Motivation to learn: an international multilevel study on student autonomy and teacher emphasis on content usefulness / Motivación para aprender: un estudio internacional multinivel sobre la autonomía de los estudiantes y el énfasis de los docentes en la utilidad del contenido

En la educación superior, pocos estudios relacionan factores contextuales en la clase, como el énfasis del profesor en la utilidad del contenido y las características motivacionales de los estudiantes. El objetivo fue probar un modelo multinivel sobre la relación entre el énfasis del docente en la utilidad del contenido durante la clase, la autonomía de los estudiantes y, a su vez, la motivación para aprender. Participaron 3033 estudiantes universitarios matriculados de 1º a 4º grado de Ciencias de la Actividad Física y del Deporte, de universidades de España (N = 602), Portugal (N = 469), México (N = 1177), Chile (N = 372), y Brasil (N = 413). Se realizó un modelo de ecuaciones estructurales multinivel, en el que los participantes respondieron preguntas sobre el énfasis del profesor en la utilidad del contenido de la clase, la autonomía y la motivación para aprender. Se hipotetizó que el énfasis del profesor en la utilidad del contenido predecía la autonomía del estudiante que, por su vez, predecía la motivación para aprender. Los resultados, a nivel grupal e individual, indican que el énfasis del docente en la utilidad del contenido predijo la autonomía del estudiante, y la autonomía predijo la motivación para aprender.(AU)

Teacher autonomy support is related to improved student learn-ing. In higher education, few studies relate classroom contextual factors, such as teacher emphasis on content usefulness, and students' motivational characteristics. The aim was to test a multilevel model about the relation between the extent of teachers’ emphasis on the usefulness of class con-tent with student autonomy, and, in turn, on motivation to learn. The par-ticipants were 3033 university students enrolled from 1st to 4th grade of Sciences of the Physical Activity and Sport, from universities in Spain (N = 602), Portugal (N = 469), Mexico (N = 1177), Chile (N = 372), and Brazil (N = 413). A multilevel structural equation model was performed, in which participants answered questions about the teacher's emphasis on the use-fulness of class content, basic psychological need for autonomy, and moti-vation to learn. At the group and individual levels, the hypothesis is that the teacher's emphasis on the usefulness of class content predict the stu-dent autonomy, in turn, student autonomy predicts student motivation to learn. Results found at the group level and at the individual level the strength of teacher emphasis on class content predicted student autonomy; student autonomy predicted student motivation to learn.(AU)

Complex artificial intelligence models for energy sustainability in educational buildings.

Energy consumption of constructed educational facilities significantly impacts economic, social and environment sustainable development. It contributes to approximately 37% of the carbon dioxide emissions associated with energy use and procedures. This paper aims to introduce a study that investigates several artificial intelligence-based models to predict the energy consumption of the most important educational buildings; schools. These models include decision trees, K-nearest neighbors, gradient boosting, and long-term memory networks. The research also investigates the relationship between the input parameters and the yearly energy usage of educational buildings. It has been discovered that the school sizes and AC capacities are the most impact variable associated with higher energy consumption. While 'Type of School' is less direct or weaker correlation with 'Annual Consumption'. The four developed models were evaluated and compared in training and testing stages. The Decision Tree model demonstrates strong performance on the training data with an average prediction error of about 3.58%. The K-Nearest Neighbors model has significantly higher errors, with RMSE on training data as high as 38,429.4, which may be indicative of overfitting. In contrast, Gradient Boosting can almost perfectly predict the variations within the training dataset. The performance metrics suggest that some models manage this variability better than others, with Gradient Boosting and LSTM standing out in terms of their ability to handle diverse data ranges, from the minimum consumption of approximately 99,274.95 to the maximum of 683,191.8. This research underscores the importance of sustainable educational buildings not only as physical learning spaces but also as dynamic environments that contribute to informal educational processes. Sustainable buildings serve as real-world examples of environmental stewardship, teaching students about energy efficiency and sustainability through their design and operation. By incorporating advanced AI-driven tools to optimize energy consumption, educational facilities can become interactive learning hubs that encourage students to engage with concepts of sustainability in their everyday surroundings.

From athletic excellence to academic influence: a study of retired Chinese athletes transitioning into the higher education sector.

While the career transition of athletes has been explored to several extents, it is often marked by complex psychosocial challenges and requires a redefined sense of identity and professional purpose. Research to date has predominately focused on the disadvantages or inequity emerging from broad social demographics without delving into specific career transition pathways, such as into higher education settings. This study specifically investigates the unique psychosocial factors underlying the career transition of retired Chinese athletes into higher education. We conducted an interview phase with retired Chinese athletes (Phase 1, n = 17) and a Delphi phase with senior human resources (HR) managers from Chinese higher education settings (Phase 2, n = 15). This approach allowed us to understand the lived experiences and challenges of these athletes within the Chinese cultural and social context, as well as HR experts' perceptions of their career transitions, respectively. The results unveil crucial psychosocial factors that motivate, and the barriers that challenge, and difficulties retired Chinese athletes in their transition, informing intervention and policy efforts to facilitate their successful integration into higher education.

Depressive Symptoms Among Higher Education Students in Germany-A Systematic Review and Meta-Analysis.

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.Clinical Trial Registration: PROPSPERO, Identifier CRD42022384066.

'Special issue-ization' as a growth and revenue strategy: Reproduction by the "big five" and the risks for research integrity.

The exponential growth of MDPI and Frontiers over the last decade has been powered by their extensive use of special issues. The "special issue-ization" of journal publishing has been particularly associated with new publishers and seen as potentially "questionable." Through an extended case-study analysis of three journals owned by one of the "big five" commercial publishers, this paper explores the risks that this growing use of special issues presents to research integrity. All three case-study journals show sudden and marked changes in their publication patterns. An analysis of special issue editorials and retraction notes was used to determine the specifics of special issues and reasons for retractions. Descriptive statistics were used to analyse data. Findings suggest that these commercial publishers are also promoting special issues and that article retractions are often connected to guest editor manipulation. This underlies the threat that "special issue-ization" presents to research integrity. It highlights the risks posed by the guest editor model, and the importance of extending this analysis to long-existing commercial publishers. The paper emphasizes the need for an in-depth examination of the underlying structures and political economy of science, and a discussion of the rise of gaming and manipulation within higher education systems.

Navigating challenges and opportunities: Nursing student's views on generative AI in higher education.

AIM: This qualitative study aims to explore the perspectives of nursing students regarding the application and integration of generative Artificial Intelligence (AI) tools in their studies. BACKGROUND: With the increasing prevalence of generative AI tools in academic settings, there is a growing interest in their use among students for learning and assessments. DESIGN: Employing a qualitative descriptive design, this study used semi-structured interviews with nursing students to capture the nuanced insights of the participants. METHODS: Semi-structured interviews were digitally recorded and then transcribed verbatim. The research team reviewed all the data independently and then convened to discuss and reach a consensus on the identified themes. RESULTS: This study was conducted within the discipline of nursing at a regional Australian university. Thirteen nursing students, from both first and second year of the programme, were interviewed as part of this study. Six distinct themes emerged from the data analysis, including the educational impact of AI tools, equitable learning environment, ethical considerations of AI use, technology integration, safe and practical utility and generational differences. CONCLUSIONS: This initial exploration sheds light on the diverse perspectives of nursing students concerning the incorporation of generative AI tools in their education. It underscores the potential for both positive contributions and challenges associated with the integration of generative AI in nursing education and practice.

Integrating the 4Ps in masters-level nursing education.

BACKGROUND: The curriculum for our generalist masters in nursing program required a heavy credit load of science courses shared with the nurse practitioner programs. The bundle of required courses far exceeded the masters in nursing program completion outcomes, increasing tuition costs and prolonging the program of study for students who were not seeking advanced practice credentials. PURPOSE: The purpose of this project was to streamline the curriculum and better align course content with MS program expected learning outcomes, student learning needs, and recent accreditation requirements. PROCESS: Course expected learning outcomes were drafted and mapped to program expected learning outcomes and AACN The Essentials: Core Competencies for Professional Nursing Education (2021) concepts and sub-competencies. A two-course series totaling 5 credits was developed to integrate the 4Ps (pathophysiology, pharmacology, physical/health assessment, and health promotion) into an online master's level nursing curriculum while decreasing the total number of credits. OUTCOMES: A total of 67 students successfully completed the online courses during the first semester. Minor revisions based on student feedback were made after the first implementation. CONCLUSIONS: Integrating the 4Ps into a series of two courses is a feasible option for streamlining a generalist masters in nursing curriculum.

A qualitative exploration of transitions, compliance, and onboarding challenges for international students in health professional education degrees.

Background: Australia provides education services to international students which includes international students completing a health professional education (HPE) degree. Studying for a HPE degree can be challenging for most students. There are specific challenges for international students when completing a degree with clinical placements. The challenges international students can face include receiving adequate and timely information, understanding health service access, and receiving the correct information from education providers and agents.Objectives: To gain an in-depth understanding of the challenges for international health professional education students in accessing healthcare, understanding the requirements of compliance to attend clinical placements and the difficulties with attending clinical placements.Design: A semi-structured interview schedule based on findings from a survey (N = 318 participants) was used to explore international student perspectives in one-on-one interviews.Methods: Data were collected from international HPE students from a single Australian metropolitan multi-campus university using a questionnaire, which included qualitative open-ended questions, in addition to semi-structured follow-on interviews. Data collection took place between March and October 2021 and qualitative data were inductively thematically analysed.Results: Challenges reported in interviews by six international students were focused on understanding the navigation of new administrative systems and compliance processes. Students noted gaps in the communication of understanding legislative compliance requirements to attend clinical placements, difficulties accessing healthcare and making use of overseas student health cover, organisational issues, and transport issues when attending clinical placements.Conclusions: Higher education providers and international education agents must address communication deficits in course requirements linked to clinical placement prerequisites. This study highlights gaps in commencing international students' understanding, and higher education providers' communication of clear, timely detailed information.

Exploring the Loss Aversion Scale's psychometric properties in Spain.

Loss aversion is a psychological construct defined as a tendency to value potential losses more than gains in a situation that requires decision-making. The Loss Aversion Scale (LAS, eight items) measures an individual's loss aversion to various situations. However, the generalization of its psychometric properties to different population groups is unknown. This study aimed to validate the LAS instrument for use among Spanish university adults. To this end, two studies were conducted: a content validity study calculating the substantive validity (N = 24) of the instrument's translation from original English to Spanish and a study of internal structure and association (N = 766) among Spanish university men and women aged 18-35. The analyses performed for each sample indicated that the instrument had adequate validity and reliability values as a one-dimensional measure; however, items 5 and 8 had to be removed. Their scores indicated moderate-magnitude correlations with social desirability. This article debates the study's limitations, practical implications, and future lines of research based on the results. The conclusion is that the Loss Aversion Scale instrument suits general Spanish population samples and requires probable methodological control concerning social desirability.

An uncertain recovery: The physical toll of COVID-19 infection on liberal arts and sciences students in the Netherlands.

This study examines the recovery experiences of students at a university college in the Netherlands during an outbreak of COVID-19 in the spring of 2022. University policy was based on the conception of COVID-19 as short-term, with a defined recovery timeline. Despite perceptions that young people face lower risks for prolonged recovery, our study reveals a different reality.Among 36 students with COVID-19, twelve experienced symptoms for over one month. Ten semi-structured interviews revealed heterogenous recovery experiences: good, mild, moderate, and difficult. We also explored how diverse recoveries interacted with academic work. Lingering symptoms ranged from smell loss to brain fog and prolonged fatigue.The unpredictability of recovery made it difficult to attribute symptoms to COVID-19 or academic work pressure. In the context of expectations to resume academic work, some students failed to recognise their ongoing struggles. An absence of conversation regarding recovery in a demanding academic environment renders diverse recovery experiences invisible. Our findings emphasise the need for a broader conceptualisation of COVID-19 recovery amongst young people and call for further research exploring the interaction between students' illness experiences and the fast-paced academic environment.

[DEVELOPMENT OF THE SECTOR of R&D development in Russian HIGHER medical education in digitization conditions].

The article considers results of study of the R&D sector directions development in system of Russian medical higher education in the context of digitization. The analysis made it possible to substantiate timeliness and importance of solving problems of improving medical services quality against the background of necessity for medical workers to systematically master breakthrough digital technologies in current medical practice. This conditions importance to ensure efficiency of R&D in Russian higher medical education in the context of digitization. The main models of organization of activities in the field of R&D are characterized, taking into account sources of financing and staffing. Based on on-line surveys of students in Google docs about their attitude to their further participation in R&D during education and after graduation, weak motivation to be engaged in R&D during their university education was revealed that is justified by non-obviousness of prospects of financial remuneration. Along with this, study established high degree of interest among students to mastering breakthrough digital technologies in order to further apply them in medical practice together with the latest medical technologies.

Integrating deep learning techniques for personalized learning pathways in higher education.

The rapid improvement of artificial intelligence (AI) in the educational domain has opened new possibilities for enhancing the learning experiences for students. This research discusses the critical need for personalized education in higher education by integrating deep learning (DL) techniques to create customized learning pathways for students. This research intends to bridge the gap between constant educational content and dynamic student needs. This research presents an AI-driven adaptive learning platform implemented across four different courses and 300 students at a university in Faisalabad-Pakistan. A controlled experiment compares student outcomes between those using the AI platform and those undergoing traditional instruction. Quantitative results demonstrate a 25 % improvement in grades, test scores, and engagement for the AI group, with a statistical significance of a p-value of 0.00045. Qualitative feedback highlights enhanced experiences attributed to personalized pathways. The DL analysis of student performance data highlights key parameters, including enhanced learning outcomes and engagement metrices over time. Surveys reveal increased satisfaction compared to one-size-fits-all content. Unlike prior AI research lacking rigorous validation, our methodology and significant results deliver a concrete framework for institutions to implement personalized, AI-driven education at scale. This data-driven approach builds on previous attempts by tying adaptations to actual student needs, yielding measurable improvements in key outcomes. Overall, this work empirically validates that AI platforms leveraging robust analytics to provide customized and adaptive learning can significantly enhance student academic performance, engagement, and satisfaction compared to traditional approaches. These findings have insightful consequences for the future of higher education. The research contributes to the growing demand for AI in education research and provides a practical framework for institutions seeking to implement more adaptive and student-centric teaching methodologies.

Analysis of the university experience of undergraduate students of Education degrees.

The evaluation of the university experience of students is an increasingly frequent field of analysis among the academic community, as they represent one of the most important groups in universities and it is essential to know their opinion and satisfaction with the different services and resources that the university institution makes available to them. In this sense, the two objectives of the study were the following: 1) To analyse the undergraduate university experience of the different groups of students (graduates, students, drop-outs). 2) To identify which aspects of the academic training received predict each of the student groups. To this end, a study was carried out specifically aimed at undergraduate education students at the University of Granada (Spain), distinguishing between graduates, students, and those who had dropped out of their studies. A total of 292 students participated (82 female and 210 male), of whom 123 were graduates, 98 were still students and 71 were drop-outs. After the application of three questionnaires, it was found that the three aforementioned groups of participants coincided in particularly valuing characteristic dimensions of the formal teaching-learning scenario in the university experience. In addition, the linear regression analysis carried out identified the personalised attention factor as having the highest predictive value as regards student type. Thus, the results of the study point to an assessment of academic training focused on the need on the part of all three groups of participants for teacher support and individualised guidance. The study may be useful in providing universities with new data to help improve the teaching performance of Education degree teaching staff concerning students; for example, by encouraging their participation in tutorial action programmes.

Digital competences of university students after face-to-face and remote teaching: Video-animations digital create content.

In today's digitally advanced society, there is a need to focus on collaborative educational approaches of a socio-community nature that incorporate technology. From this perspective, the FEJYLEN and FEJYLENVAL programs were conceived and implemented for both remote (online) and face-to-face teaching. These programs are based on an E-Learning-Service methodology, enabling the training of university students in digital skills, and facilitating the transfer of their interactive educational video-animations to early childhood education centers. The study sample consisted of 221 students enrolled in Early Childhood Education and Speech Therapy Degrees. The study had two objectives: first, to compare digital competences before and after participating in the mentioned programs; and second, to evaluate the impact of the type of teaching and university training on the acquisition of digital competences. The findings indicate that students receiving face-to-face teaching demonstrated significant improvement across all digital competences' factors with a medium-high effect size. Conversely, for students receiving remote instruction, improvements were limited to only certain skill factors. Our study reveals that face-to-face teaching is associated with higher scores in digital competencies and more efficient digital content creation. In conclusion, this research highlights the advantages of face-to-face teaching in comparison to remote instruction. This has facilitated a closer connection between the university and the realities faced by educational centers, fostering the exchange of knowledge between learning communities.

Improving student diet and food security in higher education using participatory and co-creation approaches: a systematic review.

BACKGROUND: Higher education students are an important target group for public health nutrition interventions. When designing tailored and contextually relevant interventions, participatory and co-creation approaches are increasingly recognized as promising but their use and effectiveness has not been assessed in this type of population. We systematically reviewed interventions aiming to improve dietary quality and/or food security in higher education settings with the aims 1) to identify and describe their participatory and co-creation approaches and 2) to compare the effectiveness of interventions using or not using participatory and co-creation approaches. METHODS: Our search in PubMed, Google Scholar, Web of Science, EMBASE was performed in January 2023 and yielded 3658 unique records, out of which 42 articles (66 interventions) were included. Effectiveness of interventions was assessed at the individual level (longitudinal evaluations) or at the group level (repeated cross-sectional evaluations). A five-level classification was used to describe a continuum of engagement from students and other partners in the intervention design and implementation: no participation (level one), consultation, co-production, co-design and co-creation (levels two to five). To synthetize effectiveness, comparisons were made between studies without participation (level one) or with participation (levels two-five). RESULTS: Ten (24%) out of 42 studies used a participatory and co-creation approach (levels two-five). Studies using a participatory and co-creation approach reported a positive finding on individual-level outcome (i.e. overall diet quality or food group intake or food security) in 5/13 (38%) intervention arms (vs 13/31 or 42% for those without participation). Studies using a participatory and co-creation approach reported a positive finding on group-level outcomes (i.e. food choices in campus food outlets) in 4/7 (57%) (vs 8/23 or 35% in those without participation). CONCLUSIONS: Participatory and co-creation approaches may improve the effectiveness of nutrition interventions in higher education settings but the level of evidence remains very limited. More research is warranted to identify best co-creation practices when designing, implementing and evaluating nutritional interventions in the higher education setting. TRIAL REGISTRATION: PROSPERO registration number CRD42023393004.

Trauma-informed training as a means of stabilizing the negative impact of stressful and destructive factors of war on the inner world of future specialists.

OBJECTIVE: Aim: To determine the conditions for the implementation of trauma-informed training as a means of stabilizing the negative impact of stressful and destructive factors of war on the inner world of future specialists. PATIENTS AND METHODS: Materials and Methods: 1,100 students studying in the conditions of martial law took part in the experimental work. RESULTS: Results: As a result of the negative impact of the stressful and destructive factors of the war on the inner world, the future specialists the following manifestations of the deterioration of the health were established: depression (99%), sudden change of mood (92%), worsening of well-being during sudden changes in the weather (66%), irritability (52%), aggressiveness (11%), anger (7%). It was found that future specialists wanted to postpone completing the educational task until later, as they perceived it as very difficult (79%). CONCLUSION: Conclusions: The conditions for the implementation of trauma-informed studying were formulated as a means of stabilizing the negative impact of stressful and destructive factors of war on the inner world of future specialists. 1. During the organization of learning, teachers take into account the fact that psycho-traumas, which are caused by stressful and destructive factors of war, disturb students until they experience them. 2. Teachers take into account the traumatic experience of future specialists. 3. The teachers' actions aim to restore future professionals' sense of security, reestablish contact with other study participants, and regain control over their own lives and studies.

Exploring factors influencing the acceptance of ChatGPT in higher education: A smart education perspective.

AI-powered chatbots hold great promise for enhancing learning experiences and outcomes in today's rapidly evolving education system. However, despite the increasing demand for such technologies, there remains a significant research gap regarding the factors influencing users' acceptance and adoption of AI-powered chatbots in educational contexts. This study aims to address this gap by investigating the factors that shape users' attitudes, intentions, and behaviors towards adopting ChatGPT for smart education systems. This research employed a quantitative research approach, data were collected from 458 of participants through a structured questionnaire designed to measure various constructs related to technology acceptance, including perceived ease of use, perceived usefulness, feedback quality, assessment quality, subject norms, attitude towards use, and behavioral intention to use ChatGPT. Structural model analysis (SEM) Statistical techniques were then utilized to examine the relationships between these constructs. The findings of the study revealed that Perceived ease of use and perceived usefulness emerged as significant predictors of users' attitudes towards ChatGPT for smart education. Additionally, feedback quality, assessment quality, and subject norms were found to positively influence users' behavioral intentions to use ChatGPT for smart educational purposes. Moreover, users' attitudes towards use and behavioral intentions were significantly proved for the actual adoption of ChatGPT. However, a few hypotheses, such as the relationship between trust in ChatGPT and perceived usefulness, were not supported by the data. This study contributes to the existing body information systems applications for the determining factor of technology acceptance in smart education context.

Analysing the influencing factors of on-line studying engagement of preparatory international students: A case study of the science and technology Chinese course.

With the rapid development of network technology, cross-regional on-line higher education is becoming one of the mainstream directions of distance education development. The effectiveness of on-line studying is significantly influenced by the level of learning engagement, and research on this topic can help learners by providing them with process-oriented learning support and targeted teaching interventions. Using the example of on-line Science and Technology Chinese Course for preparatory international students at four universities in China, this study collected self-reported data from 463 students using a survey method. The questionnaire was divided into two parts: the on-line studying engagement scale and the factors influencing on-line studying engagement. Descriptive statistical analysis and differential testing were conducted on the data using SPSS software, and the structural validity of the questionnaire was tested using AMOS software. With the assistance of Smart PLS, a model of the influencing factors of on-line studying engagement was constructed to explore the relationship between on-line studying engagement and its influencing factors. The study found that: The overall level of engagement in on line studying for preparatory international students is above average. In demographic factors, apart from gender, all other variables have a significant impact on on-line studying. Student-level factors will have a more significant positive impact on the degree of on-line studying engagement of preparatory international students. Among them, academic self-efficacy, basic psychological needs satisfaction, the difficulty of the on-line course, and completion of the assignment have a significant positive effect. The influence of teacher-level factors on behavioral engagement and emotional engagement is stronger than that of student-level factors. However, the emotional support of teacher-level factors, the on-line environment of environmental-level factors, and the perceived usefulness of technology of teacher-level factors have a certain negative impact on engagement in online studying. According to the research results, this paper puts forward the optimization strategies of accelerating the update frequency of Chinese learning materials, strengthening the input of on-line emotional support, and holding language learning activities with cultural characteristics. This study makes an in-depth analysis of the influencing factors of preparatory international students' on-line Chinese studying engagement, and puts forward the optimization strategies to improve the quality of on-line studying, to provide theoretical and practical reference for the development of cross-regional on-line higher education.

University Students' Financial Situation During COVID-19 and Anxiety and Depressive Symptoms: Results of the COVID-19 German Student Well-Being Study (C19 GSWS).

Background: The COVID-19 pandemic has had a major impact on students' financial situation as well as on their mental health. Aim: To examine the reported change in the financial situation of German university students before and across two time points of the COVID-19 pandemic and to evaluate its associations with anxiety and depressive symptoms. Methods: We used data from the cross-sectional COVID-19 German Student Well-being Study conducted at five German universities (N = 7203). Linear regression models were used to analyze associations between a reported change in financial situation and anxiety and depressive symptoms. Results: Twenty-eight percent of the participants reported to have a worsened financial situation at the time of the survey compared to the time prior to the pandemic. A worsened financial situation at the time of the survey as compared to prior to the pandemic was associated with higher levels of anxiety and depressive symptoms reported in all three depression and anxiety scales [a 1.46 point increase on the CES-D 8 scale (95% confidence interval (CI): 1.19; 1.73), a 0.37-point increase in PHQ-2 (95% CI: 0.28; 0.46), and a 0.45-point increase in GAD-2 (95% CI: 0.35; 0.55)]. An improved financial situation, on the other hand, was associated with lower levels of anxiety and depressive symptoms. As for the second change, comparing the current financial situation with the situation during the first wave of the pandemic, the associations with anxiety and depressive symptoms were broadly similar. Conclusion: Our findings suggest that students are a vulnerable population in need of mental and financial support during times of crisis. Future research is needed to obtain insights into potential long-term effects of the pandemic on students' mental health.

The relationship between self-determined motivation, emotional involvement, cognitive involvement and leisure-time physical activity among college students.

Objective: Grounded in self-determination theory and the stimulus-organism-response framework, this study examines factors that affect college students' leisure-time physical activity by considering the basic psychological needs satisfaction (i.e., autonomy, competence, and relatedness), self-determined motivation, emotional and cognitive involvement. Methods: The sample included 526 students (47.8 % male; 57.2 % female) from four universities in central China. A structural equation model was used to analyze associations among variables. Results: The satisfaction of all three basic psychological needs had a significant positive impact on emotional involvement. Additionally, autonomy and competence need satisfaction had a significant positive impact on self-determined motivation and cognitive involvement. However, contrary to our expectation, there was no significant effect of relatedness need satisfaction on self-determined motivation and cognitive involvement. Furthermore, emotional involvement was found to have a significant effect on leisure-time physical activity intention for male students. Interestingly, the relationship between cognitive involvement and leisure-time physical activity intention is significant, but this effect was observed only among female students. Conclusion: Pedagogical strategies and tactics better satisfied students' psychological needs, promote physical education classes emotional and cognitive involvement, therefore, achieve autonomous active lifestyle behaviors in leisure time.