One of the major challenges that the world currently faces is climate change. Green entrepreneurship offers a viable way for a country to manage climate change and improve economic growth. University students are tomorrow’s entrepreneurs, and it is important to understand the determinants of their green entrepreneurial intention. The objective of this study is to investigate the effects of biospheric values, environmental self-identity, and personal norms on the green entrepreneurial intention of university students through an extended Theory of Planned Behavior. The study adopts the quantitative research method and data is collected from students at two South African universities. The cross-sectional survey method is adopted for data collection and purposive sampling is used to select the study participants. Structural equation modeling is used to test the hypotheses of the study using SPSS AMOS 27. The findings indicate that biospheric values, attitude, perceived behavioral control, environmental self-identity and personal norms are significantly positively related to green entrepreneurial intention. The study concludes that an extended Theory of Planned Behavior model that includes biospheric values, environmental self-identity identity and personal norms is useful in predicting the green entrepreneurial intention of university students. Entrepreneurship education and improved awareness of ecological challenges are needed to improve the green entrepreneurial intention of university students.
{"title":"The impact of values, identity and personal norms on the green entrepreneurial intention of university students in South Africa","authors":"O. Fatoki","doi":"10.18488/61.v12i3.3825","DOIUrl":"https://doi.org/10.18488/61.v12i3.3825","url":null,"abstract":"One of the major challenges that the world currently faces is climate change. Green entrepreneurship offers a viable way for a country to manage climate change and improve economic growth. University students are tomorrow’s entrepreneurs, and it is important to understand the determinants of their green entrepreneurial intention. The objective of this study is to investigate the effects of biospheric values, environmental self-identity, and personal norms on the green entrepreneurial intention of university students through an extended Theory of Planned Behavior. The study adopts the quantitative research method and data is collected from students at two South African universities. The cross-sectional survey method is adopted for data collection and purposive sampling is used to select the study participants. Structural equation modeling is used to test the hypotheses of the study using SPSS AMOS 27. The findings indicate that biospheric values, attitude, perceived behavioral control, environmental self-identity and personal norms are significantly positively related to green entrepreneurial intention. The study concludes that an extended Theory of Planned Behavior model that includes biospheric values, environmental self-identity identity and personal norms is useful in predicting the green entrepreneurial intention of university students. Entrepreneurship education and improved awareness of ecological challenges are needed to improve the green entrepreneurial intention of university students.","PeriodicalId":37226,"journal":{"name":"International Journal of Education and Practice","volume":"11 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141807588","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study explored the online class experiences of higher education students during the COVID-19 pandemic. Specifically, the study determined the online learning platforms, experiences, and strategies used to cope with the online learning challenges and proposed interventions to address the students’ challenging experiences. The students’ experiences were collected using a quantitative research design, employing questionnaires and Google Forms. For the open-ended questions, discourse analysis was used to analyze the students’ shared experiences. Purposive sampling was used to select the respondents from one state university in Cebu City, Philippines. The results revealed that the students preferred an asynchronous mode of learning using cellular phones, Google tools such as Google Classroom, Zoom and Facebook messenger during their online classes. While learning, they encountered challenges such as poor connectivity, distraction from attending classes due to errands at home, and lack of study areas. To cope with these challenges, the students managed their time, took rests in between study hours, and making a checklist of the tasks to be accomplished. Hence, this study contributes to the developmental goals on education for sustainability through providing interventions based on the students’ experiences, challenges and coping strategies shared during their online classes during the pandemic.
{"title":"Higher education students’ online class experiences during the COVID-19 pandemic","authors":"C. A. Jaca, Sunliegh Gador, R. M. Mangompit","doi":"10.18488/61.v12i3.3824","DOIUrl":"https://doi.org/10.18488/61.v12i3.3824","url":null,"abstract":"This study explored the online class experiences of higher education students during the COVID-19 pandemic. Specifically, the study determined the online learning platforms, experiences, and strategies used to cope with the online learning challenges and proposed interventions to address the students’ challenging experiences. The students’ experiences were collected using a quantitative research design, employing questionnaires and Google Forms. For the open-ended questions, discourse analysis was used to analyze the students’ shared experiences. Purposive sampling was used to select the respondents from one state university in Cebu City, Philippines. The results revealed that the students preferred an asynchronous mode of learning using cellular phones, Google tools such as Google Classroom, Zoom and Facebook messenger during their online classes. While learning, they encountered challenges such as poor connectivity, distraction from attending classes due to errands at home, and lack of study areas. To cope with these challenges, the students managed their time, took rests in between study hours, and making a checklist of the tasks to be accomplished. Hence, this study contributes to the developmental goals on education for sustainability through providing interventions based on the students’ experiences, challenges and coping strategies shared during their online classes during the pandemic.","PeriodicalId":37226,"journal":{"name":"International Journal of Education and Practice","volume":"16 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141809241","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Aidana Oraz, K. Malikov, Gulmira Abenova, Zhanakul Sametova, Assiya Almautova
This investigation aimed to examine the impact of a 12-week voice blogging course on L2 Kazakh speaking performance among Russian-speaking upper secondary school students in Kazakhstan. The participants (n = 84) were randomly allocated to an experimental group engaged in weekly voice recording and posting via WhatsApp outside of class time and a control group that received the same regular classroom instruction but without extracurricular speaking practice. The oral performance of both groups was assessed in terms of complexity, fluency, and accuracy indices before and after the intervention. A questionnaire was administered to the experimental group to elicit their perceptions of the audio blogging course. The learners in the experimental group demonstrated higher complexity and fluency in their post-test narrations than the control group. However, no significant effect was found on the accuracy of speech. The participants reported a positive attitude toward the completed course and expressed willingness to recommend voice blogging to others. These findings suggest that audio blogging can be an effective and engaging method to enhance L2 speaking skills, but it may require additional support and feedback to address accuracy issues. The findings advocate the promise of voice blogging as a helpful approach for enhancing L2 oral skills.
{"title":"The effects of voice blogging on upper secondary students’ L2 Kazakh speaking performance","authors":"Aidana Oraz, K. Malikov, Gulmira Abenova, Zhanakul Sametova, Assiya Almautova","doi":"10.18488/61.v12i3.3821","DOIUrl":"https://doi.org/10.18488/61.v12i3.3821","url":null,"abstract":"This investigation aimed to examine the impact of a 12-week voice blogging course on L2 Kazakh speaking performance among Russian-speaking upper secondary school students in Kazakhstan. The participants (n = 84) were randomly allocated to an experimental group engaged in weekly voice recording and posting via WhatsApp outside of class time and a control group that received the same regular classroom instruction but without extracurricular speaking practice. The oral performance of both groups was assessed in terms of complexity, fluency, and accuracy indices before and after the intervention. A questionnaire was administered to the experimental group to elicit their perceptions of the audio blogging course. The learners in the experimental group demonstrated higher complexity and fluency in their post-test narrations than the control group. However, no significant effect was found on the accuracy of speech. The participants reported a positive attitude toward the completed course and expressed willingness to recommend voice blogging to others. These findings suggest that audio blogging can be an effective and engaging method to enhance L2 speaking skills, but it may require additional support and feedback to address accuracy issues. The findings advocate the promise of voice blogging as a helpful approach for enhancing L2 oral skills.","PeriodicalId":37226,"journal":{"name":"International Journal of Education and Practice","volume":"120 30","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141811740","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This research endeavors to provide insights that can inform policy decisions and pedagogical approaches aimed at optimizing feedback and evaluation systems to better serve the needs of educators and students in Albania. Quantitative data analysis techniques, such as descriptive statistics and regression analysis, were utilized to examine the relationship between selected variables and teacher assessment feedback. Utilizing the Teacher Evaluation Profile survey customized for Albania, information was gathered from 1,100 teachers and 80 school principals. The findings highlight the need to strengthen assessment quality to improve educational outcomes by identifying existing barriers and offering suggestions for improvement. The research advances the conversation on efficient evaluation techniques to raise academic standards by pointing out the framework's advantages and disadvantages in Albania's teacher assessment system and making suggestions for enhancements. The research delves into the complexities of how feedback is received, utilized, and integrated into professional practice by both leaders and teachers. It also examines the alignment between evaluation systems and educational objectives, considering factors such as cultural influences, institutional policies, and resource constraints. By elucidating these dynamics, the study seeks to contribute to ongoing discussions on enhancing educational quality, fostering teacher development, and promoting effective leadership practices within Albanian schools.
{"title":"School leaders’ and teachers’ perceptions of the feedback and evaluation system in Albania","authors":"Klodiana Leka, Dilina Beshiri","doi":"10.18488/61.v12i3.3823","DOIUrl":"https://doi.org/10.18488/61.v12i3.3823","url":null,"abstract":"This research endeavors to provide insights that can inform policy decisions and pedagogical approaches aimed at optimizing feedback and evaluation systems to better serve the needs of educators and students in Albania. Quantitative data analysis techniques, such as descriptive statistics and regression analysis, were utilized to examine the relationship between selected variables and teacher assessment feedback. Utilizing the Teacher Evaluation Profile survey customized for Albania, information was gathered from 1,100 teachers and 80 school principals. The findings highlight the need to strengthen assessment quality to improve educational outcomes by identifying existing barriers and offering suggestions for improvement. The research advances the conversation on efficient evaluation techniques to raise academic standards by pointing out the framework's advantages and disadvantages in Albania's teacher assessment system and making suggestions for enhancements. The research delves into the complexities of how feedback is received, utilized, and integrated into professional practice by both leaders and teachers. It also examines the alignment between evaluation systems and educational objectives, considering factors such as cultural influences, institutional policies, and resource constraints. By elucidating these dynamics, the study seeks to contribute to ongoing discussions on enhancing educational quality, fostering teacher development, and promoting effective leadership practices within Albanian schools.","PeriodicalId":37226,"journal":{"name":"International Journal of Education and Practice","volume":"121 48","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141811700","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The prevalence of digital technologies in education has fundamentally reshaped the learning landscape. Despite acknowledging their positive impact, limited studies exist in understanding the factors influencing students' engagement and its effect on teaching and learning outcomes. To address this gap, the study evaluates students' willingness to use digital technologies by utilizing the Unified Theory of Acceptance and Use of Technology (UTAUT) framework to analyze the determinants that shape students' usage patterns of digital technologies. A quantitative research approach included surveying 222 university students who were actively engaged with digital technologies. Data analysis comprised mean, standard deviation, and Pearson correlation calculations, with appropriate reliability and validity values established based on the obtained data. Correlation analysis validates the proposed model's hypothesis, revealing a statistically significant yet weak relationship between performance expectancy, effort expectancy, and students' willingness to use digital technologies. Conversely, social influence and facilitating conditions exhibit a moderately positive and statistically significant correlation with students' willingness to adopt digital technologies. These findings indicate factors that influence and have a positive relationship with students' willingness to use digital technologies, providing insights into effective ways for integrating and maximizing educational technologies in today's increasingly digital learning environment.
{"title":"Evaluating students’ willingness to use digital technologies","authors":"K. Oyetade, A. Harmse, T. Zuva","doi":"10.18488/61.v12i3.3820","DOIUrl":"https://doi.org/10.18488/61.v12i3.3820","url":null,"abstract":"The prevalence of digital technologies in education has fundamentally reshaped the learning landscape. Despite acknowledging their positive impact, limited studies exist in understanding the factors influencing students' engagement and its effect on teaching and learning outcomes. To address this gap, the study evaluates students' willingness to use digital technologies by utilizing the Unified Theory of Acceptance and Use of Technology (UTAUT) framework to analyze the determinants that shape students' usage patterns of digital technologies. A quantitative research approach included surveying 222 university students who were actively engaged with digital technologies. Data analysis comprised mean, standard deviation, and Pearson correlation calculations, with appropriate reliability and validity values established based on the obtained data. Correlation analysis validates the proposed model's hypothesis, revealing a statistically significant yet weak relationship between performance expectancy, effort expectancy, and students' willingness to use digital technologies. Conversely, social influence and facilitating conditions exhibit a moderately positive and statistically significant correlation with students' willingness to adopt digital technologies. These findings indicate factors that influence and have a positive relationship with students' willingness to use digital technologies, providing insights into effective ways for integrating and maximizing educational technologies in today's increasingly digital learning environment.","PeriodicalId":37226,"journal":{"name":"International Journal of Education and Practice","volume":"8 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141815930","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This quantitative research endeavors to assess the digital competencies of secretarial students across Thailand. The study population comprised secretarial students from vocational colleges under the Office of the Vocational Education Commission. A sample size of 400 participants was identified using Taro Yamane's principle of sample size determination. The evaluation was conducted through a comprehensive survey questionnaire, exploring key domains such as digital literacy, digital utilization, problem-solving with digital tools, and adaptive digital transformation. Mean and standard deviation were measured from the structured survey data, encompassing various aspects of digital competencies. The analysis revealed that secretarial students exhibited a high level of digital literacy, demonstrating competence in multifaceted tasks. This proficiency extended to the effective utilization of diverse digital tools, showcasing mastery in problem-solving within the digital realm. Furthermore, the study delved into adaptive digital transformation competencies, revealing students' adaptability to the digital ecosystem, and its various dimensions, including personalized learning approaches, idea generation, engagement with new media trends, transdisciplinary understanding, design thinking, negotiation skills, and multitasking abilities. These findings underscore the readiness of secretarial students to navigate the complex digital landscape in their future professional roles. These results provide valuable insights for educational institutions and policymakers to tailor digital literacy programs and curricula aligned with the specific needs of secretarial professionals in the dynamic context of the digital era.
{"title":"Digital competencies of secretarial students in Thailand","authors":"Suwannee Hoaihongthong, Chanchira Laorach, Padevaradda Laonayor","doi":"10.18488/61.v12i3.3815","DOIUrl":"https://doi.org/10.18488/61.v12i3.3815","url":null,"abstract":"This quantitative research endeavors to assess the digital competencies of secretarial students across Thailand. The study population comprised secretarial students from vocational colleges under the Office of the Vocational Education Commission. A sample size of 400 participants was identified using Taro Yamane's principle of sample size determination. The evaluation was conducted through a comprehensive survey questionnaire, exploring key domains such as digital literacy, digital utilization, problem-solving with digital tools, and adaptive digital transformation. Mean and standard deviation were measured from the structured survey data, encompassing various aspects of digital competencies. The analysis revealed that secretarial students exhibited a high level of digital literacy, demonstrating competence in multifaceted tasks. This proficiency extended to the effective utilization of diverse digital tools, showcasing mastery in problem-solving within the digital realm. Furthermore, the study delved into adaptive digital transformation competencies, revealing students' adaptability to the digital ecosystem, and its various dimensions, including personalized learning approaches, idea generation, engagement with new media trends, transdisciplinary understanding, design thinking, negotiation skills, and multitasking abilities. These findings underscore the readiness of secretarial students to navigate the complex digital landscape in their future professional roles. These results provide valuable insights for educational institutions and policymakers to tailor digital literacy programs and curricula aligned with the specific needs of secretarial professionals in the dynamic context of the digital era.","PeriodicalId":37226,"journal":{"name":"International Journal of Education and Practice","volume":"4 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141815520","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The rapid transition to online learning has exacerbated procrastination behavior, further complicated by students’ mental health challenges, such as depression, anxiety, and stress, which lead to delayed educational tasks and diminished academic performance. This study investigates the efficacy of a resilience intervention program based on the three-factor model of personal resilience in reducing academic procrastination among Egyptian primary school students during the COVID-19 pandemic. This quasi-experimental research involved a sample of 100 fourth-grade students who demonstrated high levels of procrastination, indicated by scores above 70% on the Pure Procrastination Scale. Students were randomly divided into two groups—an experimental group, which received resilience training, and a control group, which did not—to assess the intervention’s impact on academic procrastination. Qualitative analyses of the feedback from students, teachers, and parents, coupled with pre- and post-intervention questionnaires, were utilized to evaluate the program’s effectiveness. Initial findings revealed no significant differences between the groups before the intervention. However, significant improvements in the experimental group’s procrastination levels were observed immediately and one month after the intervention, suggesting the potential ability of resilience training to enhance students’ academic performance and well-being. Results advocate for the inclusion of resilience-building activities within educational curricula to effectively address academic procrastination. The purpose of this study is to propose suggestions to reduce academic procrastination in primary school students. These results have implications for educators and professionals working with children, emphasizing the value of fostering resilience skills to support academic achievement and well-being.
{"title":"Overcoming academic procrastination: The effectiveness of psychological resilience in primary school pupils post COVID-19","authors":"Suzanne Arafa","doi":"10.18488/61.v12i3.3818","DOIUrl":"https://doi.org/10.18488/61.v12i3.3818","url":null,"abstract":"The rapid transition to online learning has exacerbated procrastination behavior, further complicated by students’ mental health challenges, such as depression, anxiety, and stress, which lead to delayed educational tasks and diminished academic performance. This study investigates the efficacy of a resilience intervention program based on the three-factor model of personal resilience in reducing academic procrastination among Egyptian primary school students during the COVID-19 pandemic. This quasi-experimental research involved a sample of 100 fourth-grade students who demonstrated high levels of procrastination, indicated by scores above 70% on the Pure Procrastination Scale. Students were randomly divided into two groups—an experimental group, which received resilience training, and a control group, which did not—to assess the intervention’s impact on academic procrastination. Qualitative analyses of the feedback from students, teachers, and parents, coupled with pre- and post-intervention questionnaires, were utilized to evaluate the program’s effectiveness. Initial findings revealed no significant differences between the groups before the intervention. However, significant improvements in the experimental group’s procrastination levels were observed immediately and one month after the intervention, suggesting the potential ability of resilience training to enhance students’ academic performance and well-being. Results advocate for the inclusion of resilience-building activities within educational curricula to effectively address academic procrastination. The purpose of this study is to propose suggestions to reduce academic procrastination in primary school students. These results have implications for educators and professionals working with children, emphasizing the value of fostering resilience skills to support academic achievement and well-being.","PeriodicalId":37226,"journal":{"name":"International Journal of Education and Practice","volume":"34 23","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141815285","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Jabran Daaif, A. Tridane, Mohamed El Wafiq, M. Tridane, S. Belaaouad
Developing electronic platforms during education disruptions, particularly during the COVID-19 pandemic, had become crucial to addressing educational gaps. Research has shown technology's significant contribution to improving teaching and learning methods in labs, whether theoretical or experimental. This study creates an e-laboratory platform for managing university-level physics-chemistry practical work. The aim is to measure the platform's impact on students' experimental learning and identify integration and usage constraints. Our methodology was both quantitative and qualitative, conducted in a public institution. Two hundred forty students from two departments completed the questionnaire, and 25 teachers participated in semi-structured interviews. Findings revealed that e-laboratory simulations facilitated comparing theoretical solutions with actual lab practices and achieved goals in terms of communication pace, pre-lab content exchange (video conferences), post-lab experiment records, and evaluation sessions providing feedback for student progress tracking. However, insufficient computer equipment, technical problems during experiment setup, and momentary video conference issues hindered effective communication. This study guides researchers in enhancing adult education program efficiency. Considering online learning's adaptability and cost-effectiveness, improving learning effectiveness can justify continued use of online teaching beyond the pandemic by universities. Hence, electronic laboratories and the exploration of their integration transcend the realm of university scholars; they stand as a reservoir of potentiality for the perpetual advancement of professionals across diverse domains, affording a continuum of erudition throughout one's lifetime.
{"title":"Perception of the use of an e-lab platform for university students during the COVID-19 pandemic","authors":"Jabran Daaif, A. Tridane, Mohamed El Wafiq, M. Tridane, S. Belaaouad","doi":"10.18488/61.v12i3.3814","DOIUrl":"https://doi.org/10.18488/61.v12i3.3814","url":null,"abstract":"Developing electronic platforms during education disruptions, particularly during the COVID-19 pandemic, had become crucial to addressing educational gaps. Research has shown technology's significant contribution to improving teaching and learning methods in labs, whether theoretical or experimental. This study creates an e-laboratory platform for managing university-level physics-chemistry practical work. The aim is to measure the platform's impact on students' experimental learning and identify integration and usage constraints. Our methodology was both quantitative and qualitative, conducted in a public institution. Two hundred forty students from two departments completed the questionnaire, and 25 teachers participated in semi-structured interviews. Findings revealed that e-laboratory simulations facilitated comparing theoretical solutions with actual lab practices and achieved goals in terms of communication pace, pre-lab content exchange (video conferences), post-lab experiment records, and evaluation sessions providing feedback for student progress tracking. However, insufficient computer equipment, technical problems during experiment setup, and momentary video conference issues hindered effective communication. This study guides researchers in enhancing adult education program efficiency. Considering online learning's adaptability and cost-effectiveness, improving learning effectiveness can justify continued use of online teaching beyond the pandemic by universities. Hence, electronic laboratories and the exploration of their integration transcend the realm of university scholars; they stand as a reservoir of potentiality for the perpetual advancement of professionals across diverse domains, affording a continuum of erudition throughout one's lifetime.","PeriodicalId":37226,"journal":{"name":"International Journal of Education and Practice","volume":"13 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141816147","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study investigated the roles of self-regulatory processes and perceived academic stress in the academic coping of Taiwanese university students, as well as the relationships of these variables to academic resilience and anxiety. Additionally, this study explored the moderating influence of self-criticism on the connections between mindfulness and academic coping. A total of 535 Taiwanese undergraduate students completed an online survey assessing the variables described above. The collected data were analyzed using regression techniques. The results showed that self-compassion abilities were identified as essential factors associated with engagement coping and academic resilience. There is also a link between students' engagement coping and academic resilience. Moderation analyses suggested that the adaptive effects of mindfulness on academic coping were only shown for students low in self-criticism. The findings from this study provide empirical support for the conceptual model of adaptive stress and coping processes.
{"title":"Exploring Taiwanese university students’ self-regulatory processes, perceived stress, and academic coping","authors":"Shu-Shen Shih, Wei-Li Tu","doi":"10.18488/61.v12i3.3817","DOIUrl":"https://doi.org/10.18488/61.v12i3.3817","url":null,"abstract":"This study investigated the roles of self-regulatory processes and perceived academic stress in the academic coping of Taiwanese university students, as well as the relationships of these variables to academic resilience and anxiety. Additionally, this study explored the moderating influence of self-criticism on the connections between mindfulness and academic coping. A total of 535 Taiwanese undergraduate students completed an online survey assessing the variables described above. The collected data were analyzed using regression techniques. The results showed that self-compassion abilities were identified as essential factors associated with engagement coping and academic resilience. There is also a link between students' engagement coping and academic resilience. Moderation analyses suggested that the adaptive effects of mindfulness on academic coping were only shown for students low in self-criticism. The findings from this study provide empirical support for the conceptual model of adaptive stress and coping processes.","PeriodicalId":37226,"journal":{"name":"International Journal of Education and Practice","volume":"82 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141817465","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
As Korea expands its global outreach and more international students attend its universities, how to acculturate and accommodate these students needs to be investigated. The purpose of this study is to examine the acculturation process of international students at one private tertiary institution in Korea to determine their perceptions of their institution and host country with the aim of improving Korea's multicultural policies. The methodology utilized for this study was an explanatory mixed methods approach to examine international students’ experiences. A quantitative measurement using multiple regression analysis to identify the variables affecting student acculturation and a qualitative investigation to contextualize the regression results were implemented. The multiple regression findings demonstrate that the year of study correlates with cultural and linguistic disinterest. In addition, senior students reported lower support rates. The qualitative results indicate that acculturative stress factors stemmed mainly from perceived institutional marginalization and implicit discrimination from the host country institution. The significance of the findings based on the synthesis of the qualitative and quantitative results suggest that culturally and linguistically competent students were unsatisfied with the services of their host institution. A practical implication of this study is that more encompassing and supportive communities for international students are needed to increase student satisfaction and feelings of inclusion.
{"title":"A mixed methods investigation of international students’ perceptions of their experiences of marginalization in Korean higher education","authors":"Christina Dahee Jung","doi":"10.18488/61.v12i3.3819","DOIUrl":"https://doi.org/10.18488/61.v12i3.3819","url":null,"abstract":"As Korea expands its global outreach and more international students attend its universities, how to acculturate and accommodate these students needs to be investigated. The purpose of this study is to examine the acculturation process of international students at one private tertiary institution in Korea to determine their perceptions of their institution and host country with the aim of improving Korea's multicultural policies. The methodology utilized for this study was an explanatory mixed methods approach to examine international students’ experiences. A quantitative measurement using multiple regression analysis to identify the variables affecting student acculturation and a qualitative investigation to contextualize the regression results were implemented. The multiple regression findings demonstrate that the year of study correlates with cultural and linguistic disinterest. In addition, senior students reported lower support rates. The qualitative results indicate that acculturative stress factors stemmed mainly from perceived institutional marginalization and implicit discrimination from the host country institution. The significance of the findings based on the synthesis of the qualitative and quantitative results suggest that culturally and linguistically competent students were unsatisfied with the services of their host institution. A practical implication of this study is that more encompassing and supportive communities for international students are needed to increase student satisfaction and feelings of inclusion.","PeriodicalId":37226,"journal":{"name":"International Journal of Education and Practice","volume":"82 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141817467","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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