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Background Students are a vulnerable group for the indirect impact of the COVID-19 pandemic, particularly their mental health. This paper examined the cross-national variation in students’ depressive symptoms and whether this can be related to the various protective measures implemented in response to the initial stage of the COVID-19 outbreak. Methods Student data stem from the COVID-19 International Student Well-being Study, covering 26 countries during the first wave of the COVID-19 pandemic. Country-level data on government responses to the COVID-19 pandemic were retrieved from the Oxford COVID-19 Tracker. Multilevel analyses were performed to estimate the impact of the containment and economic support measures on students’ depressive symptoms (n = 78 312). Results School and workplace closures, and stay-at-home restrictions were positively related to students’ depressive symptoms during the COVID-19 pandemic, while none of the economic support measures significantly related to depressive symptoms. Countries’ scores on the index of these containment measures explained 1.5% of the cross-national variation in students’ depressive symptoms (5.3%). This containment index’s effect was stable, even when controlling for the economic support index, students’ characteristics, and countries’ epidemiological context and economic conditions. Conclusions Our findings raise concerns about the potential adverse effects of existing containment measures (especially the closure of schools and workplaces and stay-at-home restrictions) on students’ mental health.

Improving students’ writing skill at higher education level in Indonesia through using technology becomes a primary attention given by the researchers. Blog-Assisted Language Learning (BALL) is one of the best alternative medium of improving students’ writing skill. This BALL is never used by the lecturers who are teaching writing skill to students at State Islamic University of Ar-Raniry, Banda Aceh. Therefore, the objectives of this study are to investigate if there is a significant different between students who are taugh by using Bog-Assisted Language Learning (BALL) and without in term of students’ writing skill at State Islamic University of Ar-Raniry, Banda Aceh, Indonesia. Additionally, this study also investigates the students’ response toward the use of BALL in teaching and learning process of writing skill. The study involved 40 third year English students of the State Islamic University of Ar-Raniry, Banda Aceh. The study employed quantitative method in collecting the data through pre-and post-writing tests and a set of questionnaire for both groups; experiment and control. The data collected were analysed using descriptive statistic. The results showed that the use of BALL in teaching writing improved significantly rather than students who were taught without using BALL. In addition, the majority of students’ response toward the implementation of BALL in teaching writing skill were positive. Therefore, the use of BALL in teaching and learning writing at English Department students of State Islamic University of Ar-Raniry can improve students’ writing skill.

This study presents and validates the psychometric characteristics of a short form of the Critical Thinking Self-assessment Scale (CTSAS). The original CTSAS was composed of six subscales representing the six components of Facione’s conceptualisation of critical thinking. The CTSAS short form kept the same structures and reduced the number of items from 115 in the original version, to 60. The CTSAS short form was tested with a sample of 531 higher education students from five countries (Germany, Greece, Lithuania, Romania, and Portugal) enrolled in different disciplinary fields (Business Informatics, Teacher Education, English as a Foreign Language, Business and Economics, and Veterinary Medicine). The confirmatory analysis was used to test the new instrument reliability, internal consistency, and construct validity. Both the models that hypothesized the six factors to be correlated and to tap into a second-order factor representing the complex concept of critical thinking, had acceptable fit to the data. The instrument showed strong internal consistency (α = 0.969) and strong positive correlations between skills and between the skills and the overall scale (p < 0.05). Despite the unbalanced sex distribution in the population (close to 75% females), the instrument retained its factorial structure invariance across sexes. Therefore, the new instrument shows adequate goodness of fit and retained stability and reliability, and is proposed as a valid and reliable means to evaluate and monitor critical thinking in university students.

Üniversite eğitimi öğrenciler için kariyer planlaması, iyi bir iş bulabilme, mesleki yeterlilik kazanabilme ve benzeri amaçları olan çok önemli bir süreçtir. Bu süreçte öğrenciler kaygılarını arttıracak çok sayıda sorunla karşılaşırlar ve bu kaygılarını yönetmeye çalışırlar. Bu mücadele çoğu zaman gençlerde daha fazla kaygıya sebep olmaktadır. Bazen durum kaygı olarak ortaya çıkan bu süreç, yaşanabilecek olumsuzlukların düşüncesi ile bile sürekli kaygıya dönüşebilir. 2019 yılının sonlarından itibaren tüm dünyaya yayılan ve üniversite gençliğinin de ilk defa karşılaştığı Covid-19 pandemi sürecinin kaygı düzeylerini nasıl etkilediğini incelemek önemlidir. Bu nedenle, kaygı düzeylerine etki eden faktörleri belirlenmesi gerekir. Bu amaçla çalışmamızda, ülkemizde farklı üniversitelerde ve kademelerde eğitim gören 443 öğrenciye online anket yapılarak kolayda örnekleme yöntemine göre veriler toplanmıştır. Bu verilere bağlı olarak, öğrencilerin durumluk ve sürekli kaygı düzeyleri çeşitli demografik değişkenlere göre analiz edilmiştir. Buna göre, durumluk kaygı ve sürekli kaygı düzeyleri cinsiyet değişkenine göre incelendiğinde erkek öğrenciler, yaş değişkenine göre 30 yaş ve üzeri olan öğrenciler, okul değişkenine göre enstitü öğrencileri ve sınıf değişkenine göre hazırlık sınıfı öğrencilerinin kaygı düzeyleri daha düşük olup diğer değişkenlere göre istatistik olarak anlamlı fark bulunmuştur. Öğrencilerin Covid 19 pandemi sürecinde ailelerin yanında olup olmamalarına göre kaygı araştırıldığında kaygı düzeyleri açısından istatistik olarak anlamlı fark bulunmamıştır. Bununla birlikte, Hiyerarşik Regresyon yöntemi ile kaygı durumlarını modellenmiştir. Buna göre, Durumluk kaygı modeli yaş, medya takip ve haber takip değişkenlerinden oluşmuştur. Sürekli kaygı modeli cinsiyet, yaş ve medya takip değişkenlerinden oluşmuştur. Her iki modelde de bulunan değişkenlerin kaygı durumlarını arttırdığı görülmüştür., University education is a very important process for students with career planning, finding a good job, gaining professional competence, and similar aims. During the Pandemic, students encounter many problems that increase their anxiety and try to manage these anxieties. This struggle often causes more anxiety in young people. This process, which sometimes appears as an anxiety, can turn into constant anxiety even with the thought of possible negativities. It is important to examine how the Covid-19 pandemic period, which has spread all over the world since the end of 2019 and which the university youth faced for the first time, affected their anxiety levels. Therefore, the factors that affect anxiety levels should be determined. For this purpose, in our study, the data were collected according to the convenience sampling method by conducting an online survey with 443 students studying at different in Turkey. Based on the data, student’s state and trait anxiety levels were analyzed according to various demographic variables. Accordingly, it has been found that when the state anxiety and trait anxiety levels were examined by gender variable, the anxiety levels of male students, students aged 30 and over according to the age variable, institute students according to the school variable, and preparatory class students according to the class variable were found to be lower, with a statistically significant difference compared to the other variables. When anxiety was investigated according to if the students were with their families during the Covid 19 pandemic period, no statistically significant difference was found in terms of anxiety levels. However, anxiety situations were modeled with the hierarchical regression method. Accordingly, the state anxiety model consisted of age, media follow-up and news follow-up variables. Trait anxiety model consisted of gender, age and media follow-up variables. It has been observed that the variables in both models increase the anxiety states.

This qualitative research aimed to review the usefulness of Research Skills Development framework (RSD) among higher education students in Indonesia. The RSD concept has contributed to research-based learning models among students in Australia, both among elementary and tertiary school students. Due to this research framework's success in Australia, we plan to review and see the usefulness of the RSD framework to university students in Indonesia. To facilitate this introduction, we have tried to review several important documents related to this RDS concept, application, evaluation together with rubric assessment. Furthermore, we reported it as a document to the introduction to the research development framework. The results of this document review will be published in one of the higher education academic journals in Indonesia. With the hope that this document will be the forerunner of introduction and development among students, especially those who are completing academic assignments involving research skills for publication purposes to assess academic communication skills. However, many things will challenge this kind of study, something new to the concept of confirmative studies in Indonesia, including several new terms in the research framework that require new understanding notations.

The increase in student engagement in the learning process has driven educators to use more dynamic pedagogical methodologies. Several studies have shown evidence of increased interest in learning when real‐world problems are integrated into the learning environment. This paper presents the competencies developed by higher education students through application of the problem‐based learning (PBL) methodology in higher education courses. The research begins with the identification of a set of competencies developed by higher education students in other studies developed and reported in the last five years and includes them in a survey to analyze the level of development of those competencies when problem‐based learning is applied in university courses. To identify the competencies developed by applying the problem‐based learning methodology, theresearch employed a document analysis and a survey of the students that participated in the experimental application. The research questions “What are the competencies developed by students in problem‐based learning?” and “Are the competencies identified by the students sufficiently learned in universities?” guided the study. The competencies found by the students were identified through a questionnaire given as an online survey to 76 students. The key outcome of the research is the identification in the bachelor courses of the competencies perceived as essential by students participating in the application of PBL in terms of their advancement. info:eu-repo/semantics/publishedVersion

The outbreak of the COVID-19 pandemic has had a wide range of negative consequences for higher education students. We explored the generalizability of the control-value theory of achievement emotions for e-learning, focusing on their antecedents. We involved 17019 higher education students from 13 countries, who completed an online survey during the first wave of the pandemic. A structural equation model revealed that proximal antecedents (e- learning self-efficacy, computer self-efficacy) mediated the relation between environmental antecedents (cognitive and motivational quality of the task) and positive and negative achievement emotions, with some exceptions. The model was invariant across country, area of study, and gender. The rates of achievement emotions varied according to these same factors. Beyond their theoretical relevance, these findings could be the basis for policy recommendations to support stakeholders in coping with the challenges of e-learning and the current and future sequelae of the pandemic. Ostali avtorji: Roxana Balbontín-Alvarado, Denilson da Silva Bezerra, Roberto Burro, Maria Cheraghi, Beata Dobrowolska, Adeniyi Francis Fagbamigbe, MoezAlIslam Ezzat Faris, Thais França, Belinka González-Fernández, Rob Hall, Fany Inasius, Sujita Kumar Kar, Damijana Keržič, Kornélia Lazányi, Florin Lazăr, Juan D. Machin-Mastromatteo, João Marôco, Bertil P. Marques, Oliva Mejía-Rodríguez, Silvia Mariela Méndez Prado, Alpana Mishra, Cristina Mollica, Silvana G. Navarro Jiménez, Alka Obadić, Md Mamun-ur-Rashid, Dejan Ravšelj, Sanja Tatalović Vorkapić, Nina Tomaževič, Chinaza Uleanya, Lan Umek, Giada Vicentini, Özlem Yorulmaz, Ana- Maria Zamfir, Aleksander Aristovnik. Št. članka: 101629. Bibliografija: str. 8-10. Abstract. Javna agencija za raziskovalno dejavnost Republike Slovenije (ARRS), P5-0093 Odlični v znanosti 2022 (ARRS)

Higher-education students face substantial risks for developing depressive symptoms during the COVID-19 pandemic or experiencing exacerbated pre-existing depressive symptoms. This study uses data from the COVID-19 International Student Well-Being Study, which collected data through a non-representative convenience sample in 125 higher-education institutions (HEI) across 26 high- and middle-income countries (N: 20,103) during the first wave of the COVID-19 pandemic. It describes the prevalence of depressive symptoms in higher-education students. We find substantial cross-national variation in depressive symptoms, with lowest mean levels established in the Nordic countries and France, while highest mean levels of depressive symptoms were found in Turkey, South Africa, Spain and the USA. Elevated risk for depressive symptoms was found in female students, students with fewer social support resources and in a more disadvantaged socioeconomic position, and students with a migrant background. COVID-19 related stressors, such as reduced social contact, increased financial insecurity, and academic stress explained a relatively larger proportion of the variance in depressive symptoms compared to non-COVID-19 related stressors. This finding shows that not the pandemic itself, but rather the secondary effects of the pandemic relate to students' mental health. Our results enable HEIs to be better equipped to target groups that are particularly at risk during a pandemic.

Resumo O olhar sociológico sobre o plágio entre alunos do ensino superior nas últimas décadas tem produzido progressos teóricos e metodológicos que permitem problematizar e monitorizar esse antigo e persistente fenômeno, considerando seus contornos contemporâneos. Este artigo, resultante de um projeto de investigação, sistematiza alguns desses avanços por forma a analisar criticamente as percepções sobre várias formas de plágio entre estudantes no ano letivo de 2015/2016 numa instituição de ensino superior portuguesa, aferindo (des)continuidades entre vários ciclos de estudo e controlando o efeito das variáveis sexo, idade, área de estudos e conhecimento do código acadêmico em vigor nessa instituição. Os dados em análise resultam de uma inquirição por questionário e permitem verificar que as percepções dos estudantes sobre o que constitui plágio divergem, especialmente em relação a algumas formas de plagiar, ainda que ganhem acuidade ao longo do percurso acadêmico. Por outro lado, os estudantes dos diferentes ciclos destacam o papel do conhecimento e do acompanhamento dos professores na prevenção dessa prática antiética. O impacto positivo da socialização acadêmica nessas percepções atesta a importância de uma pedagogia voltada para a honestidade e para a escrita intertextual, clamada pelos próprios estudantes, mas frequentemente secundarizada nas políticas de prevenção e nos currículos acadêmicos das instituições de ensino superior. Abstract The sociological view on plagiarism among higher education students has produced in recent decades theoretical and methodological advances that enable to problematize and monitor this old and persistent phenomenon, considering its contemporary aspects. This article, resulting from a research project, systematises some of those advances in order to critically analyse the perceptions about various forms of plagiarism among students in the 2015/2016 academic year at a Portuguese higher education institution, assessing (dis)continuities between various levels of study and controlling for the effect of the variables sex, age, area of study and knowledge of the academic code of conduct in use at that institution. The data under analysis results from a questionnaire survey and demonstrates that students’ perceptions of what constitutes plagiarism diverge, especially in relation to some forms of plagiarism, even though they gain incisiveness throughout the academic career. On the other hand, students from different levels of study highlight the role of knowledge and teachers’ guidance in preventing this unethical practice. The positive impact of academic socialisation on these perceptions demonstrates the importance of a pedagogy that addresses honesty and intertextual writing, demanded by the students themselves, but often overlooked in the prevention policies and academic curricula of higher education institutions.

In the literature on higher education, civic involvement is discussed in connection with civic education or as a protective factor against attrition. In a series of surveys, we have followed higher education students' volunteering at several higher education institutions of Central and Eastern Europe since 2005. Based on Wilson (2000), we distinguish between formal volunteering and volunteer work which does not require organizational membership. Among young people, volunteer work is rather a program-centered, personally motivated, and individual activity (Inglehart 2003). In this study, however, we also examine students' voluntary group membership, which could provide a potential framework for volunteer work. Through a stepwise linear regression model, we analyze the effect of volunteering and voluntary group membership on students' higher education persistence. The analysis is carried out on data from the PERSIST 2019 survey (N = 2199). We find that persistent academic progress is more common among women, individually well-off students from objectively less affluent families, those who pray regularly, those who have a close relationship with their parents, professors, and peers, and those have done volunteer work during their higher education studies., Volunteering; Voluntary organization and group membership; Persistence; Higher education students; Quantitative analysis.

The purpose of this paper is to shed light on the possibilities offered by religious tourism according to Generation Z’s education in values. Both the theoretical and empirical frameworks of the research have focused on Hofstede’s Cultural Model, aiming to predict with a certain level of success the influence of cultural and social values on the consumption of religious tourism by the young age segment of Generation Z. A cross-cultural analysis was performed using exponential sampling (Snowball Sampling). All respondents were higher education students. The surveys were carried out using “Google Forms”. The results obtained allow the design of a communication plan for the management of Religious Tourism according to the dimensions of Masculinity-Femininity, Individualism-Collectivism, Distance to Power, Risk Aversion, and Long-term Orientation.

The aim of the current study is to validate the adaptation of the job demands–resources theory to the study context. In addition, we introduce the concepts study crafting and self-undermining to the study demands–resources framework by examining the mediating role of engagement and exhaustion in the relationship between study characteristics and study crafting and self-undermining. Over four consecutive weeks, 205 higher education students answered a questionnaire about their weekly study demands and resources, their well-being (i.e., engagement, exhaustion), and their study crafting and self-undermining behaviors. Multilevel structural equation modeling (controlling for autoregressors of mediators and dependent variables from the previous week) demonstrated a positive relationship between study resources and study crafting mediated by engagement, as well as a positive relationship between study demands and self-undermining mediated by exhaustion. Our findings show that even short-term fluctuations in study characteristics affect students’ well-being and, in turn, their proactive and dysfunctional behaviors. Accordingly, universities should provide a resource-rich study environment and limit study demands as much as possible. Furthermore, our results demonstrate that students can also actively influence their study environment themselves.

O olhar sociológico sobre o plágio entre alunos do ensino superior nas últimas décadas tem produzido progressos teóricos e metodológicos que permitem problematizar e monitorizar esse antigo e persistente fenômeno, considerando seus contornos contemporâneos. Este artigo, resultante de um projeto de investigação, sistematiza alguns desses avanços por forma a analisar criticamente as percepções sobre várias formas de plágio entre estudantes no ano letivo de 2015/2016 numa instituição de ensino superior portuguesa, aferindo (des)continuidades entre vários ciclos de estudo e controlando o efeito das variáveis sexo, idade, área de estudos e conhecimento do código acadêmico em vigor nessa instituição. Os dados em análise resultam de uma inquirição por questionário e permitem verificar que as percepções dos estudantes sobre o que constitui plágio divergem, especialmente em relação a algumas formas de plagiar, ainda que ganhem acuidade ao longo do percurso acadêmico. Por outro lado, os estudantes dos diferentes ciclos destacam o papel do conhecimento e do acompanhamento dos professores na prevenção dessa prática antiética. O impacto positivo da socialização acadêmica nessas percepções atesta a importância de uma pedagogia voltada para a honestidade e para a escrita intertextual, clamada pelos próprios estudantes, mas frequentemente secundarizada nas políticas de prevenção e nos currículos acadêmicos das instituições de ensino superior. The sociological view on plagiarism among higher education students has produced in recent decades theoretical and methodological advances that enable to problematize and monitor this old and persistent phenomenon, considering its contemporary aspects. This article, resulting from a research project, systematises some of those advances in order to critically analyse the perceptions about various forms of plagiarism among students in the 2015/2016 academic year at a Portuguese higher education institution, assessing (dis) continuities between various levels of study and controlling for the effect of the variables sex, age, area of study and knowledge of the academic code of conduct in use at that institution. The data under analysis results from a questionnaire survey and demonstrates that students' perceptions of what constitutes plagiarism diverge, especially in relation to some forms of plagiarism, even though they gain incisiveness throughout the academic career. On the other hand, students from different levels of study highlight the role of knowledge and teachers' guidance in preventing this unethical practice. The positive impact of academic socialisation on these perceptions demonstrates the importance of a pedagogy that addresses honesty and intertextual writing, demanded by the students themselves, but often overlooked in the prevention policies and academic curricula of higher education institutions. publishersversion published

In this study, using a database of higher education student surveys, we analyse the motivations behind paid work through cluster analysis and reveal which variables influence them. We hypothesise that working while studying is also an investment in human capital. We research to what extent students are motivated to work alongside their studies by the possibility of acquiring work experience and future financial return. Furthermore, we examine whether Bourdieuan capital conversion is characteristic of students. We found that acquiring work experience was a more important motive behind paid work than acquiring cultural and social capital and the possibility of capital conversion. We also found that students from disadvantaged backgrounds are primarily motivated to seek employment by the prospect of short-term income. It is a significant finding that even if the students’ jobs are not related to their studies, they still have the goal of gaining professional experience and increasing their capital, which implies that they consider many of these jobs to be an investment in human capital (even if it does not yield a return in the future; see the theoretical section). According to our policy recommendation, higher education institutions should offer students more study-related employment opportunities in the examined Central European region, while employers should also attribute a greater value to the professional experience acquired alongside higher education studies.

Rapid changes are occurring in life owing to information and communication technologies. During this change period, digitalidentities have begun to emerge. These identities are associated with actions that users perform in online environments. Adigital footprint is formed with these actions. The purpose of this study is to determine the digital footprint awareness anddigital footprint experiences of higher education students. In order to collect data for the study, researchers developed adata collection tool titled ‘A survey for digital media use’. The study group consisted of 508 higher education students from41 Turkish universities. Data were collected through an online-form where participation was on a volunteer basis. Thefindings of the research show that students have a high level of digital footprint awareness ( x = 4.251) and a low level ofdigital footprint experience ( x = 1.907).Keywords: Digital footprint, digital footprint awareness, digital footprint experiences, higher education students.

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To explore how academics on nursing and healthcare programmes are managing their roles and responsibility in relation to student mental health.There is growing concern about the mental health of university students in general and healthcare students in particular. Shifts in Higher Education policy, encouraging a "whole university approach," may place greater responsibility for student mental health on academics. However, little is known about the challenges that poor student mental health creates for academics on healthcare programmes.A qualitative approach, using semi-structured interviews and focus groups, provided the opportunity for in-depth analysis.Fourteen academics on healthcare programmes, including seven lecturers from nursing programmes, were interviewed between May-June 2017. Constant comparison analysis was followed to support grounded theory.Four key themes emerged. Academics had difficulty identifying and maintaining boundaries due to competing academic and professional identities. Student disclosures are accompanied by challenges arising due to professional responsibilities. Supporting student mental health on placement is difficult. Academics are aware and concerned about the potential negative impact of course content and practice on student mental health.This is the first study to explore in-depth the challenges faced by academics on healthcare programmes by the rising prevalence of and concern for, student mental health. The findings indicate that leaders of nursing education programmes and their managers, need to be aware that academics face complex challenges in managing and responding student mental health and may struggle to maintain boundaries due, in part, to competing professional identities.目的: 探究专业护理及医疗项目学者在学生心理健康方面的作用及其承担的责任。 背景: 人们越来越关注大学生的心理健康、特别是医疗专业的学生。高等教育政策的转变,其鼓励“完整大学法”,这让专业学者对学生心理健康承担的责任更大了。然而,贫困学生心理健康问题对医疗项目专业学者造成的挑战却很小。 设计: 利用半结构化访谈和焦点小组采取定性法,以供深度分析。 方法: 于2017年5月至6月对十四位专业医疗项目学者进行采访,其中包括七名来自护理项目的讲师。通过持续性对比分析支持扎根理论。 结果: 出现了四个关键主题。专业学者由于学术和专业身份的竞争难以确定并维持界限。由于专业责任问题,学生信息披露带来了越来越多的挑战。支持学生心理健康的工作困难。专业学者意识并关注到学生心理健康课程内容及实践所带来的潜在负面影响。 结论: 随着学生心理健康问题受到普遍关注,本研究首次深入探究医疗项目专业学者所面临的挑战。研究发现护理教育项目领导者以及管理人员需要意识到在专业学者在管理学生心理健康以及做出反应时所面临的挑战,同时,这些学者还会因为专业身份竞争这部分原因而在维持界限时困难重重。.

A number of studies seem to confirm a degradation of mental health among students in higher education. By developing a “mental health profile” for these students, the aim is to adequately specify remedial actions and initiatives. A sample of 1031 college students was used. The results found were: the mental health is superior to the general population, but the depressive symptomatology is superior to the normal population; probably 32.1% of young adults are emotionally disturbed; marijuana is the drug preferred by students, followed by tranquilizers and barbiturates and the majority of this population do not engage in physical exercise. The conclusions of this study can be used to develop a number of recommendations to be discussed with education counseling bodies.

The current study was designed to examine differences between a clinical and nonclinical sample of higher education students regarding risk behavioursand psychopathology. A clinical sample of 73 participants and a nonclinical sample of 78 participants were evaluated through the following instruments: a socio-demographic questionnaire, the Risk Behaviours Questionnaire for University Students and the Brief Symptom Inventory. Comparisons between groups showed that higher education students who are receiving psychological and/or psychiatric help showed more sexual risk behaviours and psychopathological symptoms than the nonclinical sample. However it was found that a considerable percentage of students belonging the nonclinical sample was emotionally disturbed. Implications of these results on future practices for higher education counselling centres are discussed.

Objectives: To determine the prevalence of students’ suicidal ideation and to assess its connection with social support. Methods: Quantitative, descriptive and exploratory study on a sample of 1074 students from a higher education institution in Portugal. The data was collected through an online platform that included a questionnaire regarding the sociodemographic and academic pro􀃀 le of the students, the Social/Familiar Support Satisfaction Scale1 and the Suicidal Ideation Questionnaire2. Results: Students’ ages varies between 17 and 49 (X = 23,9 years old ± 6,107 sd), with the great majority (64.7%) being females. Results show that the presence/severity of suicidal thoughts is low (X = 13.84; ± 20.29 SD) on a scale from 0 to 180 and cut-off point > 41 for values that suggest potential suicide risk, identifying 84 students at risk (7.8%). We veri􀃀 ed signi􀃀 cant connections between suicidal ideation and some dimensions of social support: social activities (r = 􀃮0.305; P = .000), intimacy (r = 􀃮0.272; P = .000) and overall social support (r = 􀃮0.168; P = .002). Conclusions: Suicidal ideation severity is higher on students who are far from home and living alone; students with weak social/familiar support networks (less involvement on social activities and intimate relationships). These results allow us to conclude that a frail social support network positively associates with ideation and suicidal risk. info:eu-repo/semantics/publishedVersion

Introduction: Internet addiction has been the focus of attention of some researchers due to its negative implications on both individuals and families. A study conducted by the Institute for Applied Psychology (ISPA) mentions some of the consequences of internet addiction on students, namely their academic performance and success, as well as their interpersonal relationships and sleep disorders [1]. Objectives: To identify the sociodemographic variables that influence sleep quality of students; Identify academic variables influencing sleep quality of students; to analyse the influence of the variable addition to internet in sleep quality of students. Methods: quantitative, cross-sectional, descriptive and analytical study involving a sample of 511 students attending higher education of the country's central region, with the highest prevalence in the age group of 17-21 years. Data collection includes the questionnaire of demographic data and academic context, the Internet will Addition Test (IAT) to Young [2] and Quality Questionnaire Pittsburgh Sleep h, validated by Duarte [3]. Results: Sample is mostly female (78.7%), prevailing students in the age group of 17-21 years (65.8%), living in urban areas (50.9%). Most (56.4%) attended the Polytechnic Institute of Viseu, 36.0% are in the 1st year of the course and 22.1% the 2nd year; 59.7% live with colleagues during school; 84.5% have a single room. The male students, older (22-24 years) living in urban areas, from the area of science, attend the 4th year of the course, reside with relatives, are those who manifest worse sleep quality. With this study we notice that young students with higher internet addiction are the ones who display greater alterations in sleep quality and patterns (less sleep, more latency, less sleep efficacy and insomnia). We also verified that there is a negative and significant correlation between internet addiction and daily sleep duration. Beranuy et al [4] observed a positive relationship with sleep disorders and a negative relationship with psychological well-being, showing that sleep quality assumes a predictive and significant value for internet abuse. These results corroborate those reported by Young et al [2] where Internet dependence is shown to be associated with altered sleep patterns. In a similar fashion, Griffiths, M. D., & Szabo, A. [5] concluded that sleep duration was fewer in students with internet addiction behaviours, and also that excessive internet usage associates with an excessive daytime drowsiness. Conclusion: A good sleep hygiene is vital for university students’ success, heatlh and well-being, and considering that there is a significant negative correlation between the addition to the Internet and the sleep quality of higher education students, an intervention will be required to minimize the negative consequences of Internet addiction on the students’ quality of sleep. info:eu-repo/semantics/publishedVersion

The idea of a neoliberal subject has become prevalent within critical debates about changes to higher education. This neoliberal subject is framed as an entrepreneur of the self and an investor in their human capital (Foucault: 2010). Students are urged by political policy and sector discourses to think of themselves as investors in their own futures. This manifests itself in the fetishisation of league tables and market rhetoric in the name of student choice; a concern for future employability and earnings; but also in the everyday practices of university life. This thesis aims to redress a gap in the literature on neoliberalism in higher education concerning this neoliberal subject by examining students’ experiences of higher education across different stages, subjects and universities. Drawing on Foucault (1978, 1985, 1986, 2010), Archer (2003, 2007) and Bourdieu (1986, 1988, 1990, 1991), the thesis explores how neoliberalism within higher education may affect students’ processes of self-work. In defining these narratives, it draws on broader critiques of the neoliberal project, particularly Philip Mirowski’s (2013) concept of ‘everyday neoliberalism’. In capturing students’ experiences of higher education, the thesis uses interview data alongside identity portfolios, consisting of biographical data and examples of different presentations of the self students enact during their higher education studies. The students’ narratives are analysed against the theoretical background of subject formation and neoliberalism.

International audience; Psychological distress as experienced by higher education students is of major concern because of its potential to adversely impact academic performance, retention, mental health and lifestyle. This paper reports a mixed method investigation of student self-reported psychological distress and help-seeking behaviour. The sample comprised all students (n = 1557) registered on undergraduate nursing/midwifery and teacher education programmes at an Irish university. Participants (n = 1112) completed the General Health Questionnaire (GHQ) to determine their self-reported psychological distress and the Lifestyle Behaviour Questionnaire to examine sources of distress, lifestyle and demographic variables. Individual interviews (n = 59) explored student experiences of psychological distress and their help-seeking behaviours. Forty two percent of respondents exceeded the GHQ threshold ≥5, which signifies risk of mental or physical health problems. Sources of distress included academic, financial and psychosocial stressors. Regression analysis identified that demographic, programmatic and lifestyle variables predicted GHQ scores. Despite the distress experienced, students were reluctant users of support services. Many actively avoided seeking help. These findings raise serious concerns about the extent of psychological distress among this population. They also alert education providers to be vigilant for student psychological distress and to provide effective interventions, cognisant of the impact of stigma on help seeking.

E-learning concept is becoming a vital need for higher and lower education students. It has been observed from the interaction with students of gulf region that they have challenges with the online method of knowledge delivery in higher education. There are multiple reasons for this belief. In this case, there is possibility to add some extra features in the online or virtual classes to make them more beneficial and more informative. If the video lectures are added to these classes, there can be much better utilisation of the content. To explore the possible effects of video lecture, on the cognitive empowerment of the students, the current research was conducted on 124 undergraduate students of Qatar University (QU), which is one of the leading higher education institutions in the GCC-based country Qatar. The data is collected by distributing questionnaires and QU registration department data. Relevant statistical tools are applied to evaluate and analyse the data. 2016 Inderscience Enterprises Ltd. Scopus

Nonsteroidal anti-inflammatory drugs (NSAIDs) are one of the most consumed drugs worldwide, by different age groups. Objectives: The present study aimed to characterize the NSAIDs consumption in students of Polytechnic Institute of Bragança (IPB) . Methods: A desciptive and cross-sectional study was performed from september 2014 to june 2015, through application of a questionnaire to 563 students of IPB. The sample was composed by 67% female students and 33% male students with ages of 21,9±4.1 years and 62.3% consider their health as good. Results: This study showed an high prevalence of NSAIDS consumption in students of IPB (93.3%). The drug most reported was ibuprofen (95.8%), following by acetylsalicylic acid (39,0%), diclofenac and nimesulide (36,4 e 16,8 %, respectively). Pain and inflammation were main reasons for its consumption (76.4% and 55.8%, respectively) and the oral administration, the most used route of administration (99.4%). A high proportion of students assumes a correct use of NSAIDs, taking the drugs during or after a meal (89.0%) and during a period of time between one to five days (86.3%). It was reported a low rate of adverse events among students (95.0%) and the majority has considered the consumption of NSAID beneficial to health (59.6%). Conclusions:The present study contributes to knowledge of the profile of use of this group of drugs in young adults.

Poor diet, physical inactivity, tobacco smoking and alcohol consumption are major risk factors for chronic disease and premature mortality. These behaviours are of concern among higher education students and may be linked to psychological distress which is problematic particularly for students on programmes with practicum components such as nursing and teaching. Understanding how risk behaviours aggregate and relate to psychological distress and coping among this population is important for health promotion. This research examined, via a comprehensive survey undergraduate nursing/midwifery and teacher education students' (n = 1557) lifestyle behaviour (Lifestyle Behaviour Questionnaire), self-reported psychological distress (General Health Questionnaire) and coping processes (Ways of Coping Questionnaire). The results showed that health- risk behaviours were common, including alcohol consumption (93.2%), unhealthy diet (26.3%), physical inactivity (26%), tobacco smoking (17%), cannabis use (11.6%) and high levels of stress (41.9%). Students tended to cluster into two groups: those with risk behaviours (n = 733) and those with positive health behaviours (n = 379). The group with risk behaviours had high psychological distress and used mostly passive coping strategies such as escape avoidance. The potential impact on student health and academic achievement is of concern and suggests the need for comprehensive health promotion programmes to tackle multiple behaviours. As these students are the nurses and teachers of the future, their risk behaviours, elevated psychological distress and poor coping also raise concerns regarding their roles as future health educators/promoters. Attention to promotion of health and well-being among this population is essential.

CEPS Journal 4 (2014) 2, S. 49-70, In this paper, we examine the attitudes towards gender roles among higher education students in a borderland Central-Eastern European region. We used the database of ‘The Impact of Tertiary Education on Regional Development’ project (N=602, 2010). We intend to determine what kind of attitudes towards gender roles the students identify themselves with, what affects these attitudes (gender, faculty type, social background of students, locality type, religiosity), and finally what kind of educational policy implications could be relevant concerning our findings. We have used cluster analysis and a logistic regression model, and formulated several hypotheses that were controlled by these methods. Our results show that there are a large number of students who belong to the more traditional attitude cluster in this region, but women more frequently identify themselves with modern gender roles than men do. The faculty-type effect has only been partly detected. We have found that with ‘male-dominated’ majors, both women and men identify themselves with more traditional attitudes and that with ‘female-dominated’ majors all students have more modern attitudes. The effect of social background is contradictory. Those whose parents had larger numbers of books had increased modern attitudes, but the factor ‘regular financial problems in the family’ also increased it. Our next result is that students who live in villages are not more traditional than others, because they live in cities during their studies. Our final result is that churchly religious students think more traditionally regarding gender roles than others do, but those who are religious in their own way do not. (DIPF/Orig.)

peer-reviewed THE LINK TO THE DATA SET FOR THIS ARTICLE IS: http://hdl.handle.net/10344/4132 Background: Psychological distress among higher education students is of global concern. Students on programmes with practicum components such as nursing and teacher education are exposed to additional stressors which may further increase their risk for psychological distress. The ways in which these students cope with distress has potential consequences for their health and academic performance. An in-depth understanding of how nursing/midwifery and teacher education students experience psychological distress and coping is necessary to enable higher education providers to adequately support these students. Methods: This mixed method study was employed to establish self-reported psychological distress (General Health Questionnaire), coping processes (Ways of Coping Questionnaire) and lifestyle behaviour (Lifestyle Behaviour Questionnaire) of a total sample (n51557) of undergraduate nursing/midwifery and teacher education students in one university in Ireland. Individual interviews (n559) provided an in-depth understanding of students experiences of psychological distress and coping. Results: A significant percentage (41.9%) of respondents was psychologically distressed. The factors which contributed to their distress, included study, financial, living and social pressures. Students used varied coping strategies including seeking social support, problem solving and escape avoidance. The positive relationship between elevated psychological distress and escape avoidance behaviours including substance use (alcohol, tobacco and cannabis) and unhealthy diet is of particular concern. Statistically significant relationships were identified between ‘‘escape-avoidance’’ and gender, age, marital status, place of residence programme/year of study and lifestyle behaviours such as diet, substance use and physical inactivity. Conclusion: The paper adds to existing research by illuminating the psychological distress experienced by undergraduate nursing/midwifery and teacher education students. It also identifies their distress, maladaptive coping and the relationship to their lifestyle behaviours. The findings can inform strategies to minimise student distress and maladaptive coping during college and in future professional years.

The skin is a dynamic barrier with important organic functions. On the other hand, the excessive exposure to ultraviolet (UV) radiation without the use of adequate photo-protection is associated to health risks. The main objective of this study was to analyze the habits of sun exposure and the sun-protective practices in students of the Polytechnic Institute of Bragança. A cross-sectional study was performed through an application of a questionnaire to a 163 students, of both gender, aged between 18 and 29 years. The results showed that, during the week, 48.5% of the students were exposed to solar radiation for 1 to 2 hours daily and 38.7% for 3 to 6 hours. During the weekend, 25.8% of the students were exposed to solar radiation for 1 to 2 hours while 27.0% were exposed 3 to 6 hours. Concerning the time of the day of the sun exposure, it was concluded that in summer a large percentage of students (57.7%) were exposed between 12 p.m. and 16 p.m. The majority of students (82.8%) used sunscreen, while along the year only 34.8% used sunscreen. From all students, approximately half used a photo-protection factor between 30 a 50. Additionally, 71.8% of them suffered sunburns, from which approximately a half had more than five incidences. Globally, this study showed that the students are excessively exposed to the sun, particularly in times associated to high UV radiation. Most of them use sunscreen, although just a few opt for those that offer a very high protection.

International audience; Underprivileged secondary school and college students tend to demonstrate limited ambitions with regards to further education and acquiring superior qualifications. In a partnership with higher education schools, such as AgroParisTech, encounters have been organised between high school students and higher education students acting as volunteering mentors.The aim is to present the high school students with the opportunity to explore new opportunities as well as to provide them with information about high profile careers and higher level training through various activities led by the higher education students, as well as through meetings, visits, weekends organised around a specific theme. Examples of such initiatives show what benefits both the high school and higher education students can derive from them.

In our paper, we intend to examine the micro-level factors affecting the volunteering of higher education students. Althoughseveral theories and research studies approach this phenomenon, a relatively small amount of studies examines the volunteeringof higher education students. Based on the literature, the young generation today participates in new types of volunteering, inwhich their motivation is not dominantly altruistic. These results call our attention to the necessity for new measurements andindicators of volunteering. The new approach in our research is that we differentiated between the voluntary work of studentsand the voluntary extracurricular activities of students. Among micro-level factors affecting volunteering, we examine the effectsof demographic variables and the students’ social background. However, based on the literature, we suppose that the effect ofreligiosity and values (which are related to the motivations of volunteering of students as well) are more pronounced. Regressionmodels are used to examine these effects both on voluntary work and on extracurricular activities of students. Our databases areregional (first, we examine the voluntary activities of students at the University of Debrecen, then the extracurricular activities ofstudents in the so-called Partium region), but our goal is to show general tendencies of volunteering of higher education students,taking into account the possible regional differences as well.

Notre réflexion prend appui sur la notion de rapport au savoir qui permet cl' articuler les mécanismes explicatifs externes et internes de l'orientation des étudiants. L'analyse de contenu des entretiens effectués auprès de 16 doctorants (8 doctorants en histoire et 8 doctorants en mathématiques) montre que certaines particularités du savoir mathématique et du savoir historique ont un rôle décisif dans l'orientation disciplinaire. Si les étudiants en mathématiques insistent sur leur attrait pour le type de logique en jeu dans leur discipline, les étudiants en histoire mettent plutôt en avant leur intérêt pour l'objet historique. De plus, les mathématiques sont présentées comme un savoir sûr, rassurant et rigoureux tandis que l'histoire est décrite comme portant sur un objet inépuisable qui suscite un questionnement permanent pour celui qui l'étudie. Ainsi, pour les deux disciplines, l'analyse des entretiens rend compte d'une véritable adéquation entre les caractéris­tiques du savoir et les modalités du fonctionnement psychique du sujet. Our research is based on the notion of the extent of a relationship whith knowledge that makes it possible to art iculate the internai and external explanatory mechanisms relative to the directions taken by students. Analysis of the content of interviews with higher education students (8 in history and 8 in mathematics) shows that certain particularities of mathematical knowledge and of historical knowledge play a decisive role in the choice of discipline. The mathematics students insisted on their attraction for the type of logic involved in their discipline, but the history students tended to place the accent more heavily on their interest in the historical object. Furtherrnore, mathematics were presented as a certain, reassuring ang rigorous knowledge, whereas history was described as an inexhaustible subject that gives rise to permanent questioning by the person studing it. So, for both disciplines, analysis of the interviews reveals a real match between the characteristics of the subjects' knowledge and their psychological modus operandi.