Internet addiction of university students in the Covid-19 process.

This study delves into the intricate dynamics of internet addiction among university students, leveraging a comprehensive quantitative approach to unravel the myriad factors influencing this modern-day malaise. Utilizing logistic regression analysis, this research delineates the predictive significance of Daily Internet Usage Time (DIUT) and Communicative Internet Use Frequency (CIUF) on the propensity for internet addiction, with the analysis substantiating these variables as potent predictors. The model elucidates a significant variance in internet addiction, affirming the complexity of internet addiction as influenced by a constellation of behavioral patterns. Amidst the backdrop of the COVID-19 pandemic's exacerbation of digital dependency, this investigation sheds light on the escalation of internet use to addictive levels, prompted by prolonged isolation and the pivot to online learning platforms. This study underscores the resultant educational and psychological ramifications, highlighting a surge in addiction and its associated detriments such as diminished academic performance, social isolation, and a deterioration in mental health. Comparison of these findings with existing literature reveals a nuanced understanding of internet addiction, characterised by the interaction between individual behaviours and broader socio-economic and psychological contexts, such as the duration of daily internet use and the frequency of communicative internet use. This synthesis argues for a holistic strategy to address internet addiction, emphasizing the need for educational interventions, improving digital literacy and promoting healthy digital habits. By pinpointing the multifaceted nature of internet addiction and its predictors within the university student demographic, this research contributes to the ongoing discourse on digital dependency, proposing a multidisciplinary approach to develop resilient academic environments and support systems. It underscores the urgent need for targeted research to identify predictive factors of internet addiction, thereby enabling the formulation of effective strategies and policies for mitigating its impact on students' academic and psychological well-being. This study not only captures the complexity of internet addiction but also provides critical insights crucial for developing informed educational strategies and interventions in the digital age.

Relationship of attitudes for healthy nutrition with mindful eating, motivation to participate in physical activity, and academic success: A controlled study.

OBJECTIVE: In this study, we examined the relationship between university students' attitudes toward healthy nutrition with mindful eating, motivation to participate in physical activity, and academic success. METHODS: A total of 497 healthy students aged between 21 and 38 were randomly selected from among senior students of the Faculty of Health Sciences and nonhealth-related faculties. In the study, a questionnaire form consisting of questions about the socio-demographic characteristics of the participants were used, along with the Attitude Scale for Healthy Nutrition (ASHN), Mindful Eating Questionnaire, and Motivation Scale for Participation in Physical Activity. RESULTS: The total scores of ASHN and MEQ were found to be significantly higher in those studying in health-related departments and those with high academic success. In addition, a significant inverse relationship was found between the total score of MEQ and BMI and waist circumference. A statistically significant and positive correlation was found between the total mean score of ASHN and the total mean score of MEQ and MSPPA. CONCLUSIONS: It has been concluded that the development of healthy eating and lifestyle habits in university students positively affects their academic success as well as their general health.

Self-reported neurostimulant use among university students in Santa Maria, Rio Grande do Sul, Brazil.

University students frequently resort to psychostimulants to enhance their physical and mental performance and manage academic pressures. However, these substances can lead to dependence and other undesired symptoms, and little empirical data are available for relevant stakeholders, raising significant concerns in health care. Therefore, this study aims to characterize neurostimulant use among university students in Rio Grande do Sul, Brazil. We collected from 880 students' data using anonymous self-administration. The questionnaire included consumption patterns of caffeine, nicotine, ecstasy, methamphetamine, "merla" (coca base), methylphenidate, cocaine, crack, and ketamine. Additionally, participants shared information on demographic and socioeconomic factors. Use of at least one neurostimulant was reported by89.2% of the participants. Among nonusers, the most frequently cited reason was "previous information about harmful effects of these drugs." Caffeine, followed by nicotine, ecstasy, and methylphenidate were the most consumed substances, with main reasons being "improving academic performance" and "recreation." Women more often consumed caffeine (72.7%), while other psychostimulants were more consumed by men (42.2%) and individuals of other genders (0.5%). Students who consumed other substances had higher family incomes than that of families of caffeine users. In addition, 60.4% of caffeine users resided with family members, whereas 63.3% of users of other substances did not. Our findings can offer essential data on the reasons and symptoms associated with the use of neurostimulants among university students. This information could aid in raising awareness among students, universities, and health-care agencies about this often-neglected subject.

Challenges facing international students at Iranian universities: a cross-sectional survey.

BACKGROUND: This study examines the challenges faced by international students at Tehran University of Medical Sciences (TUMS) and provides insights into their experiences and needs. METHODOLOGY: A self-developed structured questionnaire was administered to international students who completed their first year at TUMS. Data were collected from 165 participants (76% response rate) and analyzed using SPSS 22.0. RESULTS: The study reveals that international students encounter various challenges, including difficulties accessing information, language barriers, ineffective communication, administrative inefficiencies, cultural issues, financial constraints, and limited scholarship opportunities. Analysis of students' characteristics indicates that the length of study at TUMS is significantly associated with the challenges experienced. The findings highlight the importance of enhancing support services and resources for international students, such as language classes, academic counseling, scholarships, and cultural exchange programs. CONCLUSION: Addressing these challenges can foster a more supportive environment, contributing to the academic success and well-being of international students at TUMS and similar universities.

The impact of science teaching strategies in the Arabic-speaking countries: A multilevel analysis of TIMSS 2019 data.

This paper analyses teaching strategies in relation to the science achievement of 4th-grade students using TIMSS 2019 data. It focuses on seven Arabic-speaking countries, which share similar cultures and distinct features of their societies and school systems. It applies multilevel modeling with student- and classroom-level information to decompose variance and understand relationships at these two levels. Overall, the results show the importance of analysis at the classroom level, as half of the science achievement variance is associated with differences between classrooms. Our results indicate that in the Arabic-speaking countries, emphasis on academic success and more active instruction are positively related to student achievement. On the other hand, science investigation methods such as planning and running experiments are negatively related to achievement, although the effects are small in magnitude. Moreover, the results from multilevel models with random coefficients for home resources suggest that higher emphasis on academic success increases differences in student achievement depending on their socioeconomic background.

I feel blue- teacher, can you help me? A study on the effect of digital literacies on language learners' technostress, on-line engagement, autonomy, and academic success.

This phenomenological study explored the experiences of language learners in the digital age, specifically investigating the intersection of digital literacy, technostress, online engagement, autonomy, and academic success. Twenty participants, selected through purposive sampling, shared Chinese as their native language and were between 18 and 20 years old, with five participants being female. Employing interviews and document analysis, the study aimed to understand the subjective meanings, emotions, and perceptions associated with these phenomena. The findings revealed the multifaceted nature of technostress, the crucial role of digital literacy in shaping online engagement and autonomy, and the nuanced impact on academic success. These qualitative insights contribute to a deeper understanding of the complex relationships in the digital language learning landscape. The study has implications for educators, materials developers, syllabus designers, and policy-makers, providing practical insights to enhance language learning experiences in the digital era. Future research may further explore specific dimensions uncovered in this study to adapt educational practices to the evolving digital terrain.

Actions speak louder than words: modifications of the applied academic books and their reflections on students' academic success, academic enjoyment, and academic resilience.

Innovation is the process of renewing and updating a domain, a product, or a service by introducing new methods, introducing new techniques, or generating effective concepts to produce new value. Considering universal as well as local books, a teacher may find some sections that need modifications and supportive sections. These changes may have an impact on language learners' emotional and/or cognitive development. The purpose of this research was to shed light on the use of creative activities and their consequences on academic enjoyment, academic resilience, and academic performance. To that purpose, two groups of EFL (English as a foreign language) learners from Saudi Arabia (public schools) participated in this research and were requested to take pre-and post-tests to assess their level of academic engagement, academic resilience, and academic performance in language skills. According to the data analysis via the Multivariate Analysis of Variance (MANOVA), the experimental group outperformed their counterparts in the control group in terms of academic enjoyment, resilience, and academic performance due to considered modifications in the applied academic books. The study's pedagogical ramifications are highlighted in the conclusion.

Transitioning to Medical School: An Innovative Pre-matriculation Program.

Medical schools use pre-matriculation programs consisting of knowledge-based curricula to prepare at-risk students. There is limited evidence showing the direct benefit of these programs with long-term success. We propose a pre-matriculation program focused on professional development and wellness to facilitate student acclimation and, in turn, academic success.

Enhancing learning motivation and academic achievement in nursing students through metaverse-based learning: A randomized controlled study.

AIM: Generation Z students do not get much benefit from traditional distance education methods. Instead, they need new platforms and methods that will motivate them and increase their success. METHODS: A randomized controlled study was performed on 42 students. The experimental group students were presented with metaverse, and the control group students were taught the distance education course. RESULTS: In this study, in the students' Instructional Materials Motivation Survey, the mean scores of both the experimental and control groups exhibited no significant difference before the intervention. Regarding the effect of metaverse-based learning on students' Instructional Materials Motivation Survey, the mean score of the control group was 82.55 ± 13.18, and the mean score of the experimental group was 96.52 ± 9.54 and there was a significant difference between groups after the intervention. When the academic achievement levels of the groups were examined, it was determined that the experimental group scored 76.57 ± 13.33 and the control group received 64.40 ± 16.42 points. It was determined there was a significant difference between the groups in terms of learning motivation and academic achievement. CONCLUSION: The study results show that the participants accepted the important role of metaverse as an effective learning method compared to traditional distance education methods. It is recommended to expand the use of metaverse in various fields of nursing education.

Personality and Academic Performance During Years Two and Three of a Doctor of Pharmacy Curriculum.

OBJECTIVE: To evaluate academic success among students with different dominant personality styles as determined by DiSC (dominance, influence, steadiness, and conscientiousness) assessment via a comparison of grade point average (GPA) during the 3-year didactic portion of a PharmD curriculum. METHODS: This was a prospective evaluation of students admitted to the PharmD program as part of the graduating classes of 2019-2022 who provided written informed consent, completed an online DiSC assessment, and forwarded their personality style results to study investigators. Participant demographics were collected upon enrollment and individual course grades, semester, and cumulative GPA, and any academic standards penalties imposed were collected at the end of each semester. RESULTS: The overall participation rate for the student cohort studied was 96%. No significant differences were seen when evaluating the primary objective by comparing GPA of each of the 4 individual dominant personality styles. However, significant differences were found when evaluating the secondary objective comparing conscientiousness vs all other dominant personality styles regarding both individual semester and cumulative GPA. Students with conscientiousness as a dominant personality style also had significantly higher pharmacotherapeutics-focused systems-based therapy cumulative GPA during the second and third years of the PharmD didactic curriculum. CONCLUSION: Students with a dominant personality style of conscientiousness on DiSC assessment performed significantly better within the more clinically focused systems-based therapy courses in a PharmD curriculum. This ultimately culminated in higher cumulative GPA at the end of both the second and third professional years in those with a dominant personality style of conscientiousness.

Assessing the predictive validity of pre-admission criteria on dental students' academic performance: a cross-sectional study.

BACKGROUND: This study examines the multifaceted factors influencing academic performance among dental students in Saudi Arabia, exploring the complex relationships between demographic, educational, and psychological variables and students' Grade Point Averages (GPAs) to enhance global dental education admission strategies. METHODS: Data on demographics, academic performance indicators (including GPA, high school grades, test scores), accommodation type, parental education, suspension history, and English proficiency were collected through an English-language electronic questionnaire from 900 dental students across multiple institutions in Riyadh. The study employed Pearson's correlation analysis to examine relationships between GPA and various academic and demographic factors. A detailed regression analysis, using a stepwise selection based on Akaike's information criteria (AIC), identified significant GPA predictors and evaluated the average marginal effects of pre-admission variables on GPA, alongside rigorous diagnostic checks to validate the model's robustness. RESULTS: The study revealed a complex interplay of factors impacting GPA among dental students. High school grades, achievement, and aptitude test scores showed moderate positive correlations with GPA, while negative correlations were observed with age and number of times suspended. Regression analysis highlighted age, marital status, high school grades, and test scores as key predictors, with complex interaction effects demonstrating the layered influences of these factors. For instance, the negative impact of age on GPA was moderated by high school grade and aptitude test score. The analysis also highlighted the significant marginal effects of various pre-admission variables on GPA, such as the negative average impact of age and the positive impact of high school grades. CONCLUSIONS: This study provides valuable insights into the multifaceted determinants of academic success in dental education. Our findings underscore the significant roles of high school grades, achievement, and aptitude test scores, as well as the nuanced influence of age and marital status on GPA. These results advocate for a holistic approach in evaluating candidates for dental programs and have broader implications for global dental education, emphasizing the need for comprehensive admission strategies.

Trait Anxiety, Emotion Regulation, and Metacognitive Beliefs: An Observational Study Incorporating Separate Network and Correlation Analyses to Examine Associations with Executive Functions and Academic Achievement.

Trait anxiety, emotion regulation strategies, and metacognitive beliefs influence executive functions (EFs) and academic achievement. This study examines their interplay and impact on academic success. In total, 275 adolescents (10-17 years) and parents completed an online questionnaire assessing trait anxiety, emotion regulation strategies, metacognition, parent-reported behaviors related to executive functioning, and overall school average. Preliminary analyses confirmed consistency with the existing literature for each variable and their interaction. Furthermore, we conducted a network analysis among the main variables. This analysis supports the need to pay more attention to reflective variables-maladaptive emotion regulation strategies and metacognitive beliefs about worry-when studying trait anxiety. These variables were linked to problematic executive functioning in adolescents, and the latter was negatively linked to academic achievement. This study offers innovative insights by investigating relationships less explored in the scientific literature. It reveals high and significant correlations between metacognitive beliefs, maladaptive emotion regulation strategies, and trait anxiety (r > 0.500, p < 0.001) but also between these variables and both executive functioning and academic achievement. These findings offer new perspectives for research and underscore the importance of holistically examining the psychological factors related to academic success.

Building a competitive application: exploring the entry routes and educational choices of otolaryngology higher surgical trainees in the UK.

BACKGROUND: This cross-sectional study investigates the educational background and entry routes of otolaryngology higher surgical trainees in the UK. METHOD: A survey was disseminated to trainees through training programme directors and 60 responses were received. RESULTS: Most trainees decided to pursue otolaryngology early in their training, with 50 per cent making the decision four or more years before applying for a higher surgical traineeship. Similarly, 68.3 per cent of trainees undertook otolaryngology-themed core surgical training, while two-thirds had an otolaryngology rotation during their foundation training. Most trainees (86.7 per cent) were accepted into core surgical training on their first attempt, and 71.7 per cent gained entry to higher surgical training on their first attempt. CONCLUSION: The findings highlight the importance of early exposure to otolaryngology and the pursuit of themed core surgical training programmes for building a competitive application. However, unsuccessful first attempts at core surgical training or higher surgical training should not discourage candidates from pursuing a career in otolaryngology.

Indicadores del éxito académico en la educación universitaria: análisis naturaleza de los cursos / Indicadores do sucesso acadêmico na educação superior: análise segundo natureza dos cursos / Indicators of academic success in higher education: analysis in function of courses nature

O sucesso acadêmico na Educação Superior é um construto multidimensional, influenciado por diferentes variáveis da trajetória estudantil. Assim, analisamos o rendimento acadêmico (CRE) de estudantes ingressantes da ES, tomando variáveis pessoais/sociais, adaptativas e relacionadas à aprendizagem, diferenciando as análises de acordo com a natureza dos cursos. Participaram 715 estudantes (M = 22.10 anos, DP = 6.92), oriundos de 26 cursos superiores do Instituto Federal da Paraíba (Brasil), cujos dados foram coletados de forma documental e usando um questionário aplicado online. Os resultados apontam que o conjunto das variáveis do estudo explicam 89% do CRE de estudantes do bacharelado, 85% da licenciatura e 84% do rendimento de cursos tecnológicos, com destaque para as variáveis renda familiar, opção na escolha do curso, contato extraclasse com professor e atividades extracurriculares, faltas e disciplinas aprovadas versus disciplinas cursadas. Apontam-se implicações desses resultados para futuras intervenções com foco no sucesso acadêmico e conclusão dos cursos.

El éxito académico en la Educación Universitaria es un constructo multidimensional, influenciado por distintas variables de la trayectoria estudiantil. Así, analizamos el rendimiento académico (CRE) de estudiantes ingresantes de la ES, tomando variables personales/sociales, adaptativas y relacionadas al aprendizaje, diferenciando los análisis de acuerdo con la naturaleza de los cursos. Participaron 715 estudiantes (M = 22.10 años, DP = 6.92), provenientes de 26 cursos universitarios del Instituto Federal de Paraíba (Brasil), cuyos datos se recolectaron de forma documental y utilizando un cuestionario aplicado online. Los resultados apuntan que el conjunto de las variables del estudio explica el 89% del CRE de estudiantes de bachillerato, el 85% da licenciatura y el 84% del rendimiento de cursos tecnológicos, con destaque para las variables renta familiar, opción en la escoja del curso, contacto extra-aula con profesor y actividades extracurriculares, faltas y asignaturas aprobadas versus asignaturas cursadas. Se apuntan implicaciones de estos resultados para futuras intervenciones con enfoque en el éxito académico y conclusión de los cursos.

Academic success in Higher Education is a multidimensional construct, influenced by different variables in the student trajectory. Thus, we assessed the academic performance (CRE) of incoming Higher Education students, taking personal/social, adaptive, and learning-related variables, differentiating the analysis according to the nature of the courses. In this way, 715 students participated (age: M = 22.10 years, SD = 6.92), from 26 Higher Education courses at a Federal Institute of Paraíba (Brazil), whose data were collected in a documentary form and using an online questionnaire. The results indicate that the set of variables in the study explain 89% of the CRE of bachelor students, 85% of undergraduate students, and 84% of the performance of technological courses, with the following variables: emphasis on family income, option in choosing the course, extra-class contact with teacher and extracurricular activities, absences and discipline approvals versus completed disciplines. Implications of these results are highlighted for future interventions focusing on academic success and course completion.

Association of the Academic Performance of Undergraduate Medical Students With Positive Well-Being, Intelligence, and Factors of Academic Success.

BACKGROUND: The academic performance of medical students may affect their competence in future career prospects. Developing students' subjective well-being to improve academic performance is complex and has been investigated for many years. This cross-sectional study assessed the relationship between academic performance, general intelligence, and medical students' positive well-being. METHODS: This cross-sectional, internet-based survey included male and female medical students from pre-clinical and clinical years at one of the largest public-sector universities in Riyadh, Saudi Arabia, between February 2020 and April 2020. The questionnaire included the World Health Organization-Five (WHO-5) Well-being Index, the Draw-A-Person Intellectual Ability (DAP: IQ) Test, and the Academic Success Inventory for College Students (ASICS). Academic performance was represented by a self-reported high-grade point average (GPA). Logistic regression was used to assess the association between academic performance and each of the well-being scores, intelligence, and academic success factors. Statistical significance was established at a p-value less than 0.05. RESULTS: Responses were received from 176 medical students. Most participants were males (93.8%). There was a significant association between GPA above 4.5 and the total WHO-5 well-being score (p = 0.013), the ASICS general skills (p = 0.007), perceiving instructor efficacy (p = 0.005), confidence (p < 0.001), personal adjustment (p = 0.023), and lack of anxiety (p = 0.006). No association was found between GPA and intelligence quotient (IQ) or well-being when other factors were adjusted. CONCLUSIONS: Good academic performance is associated with subjective well-being and domains of academic success, such as perceived efficacy of the instructor, confidence, and personal adjustment. Implementing student development programs in medical schools can have a positive impact on students' academic performance and skills. Future studies assessing the different student support and development programs and their impact on academic success are needed.

A protocol to evaluate the effectiveness of competency-based simulation training modules on the educational outcomes among MBBS students - A mixed method study.

BACKGROUND: The growing recognition of the importance of simulation-based training has been a present focus of medical education curriculum planners. This study aims to design, develop, implement, and evaluate the educational outcomes of training modules for a list of essential skills that MBBS students in a tertiary care teaching hospital in South India need to learn as part of their competency-based MBBS curriculum. MATERIALS AND METHODS: This sequential transformative mixed method study will be implemented in three phases: i) identification of essential skills for simulation-based training following the modified Delphi method, ii) development of skill training modules using ADDIE model of instructional design, implementation of the modules and collection of data on the educational outcomes and iii) a qualitative study involving in-depth interview and focus group discussion on understanding the potential for incorporating the modules into the present MBBS curriculum. Data on educational outcomes relevant to the study objectives will be collected using appropriate tools and analyzed using descriptive statistics and qualitative analytic methods. RESULTS: Phase one will tabulate the list of five essential skills and phase two educational outcomes will contain descriptive statistics on knowledge and skill acquisition, perception of simulation-based teaching and learning, and higher-order thinking skills. Phase three qualitative analysis will highlight the enabling and barrier aspects for incorporating this approach of simulation-based skill training within the current MBBS curriculum. CONCLUSIONS: The study outcomes will provide curriculum planners and educators insights into designing and implementing simulation-based skill training for undergraduate medical students. It will also help policymakers develop policies in medical education technologies to provide quality medical education and fulfill the objective of quality healthcare for all.

Relationship between academic success, distance education learning environments, and its related factors among medical sciences students: a cross-sectional study.

BACKGROUND: Academic success is among the most important criteria for determining students' competence. Hence, one of the concerns of education system researchers has always been investigating its associated factors. Therefore, this study aimed to determine the relationship between academic success, distance education learning environments, and its related factors among Shahroud University of Medical Sciences students. METHODS: This cross-sectional study was conducted on 208 medical sciences students who completed at least two online and two in-person academic semesters. Participants were selected through the convenience sampling method and filled out three questionnaires, including the demographic information form, the Academic Success Inventory for College Students, and the Distance Education Learning Environments Survey. Finally, the data were analyzed using descriptive statistics and inferential tests (t-test, ANOVA, Pearson's correlation coefficient, and multiple linear regression). RESULTS: In this study, students reported moderate levels of academic success (107.81 ± 10.72). Moreover, they assessed their distance education learning environment as the positive points were more than the negative points (74.10 ± 14.89). Distance education learning environment (ß = 0.233 and P < 0.001) and field satisfaction (ß = 9.797 and P = 0.001) were also mentioned as factors related to students' academic success. CONCLUSION: According to the present results, it is suggested to improve the learning environment of distance education and increase students' satisfaction to enhance their academic outcomes such as academic success.

Impact of perceived social support and psychological capital on university students' academic success: testing the role of academic adjustment as a moderator.

BACKGROUND: Academic adjustment is a significant predictor of the academic success of students. The aim of this study is to examine how academic adjustment plays an important role as a moderator in perceived social support, psychological capital, and success outcome relationships among university students. METHODS: Three hundred seventy-three valid questionnaires were collected from different departments of different universities using convenience sampling method. Smart PLS 3.0 was used for data analysis. RESULTS: The study results indicated that perceived social support and psychological capital have a significant direct impact on academic adjustment and academic success. The results of the study also demonstrated that the relationships between perceived social support, psychological capital, and successful outcomes are partially and moderated by academic adjustment. CONCLUSION: This research develops a predictive model for examining students' academic adjustment to university and the outcomes of success based on social capital theory and conservation of resources theory. The current study suggests that it is necessary for policymakers to make full use of their ability to enable students to adjust to university life effectively. Higher education institutions should therefore pay full attention to the development of students' academic skills that contribute to academic success.