ethanporcaro/eric-fulltext-meta huggingface dataset:
Make It Measurable: Assessing Psychological Distress, Wellbeing and Resilience at Scale in Higher Education
Author: van Agteren, Joep
Date: 2019-00-00
Type: Journal Articles
Subjects: College Students,Well Being,Mental Health,Mental Disorders,Resilience (Psychology),Online Systems,Computer Mediated Communication,Measures (Individuals),Measurement Techniques,Anxiety,Foreign Students,Foreign Countries

There is an ever-increasing focus on the importance of addressing the mental health of students across the higher education sector. Measuring psychological distress or symptoms of common mental disorders as a proxy for mental health does however provide a limited picture of someone's mental health status. There is a need to comprehensively measure mental health via outcomes of psychological distress combined with &quot;positive&quot; and &quot;adaptive&quot; states of mental health such as mental wellbeing and resilience. This paper describes a study of 905 students in which an online mental health and wellbeing platform was used to measure the mental health of students, all the while providing realtime individual reports to each individual student. The data provides evidence of high levels of psychological distress (i.e. anxiety) and low levels of mental wellbeing and resilience in students, relative to population norms, with merely 18.6% of students demonstrating optimal scores on all outcomes. Contrary to predictions we found no evidence of poorer wellbeing amongst international students when compared to domestic students. The results indicate that complimenting measurement of distress with measurement of positive and adaptive states can more comprehensively capture the precarious mental status of our tertiary students. Providing this measurement in a scalable and targeted way provides universities and its students the opportunity to provide and use mental health interventions based on the needs of particular cohorts of students, moving beyond resource-intense but intermittent or untargeted approaches to intervention.
Measuring PhD Students&apos; Well-Being: Are We Seeing the Whole Picture?
Author: Scott, Hannah
Date: 2019-00-00
Type: Journal Articles
Subjects: Doctoral Students,Well Being,Measures (Individuals),Reliability,Validity,Mental Disorders,Symptoms (Individual Disorders),Self Determination,Measurement Techniques

The well-being of PhD students has become of interest recently after reports of high levels of psychological distress and mental illness amongst these students. To measure well-being among PhD students, some studies have used instruments that measure constructs related to well-being, most commonly psychological distress, whilst other aspects of well-being are overlooked. This review used a systematic approach to investigate how well-being is conceptualised in this literature and to identify and evaluate the quality of instruments used to measure PhD students' well-being. The search strategy identified 19 articles for inclusion. Most studies measured constructs related to well-being, mainly mental illness symptoms, or constructs associated with subjective well-being and self-determination theory. Few studies measured aspects of psychological well-being. Furthermore, few questionnaires were validated for a PhD student population and many measures had no validity or reliability information available. Future research should be conducted using good quality measures to assess overlooked aspects of the six-factor model of well-being and provide a comprehensive assessment of well-being in this student group.
Belonging as a Resource of Resilience: Psychological Wellbeing of International and Refugee Students in Study Preparation at German Higher Education Institutions
Author: Grüttner, Michael
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Foreign Students,Refugees,Well Being,Mental Health,Group Membership,Interpersonal Relationship,Resilience (Psychology)

After 2015, several German higher education institutions (HEI) expanded their capacities for the study preparation of refugees. Nowadays, international and refugee students prepare for higher education degree programs through languages courses and subject-specific preparation courses at universities and colleges. So far, empirical research on refugee students' wellbeing, in comparison to international students is scarce. This article elaborates on study preparation at German HEIs and refugee students' psychological wellbeing. I focus on the mechanisms of subjective social exclusion/inclusion. I examine novel survey data from international and refugee students (final sample N = 904) by path analysis structural equation modelling. Results show on one hand that feelings of social exclusion reduce wellbeing, but on the other hand course belonging can function as a social resource of resilience for refugee students in study preparation. HEIs can strengthen feelings of social inclusion and psychological wellbeing of refugee students by fostering their belongingness in study preparation courses.
Implementing a Whole-of-Curriculum Approach to Student Wellbeing
Author: Brooker, Abi
Date: 2019-00-00
Type: Journal Articles
Subjects: Program Implementation,Holistic Approach,College Curriculum,Well Being,College Students,Mental Health,Foreign Countries

This article reports and extends on an emerging initiative presented at the 2018 STARS Conference (Auckland, New Zealand). Many universities are invested in student mental health, but solutions can be hindered by concerns about the fit, cost, effectiveness, or sustainability of diverse initiatives. We argue that university staff looking to support student wellbeing should first consider how their specific university contexts can support or diminish wellbeing, and then design initiatives that will fit within supportive systems. This argument is embedded within dynamic systems theory, which considers how relationships between systems can lead to widespread change when any single system changes. We draw on our own experience so far of preparing and developing a whole-of-curriculum approach to wellbeing to demonstrate that a dynamic systems approach means addressing the needs of multiple stakeholders and remaining flexible to changes within surrounding systems.
Supporting First-Year Students during the Transition to Higher Education: The Importance of Quality and Source of Received Support for Student Well-Being
Author: Maymon, Rebecca
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Freshmen,Stress Variables,Well Being,Social Support Groups,Student Adjustment,College Faculty,School Personnel,Teacher Student Relationship

The present exploratory study evaluated perceptions of actual support received in relation to stress and well-being among first-year students attending Canadian and U.S. higher education institutions (N = 126). Given that traditional assessments of received support account only for how often support was received, the present research examined unique effects of support quality in addition to frequency with respect to four distinct sources of support (family, friends, faculty/staff, institution). Following from empirical confirmation of received support frequency (RSF) and received support quality (RSQ) as distinguishable constructs, RSQ was found to significantly mediate effects of RSF across varied well-being outcomes (e.g., stress, burnout, quitting intentions) in relation to family, faculty/staff, and institution support. Overall, study findings highlight the importance of evaluating the quality of support received by first-year students during the transition to higher education and show faculty/staff support to be an important contributor to student well-being.
Fall Break Fallout: Exploring Student Perceptions of the Impact of an Autumn Break on Stress
Author: Agnew, Michael
Date: 2019-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Vacations,School Schedules,Student Attitudes,Stress Variables,Stress Management,Barriers,Time Factors (Learning),Time Management

The mental health of post-secondary students has dominated recent discourse surrounding higher education. Accordingly, many institutions have introduced a break in the fall term, designed to support student well-being. As part of an interdisciplinary, longitudinal study examining the effects of the fall break on student stress, we held focus groups with undergraduates. We observed mixed feedback surrounding this intervention. Students appreciated the fall break as an opportunity to reduce their stress, yet they frequently reported negative impacts of the break on the timing of academic assessments and their ability to effectively manage study time. Based on extensive dialogue with students, we provide recommendations for institutions which have implemented or are considering implementing a fall break as a way to support student mental health. We aim to address the paucity of qualitative research on student stress and develop a deeper understanding of the factors driving students' responses to stress intervention policies.
How Do Students Adapt in Response to Academic Failure?
Author: Ajjawi, Rola
Date: 2019-00-00
Type: Journal Articles
Subjects: College Students,Academic Failure,Student Reaction,Student Adjustment,Persistence,Social Support Groups,Family Relationship,Peer Relationship,Friendship,Foreign Countries,Study Habits

Ensuring student success has long been on the research agenda in higher education. In this study, we seek to understand if the changes students make in light of academic failure are consistent with this literature. Little is known about students who fail but subsequently persist in their studies. Through an online survey with students who had failed and persisted, we identified drivers for persistence and how students adapted in response to academic failure. Thematic analysis showed that the majority of students did not seek institutional support following academic failure but they did seek support from peers, family and friends. These adaptations occurred at multiple levels: dispositional, situational and institutional. Drivers reported were internal (desire to complete) and external (desire to meet expectations). Although the majority of our students showed positive adaptations following academic failure, a significant portion reported no changes to their academic strategies. The paper poses the question of how students who fail can be better supported to continue successfully.
Interconnectedness, Intergenerational Interactions and Improvisation: Critical Aspects of Curriculum Advancement in the Arts
Author: Coulter, Sarah-Kay
Date: 2022-00-00
Type: Journal Articles
Subjects: Art Education,Pacific Islanders,Foreign Countries,National Curriculum,Curriculum Development,Transformative Learning,Cooperative Learning

In 2021 Professor Papaarangi Reidi, at The University of Melbourne, shared the ancient proverb &quot;I nga ra o mua&quot;, translated to mean &quot;before we know where we are going, we must know where we have come from&quot;. This proverb sets the tone for discussing the Arts in the New Zealand curriculum, as during radical upheaval and social change as being experienced in the pandemic, we are forced to examine activities to reflect and discover anew the road ahead (Lindley, et al., 2021; Wood, et al., 2021). This is a critical inflection point for redefining the future of New Zealand Arts Education, as it coincides with the current New Zealand Curriculum (Ministry of Education [MoE], 2007) refresh (MoE, 2021). This research informed paper advocates for matauranga Maori and te ao Maori in the Arts curriculum to ensure distinctive, bold transformational learning opportunities are experienced by learners within the education system. This article suggests the values of interconnectedness, intergenerational purpose and improvisation can dismantle disciplinary boundaries and offer a critical frame to reconsider a forward-focused Arts curriculum.
Associations between University Students&apos; Online Learning Preferences, Readiness, and Satisfaction
Author: Bayrak, Fatma
Date: 2022-06-00
Type: Journal Articles
Subjects: College Students,Electronic Learning,Preferences,Student Satisfaction,Learning Readiness,College Freshmen,Foreign Countries,MOOCs

The aim of this study was to examine the associations between the preferences, readiness, and satisfaction of freshman learners after taking online courses. The study group was comprised of Turkish students (892 females, 396 males) who attended their first-year classes at a public university. Participating students attended courses in different departments, but all took these courses for one year online. Data were analysed using optimal scaling analysis. Nonlinear canonical correlation analysis (OVERALS) was used as the variables examined were of different scale levels. According to our findings, learners who preferred face-to-face format were individuals with low levels of learner control, motivation, and satisfaction, and individuals who preferred the online format had high satisfaction levels. Individuals who preferred to take courses in a blended format had low or medium levels of self-directed learning, no previous online course experience, and a medium level of control.
Future-Proofing Students in Higher Education with Unmanned Aerial Vehicles Technology: A Knowledge Management Case Study
Author: Menkhoff, Thomas
Date: 2022-06-00
Type: Journal Articles
Subjects: Robotics,Foreign Countries,Aviation Technology,Teaching Methods,Interdisciplinary Approach,Technology Uses in Education,Cooperative Learning,Undergraduate Students,Student Attitudes,Outcomes of Education

In this paper we report experiences in implementing a new course 'Understanding Drone &amp; Robotics Technology -- History, Usage, Ethics &amp; Legal Issues' at the Singapore Management University framed as a strategic knowledge management (KM) initiative in an institution of higher learning aimed at capturing, sharing and creating new knowledge about disruptive technologies such as unmanned aerial vehicles. We posit the new course as a knowledge innovation initiative (similar to a KM-enabled business case in a corporate setting) in support of the university's mission and vision so as to deliver new value to students and to stay ahead of the latest technological developments. In line with a 'normal' KM initiative, we examine how the new learning and teaching initiative was conceived, pushed forward and eventually launched, creating a new multi-disciplinary learning experience for students, instructors and other stakeholders. We explain the knowledge strategy of the course and use I. Nonaka's SECI framework to shed light on selected aspects of the pedagogical approach towards achieving the desired learning outcomes. Overall, the paper intends to make a case for more collaborative knowledge leadership as a strategic enabler of multi-disciplinary knowledge innovation in a rapidly changing higher education landscape.
Identifying Critical Thinking Skills Used by Experts versus Novices to Construct Argument Maps in a Computer-Aided Mapping Tool
Author: Jeong, Allan
Date: 2022-06-00
Type: Journal Articles
Subjects: Identification,Critical Thinking,Thinking Skills,Expertise,Novices,Concept Mapping,Persuasive Discourse,Computer Software,Protocol Analysis,Student Evaluation,College Students

Research shows that using computer-aided mapping tools improves critical thinking skills, but prior research provides limited evidence to show how the use of specific critical thinking skills increases map quality. This qualitative study observed 4 experts and 5 novices use a computer-aided mapping tool to construct argument maps. The analysis of video recordings with think-aloud protocols and retrospective interviews revealed the use of a five-step argument mapping process (read claims, position conclusion, position claims, link claims, revise links) with the experts using a more sequential application of the five-step process and producing more accurate maps than novices. The novices showed the tendency to position and link claims as a joint action, making map revision more cumbersome. The experts exhibited the tendency to work backward from conclusion to claim while the novices exhibited the reverse tendency. This study's findings identify processes that differentiate experts from novices and validate specific thinking skills that can be used to improve map quality, and how these processes can be operationalized in terms of discrete mapping behaviors performed on screen that can be mined and analyzed in mapping tools to assess and diagnose students' mapping skills.
Investigating K-12 Teachers&apos; Views on Online Education
Author: Ocak, Gürbüz
Date: 2022-06-00
Type: Journal Articles
Subjects: Elementary School Teachers,Secondary School Teachers,Teacher Attitudes,Electronic Learning,Foreign Countries,Educational Change,Technological Literacy,Videoconferencing,Teaching Methods

This study examines school teachers' views on online education. Online education that removes space and time constraints is becoming increasingly preferred. However, the immediate shift to online education brings some problems for teachers. The study investigated K-12 teachers' views on online education by semi-structured online interviews with 33 school teachers from different geographic regions. Teachers' responses indicated that they faced a variety of problems including technical issues, a lack of parental support, short course duration, student unwillingness to turn on webcams, and teacher inability to reach students (especially those turning off their webcams) in online lessons. The implication of the findings is also discussed.
Learner Development through Serial Concept Mapping
Author: Campbell, Laurie O.
Date: 2022-06-00
Type: Journal Articles
Subjects: Concept Mapping,Thinking Skills,Peer Evaluation,Graduate Students,Student Attitudes,Student Development

In this study, individual serial concept mapping was employed as a learning approach to demonstrate learner development over time. Participants (n = 22) individually completed serial concept maps consisting of five iterations. A highly structured peer feedback process was employed to support interaction within learners' zone of proximal development. Learners' perceptions regarding the development of personal knowledge, process knowledge, and content knowledge were discussed, indicating positive growth in all types of knowledge. Concept mapping with a highly structured feedback loop promoted higher-order thinking skills such as analyzing, evaluation, reflection, and creative thinking. The highly structured peer reviewed process was noted by the learners as influencing learners' conceptual understanding and development of their serial concept map.
Using Social Mobile Learning to Stimulate Idea Generation for Collective Intelligence among Higher Education Students
Author: Wong, Paulina Pui Yun
Date: 2022-06-00
Type: Journal Articles
Subjects: College Students,Computer Oriented Programs,Handheld Devices,Computer Mediated Communication,Educational Technology,Foreign Countries,Video Technology,Feedback (Response),Interpersonal Relationship,Student Attitudes,Asynchronous Communication,Peer Evaluation

The importance of social networks has increased in recent decades, yet the use of social learning in higher education is nascent. Little is known how to foster high levels of social learning discourse among students in higher education classrooms. To address this gap, the present study analyses the use of a mobile application (Soqqle) for sharing student-generated content and peer-to-peer communication. Students from Hong Kong, Malaysia, and Indonesia uploaded videos linked to assessments and received feedback from their instructors and peers through social engagement features (e.g., comments, likes). The majority of students reported that the social learning experience promoted idea generation, increased creativity, and improved attention. These results indicate that integrating online platforms and mobile applications can promote social learning. The findings have important implications for educational practice because many educational institutions have adopted online learning due to the COVID-19 pandemic.
What We Know, Are Still Getting Wrong, and Have yet to Learn about the Relationships among the SAT, Intelligence and Achievement
Author: Frey, Meredith C.
Date: 2019-00-00
Type: Journal Articles
Subjects: College Entrance Examinations,Academic Aptitude,Academic Achievement,Prediction,College Admission,Test Bias,Test Validity

Fifteen years ago, Frey and Detterman established that the SAT (and later, with Koenig, the ACT) was substantially correlated with measures of general cognitive ability and could be used as a proxy measure for intelligence (Frey and Detterman, 2004; Koenig, Frey, and Detterman, 2008). Since that finding, replicated many times and cited extensively in the literature, myths about the SAT, intelligence, and academic achievement continue to spread in popular domains, online, and in some academic administrators. This paper reviews the available evidence about the relationships among the SAT, intelligence, and academic achievement, dispels common myths about the SAT, and points to promising future directions for research in the prediction of academic achievement.
Intelligence and the Individuals with Disabilities Education Act
Author: Kanaya, Tomoe
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Legislation,Federal Legislation,Equal Education,Students with Disabilities,Academic Aptitude,Intelligence Tests,Public Education,Court Litigation,Children,Longitudinal Studies,Surveys,National Surveys

One of the stated purposes of this Special Issue is to &quot;discuss when and why intelligence has disappeared&quot; in education. In this paper, I argue that intelligence is still heavily involved in public education in the United States due to the Individuals with Disabilities Education Act. Moreover, due to several factors, including high-profile court cases, intelligence tests are legally used in an inconsistent manner in special education decision-making throughout the U.S. These cases illustrate the complex issues surrounding the psychometric properties of intelligence tests, historical conflicts surrounding racial equity, differences in federal versus state policies, and methodological concerns surrounding special education policies are discussed.
Formation of Students&apos; Values of Patriotism through Media Technology
Author: Zhide, ?angatarova
Date: 2022-00-00
Type: Journal Articles
Subjects: Patriotism,Values,Citizenship Responsibility,Information Technology,Technology Uses in Education,Internet,Foreign Countries,Student Attitudes,Distance Education,Citizenship Education

In this study, the formation of student values with media technology is aimed to ensure the formation of citizenship values and the study is patterned accordingly. The research was carried out in the fall semester of 2021-2022. The study with the participation of 352 volunteer students was conducted using the quantitative research method model. In the study, a 4-week training via distance education media technologies on learning and citizenship feelings was provided to the group of participants. In the study, the media technologies data collection tool developed by the researchers was used to collect data. The scale used in the study was delivered to the participants of the study by the online method and collected. The analysis of the data was carried out using the SPSS programme; frequency analysis was carried out using the t-test; and the results obtained were added to the study accompanied by tables. As a result of the research, it was found that students use media technologies at a good level and thus their feelings of citizenship developed.