Natural hazards have become increasingly common in the United States, wherein across the nation residents are exposed to floods, hurricanes, tornadoes, and a host of other events that occur due to changes in the climate. Amid providing care for communities that have encountered a natural hazard, the volunteers and rescuers are also exposed to the trauma caused by the natural hazard. The primary focus of the study was to elucidate differences in mental health symptoms of the volunteers by race and to determine if years of experience with previous trauma predicts and has a relationship with the development of mental health symptoms. A total of 182 social work students from 3 public universities that were from areas impacted during Hurricanes Katrina and Rita and volunteered in the aftermath, consisted of our sample. The participants completed surveys regarding demographics, mental health symptoms, various stressors, and the presence of social support. Depression scores among Black participants were significantly higher (M = 17.74) compared to White participants and participants of younger age were more likely to experience depression. A final statistical model revealed negative emotion among Black participants indicated a decreased likelihood of developing depression when compared to White participants. The findings indicate the importance of providing adequate training and mental health resources for volunteers and particularly Black volunteers in an effort to prevent the occurrence of depression, which could potentially decrease their overall mental health after a natural hazard.
{"title":"Depressive Symptoms in Black and White Volunteers: Six-month Post Deadly Natural Hazard Hurricane: Does Race Identity Matter?","authors":"Sabrina Lane Dickey, L. Noel, Amy L Ai","doi":"10.5430/ijhe.v13n2p23","DOIUrl":"https://doi.org/10.5430/ijhe.v13n2p23","url":null,"abstract":"Natural hazards have become increasingly common in the United States, wherein across the nation residents are exposed to floods, hurricanes, tornadoes, and a host of other events that occur due to changes in the climate. Amid providing care for communities that have encountered a natural hazard, the volunteers and rescuers are also exposed to the trauma caused by the natural hazard. The primary focus of the study was to elucidate differences in mental health symptoms of the volunteers by race and to determine if years of experience with previous trauma predicts and has a relationship with the development of mental health symptoms. A total of 182 social work students from 3 public universities that were from areas impacted during Hurricanes Katrina and Rita and volunteered in the aftermath, consisted of our sample. The participants completed surveys regarding demographics, mental health symptoms, various stressors, and the presence of social support. Depression scores among Black participants were significantly higher (M = 17.74) compared to White participants and participants of younger age were more likely to experience depression. A final statistical model revealed negative emotion among Black participants indicated a decreased likelihood of developing depression when compared to White participants. The findings indicate the importance of providing adequate training and mental health resources for volunteers and particularly Black volunteers in an effort to prevent the occurrence of depression, which could potentially decrease their overall mental health after a natural hazard.","PeriodicalId":510213,"journal":{"name":"International Journal of Higher Education","volume":"119 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140265524","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}
Reviewer Acknowledgements for International Journal of Higher Education, Vol. 13, No. 1, 2024
国际高等教育学报》第 13 卷第 1 期（2024 年）审稿人致谢
{"title":"Reviewer Acknowledgements for International Journal of Higher Education, Vol. 13, No. 1, 2024","authors":"Susan Y. H. Sun","doi":"10.5430/ijhe.v13n1p69","DOIUrl":"https://doi.org/10.5430/ijhe.v13n1p69","url":null,"abstract":"Reviewer Acknowledgements for International Journal of Higher Education, Vol. 13, No. 1, 2024","PeriodicalId":510213,"journal":{"name":"International Journal of Higher Education","volume":"29 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140441941","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 systematic review investigated the intricate dynamics between smartphone addiction and the well-being of college students, specifically examining its moderating effects on the relationships between life satisfaction, sleep quality, and academic achievement. This review further strengthens the evidence presented in previous studies that emphasize the negative influence of excessive smartphone usage on sleep quality and academic performance. The study employed quantitative observational studies that were obtained from five databases. During the selection process, PRISMA guidelines were followed, and the study incorporated studies from various countries globally, all of which were in English. The studies enrolled 31678 people, with females ranging from 33.1% to 75.5%; studies quality ranged from low to moderate. The results show that life satisfaction is positively associated with perceived academic achievement and also sleep quality is positively associated with the initial level of pre-sleep cognitive arousal, which hence leads to good academic performance. In contrast, Smartphone addiction was positively associated with daytime sleepiness and school disengagement while also negatively associated with Grade Point Average (GPA). Therefore, this study shows excessive use of smartphones among the youth, which in correlation affects the relationship between their life satisfaction, sleep quality and academic achievement. An extensive amount of studies needs to be done on smartphone addiction so that better plans can be made for preventive measures.
{"title":"The Moderating Effects of Smart Phone Addiction on the Relationship between Life Satisfaction, Sleep Quality and Academic Achievement among College Students: A Systematic Review","authors":"Esupat P. Kone, Hongde Lei","doi":"10.5430/ijhe.v13n2p56","DOIUrl":"https://doi.org/10.5430/ijhe.v13n2p56","url":null,"abstract":"This systematic review investigated the intricate dynamics between smartphone addiction and the well-being of college students, specifically examining its moderating effects on the relationships between life satisfaction, sleep quality, and academic achievement. This review further strengthens the evidence presented in previous studies that emphasize the negative influence of excessive smartphone usage on sleep quality and academic performance. The study employed quantitative observational studies that were obtained from five databases. During the selection process, PRISMA guidelines were followed, and the study incorporated studies from various countries globally, all of which were in English. The studies enrolled 31678 people, with females ranging from 33.1% to 75.5%; studies quality ranged from low to moderate. The results show that life satisfaction is positively associated with perceived academic achievement and also sleep quality is positively associated with the initial level of pre-sleep cognitive arousal, which hence leads to good academic performance. In contrast, Smartphone addiction was positively associated with daytime sleepiness and school disengagement while also negatively associated with Grade Point Average (GPA). Therefore, this study shows excessive use of smartphones among the youth, which in correlation affects the relationship between their life satisfaction, sleep quality and academic achievement. An extensive amount of studies needs to be done on smartphone addiction so that better plans can be made for preventive measures.","PeriodicalId":510213,"journal":{"name":"International Journal of Higher Education","volume":"41 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140457676","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 aims 1) study the components of educational institute management to success 2) to develop the educational management model by using King’s Science 3) to assess the educational management model under the Office of the Basic Education Commission. Research and development were divided into 4 phases. The research result: The components of educational institute management to success comprise 6 components: mobilizing cooperation for education, teacher development and educational personnel, educational institution management, student quality development, financial management and school supplies and curriculum and learning management. Educational management model using King’s Science under the Office of the Basic Education Commission consists of 3 important parts as follows: 1) principles and objectives of the educational management model using King’s Science under the Office of the Basic Education Commission 2) the development process and 3) Measurement and evaluation. Assessment standards with 4 standards evaluated the benefit possibilities suitable usable that overall, at high level. In summary, the educational management model collectively contributes to the overall effectiveness and success of an educational institution. They address key areas that impact the quality of education and the development of students, teachers, and the school community.
{"title":"Educational Institute Management Model by Using King’s Science under the Office of the Basic Education Commission","authors":"Bancha Senakun, Kharn Ruangmontri","doi":"10.5430/ijhe.v13n1p23","DOIUrl":"https://doi.org/10.5430/ijhe.v13n1p23","url":null,"abstract":"This research aims 1) study the components of educational institute management to success 2) to develop the educational management model by using King’s Science 3) to assess the educational management model under the Office of the Basic Education Commission. Research and development were divided into 4 phases. The research result: The components of educational institute management to success comprise 6 components: mobilizing cooperation for education, teacher development and educational personnel, educational institution management, student quality development, financial management and school supplies and curriculum and learning management. Educational management model using King’s Science under the Office of the Basic Education Commission consists of 3 important parts as follows: 1) principles and objectives of the educational management model using King’s Science under the Office of the Basic Education Commission 2) the development process and 3) Measurement and evaluation. Assessment standards with 4 standards evaluated the benefit possibilities suitable usable that overall, at high level. In summary, the educational management model collectively contributes to the overall effectiveness and success of an educational institution. They address key areas that impact the quality of education and the development of students, teachers, and the school community.","PeriodicalId":510213,"journal":{"name":"International Journal of Higher Education","volume":"5 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139607233","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}
Jonathan Mattanah, Laura J. Holt, Richard S. Feinn, Courtney Katzenberg, Elianna Albert, Ryan Boarman, Olivia Bowley, Katherine Marszalek, Thomas Visalli, Damilola Daramola, Mohammed Abduljalil
The current study explored how relational antecedents and emotional experiences were associated with faculty-centered versus student-centered approaches to teaching in higher education. One hundred and forty-one faculty members from two institutions of higher education in the United States completed self-report surveys regarding an undergraduate course they were teaching that semester. Path analyses showed that faculty reports of a secure attachment style were positively correlated with positive teaching-related emotions and, in turn, with greater use of a student-centered, inquiry-based approach to teaching emphasizing engagement with course material and restructuring of students’ knowledge. Faculty reports of avoidant and anxious-ambivalent attachment styles were correlated with greater negative teaching-related emotions and, in turn, with greater use of a faculty-centered, direct instruction teaching approach. These findings suggest that attachment theory is a useful lens through which to understand why faculty might feel more positively or negatively about their teaching and, in turn, the teaching approaches they employ. We discuss how our findings might inform the re-design of faculty training programs to encourage reflection on relationship styles and greater positive emotions about teaching.
{"title":"Attachment Representations and Emotions in Teaching as Antecedents to Teaching Styles in Higher Education","authors":"Jonathan Mattanah, Laura J. Holt, Richard S. Feinn, Courtney Katzenberg, Elianna Albert, Ryan Boarman, Olivia Bowley, Katherine Marszalek, Thomas Visalli, Damilola Daramola, Mohammed Abduljalil","doi":"10.5430/ijhe.v13n1p1","DOIUrl":"https://doi.org/10.5430/ijhe.v13n1p1","url":null,"abstract":"The current study explored how relational antecedents and emotional experiences were associated with faculty-centered versus student-centered approaches to teaching in higher education. One hundred and forty-one faculty members from two institutions of higher education in the United States completed self-report surveys regarding an undergraduate course they were teaching that semester. Path analyses showed that faculty reports of a secure attachment style were positively correlated with positive teaching-related emotions and, in turn, with greater use of a student-centered, inquiry-based approach to teaching emphasizing engagement with course material and restructuring of students’ knowledge. Faculty reports of avoidant and anxious-ambivalent attachment styles were correlated with greater negative teaching-related emotions and, in turn, with greater use of a faculty-centered, direct instruction teaching approach. These findings suggest that attachment theory is a useful lens through which to understand why faculty might feel more positively or negatively about their teaching and, in turn, the teaching approaches they employ. We discuss how our findings might inform the re-design of faculty training programs to encourage reflection on relationship styles and greater positive emotions about teaching.","PeriodicalId":510213,"journal":{"name":"International Journal of Higher Education","volume":" 18","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139620252","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 aims to explore the internal relationship between academic burnout, social support, and the life satisfaction of Chinese overseas students using the College Student's Learning Burnout Scale, the Social Support Scale, and the Life Satisfaction Scale to survey 167 international students. It is indicated by the results that the overall academic burnout of international students is at the upper-middle level, the level of objective support, subjective support, and overall social support of female international students is greater than that of male international students, but there is no significant difference in the utilisation of support between female and male international students. Social support has a significant and positive predictive effect on life satisfaction, while the relationship between social support and life satisfaction is negatively moderated by academic burnout.
{"title":"Social Support, Academic Burnout, and Life Satisfaction of International Students","authors":"Xinyi Ma, Min Hu, Donglou Li, Hui Wang","doi":"10.5430/ijhe.v13n1p14","DOIUrl":"https://doi.org/10.5430/ijhe.v13n1p14","url":null,"abstract":"This study aims to explore the internal relationship between academic burnout, social support, and the life satisfaction of Chinese overseas students using the College Student's Learning Burnout Scale, the Social Support Scale, and the Life Satisfaction Scale to survey 167 international students. It is indicated by the results that the overall academic burnout of international students is at the upper-middle level, the level of objective support, subjective support, and overall social support of female international students is greater than that of male international students, but there is no significant difference in the utilisation of support between female and male international students. Social support has a significant and positive predictive effect on life satisfaction, while the relationship between social support and life satisfaction is negatively moderated by academic burnout.","PeriodicalId":510213,"journal":{"name":"International Journal of Higher Education","volume":"34 20","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139528393","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}
Reviewer Acknowledgements for International Journal of Higher Education, Vol. 12, No. 6, 2023
国际高等教育学报》第 12 卷第 6 期审稿人致谢，2023 年
{"title":"Reviewer Acknowledgements for International Journal of Higher Education, Vol. 12, No. 6, 2023","authors":"Susan Y. H. Sun","doi":"10.5430/ijhe.v12n6p156","DOIUrl":"https://doi.org/10.5430/ijhe.v12n6p156","url":null,"abstract":"Reviewer Acknowledgements for International Journal of Higher Education, Vol. 12, No. 6, 2023","PeriodicalId":510213,"journal":{"name":"International Journal of Higher Education","volume":"20 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139158320","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 impact of trauma extends across various aspects of individual development, emotional regulation, and social behaviours, subsequently influencing academic performance, classroom engagement, and overall achievements in educational settings. Recognizing higher education as a pivotal stage in the educational system, it is imperative to address the development of trauma-informed practices at this level. This article aims to contribute to this discourse by systematically collecting and reviewing relevant literature pertaining to higher education and trauma-informed practices. Its objective is to organize and analyze the existing literature from 2015 to 2023 on the evolution of trauma-informed practices in higher education, elucidate its current developmental status, underscore its significance, and engage in a discussion regarding the implications and future directions for research in the field of trauma-informed higher education.
{"title":"Trauma-Informed Practices in Higher Education: A Comprehensive Literature Review (2015–2023)","authors":"Hui Gao, Peng-Fei Chen, Lijuan Yao","doi":"10.5430/ijhe.v12n6p149","DOIUrl":"https://doi.org/10.5430/ijhe.v12n6p149","url":null,"abstract":"The impact of trauma extends across various aspects of individual development, emotional regulation, and social behaviours, subsequently influencing academic performance, classroom engagement, and overall achievements in educational settings. Recognizing higher education as a pivotal stage in the educational system, it is imperative to address the development of trauma-informed practices at this level. This article aims to contribute to this discourse by systematically collecting and reviewing relevant literature pertaining to higher education and trauma-informed practices. Its objective is to organize and analyze the existing literature from 2015 to 2023 on the evolution of trauma-informed practices in higher education, elucidate its current developmental status, underscore its significance, and engage in a discussion regarding the implications and future directions for research in the field of trauma-informed higher education.","PeriodicalId":510213,"journal":{"name":"International Journal of Higher Education","volume":"39 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139184531","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 examines the association between the heterogeneity of groups of learners, specifically in terms of dominant intelligences, and the novelty and originality of their learning projects in an entrepreneurship project, based on Gardner’s multiple intelligence theory. The main predictors of product novelty and originality were found to be motivation for learning and the number of dominant intelligences in a group. Findings also indicate that the recommended composition of intelligences for groups of learners in the field of entrepreneurship is a combination of bodily-kinesthetic intelligence, intrapersonal intelligence, mathematical-logical intelligence, and musical-rhythmic intelligence. Findings may have implications for entrepreneurship education and for teaching, learning and project assessment practices, with teachers implementing diverse teaching strategies directed at the needs of different learners.
{"title":"Learners’ Heterogeneity, Dominant Intelligences, and the Effects of Originality and Innovation in Entrepreneurship","authors":"Irina Rotnitsky, R. Yavich, N. Davidovitch","doi":"10.5430/ijhe.v12n6p116","DOIUrl":"https://doi.org/10.5430/ijhe.v12n6p116","url":null,"abstract":"This study examines the association between the heterogeneity of groups of learners, specifically in terms of dominant intelligences, and the novelty and originality of their learning projects in an entrepreneurship project, based on Gardner’s multiple intelligence theory. The main predictors of product novelty and originality were found to be motivation for learning and the number of dominant intelligences in a group. Findings also indicate that the recommended composition of intelligences for groups of learners in the field of entrepreneurship is a combination of bodily-kinesthetic intelligence, intrapersonal intelligence, mathematical-logical intelligence, and musical-rhythmic intelligence. Findings may have implications for entrepreneurship education and for teaching, learning and project assessment practices, with teachers implementing diverse teaching strategies directed at the needs of different learners.","PeriodicalId":510213,"journal":{"name":"International Journal of Higher Education","volume":"153 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139234336","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 paper aims to identify the factors that hinder the implementation of Communicative Language Teaching (CLT) in secondary schools in rural areas of Bangladesh and China. The study adopts a subjective approach and is conducted in four rural schools located in Banskhali, Chittagong, Bangladesh, and Shanghai, China. To gather data regarding the challenges associated with implementing CLT in these institutions, eight secondary English language teachers were interviewed. The findings highlight several obstacles, including a shortage of qualified teachers, excessively large class sizes, and a lack of modern classroom materials, among others. The results of this study may have implications for language policymakers and practitioners seeking ways to enhance CLT practices in rural Bangladesh and China.
{"title":"Rural English Teaching Methods and Improvements along with Hurdles in Bangladesh and China","authors":"Yazhou Li, Ujjal Ahmod, Zahirul Alam Kajal","doi":"10.5430/ijhe.v12n6p105","DOIUrl":"https://doi.org/10.5430/ijhe.v12n6p105","url":null,"abstract":"This paper aims to identify the factors that hinder the implementation of Communicative Language Teaching (CLT) in secondary schools in rural areas of Bangladesh and China. The study adopts a subjective approach and is conducted in four rural schools located in Banskhali, Chittagong, Bangladesh, and Shanghai, China. To gather data regarding the challenges associated with implementing CLT in these institutions, eight secondary English language teachers were interviewed. The findings highlight several obstacles, including a shortage of qualified teachers, excessively large class sizes, and a lack of modern classroom materials, among others. The results of this study may have implications for language policymakers and practitioners seeking ways to enhance CLT practices in rural Bangladesh and China.","PeriodicalId":510213,"journal":{"name":"International Journal of Higher Education","volume":"195 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139240946","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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