show high rates of endogamy. The Revista 16 de Abril had an overall score of 69 points and the Universidad Médica Pinareña 53 points. This could be due to low visibility indicators. Conclusions: Cuban student journals are at level C. They have a number of deficiencies for which measures should be taken by the Editorial Committees. If they hope to attract more and better publication proposals, their teams must work hard on the aspects outlined, as well as deficiencies, in terms of improving the functioning of their journals.

Introduction: The demanding nature of medical and health sciences studies can cause stress among students in these disciplines affecting their wellbeing and academic performance. The Perceived Stress Scale (PSS-10) is a widely used measure of perceived stress among medical students and healthcare professionals that has not yet been validated among medical and health sciences students in Hong Kong. The aim of this study is to establish the construct validity and reliability of the PSS-10 in this context. Methods: 267 final year medical and health sciences students were surveyed using the PSS-10. The data were analysed using exploratory factor analysis for construct validity and Cronbach’s alpha coefficient and corrected item-total correlations for reliability. Results: Exploratory factor analysis revealed a two-factor structure for PSS-10, with Cronbach’s alpha of 0.865 and 0.796, indicating good internal consistency. Corrected item-total correlations showed satisfactory correlation ranged from 0.539 to 0.748 for all items and their respective subscale. Both tests supported PSS-10 as a two-factor scale. Conclusion: The PSS-10 is a valid measure for assessing perceived stress in Hong Kong medical and health sciences students.

Background and aimsProblematic smartphone use (PSU) has been described as a growing public health issue. In the current study, we aimed to provide a unique and comprehensive test of the pathway model of PSU. This model posits three distinct developmental pathways leading to PSU: (1) the excessive reassurance pathway, (2) the impulsive pathway and (3) the extraversion pathway.MethodsUndergraduate students (n = 795, 69.8% female, mean age = 23.80 years, sd = 3.02) completed online self-report measures of PSU (addictive use, antisocial use and dangerous use) and the psychological features (personality traits and psychopathological symptoms) underlying the three pathways.ResultsBayesian analyses revealed that addictive use is mainly driven by the excessive reassurance pathway and the impulsive pathway, for which candidate etiopathological factors include heightened negative urgency, a hyperactive behavioural inhibition system and symptoms of social anxiety. Dangerous and antisocial use are mainly driven by the impulsive pathway and the extraversion pathway, for which candidate etiopathological factors include specific impulsivity components (lack of premeditation and sensation seeking) and primary psychopathy (inclination to lie, lack of remorse, callousness and manipulativeness).Discussion and conclusionsThe present study constitutes the first comprehensive test of the pathway model of PSU. We provide robust and original results regarding the psychological dimensions associated with each of the postulated pathways of PSU, which should be taken into account when considering regulation of smartphone use or tailoring prevention protocols to reduce problematic usage patterns.

Aims Vaccine hesitancy is widely recognised as one of the most serious threats to current global health. While the causes underlying vaccine hesitancy have been extensively described and several mitigation strategies trialled amongst current and prospective parents, there is a relative scarcity of research investigating its extent and causative factors amongst university students, a critical demographic due to its temporal proximity to the average child-rearing age. The present study sought to address this literature gap by elucidating the social and demographic factors that might underpin vaccine hesitancy in university students. Subject and methods An anonymous online survey was carried out to investigate the opinions and perspectives on the practice of vaccination within undergraduate students’ social sphere. The statistical significance of the differences observed between groups of participants was analysed using non-parametric tests of variance. Results Amongst the 739 volunteers who participated in the survey, vaccine confidence varied significantly (p p Conclusions By shedding new light on the factors underpinning vaccine hesitancy within undergraduate students’ social network, the present study provides a stepping stone towards the development of targeted mitigation strategies.

Workplace learning experience complements students’ learning at the university and equips them with practical skills required in professional work contexts. Given its importance, educators must constantly devise strategies to enhance students’ workplace learning and collect contextual data to determine how best to support them in collaboration with the internship sites. In this study, we adopted the online discussion forum to supplement undergraduate students’ workplace learning in a semi-private Emirati university through reflection and workplace knowledge sharing with colleagues asynchronously. Using a qualitative approach, we ethically retrieved and thematically analyzed students’ contributions to the online discussion forum. Our findings indicate that students found the orientation week beneficial and the knowledge gained at the university, such as communication and information technology, resourceful. Additionally, students found integration into the new context, time management, language issues, and emailing challenging. Despite the reported challenges, students indicated that the workplace learning experience strengthened their practical skills, including managing time, working with different people, and communicating within different contexts to smooth their transition to professional work contexts. Based on the findings, we suggest using online discussion to supplement workplace learning as an essential element for educators to consider when developing programs. We also recommend pre-internship orientations where expectations, roles, and required knowledge are discussed to prepare students for successful workplace learning experiences.

Objective To assess the potential effectiveness of playing a simple, casual video game (Flower) in reducing stress relative to participating in a mindfulness-meditation session (body scan) among undergraduate students. Eighty undergraduate student participants (mean age = 19.46 years, SD = 1.43; gender: 48 females, 29 males, 3 preferred not to answer) were assigned to one of two groups in alternating order: one who played Flower and the comparison group who participated in a body scan, each lasting 20 min. Psychological and physiological stress measurements were made before and after each intervention. Self-perceived psychological stress was measured using a modified version of the nine-item Psychological Stress Measure (PSM-9), and physiological stress (heart rate, systolic and diastolic blood pressure) was measured using an electronic blood-pressure cuff. The results were analyzed with a 2 (measurement: pre, post) × 2 (intervention: video game, mindfulness-meditation) mixed model analysis of variance (ANOVA) for each of the four outcome measures. There was a statistically significant reduction (pre- to post-intervention) across all outcome measures. Notably, there was a significant measurement × intervention interaction (p < .001) for the psychological stress measure; participants in the mindfulness-meditation group reported greater stress reduction after the intervention than participants in the video game group. Although these results suggest mindfulness-meditation provides a slight advantage for stress reduction than casual video games, the similarity in reduction across all physiological measures between the two interventions nevertheless suggests casual video games may also be an effective medium. This finding is especially promising given casual video games’ accessibility, ease of use, and popularity among students. These results may inform initiatives by colleges and universities to better support students during peak times of stress and especially during the current COVID-19 pandemic.

Background: University students are an essential human resource for national development. Thus, it is important to study the stress, adversity quotient, and health behaviors of these students during the COVID-19 pandemic. Objective: This study aimed to identify stress, adversity quotient, and health behaviors and examine the relationship between these factors in undergraduate students during the COVID-19 outbreak. Methods: The current study was a quantitative study with a cross-sectional design. A total of 416 undergraduate students in a Thai university were selected using a convenience sampling technique. A questionnaire was used to collect the data on stress, adversity quotient, and health behaviors of undergraduate students during the COVID-19 outbreak. Data were analyzed using mean, standard deviation, and Pearson’s Product Moment Correlation Coefficient. Results: This study indicated that stress was at a high level (3.54 ± .53; Mean ± SD ), adversity quotient was at a high level (3.77 ± .63; Mean ± SD ), and health behaviors were at a moderate level (3.06 ± .53; Mean ± SD ). The current study also found that stress and adversity quotient were irrelevant. Stress and health behaviors were negatively correlated with a level of significance of .01 ( r = -.31), and adversity quotient and health behaviors were positively correlated with a level of significance of .01 ( r = .051). Conclusion: It is suggested that healthcare providers, families, and professors should consider stress and adversity quotient in developing interventions to promote healthy behaviors in terms of physical and psychological factors in university students.

Globally, thousands of institutions house nearly three billion scientific collections offering unparallelled resources that contribute to both science and society. For herbaria alone - facilities housing dried plant collections - there are over 3,000 herbaria worldwide with an estimated 350 million specimens that have been collected over the past four centuries. Digitisation has greatly enhanced the use of herbarium data in scientific research, impacting diverse research areas, including biodiversity informatics, global climate change, analyses using next-generation sequencing technologies and many others. Despite the entrance of herbaria into a new era with enhanced scientific, educational and societal relevance, museum specimens remain underused. Natural history museums can enhance learning and engagement in science, particularly for school-age and undergraduate students. Here, we outline a novel approach of a natural history museum using touchscreen technology that formed part of an interactive kiosk in a temporary museum exhibit on biological specimens. We provide some preliminary analysis investigating the efficacy of the tool, based on the Zooniverse platform, in an exhibit environment to engage patrons in the collection of biological data. We conclude there is great potential in using crowd‐sourced science, coupled with online technology to unlock data and information from digital images of natural history specimens themselves. Sixty percent of the records generated by community scientists (citizen scientists) were of high enough quality to be utilised by researchers. All age groups produced valid, high quality data that could be used by researchers, including children (10 and under), teens and adults. Significantly, the paper outlines the implementation of experiential learning through an undergraduate mathematics course that focuses on projects with actual data to gain a deep, practical knowledge of the subject, including observations, the collection of data, analysis and problem solving. We here promote an intergenerational model including children, high school students, undergraduate students, early career scientists and senior scientists, combining experiential learning, museum patrons, researchers and data derived from natural history collections. Natural history museums with their dual remit of education and collections-based research can play a significant role in the field of community engagement and people-powered research. There also remains much to investigate on the use of interactive displays to help learners interpret and appreciate authentic research. We conclude with a brief insight into the next phase of our ongoing people-powered research activities developed and designed by high school students using the Zooniverse platform.

There has been a preponderance of studies on student mental health, wellbeing and flourishing during the COVID-19 pandemic. Few studies have compared data on student mental health and wellbeing before and during the pandemic. The purpose of the current study was to compare mental health and wellbeing in undergraduate students before and during the COVID-19 pandemic. Survey research was conducted with three groups of undergraduate students (n = 905) from diverse scientific fields at a large, urban university in South Africa. Data was collected by means of electronic surveys, combining full-scale items from three instruments, the Mental Health Continuum Short Form, the Flourishing Scale and the Fragility of Happiness Scale. Data was analysed by the Statistical Package for the Social Sciences (SPSS), the Analysis of Moment Structures (AMOS) and R software. The results indicate that while the mental health and wellbeing of students declined during the pandemic concerning their perceived ability to contribute to society, having supportive and rewarding social relationships and them being engaged and interested in their daily activities, it also improved in terms of their perceived ability to manage their daily lives (environmental mastery), being challenged to grow (personal growth) and in terms of their views that society was becoming better (social growth/actualisation).

The current study investigated the association between math anxiety, math self-concept, and math self-efficacy with intention to declare a degree in psychology. Additionally, the study investigated whether knowledge of the statistics requirement in psychology was associated with psychology degree intentions and whether the three math factors were associated with time since last math course. Undergraduate students completed a questionnaire concerning their intention to pursue a psychology degree, the revised version of the Fennema-Sherman Mathematics Anxiety Scale, the Self-Description Questionnaire III Mathematics Subscale, and the Mathematics Self-Efficacy Scale. Results revealed no significant relationships between scores on the three math scales and intentions to declare a degree in psychology. However, significant, negative correlations were found between time since last math course with math anxiety and math self-efficacy scores, and all three math constructs were significant for non-psychology-interested participants. Overall, psychology-interested participants appear intent on entering psychology, regardless of the statistics requirement.

The experience of the United States, where in higher education students are trained for conscious social activities and independent responsibility for the benefit of the community and society as a whole, seems to be significant for the theory and practice of higher education in Ukraine. The appeal to the American educational experience is due to the fact that today the United States as a state governed by the rule of law is a reliable guarantor of individual rights and freedoms, provided by strong traditions of civic education – the key to educating students' social values. At the same time, the interest in higher education in the United States is due to its high prestige within the world educational environment, its well-known democratic orientation and constant content and methodological improvement. In the United States, training graduates in adapting to their social life as responsible citizens-members of certain communities and professionals in society has historically been a duty of higher education. The purpose of the article is to highlight the features of the educational process in the course of general education in the framework of undergraduate studies within the US higher education, institutions, which contribute to the development of students’ social values. It is noted that the pedagogical experience of the United States, where students are being trained in conscious social activities and independent responsible activities for the benefit of society in higher education institutions, is useful for the theory and practice of higher education in Ukraine. The methodology of the research is based on the analysis of scholarly and pedagogical sources of the USA and Ukraine on the problem under study with the elements of induction and deduction to characterise the state of its development in the USA; the summarising of the organisation of various types of training in the US higher education institutions, which provide for the formation of students’ social values. The originality of the research lies in the fact that for the first time in the Ukrainian pedagogical science, the views of American scholars on the types of training, as well as the civic engagement of students in the U.S. higher education institutions which contribute to the development of their social values have been summarised. It has been found out that today, in higher education in the United States, students’ engagement into social activities during their general education ensures their readiness for a meaningful and responsible life in an interdependent world characterised by uncertainty and rapid changes. By teaching leadership and community service through dialogue and collaboration, the U.S. colleges and universities contribute to the development of students’ social values, social and intellectual development of students who, moving from a comfort zone to a contact zone, are able to interact effectively within a variety of situations.

Academic stress is becoming an alarming mental health problem in Pakistan. The study aims to explore the causes of academic stress in the undergraduate students in Khyber Pakhtunkhwa, Pakistan. Qualitative exploratory research design is adopted for this study. Data is elicited through structured-interview guide from 80 students from different study programs at the University of Malakand. Findings of the study show that nearly all (96.25%) students experienced an academic stress. Further, main causes of academic stress mentioned by students include: the lack of time management (90%); the semester system and frequent exams (86%); high study load and lengthy syllabi (80%); financial constraints (78%); favouritism and discrimination (72%); ineffective teacher-student relationship (68%); conventional and multilingual teaching style (60%); family and parental expectations (56%); and difficulty in adjustment to the university environment (44%). This study concludes that academic stress can be curbed by revamping on the identified factors, establishment of effective counselling services, and other efficient coping strategies.

This study describes how interpersonal and ideational metaphors were realised in th writing of theses texts written by undergraduate students of English study program. This study is a documentary analysis of descriptive method. Data in the form of corpus data were randomly taken from 15 theses among 70 theses in population. Data were analyzed by focusing on the semantic functions covering interpersonal and ideational metaphors. The results showed that interpersonal metaphor was realised in mood system and modality. Mood system was realised mostly in declarative clauses than interrogative and imperative ones. This fact was caused by the channel of text, written text. Modality was least used in the texts. Ideational metaphor was sin transitivity system in which material process was mostly applied than mental, behaviour, existential, relational and verbal processes. Nominalisation was selected as the mostly used property of linguistic feature in writing theses. Ideational metaphor was more used than interpersonal metaphor. This fact happens due to the text channel, written text. Therefore, it is suggested that lecturers in their teaching should consider their teaching by including metaphorical meaning, especially ideational and interpersonal metaphors. Besides, it is suggested to conduct research by comparing languages, national or international languages such as between Indonesian and English or else.

The research attempted to recognize students’ comprehension in adopting a set of procedures in the translation process compared to the translation-professional choices in real-situation. Thus, two sets of questionnaires were provided for students and professional translators. The qualitative method was employed in conducting the research. The first questionnaire enabled students to express their feelings, thoughts, and ideas concerning the translation course and process. This reflection revealed the students’ strategies, interests, and motivation in attending the course. It also allowed the student to see the importance and benefit of the course. On the other hand, the second questionnaire drew some insight into professional translators’ choice in doing a translation, particularly on strategy in dealing with texts. Those finding provides an opportunity for teachers to identify the students’ needs in learning and practicing the translation as close as the professional does and finally to find the best approach in teaching translation.

The current research explores the influence of multiple factors (such as class attendance, previous academic performance, in-class involvement and attention, class schedule, gender and other control variables) on the academic performance of public-administration undergraduate students. The regression models developed based on the academic literature were tested on a sample of 1st-year students (N = 115) enrolled in the Public Administration bachelor program of Babeș-Bolyai University (Cluj-Napoca) in order to explain their performance (grade) in a final examination. Since none of the variables included in the model are self-reported (i.e. classic self-administered questionnaires) we have reduced the potential that social desirability bias could influence our results, thus strengthening the reliability and robustness of our findings. Our results show that the main factors which can influence students’ academic performance are attendance at seminars and in-class involvement. All other factors which were included in the regression model (age, gender, distance between class site and their home, residence in urban or rural environment, attention and motivation, class schedule and four proxies / measures for previous performance) were either not statistically significant in any of the models or showed an inconsistent / unstable influence on academic performance. These results can be of interest not only for Public Administration scholars, but also for university decision makers. As such, starting from the aforementioned findings and the literature, we also propose and discuss specific measures, which can be adopted by faculty-level decision makers in order to help students improve their academic performance and ensure better educational outcomes, especially in regard to the admission criteria currently in place. Points for practitioners The research investigates, among other potential factors, whether class attendance influences performance regardless of other individual characteristics. In doing so, the research tries to provide an answer to the ongoing debate on the usefulness of compulsory attendance at lectures and seminars in higher education. Furthermore, by observing the influence of previous performance (during high school) on current academic performance, the research can identify more adequate admission criteria, which can be used by university decision makers to ensure a better selection of candidates, thus potentially decreasing dropout rates.

Understanding undergraduate students’ socioscientific reasoning (SSR) competencies and nature of science (NOS) conceptions are important for them to be informed citizens. Therefore, in this study, SSR competencies and NOS conceptions of 169 undergraduate students from five different faculties were investigated through survey research methodology. The descriptive analysis of the participants’ scores indicated that their SSR competencies and NOS conceptions were at a moderate level. The participants struggled most with the dimensions of skepticism and inquiry in SSR and with the dimension of methods and methodological rules in NOS. However, they obtained better scores in perspective-taking in SSR and socio-institutional systems in NOS. When the differences among the faculties were investigated, science students were found to have significantly lower scores on both SSR and NOS. Conversely, health science and engineering students got better scores on both. Finally, there was no significant relationship between SSR and NOS scores of participants. The differences in participants’ scores were discussed based on the differences in the curriculums of faculties and implications that were provided for educators. To develop SSR competencies and NOS conceptions of undergraduate students, different departments can collaborate by offering courses from different perspectives to other departments.

Attitude towards English as a foreign language is a new field of study in tertiary education in Latin-American countries, especially in Chile. However, its importance in the process of learning a language has been reported upon around the world. The aim of the current study was to identify the attitudes towards English as a foreign language of 131 university students from different educational institutions in Chile; the students’ programs included English courses as part of their study plan. The three components of attitude were analyzed by means of the participants’ replies to the statements of a questionnaire. Results gave evidence that university students hold a positive attitude towards English as a foreign language; nonetheless, the behavioral aspect of attitude obtained the lowest average of agreement among the respondents. Resumen La actitud hacia el inglés como lengua extranjera es un nuevo campo de estudio en la educación universitaria en los países latinoamericanos, especialmente en Chile. Sin embargo, su relevancia en el proceso de aprendizaje de una lengua se ha investigado alrededor del mundo. El presente estudio busca identificar las actitudes hacia el inglés como lengua extranjera de 131 estudiantes universitarios de diferentes instituciones educativas del sur de Chile, cuyas carreras de pregrado incluyen cursos de inglés como parte de su plan de formación. Se analizaron los tres componentes de la actitud por medio de las respuestas de los participantes. Los resultados evidenciaron que los estudiantes tienen una actitud positiva hacia el inglés como lengua extranjera, especialmente en el dominio cognitivo; no obstante, el aspecto conductual obtuvo el promedio más bajo entre los encuestados.

Background. Te study of emotional creativity has not received very much attention in Arab studies. Emotional creativity is a clear concept that appears in the everyday practice of individuals. Objective. Te present study aimed to examine the efect of a training program on emotional creativity among undergraduate students. Design. Te study comprised 67 undergraduate students at the Hashemite University; the participants were divided between a control group (N=35), and an experimental group (N=32), and data was collected using the Emotional Creativity Inventory (ECI). Results. Te results showed that the training program was efective in improving participants’ emotional creativity, and a statistically signifcant diference was found between the control and experimental groups, showing the efectiveness of the training program in favor of the experimental group. Te researcher recommends that students begin to be trained in emotional creativity skills from an early age. Conclusion. Te results of data analysis in the current study document the impact of the training program in improving the level of emotional creativity among members of the experimental group. Tis may be due to the strategies and techniques used in the training program, which contributed to raising the level of emotional creativity.

Globally, thousands of institutions house nearly three billion scientific collections offering unparalleled resources that contribute to both science and society. For herbaria alone - facilities housing dried plant collections - there are over 3,000 herbaria worldwide with an estimated 350 million specimens that have been collected over the past four centuries. Digitization has greatly enhanced the use of herbarium data in scientific research, impacting diverse research areas, including biodiversity informatics, global climate change, analyses using next-generation sequencing technologies, and many others. Despite the entrance of herbaria into a new era with enhanced scientific, educational, and societal relevance, museum specimens remain underused. Natural history museums can enhance learning and engagement in science, particularly for school-age and undergraduate students. Here we outline a novel approach of a natural history museum using touchscreen technology that formed part of an interactive kiosk in a temporary museum exhibit on biological specimens. We provide some preliminary analysis investigating the efficacy of the tool, based on the Zooniverse platform, in an exhibit environment to engage patrons in the collection of biological data. We conclude there is great potential in using crowd‐sourced science coupled with online technology to unlock data and information from digital images of natural history specimens themselves. Sixty percent of the records generated by community scientists (citizen scientists) were of high enough quality to be utilized by researchers. All age groups produced valid, high quality data that could be used by researchers, including children (10 and under), teens, and adults. Significantly, the paper outlines the implementation of experiential learning through an undergraduate mathematics course that focuses on projects with actual data to gain a deep, practical knowledge of the subject, including observations, the collection of data, analysis, and problem solving. We here promote an intergenerational model including children, high school students, undergraduate students, early career scientists and senior scientists, combining experiential learning, museum patrons, researchers, and data derived from natural history collections. Natural history museums with their dual remit of education and collections-based research can play a significant role in the field of community engagement and people-powered research. There also remains much to investigate on the use of interactive displays to help learners interpret and appreciate authentic research.

Background: Family medical history may help prevent, diagnose and treat inherited non-communicable diseases. Many people are unaware of family medical history, and medical practitioners may not realise its value when dealing with hereditary diseases. The study aimed to determine the knowledge, attitudes and practices (KAPs) regarding family medical history of hereditary diseases amongst undergraduate students at the University of the Free State, Bloemfontein. Methods: A cross-sectional study using a KAP survey was conducted. Questionnaires were distributed electronically to students for voluntary and anonymous completion. Results: There were 651 respondents (response rate 3.1%). Most respondents had good knowledge about their family history of hereditary diseases. Significantly more Health Sciences students reported knowing their family medical history. The majority knew that knowledge of hereditary diseases could improve quality of life, that they had a greater chance of being diagnosed if a family member already had the disease, and that lifestyle changes could improve health. Health Sciences students’ level of knowledge was higher than that of students from other faculties. At least 95% of students indicated that they would change lifestyle habits to prevent early onset of hereditary disease, but their practices regarding good healthcare were poor. Health Sciences students’ practices were significantly better, but less than half of all students had made lifestyle changes or had done screenings based on their family medical history. Conclusion: Although undergraduate respondents had good knowledge of family medical history and positive attitudes about screening, they did not adapt their practises. Health Sciences students’ KAPs reflected the acquisition of core competencies. Institutions could educate students on the importance of early screenings.