Managing social networking stress: the role of self-management in reducing social media exhaustion and improving higher education employee performance

This study investigates the significance of self-management in academic staff stress management related to social networking sites (SNS). It emphasizes particularly on reducing social media exhaustion and increasing job effectiveness. The research applies the stressor-strain-outcome theory and the Smart PLS (partial least squares) analytical approach to examine data from 391 respondents. The study's goal is to provide empirical data on the efficacy of self-control management in reducing SNS stress and its effects on academic staff's psychological wellbeing and job performance. Data is collected by survey using online email platforms among academic employees, and the collected data is examined utilizing the Smart PLS approach. This approach allows for an investigation of the proposed links and their statistical importance. This research's ramifications are important for academic institutions since its results can help academic personnel effectively cope with SNS-related stress. Academic employees can better limit their SNS usage and avoid social media tiredness by promoting self-control management practices. As a result, academic employees' job performance and overall wellbeing may increase. The study's findings help to comprehend how self-management might reduce SNS stress and improve staff performance in the academic sector.

A Longitudinal Study of the Psychological State of Teachers Before and During the COVID-19 Outbreak in Mexico

The COVID-19 outbreak significantly impacted people's lives. Within the education system, the teaching mode drastically changed to adapt to the social distancing restrictions due to the pandemic. Consequently, teachers have been facing challenges associated with remote learning in addition to those of the pandemic. The aim of the present study was to assess the psychological state among teachers at two stages: pre-pandemic (November 2019) and during the pandemic (June-July 2020 and June-July 2021). Information regarding demographic data, depression, anxiety, and stress (DASS-21), and burnout syndrome (MBI-ES) was collected using validated questionnaires. Results showed a significantly higher scores as well as a higher prevalence in the DASS-21 and the MBI-ES scales, on the second measurement taken during the pandemic compared to the pre-pandemic period and the first evaluation during the pandemic. During the second evaluation on pandemic stage, female teachers of ≥45 years of age with a college-level of education, 11 years of teaching experience, and currently teaching at preschools and primary schools were significantly associated with higher anxiety, stress, EE, and burnout scores. In addition, female teachers aged ≥45 years reported higher PD and PA scores. Finally, an association between burnout syndrome and depression was identified in the evaluations carried out during the pandemic considering both the total sample and the analysis per gender. The study shows that teachers' mental health has been negatively affected by the pandemic. Efforts from the education system and health authorities are crucial to design and implement strategies to improve teachers' mental health during the fight against COVID-19.

Coping Orientation of Academic Community in the Time of COVID-19 Pandemic: A Pilot Multi-Country Survey Study

In this paper, we have mapped the coping methods used to address the coronavirus pandemic by members of the academic community. We conducted an anonymous survey of a convenient sample of 674 faculty/staff members and students from September to December 2020. A modified version of the RCOPE scale was used for data collection. The results indicate that both religious and existential coping methods were used by respondents. The study also indicates that even though 71% of informants believed in God or another religious figure, 61% reported that they had tried to gain control of the situation directly without the help of God or another religious figure. The ranking of the coping strategies used indicates that the first five methods used by informants were all non-religious coping methods (i.e., secular existential coping methods): regarding life as a part of a greater whole, regarding nature as an important resource, listening to the sound of surrounding nature, being alone and contemplating, and walking/engaging in any activities outdoors giving a spiritual feeling. Our results contribute to the new area of research on academic community's coping with pandemic-related stress and challenges.

On the Technological Acceptance of Moodle by Higher Education Faculty-A Nationwide Study Based on UTAUT2

Moodle is an open-source learning management system that is widely used today, especially in higher education settings. Although its technological acceptance by undergraduate students has been extensively studied in the past, very little is known about its acceptance by university professors. In particular, as far as we know, the literature contains no previous experiences related to South American teachers. This paper aims to bridge this gap by quantifying and analyzing the drivers of Moodle's technological acceptance among Ecuadorian academic staff. Considering the responses of 538 teachers and taking a modified UTAUT2 model as a theoretical basis, we found that Ecuadorian teachers have high levels of acceptance of Moodle, regardless of their age, gender, ethnicity, or discipline. However, this acceptance is significantly higher in teachers with high levels of education and with considerable previous experience with e-learning systems. The main determinants of this acceptance are attitude strength, effort expectancy, performance expectancy, and facilitating conditions. We found no moderating effects in relation to the age, gender, or previous experience of the participants (including second- and third-order interactions derived from these variables). We conclude that, albeit moderately (e.g., adjusted R2=0.588), the model tested confirms the predictive power of the part of UTAUT2 that was inherited from UTAUT.

Nutritional literacy levels of university academic and administrative staff: A cross-sectional study from Turkey

AIM

This study aimed to evaluate the nutritional literacy levels of university academic and administrative staff.

METHODS

Data were collected with a questionnaire including sociodemographic variables, some eating habits, and the Nutritional Literacy Assessment Tool of Adults. A total of 413 individuals, 211 women (51.1%) and 202 men (48.9%), aged 23-64 (mean: 37.41 ± 10.04 years), were included in the study. The data obtained were evaluated with the SPSS 25.0 statistical package program.

RESULTS

It was found that the nutritional literacy level of 18.15% of the participants is at the borderline, 81.85 are sufficient. Women's nutrition literacy scores are significantly higher than men's (p = 0.034). A significant relationship was found between nutritional literacy, socioeconomic status, and some eating habits (p < 0.05). The average daily water consumption of individuals with sufficient nutritional literacy is statistically significantly higher than those with borderline nutritional literacy (p < 0.001). It was determined that individuals with borderline nutritional literacy skipped meals more frequently (p < 0.05).

CONCLUSION

The present study suggests that nutritional literacy may be effective in developing healthy eating behaviors. The study's results can guide the determination of methods that will improve nutritional literacy and increase awareness in the future.

Gender equality in the Italian academic context. Results from the IGEA project

The Innovation for Gender Equality in Academia (IGEA) project is focused on the analysis of the gender composition in academia, on the identification of the health needs of the academic population and on the assessment of their organizational wellbeing, in order to promote equal working conditions and opportunities. The study, focused on the identification of health needs, involved the construction of an ad hoc questionnaire in order to collect the socio-demographic characteristics and the perception of working environment of the participants. Differences between males and females were evaluated by the Mann-Whitney test, and Pearson Chi-Square or Fisher exact tests as appropriate, highlighting significant differences between genders regarding the occurrence of anxiety, panic, irritation and annoyance related to work activities. A multivariate logistic regression analysis was performed to identify factors associated with the perception of work-related anxiety/panic, showing a direct association with the difficulty in work performance and the work-related stress during the pandemic period, whereas, an indirect association was found with job satisfaction and the feeling of being appreciated by colleagues. Occupational stress can increase the risk of developing physical and mental conditions, also affecting work performance and absenteeism. It is therefore fundamental to plan targeted interventions, implement policies and specific actions, in order to avoid and reduce any differences related to gender.

Exploring Implementation of Animal-Assisted Interventions as Health Promotion Initiatives on University Campuses

In this study, we aimed to inform implementation of an animal-assisted intervention (AAI) in an Australian university setting by exploring previously implemented university AAIs. Universities internationally have attempted to address growing concerns around student and staff stress and anxiety by adopting AAIs. However, despite stress and anxiety being common among Australian students and staff, studies are yet to investigate the implementation of an AAI as a strategy to promote health and well-being in this context. Twelve academics who had previously implemented AAIs were recruited via purposeful intensity sampling, with data collected via semistructured interviews. Our findings highlight several facilitators to successful implementation of an AAI, along with strategies used to overcome barriers. Understanding how to amplify strengths and minimize challenges will support Australian universities to implement successful AAIs on campus and, in turn, assist in promoting improved student and staff well-being.

Occupational Burnout and Productivity Loss: A Cross-Sectional Study Among Academic University Staff

Background

Burnout has been endorsed with serious negative health- and work-related outcomes. This study is aimed to assess the prevalence of burnout and its association with work productivity among academic staff.

Methods

This cross-sectional study involved 240 academic staff working at a public university in Egypt. Participants were invited to complete a web-based questionnaire involving basic personal, health, and work-related characteristics. Besides, Maslach Burnout Inventory-Human Services Survey (MBI-HSS) was used to assess occupational burnout dimensions (i.e., emotional exhaustion "EE," depersonalization "DP," and personal accomplishment "PA"), while work productivity was assessed with the Health and Work Performance Questionnaire (HPQ).

Results

In total, 28% of respondents scored high in EE [95% confidence interval (CI): 22.5-33.8%], 18.3% high in DP (95% CI: 13.8-3.6%), and 88.3% scored low in PA (95% CI: 83.8-91.9%). Seventy percent of respondents scored high in only one burnout dimension, 21.7% scored high in two dimensions, while 7.1% scored high in all three dimensions. Multivariable analysis showed that EE was the only burnout dimension that showed a statistically significant association between absenteeism and presenteeism rates. The absenteeism rates among respondents with moderate and high EE were 2.1 and 3.3 times the rates among those with low EE, respectively. Likewise, the presenteeism rates among respondents with moderate and high EE were 2.4 and 4.7 times the rates among those with low EE, respectively.

Conclusions

Academic staff showed a high prevalence of at least one burnout dimension. Moderate and high EE scores were significantly associated with increased productivity loss when compared to low EE.

How has the University Community Been Coping During the COVID-19 Pandemic? An Iranian Survey

Objectives: The present study, one of the first to look at COVID-19 and coping in Iran, aimed at mapping, describing and understanding the coping methods academics employ as protective resources to deal with the psychological challenges and social isolation during the COVID-19 pandemic. We specifically aimed at identifying the meaning-making coping methods used and understanding the influence of culture. The guiding research question has been: Are there differences in meaning-making coping methods by gender, age group, work/student status, and place of residence? Design: The study, which used convenience sampling, was a quantitative inquiry. It employed a modified version of the RCOPE scale among faculty/staff members and students in Iran (n = 196, 75% women). Results: The most frequently used coping method among all subgroups of the study sample was thinking that life is part of a greater whole, followed by praying to Allah/God. The least used coping methods were the negative religious ones. Gender differences were found for being alone and contemplating, stronger for men. Thinking that life is part of a greater whole was found mainly among on-campus students. Praying to Allah/God was most common among the youngest staff and students, as well as among women. Two segments of respondents were discovered-the Theists and Non-theists-where the former used more religious coping methods, were more likely to be women, older staff and students, on-campus students, married, have children, and lived in capital. Conclusions: Our conclusion is that the RCOPE methods, which include religious and spiritual meaning-making methods, are of great importance to the studied Iranian informants. However, they use some secular existential meaning-making coping strategies too. This is explained by the role of religion in the larger orientation system and frame of reference in parallel with a secular worldview. Further, a sharp distinction between religious and secular worldviews was not found, which is explained by the fact that secular norms are hardly internalized in ways of thinking in Iran.

Exploring the views of academic staff on HIV/AIDS integration into the curricula: a case study of the University of Fort Hare

As a clarion call by Higher Education HIV/AIDS programme (HEAIDS) to South African universities, entrenching, integration and infusing the teaching and learning of HIV/AIDS in the curriculum of universities prove to be a sustainable solution to changing risky behaviour and attitudes of university students towards HIV/AIDS. The majority of students in South African universities lack general awareness and education in HIV/AIDS. This raises the need to produce graduates who are knowledgeable and have a positive attitude regarding HIV/AIDS. A pilot study on HIV/AIDS curriculum integration at the University of Fort Hare involved academic staff was done. A qualitative case study approach was used to describe the process and effectiveness of the curriculum integration process. The data collection was through evaluation forms, reports and a focus group interview. Data were analysed using content analysis. Guskey's model for professional development was followed to understand the process and effect of curriculum integration. Initially, the academic staff anticipated that the HIV/AIDS curriculum integration process would result in credit overload for students, time constraints and increased workload. Later, most academic staff affirmed the benefits of being involved in the project such as improving teaching and facilitation styles and research.

Focused Research on the Challenges and Productivity of Researchers in Nigerian Academic Institutions Without Funding

Background: The challenge of research funding constraints has brought to bear enormous pressure on researchers. Research productivity is relevant to prestige and career progression of academic staff. However, this study aimed to explore significant challenges associated with researchers' productivity and the impact of non-funding of research in Nigerian research and tertiary institutions. Methods: This study adopted a qualitative exploratory design involving academics at various research and tertiary institutions across the six geographical regions in Nigeria. A semi-structured questionnaire was distributed electronically to all participants who consented to take part in this study. Exactly 4,159 questionnaires were administered and 2,350 were completely filled and returned. Pearson correlation matrices with logistic regression were used for data analysis and are presented in frequencies and percentages. Results: On challenges faced by respondents, 42.98% reported a lack of research funding, 17.11% mentioned brain drain challenge while 8.85% indicated a lack of motivation. Of the 23,927 publications reported, the number of those in sciences, engineering, and medical sciences averaged 9.6, 11.5, and 9.5 respectively. The average number of publications by women (10.8) was more than by men (9.7). Lecturers had the highest average research publication number (11.8) followed by researchers (10.2) and others (3.9). Men had the highest (11.9) average number of conferences compared to women (9.2). Participants in engineering had an average number of 13.8 conferences per respondents followed by those in education (11.2), sciences (11.1), and 10.9 for those in agricultural sciences. The result revealed a negative significant correlation between research publication and academic qualification at p < 0.01. Positive significant correlation was observed between research productivity and discipline at p < 0.05. Findings show that the combined influence of the independent variables on research productivity was significant using linear regression analysis. Conclusions: The failure to prioritize research has resulted in underdevelopment in Nigeria. It is therefore imperative that the federal government prioritize research and establish a functional Special Research Trust Fund to oversee research funding in Nigeria.

Does Match Really Matter? The Moderating Role of Resources in the Relation between Demands, Vigor and Fatigue in Academic Life

The goal of the present study is to examine the moderating role of resources at work or study in the relation between demands, vigor, and fatigue in academic life. Trying to replicate scarce research on both academic and student stress simultaneously, we tested the so-called triple-match principle in an academic context to study whether or not match between specific resources, demands and well-being/health outcomes does really matter. A cross-sectional survey study using online self-completion questionnaires was carried out among 96 academics and 221 engineering students from a technological university (n  = 317 in total). Findings showed a moderating, matching, role of resources in the association between demands, vigor, and particularly fatigue. Specifically, high cognitive resources strengthened the positive relation between cognitive demands and cognitive liveliness. In addition, high emotional resources buffered the positive association between emotional demands and successively emotional, cognitive and physical fatigue. This study reveals that matching resources are important in academic life. Therefore, it seems essential to create an appropriate equilibrium between specific resources and corresponding demands to promote academic well-being and health.

Stress and Coping Strategies Among Malawian Undergraduate Nursing Students

PURPOSE

Stress among nursing students has been widely investigated across the globe, and evidence suggests that nursing programs are stressful. Students from resource constrained contexts, such as Malawi, often find it difficult and over stressing to be socialized into the nursing profession. However, this area has not been adequately investigated in Malawi. The aim of the study was to investigate stress and its coping strategies among nursing students in Malawi.

METHODS

This was a quantitative study which used a descriptive cross-sectional design that included 102 students in years 2, 3 and 4. Data were collected using the adapted standard tools (Perceived Stress Scale and Adaptive Version of the Nurse Stress Scale) to comprehensively measure levels of stress categorised as clinical, academic and external. The brief Cope was used to measure common coping strategies. Independent samples t test and ANOVA were run at 5% level of significance to analyze the data.

RESULTS

Moderate levels of stress were perceived by this sample. Academic category contributed to more stress than clinical and external sources. Lecturers, clinical teachers and nursing staff were the major contributors of stress among students. Similarly, high levels of stress were found among year 2 and self-sponsored students. In terms of coping strategies, active coping and planning were the common coping strategies. However, substance use was also recorded as a coping strategy.

CONCLUSION

The study revealed that although nursing students face various challenges in under-resourced environments, teachers and clinical staff highly contribute towards stress. It was then established that stress among nursing students' can be contained by initiating stress reduction interventions. There is also need to further investigate the extent of substance use as it suggests that some students have not been able to cope with current stress levels hence resorting to use of substances.

Exploring Teachers' Back Pain Concerning Their Habits, Rules, Leisure Activities, and Physical Activity Breaks at Work

The role of a teacher in the Faculty of Health Sciences involves teaching students, preparing lessons, and participating in other activities such as research projects and management processes. Professional participation is part of their involvement in daily occupations, which are taking place in teachers' socio-cultural context and are necessary for their well-being. Teachers' work performance can be enabled or constrained by their professional habits, including habits while using computers. We investigated awareness of and adherence to recommendations on ergonomics and preventive measures for back pain among the Faculty of Health Sciences employees. This study was aimed at investigating the relationship between the influence of their habits during computer use and back pain. An online questionnaire was sent to the teaching staff of the Faculty of Health Sciences (n = 115). 73% of the staff opened the online questionnaire, 43% fully completed the questionnaire. Data were processed using SPSS statistical program, version 20.0. Descriptive statistics, Pearson's correlation coefficient, and factor analysis were calculated. Analysis of the results showed a significant statistical association between the professional habits and roles [daily computer use (r = .443, P < .01); position of different body parts during computer use [head (r = .669, P < .001), shoulder (r = .446, P < .01), legs and feet (r = .483, P < .01), screen inclination (r = .577, P < .01), adjusting chair settings (r = .608, P < .01), distance between eyes and screen (r = .766, P < .01)]; physical activities break at work [r = .758, P < .01], and back pain. Considering ergonomic principles when designing the work environment can have a major impact on employees' health and quality of work. As experts in the field of health sciences, faculty members are not sufficiently aware of the impact of an improperly designed work environment on employee health, which affects work habits.

Where teachers are few: documenting available faculty in five Tanzanian medical schools

BACKGROUND

Faced with one of the lowest physician-to-population ratios in the world, the Government of Tanzania is urging its medical schools to train more physicians. The annual number of medical students admitted across the country rose from 55 in the 1990s to 1,680 approved places for the 2015/16 academic year. These escalating numbers strain existing faculty.

OBJECTIVE

To describe the availability of faculty in medical schools in Tanzania.

DESIGN

We identified faculty lists published on the Internet by five Tanzanian medical schools for the 2011/12 academic year and analyzed the appointment status, rank, discipline, and qualifications of faculty members.

RESULTS

The five schools reported 366 appointed faculty members (excluding visiting, part-time, or honorary appointments) for an estimated total enrolled student capacity of 3,275. Thirty-eight percent of these faculty were senior lecturers or higher. Twenty-seven percent of the appointments were in basic science, 51% in clinical science, and 21% in public health departments. The most populated disciplines (more than 20 faculty members across the five institutions) were biochemistry and molecular biology, medicine, obstetrics and gynecology, pediatrics, and surgery; the least populated disciplines (less than 10 faculty members) were anesthesiology, behavioral sciences, dermatology, dental surgery, emergency medicine, hematology, ophthalmology, orthopedics, otorhinolaryngology, oncology and radiology, psychiatry. These figures are only indicative of faculty numbers because of differences in the way the schools published their faculty lists.

CONCLUSIONS

Universities are not recruiting faculty at the same rate that they are admitting students, and there is an imbalance in the distribution of faculty across disciplines. Although there are differences among the universities, all are struggling to recruit and retain staff. If Tanzanian universities, the government, donors, and international partners commit resources to develop, recruit, and retain new faculty, Tanzania could build faculty numbers to permit a quality educational experience for its doctors of tomorrow.