1
|
Earl SR, Bishop D, Miller K, Davison E, Pickerell L. First-year students' achievement emotions at university: A cluster analytic approach to understand variability in attendance and attainment. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2024; 94:367-386. [PMID: 38164637 DOI: 10.1111/bjep.12650] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/18/2022] [Revised: 10/12/2023] [Accepted: 12/01/2023] [Indexed: 01/03/2024]
Abstract
BACKGROUND Students' initial experiences at university often shape their attendance and attainment. For some students, university is a positive experience, whereas others seemingly struggle and have more negative emotions. Unearthing distinctions in first-year students' emotionality may be valuable in understanding their academic engagement and performance. AIMS The study's aim was to identify distinct profiles of students based on their achievement emotions and explore whether these profiles differed in university attendance and attainment. At least three emotional profiles were hypothesized (positive; moderate; negative) with a positive profile expected to display the highest attendance and attainment. SAMPLE Participants were 294 first-year undergraduate students from a university in the United Kingdom (Mage = 19.33 years; 127 men; 162 women). METHODS Students completed self-report measures of eight achievement emotions for general learning. Attendance and attainment data were collected from official records. Hierarchical cluster analysis was performed to profile students on their achievement emotions. Analysis of covariance explored profile differences in attendance and attainment. RESULTS Four emotional profiles emerged: positive; moderate; negative; mixed-valence (both positive and negative activating emotions). The positive and mixed-valence groups displayed equally high attendance compared to the moderate and negative groups. The positive group obtained higher academic attainment than the mixed-valence and negative emotion groups, but not the moderate group. CONCLUSIONS The findings highlight the diverse emotional experiences of first-year university students and the existence of co-occurring positive and negative activation emotions. This evidence may be of practical worth to educators in understanding variability in students' emotions, attendance and attainment.
Collapse
|
2
|
Tremayne P, de Bourg L. Exploring nurses' well-being and strategies to support self-care. Nurs Stand 2023; 38:e12206. [PMID: 37842764 DOI: 10.7748/ns.2023.e12206] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 07/18/2023] [Indexed: 10/17/2023]
Abstract
Nurses experience a range of challenges in their practice that can adversely affect their well-being, for example work-related stress and workforce issues. These challenges may have been intensified by various factors, such as the coronavirus disease 2019 (COVID-19) pandemic and shift working. This article considers the concept of well-being and explores nurses' well-being in the context of ongoing stressors and workforce issues. It also examines some of the effects of shift work on nurses' well-being and how these could be mitigated. The authors outline a range of self-care practices that nurses could engage in and consider how they may be supported in this by their line managers and healthcare organisations.
Collapse
Affiliation(s)
- Penny Tremayne
- Leicester School of Nursing and Midwifery, De Montfort University, Leicester, England
| | - Lorna de Bourg
- Leicester School of Nursing and Midwifery, De Montfort University, Leicester, England
| |
Collapse
|
3
|
Wang L, Gu C, Zhou S, Wen S, Zhang Y, Li Q. Can the Negative Cognitive Bias Be Predicted by Early Victimization of College Students? The Dual Role of Resilience. THE JOURNAL OF PSYCHOLOGY 2023; 157:409-422. [PMID: 37498950 DOI: 10.1080/00223980.2023.2225138] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/04/2022] [Revised: 05/29/2023] [Accepted: 06/08/2023] [Indexed: 07/29/2023] Open
Abstract
Victimization could cause cognitive dysfunction like negative cognitive bias. While there are studies of contemporaneous consequences, there is insufficient research on whether and how early victimization will affect adult negative cognitive bias. This study examined the dual role of resilience (i.e., whether resilience would moderate the relationship between early victimization and negative cognitive bias, and/or whether resilience would mediate the same relationship). A total of 972 college students (40% were males, Mage = 19.25, SD = 1.17, range = 16-25) from three universities in Central China completed a series of anonymous questionnaires on early victimization, resilience, and negative cognitive bias. After controlling for demographic variables, the results indicated that early victimization was positively correlated with negative cognitive bias of college students. Moderation analysis indicated that resilience moderated the relationship between early victimization and negative cognitive bias. Mediation analysis revealed that resilience partially mediated the same relationship. Specifically, the effect of early victimization on negative cognitive bias was stronger for college students with high level of resilience than those with low level of resilience. Meanwhile, early victimization affected negative cognitive bias partially through resilience. The findings elucidate the dual role of resilience in the relationship between early victimization and negative cognitive bias. On the one hand, negative cognitive bias can be reduced by enhancing resilience among victims, on the other hand, the protective role of resilience may be weakened with the increase of victimization, reminding us to pay more attention to victims with high level of resilience.
Collapse
Affiliation(s)
- Lixia Wang
- Central China Normal University
- Xinyang Normal University
| | | | | | | | | | | |
Collapse
|
4
|
Sáez-Delgado F, Mella-Norambuena J, López-Angulo Y, Sáez Y, León-Ron V. Invariant and suboptimal trajectories of self-regulated learning during secondary school: implications focused on quality in higher education. Front Psychol 2023; 14:1235846. [PMID: 37539007 PMCID: PMC10394701 DOI: 10.3389/fpsyg.2023.1235846] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/06/2023] [Accepted: 07/05/2023] [Indexed: 08/05/2023] Open
Abstract
It has been shown that self-regulation of learning is a key variable for an adequate transition and adjustment from secondary school to tertiary education, and it is also associated with successful academic results; therefore, it is relevant to analyze its levels of development in the pre-university stage. The aim of this research was to evaluate the trajectories of self-regulation of learning in secondary school students. The method considered a longitudinal design and included a sample of 403 students from 9th to 12th grade in Chile. An instrument with adequate psychometric properties was used to measure the learning self-regulation process (disposition, performance and self-evaluation phases). The results showed that self-regulation is at suboptimal levels in its different phases (M = 4.25 to M = 4.71). Linear mixed models showed: a significant effect of sex on the disposition variable in favor of females; and that the phases of disposition, performance and self-evaluation do not change over time. It is concluded that, if self-regulation of learning is not specifically trained, it does not increase during secondary school. The findings are discussed considering the possible practical implications for educational policies, research, timely intervention and impact on the quality of school and university education.
Collapse
Affiliation(s)
- Fabiola Sáez-Delgado
- Departamento Fundamentos de la Pedagogía, Facultad de Educación, Centro de Investigación en Educación y Desarrollo (CIEDE-UCSC), Universidad Católica de la Santísima Concepción, Concepción, Chile
| | | | - Yaranay López-Angulo
- Departamento de Psicología, Facultad de Ciencias Sociales, Universidad de Concepción, Concepción, Chile
| | - Yenniffer Sáez
- Programa de Magíster en Ciencias de la Educación, Universidad Católica de la Santísima Concepción, Concepción, Chile
| | - Verónica León-Ron
- Facultad de Educación, Ciencia y Tecnología, Universidad Técnica del Norte, Ibarra, Ecuador
| |
Collapse
|
5
|
Mørk G, Stigen L, Gramstad A, Magne TA, Carstensen T, Bonsaksen T. Stable and unstable associations between learning environment factors and study approaches: two consecutive cross-sectional analyses of Norwegian occupational therapy students. LEARNING ENVIRONMENTS RESEARCH 2022; 26:539-554. [PMID: 36590087 PMCID: PMC9789368 DOI: 10.1007/s10984-022-09445-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/24/2022] [Accepted: 11/21/2022] [Indexed: 05/25/2023]
Abstract
Relationships between learning environment variables and students' approaches to studying have been investigated from many points of view over the last decades. However, few studies have explored whether such relationships are stable over time. In the two consecutive cross-sectional analyses performed in this study, Norwegian occupational therapy students' perceptions of their learning environment and their approaches to studying were assessed in the second (162 students) and third (193 students) year of their study program. Aside from sociodemographic information, the students completed the Course Experience Questionnaire and the Approaches and Study Skills Inventory for Students, with the aim of exploring whether associations between learning environment variables and study approaches were stable across time. The data were analyzed with hierarchical linear regression analyses. Relatively stable associations with students' study approaches were found for the learning environment variables of 'generic skills' and 'appropriate workload'. The learning environment variables of 'clear goals and standards' and 'student autonomy' were directly associated with study approaches in both study years, but the nature of the associations shifted during the study period. Thus, knowledge of stability and change in these relationships could assist faculty in promoting a well-functioning learning environment throughout the study program.
Collapse
Affiliation(s)
- Gry Mørk
- Department of Health, Faculty of Health Studies, VID Specialized University, Stavanger, Norway
| | - Linda Stigen
- Faculty of Health and Function, Western Norway University of Applied Sciences, Bergen, Norway
- Norwegian University of Science and Technology (NTNU), Gjøvik, Norway
| | - Astrid Gramstad
- UiT – The Arctic University of Norway, Tromsö, Norway
- Centre for Care Research North, Tromsö, Norway
| | - Trine A. Magne
- Department of Health, Faculty of Health Studies, VID Specialized University, Stavanger, Norway
- Norwegian University of Science and Technology (NTNU), Trondheim, Norway
| | - Tove Carstensen
- Norwegian University of Science and Technology (NTNU), Trondheim, Norway
| | - Tore Bonsaksen
- Department of Health, Faculty of Health Studies, VID Specialized University, Stavanger, Norway
- Department of Health and Nursing Sciences, Faculty of Social and Health Sciences, Inland Norway University of Applied Sciences, Elverum, Norway
| |
Collapse
|
6
|
López-Madrigal C, García-Manglano J, de la Fuente Arias J. A Path Analysis Model of Self- vs. Educational-Context- Regulation as Combined Predictors of Well-Being in Spanish College Students. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph191610223. [PMID: 36011857 PMCID: PMC9408051 DOI: 10.3390/ijerph191610223] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 07/26/2022] [Revised: 08/12/2022] [Accepted: 08/13/2022] [Indexed: 05/10/2023]
Abstract
Previous literature has established the importance of personal and contextual factors in college students' trajectories. Following the Self- vs. External-Regulation Behavior Theory (2021) and the 3P Biggs Model, the present study aimed at analyzing a structural linear model that validates the joint effect of self-regulation, educational context, age, and gender (as personal and contextual presage variables) with other meta-abilities, such as coping strategies, resilience, and positivity (process variables), and specific well-being outcomes, such as flourishing and health (product variables). A sample of 1310 Spanish college students was analyzed, aged 17 to 25, and a cross-sectional study with an ex post facto design was performed. Association and structural equation modeling (SEM) was performed using SPSS software (v.26) and AMOS (v.23). Results show that individual and contextual factors have an important role in the acquisition of psychological competencies in young adults. Self-regulation was proven to be an important meta-ability that predicts personal well-being and behavioral health outcomes. Complementarily, educational context was shown to be an external predictor of other skills, such as problem-focused strategies, and positive outcomes such as flourishing and behavioral health. Practical implications and limitations are discussed.
Collapse
Affiliation(s)
- Claudia López-Madrigal
- Institute of Culture and Society, University of Navarra, 31008 Pamplona, Spain
- School of Education and Psychology, University of Navarra, 31008 Pamplona, Spain
- Correspondence:
| | | | - Jesús de la Fuente Arias
- School of Education and Psychology, University of Navarra, 31008 Pamplona, Spain
- School of Psychology, University of Almería, 04120 Almería, Spain
| |
Collapse
|
7
|
Pachón-Basallo M, de la Fuente J, González-Torres MC, Martínez-Vicente JM, Peralta-Sánchez FJ, Vera-Martínez MM. Effects of factors of self-regulation vs. factors of external regulation of learning in self-regulated study. Front Psychol 2022; 13:968733. [PMID: 35992476 PMCID: PMC9386275 DOI: 10.3389/fpsyg.2022.968733] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/14/2022] [Accepted: 07/18/2022] [Indexed: 11/13/2022] Open
Abstract
Since the mid-20th century, the study of Self-Regulated Learning (SRL) has aimed to identify the distinctive characteristics that enable individuals to acquire new knowledge and skills under their control. The theory of Internal Self-Regulation vs. External-Regulation in Learning (SRL vs. ERL; 2017) has postulated that a large number of self-regulatory variables are mediated by regulated/non-regulated or dysregulated features of the context. After signing their informed consent, a total of 616 university students completed validated instruments of SRL vs. ERL, behavioral regulation (SRB), regulatory teaching (RT), and metacognitive study control strategies (SRS). Using an ex-post facto design and correlation, regression, structural equation model and mediation analyses, the present research aimed to establish multicausal predictive relationships among the analyzed variables. Results indicated positive predictive effects between the external regulation variables on the self-regulation variables in learning [regulation (SRL)/non-regulation (NRL)/dysregulation (DRL)]; as well as positive predictive effects between SRL on SRB, RT and metacognitive SRS. Additionally, external regulation (ERL) not only predicted but mediated numerous relations among the variables studied. Other findings and important considerations for future research in the field of self-regulation are discussed.
Collapse
Affiliation(s)
- Mónica Pachón-Basallo
- School of Education and Psychology, University of Navarra, Pamplona, Spain
- *Correspondence: Mónica Pachón-Basallo, ,
| | - Jesús de la Fuente
- School of Education and Psychology, University of Navarra, Pamplona, Spain
- School of Psychology, University of Almería, Almería, Spain
| | | | | | | | | |
Collapse
|