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Entrepreneurship has been identified as a major domain that is playing a role in accelerating employment levels in the country. The Indian government, in general, is promoting entrepreneurial culture by bringing in mechanisms to create a strong ecosystem for start-ups. Higher education institutes in India have also focused on integrating entrepreneurship education at both undergraduate and postgraduate levels in various degree programmes; business administration is a major among them. Hence, it becomes important and useful to identify whether students carry or develop such entrepreneurial intention and what factors contribute to the formation of such intention. The present study empirically investigated students' entrepreneurial intentions in two prominent higher education institutes in India. It studied various factors, including personality and motivational factors, and the study of entrepreneurship courses responsible for developing entrepreneurial competencies among students. It further investigated their correlation with the entrepreneurial intentions of students. The independent variables studied included entrepreneurial competency measured through innovativeness, risk-taking propensity, social astuteness, self-concept, locus of control, the study of entrepreneurship and the need for achievement. The study revealed a moderate correlation between innovativeness and entrepreneurial competency (0.513) and self-concept and entrepreneurial competency (0.610). The study of entrepreneurship courses was correlated with innovativeness (0.434), self-concept (0.570), need for achievement (0.478) and entrepreneurial competency (0.515). The study reinforces the effect of some personality factors on entrepreneurial competency and recommends that the provision of entrepreneurship courses at the institutional level likely positively impacts entrepreneurial competency, influencing students' entrepreneurial intentions. Further, the qualitative analysis revealed several other motivational factors as perceived by the respondents, which mainly included money, autonomy, self-concept and meaningful work. [ABSTRACT FROM AUTHOR]

Introduction: Test anxiety is an emotional state characterized by physiological and behavioral responses linked to the fear of poor exam results. It can result in a significant impact in the overall academic achievement of students. Addressing the contributing factors of the problem is better to intervene in the academic challenges of students and create a conducive learning environment. Thus, this study investigated the association between test anxiety and the newly implemented national exit exam program among prospective graduate students at Dilla University in 2023. Methods: A community-based cross-sectional design was employed, involving 357 participants recruited from August 15 to September 14, 2023. Data collection utilized structured questionnaires combined with interviews. The Westside Test Anxiety Inventory (WTAI) assessed test anxiety levels. Epi Info version 7 facilitated data entry, with subsequent analysis conducted using SPSS version 25. A p < 0.05 was used to determine statistical significance in the multivariate logistic regression model. Results: The prevalence of test anxiety associated with the national exit exam among prospective graduates at Dilla University was 68.9% (95% CI: 63.9–73.7%). The analysis identified significant associations between test anxiety and several factors: non-formal educational background of parents (AOR = 2.84, 95% CI: 2.12–4.65), moderate social support (AOR = 0.24, 95% CI: 0.12–0.46), and poor coping mechanisms (AOR = 3.67, 95% CI: 2.45–5.67). Conclusion: This study revealed a substantial prevalence of test anxiety among graduating students about the national exit exam. The findings suggest that factors such as limited social support and inadequate coping mechanisms contribute to test anxiety. Targeted interventions, including social support programs, counseling services, coping mechanism training, parental education, and support for students with lower academic performance, may be beneficial in mitigating test anxiety. [ABSTRACT FROM AUTHOR]

Introduction. The problem of adaptive readiness of students is in a state of active development and search for methodological foundations of research. It is necessary to identify the research potential of the most commonly used methodological approaches in psychology to the study of adaptive readiness of the individual. Theoretical analysis. Studying adaptation readiness as a holistic system, we can talk about psychophysiological, psychological and socio-psychological adaptation readiness. Adaptation readiness of participants in educational relations within the subjective approach characterizes the subject as a bearer of not just activity, but activity in integra ting various mental formations, starting with temperament and ending with the experience of adaptation in various existential spaces. An ecopsychological approach to the study of the adaptive readiness of educational subjects allows us to identify the discrepancy between environmental requirements and internal capabilities, transform relationships in the “personality – environment” system, conduct reflection and form adaptive readiness for the future. Conclusion. System-structural analysis helps to understand the complex and multi-level organization of adaptive readiness of students. The subjective approach focuses on the activity of students in the functioning of their adaptive readiness. The ecopsychological approach directs the research to the study of the conditions and mechanisms of adaptive readiness in the “personality-educational environment” system.

Purpose – The importance of sustainable development has become increasingly significant in today’s fast-paced world. The 17 sustainable development goals (SDGs) aim to solve a range of environmental, economic and social challenges, which requires global collaboration among governments and private organisations. In light of this, social entrepreneurship has garnered significant attention as it combines the social purpose of non-profits with the market-driven approach of for-profits to address SDG goals. Yet the cognitive processes underpinning the career decisions of social entrepreneurs remain underexplored. This study aims to develop and validate a scale to measure social entrepreneurial career decisions based on the appraisal of perceived challenges. Design/methodology/approach – The study followed the steps of tool development and was carried out in three phases: item analysis, exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). Findings – The final 20-item scale focuses on the appraisal components in pre-entry social entrepreneurial career decision-making and has four factors, which are relevance, coping potential, knowledge and resources and normative significance. Research limitations/implications – The study contributes to the literature on entrepreneurial cognition, specifically focusing on social entrepreneurship. The scale could guide model testing and quantitative research in social entrepreneurial cognition. The four-dimensional structure identified in the study may also have implications for researchers interested in the antecedents and effects of social entrepreneurial decision-making. Practical implications – Accurate measurement of cognitive appraisal is necessary to understand the perceived challenges and thought processes of potential social entrepreneurs. The scale could be used to examine the cognitive appraisal patterns among students. Social entrepreneurship educators and policymakers can use the scale to design and assess educational programs. Originality/value – Distinct from existing studies, this scale offers a multidimensional approach that captures the stages of career decision-making, providing a robust tool to enhance our understanding of the decision-making dynamics in social entrepreneurship.

Ensuring equal conditions of access and success for all higher education students is a challenging task for educational systems and institutions. Understanding the students' perspectives and needs regarding educational policies and institutional practices in higher education can be an important contribution to improving the quality of education. This paper aims to identify the main obstacles faced by students and their proposals for the improvement of policies and institutional practices in the Portuguese higher education system to promote access and success for all students. By using a mixed-methods approach, we gathered responses from 1,292 students enrolled in 56 HEIs. Data was analysed through content analysis with a pre-existing grid comprising three dimensions: socio-economic, educational and institutional. Descriptive statistics were carried out for the quantitative data. The results revealed socio-economic factors were the most frequently mentioned as needing improvement, followed by the educational and institutional factors. The results allow concluding that institutional practices and educational policies are directly related. Thus, the institutional and political improvement actions should be seen in a holistic and integrative way, integrating actions to enhance the students' socio-economic, educational and institutional conditions. [ABSTRACT FROM AUTHOR]

Depression, anxiety, and insomnia are all conditions that share a complex bidirectional relationship. Sleep effort is a construct with cognitive and behavioral components that perpetuates insomnia. Although many studies have examined the associations between these three variables, no studies have yet examined sleep effort as a mediating variable between anxiety and depression and vice versa. Online versions of the Hospital Anxiety and Depression Scale and the Glasgow Sleep Effort Scale were administered to a sample of 1927 higher education students aged 18–40 years (75.9% women and 76% from 18 to 23 years old). As part of the survey, participants also completed a sociodemographic questionnaire. Mediation analysis indicated that sleep effort mediates the relationship between depression and anxiety, when the former was the predictor and the latter was the criterion. Moreover, sleep effort also mediated the relationship between anxiety and depression when the former was the predictor and the latter was the criterion, albeit in a lesser extent. Sleep effort appears to play a bidirectional mediational role between depression and anxiety, being a potential target for intervention. [ABSTRACT FROM AUTHOR]

Objective: The objective of this study is to describe and compare the levels of physical activity, preferences for leisure-time physical activity, and the frequency of non-sedentary behaviors of Portuguese, Italian, and Spanish students attending higher education. Methods: A total of 1354 students (21.2 ± 2.9 years) participated in the study, with data collected through an online questionnaire for 6 months. Results: The highest levels of sedentary behavior are found among Spanish students, followed by the Portuguese, and lastly the Italians. In relation to physical activity levels, Spanish students perform more low and moderate physical activity, while Italian students perform more vigorous activities and naturally have a lower level of sedentary behavior. Conclusions: However, it is worth highlighting that students from all three countries reach the minimum levels of physical activity recommended by the WHO. [ABSTRACT FROM AUTHOR]

The UK cost-of-living increases from 2022 to 2023, referred to as the cost-of-living crisis, has had a sudden and unprecedented impact on students' ability to cope financially, leading many higher education students to take on work or increase their working or caring hours to make ends meet. Any increase in working commitments may impact on their ability to fulfil their study commitments. A survey of over 800 students enrolled on psychology online courses indicated that their studies were suffering as a result. Students reported on lower levels of engagement with study materials, an in-course reduction of the study commitments (withdrawing from a module), and potentially studying less modules than planned in the subsequent year. The impact of this unforeseen time-poverty was increased stress and study strategies which may compromise their achievement overall. The impacts to their current study plans may have longer term detrimental effects on the poorer students. [ABSTRACT FROM AUTHOR]

Although studies have highlighted the importance of facilitating conditions in enhancing students' digital informal learning (DIL), the effect mechanism is still unclear. This study examined the mediating role of digital competence and the moderating role of technostress between facilitating conditions and DIL. Data were collected from 385 undergraduates from two Chinese universities and analysed using AMOS and SPSS. The results indicated that (a) facilitating conditions predict students' digital competence and DIL positively; (b) digital competence has a positive mediating effect on the association between facilitating conditions and DIL; and (c) technostress plays as a negative moderator in the relationship between facilitating conditions and DIL. In conclusion, to enhance higher education students' DIL, educators and administrators should consider facilitating conditions, digital competence and technostress. Implications for practice or policy: • University administrators could facilitate students' DIL by providing adequate infrastructure and creating a positive atmosphere for DIL. • Educators should recognise the importance of students' digital competence and create opportunities (e.g., providing sufficient elective courses and implementing reward strategies) for their development. • Students could avoid experiencing too much technostress by making their DIL schedules appropriately and participating in physical activities. [ABSTRACT FROM AUTHOR]

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AbstractIn the ever-evolving digital landscape, higher education (HE) students find themselves at the crossroads of two critical aspects: their digital competencies and their digital citizenship. Given the ubiquitous integration of digital technologies in educational settings, it is essential to investigate the relationship between students’ digital competencies and their ability to engage as responsible digital citizens. This study examined the nexus between digital competencies and citizenship among HE students. This study involved 247 students from a Ghanaian HE institution. Digital competency and citizenship scales were used as data collection instruments. The findings revealed that problem-solving, communication and collaboration, and digital content creation competencies had a significant positive influence on HE students’ digital citizenship. Conversely, safety competence has no significant influence on digital citizenship. Interestingly, data and information literacy competence have a negative effect on digital citizenship. The implications of these findings provide valuable insights for educational institutions, policymakers, and educators to foster digital competencies and promote responsible digital citizenship among HE students.

This study examined factors influencing students’ intention to use ChatGPT using UTAUT2 model. The cross-sectional study is based on responses collected from 578 students selected through convenience sampling at a university in Nepal through a structured questionnaire. Using PLS-SEM, the study found that habit (β = 0.315, p

IntroductionTest anxiety is an emotional state characterized by physiological and behavioral responses linked to the fear of poor exam results. It can result in a significant impact in the overall academic achievement of students. Addressing the contributing factors of the problem is better to intervene in the academic challenges of students and create a conducive learning environment. Thus, this study investigated the association between test anxiety and the newly implemented national exit exam program among prospective graduate students at Dilla University in 2023.MethodsA community-based cross-sectional design was employed, involving 357 participants recruited from August 15 to September 14, 2023. Data collection utilized structured questionnaires combined with interviews. The Westside Test Anxiety Inventory (WTAI) assessed test anxiety levels. Epi Info version 7 facilitated data entry, with subsequent analysis conducted using SPSS version 25. A p

E-learning is a fairly recent and fleetly expanding trend of education that increased particularly during the COVID-19 epidemic. thus, assessing thee-learning with standardized tools has gained significance. This study aims to develop an e-learning assessment scale for university students. This methodological study was performed with 434 students in Türkiye. The item pool of the scale was created grounded on the applicable literature. The data were estimated using descriptive statistics, explanatory and confirmational factor analysis (CFA), Pearson correlation analysis, t-test for dependent variables and Cronbach alpha coefficient. The content validity index of this scale calculated according to experts‟ opinions ranged from 0.84-1.00. According to the explanatory factor analysis, two factors had an eigenvalue> 1. These two factors reckoned for 68.6 of the total variance. CFA showed favourable results for Chi forecourt/ degrees of freedom (χ2/df), comparative fit indicator (CFI) and root mean square error of approximation (RMSEA). The Cronbach alpha of the scale was 0.96. The Cronbach alpha measure of the sub-dimensions independently,0.94 and 0.93. The E-Learning Assessment Scale had strong test-retest reliability. In conclusion, the 18-item E-Learning Assessment Scale was a valid and reliable tool for assessing e-learning. The scale enables students to assess the e-learning process.

Although research on Arabic reading skills among students has been widely documented, few studies discuss this issue from the geographical perspective of Islamic universities. Thus, this study aims to analyze the form of guidance and strategies for developing Arabic reading skills among students of Islamic Universities in South Sulawesi. This research uses an explanatory case study research design. Data collection was carried out by in-depth interviews with interested parties. Data analysis uses grounded theory. The findings showed that the form of fostering kitab kuning (Islamic classical texts) reading skills among students includes the selection of appropriate curriculum and syllabus, the use of the latest pedagogical approaches, activating mentorship, the use of peer learning, the use of multimedia and visual data sources, and the use of supporting and parallel texts. In addition, the results also show that the strategies for developing kitab kuning reading skills among students include the involvement of university stakeholders, the use of integrative learning methods, the creation of student dormitories, and increased budget allocations. This research implies the importance of a coordinated and integrated approach in designing and implementing educational strategies that educate, inspire, and empower students. In addition, the findings also offer important insights into ways that educational institutions can improve learning effectiveness and better prepare students for their future.

Objectives. This study investigated the predictive effect of computer-supported collaborative learning (CSCL) on self-efficacy and epistemic emotions in college students. Material and methods. A quantitative randomized experimental design was used with 191 Mexican university students from the Psychology degree program at the Autonomous University of Baja California. Participants were randomly assigned to either a collaborative group or a non-collaborative group. Both groups completed the Online Learning Self-Efficacy Scale and the Epistemic Emotions Scales before and after solving the Cognitive Reflection Test. Results. The results showed that the collaborative group reported significantly higher levels of surprise, confusion and anxiety after solving the Cognitive Reflection Test, but lower levels of curiosity. The non-collaborative group showed significant differences in surprise, confusion, and frustration. Comparing both groups in the posttest, the collaborative group showed higher levels of excitement and lower levels of boredom. The regression analysis showed that CSCL does not predict self-efficacy, but it does predict epistemic emotions, particularly anxiety and boredom. Conclusions. The findings suggest that CSCL can be a valuable tool for fostering positive epistemic emotions in college students, such as curiosity and excitement. However, more research is needed to understand the relationship between CSCL and self-efficacy, as well as the role of negative epistemic emotions in collaborative learning.

Abstract Background The problems of students’ social interaction and psychological well-being associated with online learning dependent on self-directed learning have become an important topic of research in recent years worldwide due to the COVID-19 pandemic, affecting their Social Emotional Learning. This paper aimed to compare the students’ loneliness, social anxiety, social interaction, and general psychological well-being at different stages of online learning (at the beginning and the height of the pandemic), considering their criteria (presence/absence of a job and own family). Methods For this, the researchers conducted an electronic survey of students (n = 320) twice, in February and May 2020, using four questionnaires: UCLA loneliness scale-3, Social Anxiety Scale for E-Learning Environments, Social Interaction Scale, and Brief Adjustment Scale. The responses at different stages of online learning were compared using Student’s t-test. Differences between employed and unemployed students with or without their own families were determined using the analysis of variance (ANOVA). Results The findings showed that unemployed students without their families suffered the most from loneliness. Social interaction online was rated higher by students with their own families; psychological well-being at the beginning of the distance period and social anxiety at the height of the distance period were higher among unemployed students. Conclusions This research can become a theoretical basis for a phase-by-phase study of social predictors for the psychological well-being of higher education students and is of practical value for teachers and administrators of online learning aimed at students’ socialization. In addition, it provides education officials with information about how students perceive psychological well-being, anxiety, social interaction, and loneliness during distance learning, which can help officials direct their decisions and reforms to improve interaction in the online environment.

Nowadays, perceived employability has gained significant attention due to the competitive nature of the employment sector, which now requires individuals to possess not only academic qualifications but also relevant skills and competencies. These skills and competencies help students to align their academic pursuits with their career goals, thereby boosting their confidence in their ability to secure employment after completing their higher education. The present study aims to examine the perceived employability of higher education students. A quantitative approach was used, and 302 university students of Hemvati Nandan Bahuguna Garhwal University, Uttarakhand, India were selected as samples for data analysis. A normative survey research method was adopted to investigate the influence of stream (Arts & Humanities and STEM), level of study (UG and PG) and course (Traditional and Professional) of university students on their perceived employability. The perceived Employability Scale developed by K. P. Naachimuthu was used to measure the perceived employability of students. The study findings identify that most university students have a high level of perception towards employability. Arts & Humanities students and professional courses students have greater perceived employability as compared to STEM (Science, Technology, Engineering & Mathematics) and traditional courses students respectively. There is no difference in perception towards employability among under graduation (UG) and post graduation (PG) students. [ABSTRACT FROM AUTHOR]

Objectives: Higher education students in Germany are vulnerable to depressive symptoms. Despite ample evidence, no comprehensive review has recently been conducted. Thus, our systematic review and meta-analysis aims at describing the extent to which students are affected by depressive symptoms. Methods: We searched three databases for articles reporting the prevalence rates of depressiveness among students in Germany published between 2002 and 2023. Pooled prevalence rates were calculated using random effects models, both for the overall sample and for subgroups categorized by gender, study setting, assessment instrument, and whether the study was conducted before or during the COVID-19 pandemic. Results: The search yielded 992 records. After screening, 60 articles remained for data extraction. About one out of five students (21.1%) exhibits depressive symptoms. Pooled prevalence rates differ between subgroups, with higher rates during the COVID-19 pandemic than before (30.6% versus 18.0%) and with females being more affected than their male counterparts (29.0% versus 23.1%). Conclusion: This review underlines the urgency with which the mental health of students should be addressed at the (higher educational) policy level. [ABSTRACT FROM AUTHOR]

Purpose of article: to highlight the results of an empirical research on the gender characteristics of the differential type of reflection in higher education students in relation to social intelligence. Systemic reflection, which allows simultaneous coverage of both the subject and object poles, is found at a high level in all male and almost all female participants; at an average level, it is found in a small number of female participants. Introspection, which promotes focusing on the experiences of both own and other people, is identified at a high level in three-fifths of the male participants and slightly less than one-second of the female participants; at an average level, it is found in two-fifths of the male participants and slightly more than one-second of the female participants. Quasi-reflection, which involves detachment from the real situation due to a focus on an ideal object, is found at a high level in three-fifths of the male participants and slightly more than one-second of the female participants; at an average level, it is found in two-fifths of the male participants and slightly less than one-second of the female participants. No low levels of systemic reflection, introspection, or quasi-reflection were observed. Statistically significant differences were found only in the levels of introspection between male and female participants. Statistically significant correlations between the overall social intelligence indicator and systemic reflection, introspection, and quasi-reflection have demonstrated that reflection is a psychological mechanism of the development of social intelligence in higher education students with special educational needs. [ABSTRACT FROM AUTHOR]

One of the phenomena that lecturers who switched to online distance learning during COVID-19 reported is the refusal of students to turn on their cameras during online classes. This study aimed to examine the factors that predict the opening of cameras in class. The study examined this issue regarding three types of predictors: resistance factors, learning environment factors, and personal factors. The population included 205 students from higher education institutions in Israel who studied online during the COVID-19 period. Data were collected using an online questionnaire and analyzed using quantitative and qualitative methods. The findings show that camera opening among students during academic classes is indeed relatively low and only partial. The study also revealed four rejection factors to turning on cameras and personal characteristics, such as gender and self-image, that predict students' rate of turning on cameras. However, the more the lecturers demanded to open cameras, the higher the students' responsiveness, and the smaller the classroom, the greater the willingness to turn on cameras. Finally, the findings may help lecturers better understand the students' perspectives of camera use in online classes and develop effective strategies to increase turning on cameras by students. [ABSTRACT FROM AUTHOR]

Purpose: This study aims to develop and validate a multidimensional scale to measure the motivating factors that lead to opportunity recognition in social entrepreneurship among higher education institute (HEI) students. Design/methodology/approach: The scale was developed through two phases; in phase 1, semi-structured interviews with social entrepreneurs and aspiring students were conducted to explore themes for item generation. Phase 2 included developing and validating the scale using exploratory (EFA) and confirmatory factor analysis (CFA). The sample included HEI students (n = 300 for EFA, n = 300 for CFA) with either academic background or volunteering experiences in social entrepreneurship. Findings: A 24-item scale is developed in the study, with six factors measuring the motivating factors influencing opportunity recognition in social entrepreneurship: life experiences, social awareness, social inclination, community development, institutional voids and natural option for a meaningful career. Research limitations/implications: The scale facilitates the development of theories and models in social entrepreneurship. The scale also enables policymakers and social entrepreneurship educators to understand the motivating factors that lead to opportunity recognition among students. It would help them to provide target-specific support to students. Originality/value: To the best of the authors' knowledge, this study is the first attempt to develop a scale that measures opportunity recognition in social entrepreneurship based on specific motivating factors. The study used the model by Yitshaki and Kropp (2016) as the conceptual framework. This study is the first attempt to triangulate the model's findings using a quantitative methodology and through the development of a measurement scale. Besides, the scale adds value to social entrepreneurship research, which lacks empirical research on HEI students. [ABSTRACT FROM AUTHOR]

This study focuses on 1) creating a comprehensive experiential learning model for educational purposes, 2) examining the outcomes of teaching subjects following the implementation of this integrated experiential learning model, and 3) assessing the satisfaction levels of stakeholders when applying the integrated experiential learning model in practical contexts. This study seeks to explore ways in which the teaching profession contributes to maintaining academic success. The population for this study comprised students from Thaksin University in the academic year 2023. Thirty students from the Faculty of Education at Thaksin University, all enrolled in the course 0308240 Measurement, Evaluation, and Educational Quality Assurance during the first semester of the academic year 2023, comprised the sample group. The findings indicated that: The integrated experiential learning model comprises three key components: the first component focuses on the principles and objectives that underpin the teaching and learning framework; the second component addresses the processes involved in teaching and learning; and the third component outlines the conditions necessary for the model's application, which includes factors that facilitate learning and supportive elements. The application of the integrated experiential learning model to assess teachers' academic achievement revealed a significant increase in post-study compared to pre-study, with results reaching the .01 level of significance. The learning management received the highest satisfaction from students, as indicated by the integrated experiential learning model (M = 4.56). Individuals in the field of education maintain their scholarly accomplishments. [ABSTRACT FROM AUTHOR]

This study investigates the association between leisure activities (recreation, sports, social contact, artistic, cultural, religious, and rest) and mental health disorders among Malaysian university students. There were 332 respondents enrolled in the public and private universities, polytechnics and other higher academic institutions in Malaysia were surveyed using a quantitative questionnaire. The study performed multiple regression and correlation analyses on the data using the statistical package for social science (SPSS). The findings indicated that six out of seven categories of leisure activities were significantly linked to mental health issues. The six types of leisure time activities were recreation, sports, social interaction, cultural, religious, and rest. Cultural activities have the highest impact on mental health, with the highest beta value. The universities and polytechnics should consider launching several types of leisure activities and tailor specific activities that may reduce mental health issues. [ABSTRACT FROM AUTHOR]

E-learning is a fairly recent and fleetly expanding trend of education that increased particularly during the COVID-19 epidemic. Thus, assessing learning with were estimated using descriptive statistics, explanatory and Confirmational Factor Analysis (CFA), Pearson correlation analysis, t-test for dependent variables, and Cronbach alpha coefficient. The content validity index of this scale, calculated according to experts‟ opinions, ranged between 0.84-1.00. According to the explanatory factor analysis, two factors had an eigenvalue> 1. These two factors accounted for 68.6 of the total variance. CFA showed favourable results for Chi forecourt/ degrees of freedom (χ2/df), comparative fit indicator (CFI) and root mean square error of approximation (RMSEA). The Cronbach alpha of the scale was 0.96. The Cronbach alpha measure of the subdimensions are 0.94 and 0.93 independently. The E-Learning Assessment Scale had strong test-retest reliability. In conclusion, the 18-item E-Learning Assessment Scale was a valid and reliable tool for assessing e-learning. The scale enables students to assess the elearning process. [ABSTRACT FROM AUTHOR]

Background: The problems of students' social interaction and psychological well-being associated with online learning dependent on self-directed learning have become an important topic of research in recent years worldwide due to the COVID-19 pandemic, affecting their Social Emotional Learning. This paper aimed to compare the students' loneliness, social anxiety, social interaction, and general psychological well-being at different stages of online learning (at the beginning and the height of the pandemic), considering their criteria (presence/absence of a job and own family). Methods: For this, the researchers conducted an electronic survey of students (n = 320) twice, in February and May 2020, using four questionnaires: UCLA loneliness scale-3, Social Anxiety Scale for E-Learning Environments, Social Interaction Scale, and Brief Adjustment Scale. The responses at different stages of online learning were compared using Student's t-test. Differences between employed and unemployed students with or without their own families were determined using the analysis of variance (ANOVA). Results: The findings showed that unemployed students without their families suffered the most from loneliness. Social interaction online was rated higher by students with their own families; psychological well-being at the beginning of the distance period and social anxiety at the height of the distance period were higher among unemployed students. Conclusions: This research can become a theoretical basis for a phase-by-phase study of social predictors for the psychological well-being of higher education students and is of practical value for teachers and administrators of online learning aimed at students' socialization. In addition, it provides education officials with information about how students perceive psychological well-being, anxiety, social interaction, and loneliness during distance learning, which can help officials direct their decisions and reforms to improve interaction in the online environment. [ABSTRACT FROM AUTHOR]

This study adapted and validated the European Portuguese version of the Fear of Missing Out scale (FoMOs-P) and determined an "optimal" cutoff score for higher education students with high social media engagement. Five hundred Portuguese students (M = 22.37, SD = 5.68) completed FoMOs-P and measures of sleep quality, rumination, and social media. Following previous conflicting results, Confirmatory Factor Analysis (CFA) was conducted to compare two competing factor structures. Model invariance regarding sex was tested using multi-group CFA. FoMOs-P' internal consistency, convergent and discriminant validity were analyzed, and an "optimal" cutoff point was explored through Receiver Operating Characteristic (ROC) analysis. When comparing CFA models, the two-related-factor model fit best (Δχ2 (1) = 495.01, p <.001), demonstrating a good fit (χ2/df = 2.96; CFI =.98; TLI =.97; RMSEA [90 CI] =.063 [.049;.077]). This model showed metric invariance but not scalar invariance across sex. There was adequate reliability for both factors and total scale (ω >.7). Convergent and discriminant validity were supported. ROC analysis revealed an AUC =.742 (p <.001) and an "optimal" cutoff point of 20 (70.1% sensitivity, 68.4% specificity) to detect probable disruptive social media engagement. FoMOs-P was shown to be a reliable and valid instrument, supporting its use among higher education students. FoMOs-P appears to be composed of two factors [(i.e., internalizing and externalizing Fear of Missing Out (FoMO)] and has moderate accuracy to screen students with high social media usage. [ABSTRACT FROM AUTHOR]

The present study focuses on determining the suitability of servant-teacher leadership as a leadership approach for instructional purposes. The study specifically looks at how servant leadership affects followers' cognitive learning by considering the mediating role of follower psychological empowerment. Using a stratified random sampling technique, data was collected through a questionnaire from seven hundred graduates from various HEC-recognized universities. The results of the study show that servant teaching significantly improves students' cognitive learning and sense of empowerment. Additionally, the study found that psychological empowerment mediates the link between follower cognitive learning and servant leadership. The findings of this study provide new insight to instructors seeking to develop a learning environment that fosters students' learning outcomes. However, it is also important to consider how to ensure students' commitment and that they are being challenged. Future research may explore the impact of cultural values on students' behavior toward servant teachers. [ABSTRACT FROM AUTHOR]

Social exclusion - in sports as well as in all other areas of life - is linked to low socioeconomic status, poverty, unemployment, and low educational attainment. This means that disadvantaged social groups are permanently trapped in a lifestyle lacking physical exercise. In a broader sense, social exclusion from sports activities affects a much wider social spectrum, including groups that suffer disadvantages based on gender, age, place of residence, or disability [Spaaij, R., Farquharson, K., & Marjoribanks, T. (2015). Sport and social inequalities. Sociology Compass, 9(5), 400-411. https://doi.org/10.1111/soc4.12254]. In Southern, Central, and Eastern Europe, a smaller fraction of society has the opportunity to be active regularly, while the majority are left out. Based on Bourdieu's theory on capital and habitus our paper aims to find out what demographic and socialisation factors, as well as how the socio-economic status and the student habitus play roles in student sport activity in five Central and Eastern European countries. Our analysis is based on the database of the questionnaire survey carried out among students in the examined region (PERSIST 2019, N = 2005). Our results show that although students with a higher social status pursue sport more regularly and are more likely to pursue a sport in clubs, gender, habitus, the parental sporting environment, and sporting friends are the main factors that play a positive role in their regular participation. [ABSTRACT FROM AUTHOR]

Aims: The COVID-19 pandemic has had a large impact on the financial situation of higher education students, disproportionately affecting students with a low socioeconomic status (SES). This raises the question of whether economic stressors related to COVID-19 have aggravated existing socioeconomic inequalities in mental health. This study examined the relationship between economic stressors and students' depressive symptoms, and the role of students' SES and countries' socioeconomic conditions. Methods: Data from the COVID-19 International Student Well-being Study was used for multilevel analyses, with depressive symptoms as dependent variable. Three indicators measured SES: educational level of the parents, ability to borrow money from their social network, and struggling with financial resources prior to COVID-19. Results: Students with a low SES had more depressive symptoms, and those not able to borrow money and with parents without higher education were more exposed to a deterioration in their financial situation. Both economic stressors (reduction in working hours and a deterioration of their financial situation) were positively related to depressive symptoms. In addition, the positive relationship between a decrease in working hours and depressive symptoms was stronger in countries with a higher unemployment rate. Conclusions: We observed socioeconomic inequalities in students' mental health, which, in part, can be ascribed to a larger exposure to the economic stressors related to COVID-19 among students' with a low SES. The macroeconomic context also played a role, as the impact of a reduction in working hours on depressive symptoms was stronger in countries with poor economic conditions. [ABSTRACT FROM AUTHOR]

Algorithmic thinking is a key element for individuals to be aligned with the computer era. Its study is important not only in the context of computer science but also in mathematics education and all STEAM contexts. However, despite its importance, a lack of research treating it as an independent construct and validating its operational definitions or rubrics to assess its development in university students through confirmatory factor analysis has been discovered. The aim of this paper is to conduct a construct validation through confirmatory factor analysis of a rubric for the algorithmic thinking construct, specifically to measure its level of development in university students. Confirmatory factor analysis is performed on a series of models based on an operational definition and a rubric previously presented in the literature. The psychometric properties of these models are evaluated, with most of them being discarded. Further research is still needed to expand and consolidate a useful operational definition and the corresponding rubric to assess algorithmic thinking in university students. However, the confirmatory factor analysis confirms the construct validity of the rubric, as it exhibits very good psychometric properties and leads to an operational definition of algorithmic thinking composed of four components: Problem analysis, algorithm construction, input case identification, and algorithm representation.

Introduction: Ethiopian students' academic achievement goes beyond just cognitive ability. It is interwoven with psychological and social factors. This analysis examines how these interconnected dimensions, including behaviour, emotions, and mental well-being, influence academic attainment. By revealing the multifaceted factors that shape student well-being and success, this review highlights their critical role in the higher education landscape. Methods: This systematic review and meta-analysis study aimed to contribute to the academic literature by exploring the psychosocial factors affecting the academic achievement of Ethiopian higher education students. It leveraged a diverse array of scholarly databases, and adherence to recommended reporting guidelines ensured methodological rigor and transparency throughout the investigation. Result: This systematic review synthesizes findings from 14 high-quality Ethiopian cross-sectional studies assessed using the Newcastle-Ottawa Scale. The overall pooled mean grade point average of respondents was 3.04, [(95 % CI: 2.75, 3.32), I2 = 0.00 %, P

Abstract Background Health literacy (HL) among higher education students is low, making them vulnerable about their health. To reverse this trend, higher education institutions promote HL interventions with various topics and methods. A comprehensive understanding of HL interventions is essential to determine whether these interventions meet the health information needs to improve health outcomes (health gains). The aim of this review was to identify and synthesise evidence on the efficacy of HL interventions implemented in academic settings to improve health outcomes. Methods A systematic review was performed followed the PRISMA guidelines, protocol was registered in PROSPERO (CRD42022369869). A search strategy was performed in the EBSCO Host Web platform, the time limit placed was: 01/01/2017 to 30/09/2022. Eligible studies were those published in peer-reviewed journals and involved higher education students over the age of 18 as the subject of the intervention. Eligible interventions included any interventions evaluated in a study with comparison group that included a pre-post measure of health outcomes, were conducted in an academic setting. To methodology quality of included studies, it was used the Joanna Briggs Institute critical appraisal tool. To synthesise results narrative and thematic synthesis was conducted. Results A total of 9 articles were included in this review, identified health literacy interventions with an impact on health outcomes. The total studies involved 2902 higher education students. All 9 studies were randomised controlled trials. The synthesised evidence supports the efficacy of interventions that contributed to positive changes in mental health, attitudes, norms, and self-efficacy of condom use, emotional, social, and psychological well being, subjective sleep quality, sleep latency, and habitual sleep efficiency, physical activity, and self-reported servings fried foods. HL interventions were educational or motivational and related to health promotion, disease prevention or healthcare. Conclusions HL interventions in higher education students can significantly improve health outcomes protecting them from the negative effects of threats for their health. The interventions designed with different strategies are more effective. HL interventions are associated with health benefits on health promotion, disease prevention and healthcare. For the attendance of higher education to be a successful experience, continuity of HL interventions developed in academic settings is necessary.

Preparing students to engage in global discussions is essential in today's world. As a result, instructors are increasingly interested in developing ways to enhance university students' digital citizenship skills. This qualitative study explores methods to foster these skills through asynchronous online discussion activities, focusing on students' behavior and feedback during and after the activities. Thematic analysis was used to evaluate data collected from the posts of 64 students in 10 groups and the transcript of focus groups and interviews. The findings highlight instructional strategies that enhance students' digital citizenship, showcasing how they interact with instructors and peers. Students developed key skills such as resilience in handling conflicts, self-motivation, peer learning, and professional communication, including justifying claims and providing evidence. The study also reveals that students demonstrated a deeper understanding of digital citizenship and were eager to apply their skills in various digital contexts. These results offer important insights for higher education institutions on promoting digital citizenship and guiding instructors in integrating it into curricula. [ABSTRACT FROM AUTHOR]

In this study, we aimed to explore the factors associated with higher education students' learning outcomes in emergency remote teaching environments (ERTEs) during the COVID-19 pandemic at both the population and individual levels, given the limited understanding in previous research. 9418 students from 41 countries were selected for analysis from a survey-based dataset that was collected with the aim of understanding the self-perceived impacts of the first-wave COVID-19 pandemic on higher education students. We conducted structural equation modeling to explore associated factors and latent profile analysis to identify student profiles based on these factors. Utilizing the identified profiles, we developed a random forest-based classifier to identify the membership of students' profiles. The results showed that six environmental and individual factors—partially mediated by academic emotions—were significantly associated with learning outcomes. The positively associated factors, ranked by path coefficient, were satisfaction with synchronous course organization (SCO), computer skills (CS), satisfaction with asynchronous course organization (ACO), satisfaction with administration support (AS), and perceived teacher support (TS). The negatively associated factor was worry about life. Based on these factors, eight profiles were identified with varying learning outcomes and student characteristics. The classifier achieved a testing accuracy of 0.904. By integrating variable-centered and person-centered approaches, this study bridges the gap in understandings of general patterns and individual differences regarding key factors associated with higher education students' learning outcomes. The findings have implications for designing individualized interventions and support strategies to enhance student learning outcomes and mitigate educational disparities in ERTEs during crisis situations. [ABSTRACT FROM AUTHOR]

This research aimed to determine the use of the Wordwall in online learning on sampling techniques material for higher education students. The use of this application was reviewed through test results and questionnaires. This research used combination research by combining quantitative and qualitative data collection techniques. The subjects of this research were 53 students from Teachers College in Universitas Pelita Harapan (UPH) that took Statistics for Educational Research course. The result displayed that the quizzes given on Wordwall can help students to learn about sampling techniques and materials with positive responses. Good feedback from students showed that they felt happy in doing the learning activity on Wordwall. There were almost 90% of students who said that they enjoyed the learning. In the end, Wordwall is recommended to be implemented in higher education classrooms. [ABSTRACT FROM AUTHOR]