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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]

Copyright of Journal of Higher Education / Yüksekögretim Dergisi is the property of Deomed Publishing and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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.

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.

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.

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 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.

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

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.

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 study explores the impact of mobile notifications on the information behavior and interaction attitudes of higher education students in Egypt and Germany. Using an ethnographic approach, the research investigates how mobile notifications serve as a crucial medium for information delivery, transforming user interaction with information. The study identifies significant challenges posed by the influx of notifications, such as information overload, distraction, and stress. It also examines the skills and strategies students employ to manage and prioritize notifications, emphasizing the need for improved mobile information literacy (MoIL). Interviews and observations reveal varied user engagement with notifications, highlighting the dual role of notifications as both end-point information containers and triggers for deeper information-seeking behavior. The findings suggest that while notifications enhance efficiency and immediacy in accessing information, they also necessitate new coping mechanisms to mitigate negative impacts. This research contributes to the field of information behavior by offering insights into the effective use of mobile notifications and proposing better notification system designs to foster enhanced information literacy in an increasingly connected world. [ABSTRACT FROM AUTHOR]

In today's digitised world, e-wallets have been sprouting thick and fast in Malaysia as they contribute significantly to expediting online transactions. The E-wallet system is not only a mechanism for businesses to acquire profit but is also one of the most secure payment options for customers, particularly during the COVID-19 pandemic. However, the adoption of e-wallets among higher education students remains unfavourable, eliciting only minimal response. This study aims to analyse higher education students' adoption of e-wallets using a hybrid machine learning method, combining clustering and decision trees. This approach provides deep insights into user behaviour, improving prediction accuracy and enabling personalised strategies for enhanced user experiences. It profiles and classifies students based on demographics and traits such as age, year of study, gender, frequency of use, future use intention, lifestyle compatibility, perceived trust, risk perception, convenience, and security factors. The analysis reveals the segmentation of the dataset into four distinct clusters, each characterised by shared attributes. These clusters are subsequently labelled descriptively and incorporated into the dataset. The dataset, now enriched with cluster information, serves as the foundation for constructing a decision tree model. The outcome of the decision tree indicates that Cluster 2 and Cluster 3 are hesitant towards e-payment. In contrast, Cluster 1 and Cluster 4 are more receptive despite security concerns, as e-wallets offer convenience despite lacking full trust, with security being a prominent concern amidst rising cyber threats. This study helps the Malaysian government and service providers promote cashless transactions and shape students' financial independence based on their traits. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Higher Education / Yüksekögretim Dergisi is the property of Deomed Publishing and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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]

The transition to college is a period of higher risk of the development of eating disorders, with nutrition/dietetics students representing a group of particular vulnerability. Hence, it is interesting to assess eating disorders, taking into consideration potential sources of bias, including social desirability. Our aims were to compare the risk of eating disorders between students of nutrition/dietetics and those attending other courses and to study potential social desirability biases. A total of 799 higher education students (81.7% females) aged 18 to 27 years old completed a questionnaire assessing the risk of eating disorders (EAT-26) and social desirability (composite version of the Marlowe–Crowne Social Desirability Scale). The proportion of students with a high risk of eating disorders was higher among females (14.5% vs. 8.2%, p = 0.044). Nutrition/dietetics students did not differ from those attending other courses regarding the risk of eating disorders. The social desirability bias when assessing the risk of eating disorders was overall low (EAT-26 total score: r = −0.080, p = 0.024). Social desirability correlated negatively with the Diet (r = −0.129, p < 0.001) and Bulimia and food preoccupation subscales (r = −0.180, p < 0.001) and positively with Oral self-control (r = 0.139, p < 0.001). [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

Nowadays, email communication is considered the most common and widespread computer-based tool that students use to communicate with their professors. This paper provides a framework for evaluating email communication between students and professors and examines the factors that may influence students' email style and professionalism. The research was conducted among Serbian and Slovenian students who contacted their professors by email. In order to evaluate the style of student email communication, the degree of formality, and the layout, we developed an evaluation form. Students were asked to complete an online questionnaire that assessed their attitudes toward culture, attitudes toward their professor and studies, digital literacy, use of social media, and self-perceptions of their communication skills. Responses were analysed and structural equation modeling was used to test seven hypotheses predicting the effects of factors that influence writing style in emails. As expected, the results show several differences in these factors in the two countries. First, in both countries, students' perceptions of their own communication skills influence their email communication style. Second, grade point average has a significant effect on email communication in Serbia but not in Slovenia, while attitude toward the professor is a significant predictor of email communication in Slovenia but not in Serbia. Moreover, in both countries, attitude toward professor is influenced by attitude toward study. Third, digital literacy has a significant effect on students' perceived communication skills in both countries, while culture affects communication skills only in Slovenia and social media use only in Serbia. [ABSTRACT FROM AUTHOR]

Copyright of Profesorado: Revista de Currículum y Formación del Profesorado is the property of Profesorado: Revista de Curriculum y Formacion del Profesorado and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: The role of mindful eating (ME) and intuitive eating (IE) in improving eating behavior, diet quality, and health is an area of increasing interest. Objective: The objective of this review was to identify the instruments used to assess ME and IE among higher education students and outcomes related to these dimensions. Methods: This review was carried out according to the PRISMA statement, through systematic searches in PubMed, Web of Science, PsycInfo, and Scopus. The inclusion criteria selected for higher education students, levels of ME and/or IE reported, and observational and clinical studies. The exclusion criteria selected against reviews, qualitative studies, and case studies. Quality was assessed using the Academy of Nutrition and Dietetics Quality Criteria Checklist. Results: A total of 516 initial records were identified, from which 75 were included. Cross-sectional studies were the most common research design (86.7%). Most studies were conducted with samples that were predominantly female (90.7%), White (76.0%), aged 18 to 22 years (88.4%), with BMI < 25 kg/m2 (83.0%), and in the United States (61.3%). The Intuitive Eating Scale (IES), the Mindful Eating Questionnaire (MEQ), and their different versions were the most used instruments. The outcomes most studies included were eating behavior and disorders (77.3%), anthropometric assessments (47.8%), mental health (42.0%), and body image (40.6%). Regarding the quality of studies, 34.7% of studies were assigned a positive, 1.3% a negative, and 64.0% a neutral rate. Conclusions: IES and MEQ were the most used instruments. RCT and cohort studies are scarce, and future research with a higher level of quality is needed, especially on the topics of food consumption, diet quality, and biochemical markers. [ABSTRACT FROM AUTHOR]

Background: Food literacy is an essential aspect of modern education, nourishing students with the knowledge and necessary skills to make informed, healthy, and sustainable food choices. Building upon the validated research conducted in Portugal concerning the nutritional knowledge level of Portuguese students, our objective was to provide a similar survey instrument to Romanian students to assess their level of food literacy. Methods: The data was collected, based on a pilot study, from 120 Romanian students who completed an online questionnaire. The questionnaire covered anthropometrics, physical activity, diet, food literacy knowledge, and behavior. Food literacy was classified into three distinct sections: literacy about healthy eating patterns, literacy about labeling and food choices, and literacy about nutritional value and composition. Results: Students who possessed the most elevated food literacy were also the ones with a high academic performance. Weight issues affected 45% of students, with a significant 12.7% having eating disorders. We found no association between food literacy, BMI, and age. Conclusions: Our pilot study could lay the foundation for similar studies for our country on a larger scale, with the aim of developing further educational curricula and community programs regarding nutrition, striving towards a healthier future. [ABSTRACT FROM AUTHOR]

ObjectivesHigher 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.MethodsWe 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.ResultsThe 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%).ConclusionThis review underlines the urgency with which the mental health of students should be addressed at the (higher educational) policy level.Clinical Trial Registration: PROPSPERO, Identifier CRD42022384066.

With the emergence of emerging 4IR technologies, AI application tools (chatbots) are becoming more and more popular and widespread in various fields, including education. This study investigates the factors that influence undergraduate students' inclination to utilize AI application tools, specifically chatbots, for educational purposes. We applied an expanded diffusion theory of innovation framework to examine the relationships between relative advantages, compatibility, trialability, trust, perceived usefulness, perceived ease of use, and behavioral intention. Data from 842 undergraduate students were collected through a questionnaire using a 7-point scale, and the findings were analyzed using SmartPLS 4.0.9.2 software with a covariance-based structural equation model. The results confirm the hypotheses regarding the relative advantages, compatibility, trialability, perceived usefulness, and trust of chatbots. Students who perceive the benefits of chatbots express a strong intention to use them for academic purposes. The perception of compatibility between students and chatbots positively influences their adoption intention, and those who have the opportunity to try out chatbots are more likely to use them, indicating the importance of trialability. Surprisingly, the study did not find direct relationships between perceived usefulness, perceived ease of use, and behavioral intention, suggesting the presence of other influencing factors or dynamics in the adoption of chatbots for educational purposes. The findings offer practical insights for students and contribute to the theoretical understanding of the diffusion theory of innovation. Future research can further explore these findings to gain deeper insights into the complexities of chatbot adoption and enhance the adoption of AI tools in educational settings.

The article examines current aspects of English language learning by students of economics faculties. It particularly focuses on the transition from general literary vocabulary to specialized professional terminology. The research combines several methods: analysis of modern approaches to studying professional terminology, assessment of the effectiveness of various English teaching methods in economics faculties, and surveys involving both applicants and instructors. The author substantiates the importance of cultivating professional competence through terminology acquisition and the utilization of authentic materials such as the Harvard Review and Forbes. Proposals include integrating modules dedicated to studying English terminology within professional disciplines and introducing optional English courses to compensate for the shortage of hours allocated to English language instruction in senior courses. Survey results highlight studentsʼ keen interest in mastering English professional terminology and their willingness to engage in project-based learning. Identified challenges include the high cost of educational materials and curriculum overload, with suggestions to leverage internet resources and modern educational tools. Emphasis is placed on the necessity of a comprehensive approach to English language education for economics students, particularly highlighting the importance of honing English skills in professional contexts theyʼll encounter in their careers. Prioritizing the study of English-language professional terminology within the curriculum is deemed crucial for economics students. This specialization offers an alternative to the communicative approach, bridging the gap between general language proficiency and mastery of economic language. Recommendations encompass implementing interdisciplinary approaches to teaching English terminology and fostering collaboration among instructors to enhance studentsʼ language and professional skill development. Furthermore, emphasizing innovative teaching methods, such as interactive technologies and virtual resources, is deemed instrumental in heightening student engagement and activity in the learning process. These approaches are considered vital in enhancing studentsʼ ability to comprehend and employ English terminology effectively.

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.

Copyright of Brazilian Journal of Education, Technology & Society (BRAJETS) / Cadernos de Educação Tecnologia e Sociedade (CETS) is the property of Brazilian Journal of Education, Technology & Society - BRAJETS and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Brazilian Journal of Education, Technology & Society (BRAJETS) / Cadernos de Educação Tecnologia e Sociedade (CETS) is the property of Brazilian Journal of Education, Technology & Society - BRAJETS and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background and Purpose: Happiness is essential in life. Studies showed that people with a high level of happiness could become more productive. Happiness can also be used as a general assessment of someone's life. For students, happiness is important to success in carrying out their roles. Resilience is one of the factors that influence happiness. However, a study on how resilience can influence happiness and academic stress is rarely found. This study aims to measure the influence of resilience on happiness and the influence of resilience on academic stress among higher education students in Yogyakarta, Indonesia. Methodology: Data were generated by collecting used measurements distributed to the subject. The respondents of this study were 253 (53 male or 20.9 %; 200 female or 79.1%) students of private higher education in Jogjakarta, Indonesia, selected using a purposive sampling. Data analyses were carried out using SEM utilizing IBM-SPSS-AMOS. Findings: The results of this study showed that there is no significant influence of resilience on happiness and academic stress. Contributions: This study contributes to the literature for the different findings obtained compared to the previous ones. The study has implications on students and university administrations in understanding the state of happiness in university environments. [ABSTRACT FROM AUTHOR]

The aim of this study was to describe and compare the self-reported physical activity of Portuguese, Italian and Spanish students who attend higher education. Participated in the study 1440 higher education students. Of this total, 424 subjects study in Portugal; 407 study Italy; and 609 study in Spain. The short version of the International Physical Activity Questionnaire (IPAQ) was applied, validated and translated into Italian, Portuguese and Spanish. Using SPSS (v.23.0), descriptive statistics were performed, as well as verification of the normality of data distribution (Kolmogorov-Smirnov) Since all variables have a non-normal distribution, the Kruskal Wallis test was used (Mann-Whitney). We verified that, regarding the variables "Vigorous PA Days", "Moderate PA Days", "Sitting Time per day, during the week" and "Sitting Time per day, on the weekend", it is the Italian students who present the mean values more favourable, with significant differences (p = .05), compared to Spanish and Portuguese students. We conclude that Portuguese, Italian and Spanish university students present moderate levels of physical activity, combined with high amounts of daily sedentary behaviour. [ABSTRACT FROM AUTHOR]