Journal articles: 'University students, Support'

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Akın, Ahmet, Serhat Aslan, Eyüp Çelik, Çınar Kaya, and Nihan Aslan. "STUDENT ACADEMIC SUPPORT AS A PREDICTOR OF LIFE SATISFACTION IN UNIVERSITY STUDENTS." Eurasian Academy of Sciences Social Sciences Journal 2, no. 1 (March 15, 2015): 38–49. http://dx.doi.org/10.17740/eas.soc.2015-v2-04.

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Uchida, Yasuhiro. "Support School Students and Students’ University Choices:." Journal of Educational Sociology 98 (2016): 197–217. http://dx.doi.org/10.11151/eds.98.197.

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Usheva, Tatyana F. "The Role of Reflexive Support of University Students in the Learning Process." International Journal of Psychosocial Rehabilitation 24, no. 4 (April 30, 2020): 6217–28. http://dx.doi.org/10.37200/ijpr/v24i4/pr2020432.

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Ninh Nguyen, Hai, Thi Tra Phuong Nguyen, Thi Dieu Phan, Cam Tu Pham, and Thi Truc Tran. "Addressing the interplay amongst university support, student experience, and university brand image at Vietnamese higher education institutions." Problems and Perspectives in Management 20, no. 2 (May 25, 2022): 311–20. http://dx.doi.org/10.21511/ppm.20(2).2022.26.

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During the last three years, the Covid-19 pandemic has made landmark changes in all aspects of the society and higher education is no exception. The current study examines the interrelationships between university support, student experience, and university brand image. The study used partial least square–structural equation modeling (PLS-SEM) and Smart PLS 3.3.7 to conduct the analysis. Research data were collected by structured questionnaire with 300 students from various studying majors of 12 prominent universities across the nation. The findings firstly suggest that university support has a positive and significant impact on students’ perceived support and overall student experience. Second, the student experience has a noticeable impact on the university image. In addition, the current paper also emphasizes the significant role of student experience in mediating the relationship between university brand image and student perceived support. Practically, universities have been suggested to provide more support for students, including both policies and activities, to improve student perceptions of support and experience. An outstanding student experience is critical to develop and enhance the university brand image. As a result, the findings aid higher education institutions in enhancing their competitiveness in today’s dynamic educational environment.

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Robbins, Paul R., and Roland H. Tanck. "University Students' Preferred Choices for Social Support." Journal of Social Psychology 135, no. 6 (December 1995): 775–76. http://dx.doi.org/10.1080/00224545.1995.9713981.

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Belenkova, Larisa Yuryevna, Elena Vladimirovna Skudnyakova, and Svetlana Anatolyevna Sazonova. "Psychological and Pedagogical Support of Professional Development of Students in an Inclusive University Environment." International Journal of Early Childhood Special Education 14, no. 1 (March 17, 2022): 363. http://dx.doi.org/10.9756/int-jecse/v14i1.221044.

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The article reflects the problem of psychological and pedagogical support of the educational process in an inclusive environment of the university, presents the results of experimental work aimed at the formation of professional and pedagogical motivation of students during university education, in which the study of disciplines of socio-psychological orientation that contribute to their successful professional development.

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Lu, Genshu, Yaping Song, and Bingchao Pan. "How University Entrepreneurship Support Affects College Students’ Entrepreneurial Intentions: An Empirical Analysis from China." Sustainability 13, no. 6 (March 15, 2021): 3224. http://dx.doi.org/10.3390/su13063224.

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Given the major role of new enterprises founded by university alumni in creating employment and promoting economic development, it is well known that Chinese universities have implemented plenty of impressive initiatives to support students’ entrepreneurship. However, little is yet known about how students evaluate university entrepreneurship support and how it affects students’ entrepreneurial intentions. This study utilizes 13,954 recent college graduates from Chinese higher education institutions as a sample and aims to examine students’ perceptions of the support they received from universities and its influence on students’ entrepreneurial intentions. The results illustrate that students are not very satisfied with various university entrepreneurship supports. Findings also indicate that university entrepreneurship support positively impacts students’ entrepreneurial intentions, although it is not a very strong relationship. Moreover, university entrepreneurship support positively affects entrepreneurial attitude, subjective norms, and entrepreneurial self-efficacy, which in turn determine entrepreneurial intention. Entrepreneurial attitude, subjective norms, and entrepreneurial self-efficacy play a mediating role between university entrepreneurship support and entrepreneurial intention. The study contributes to the entrepreneurial literature theoretically and provides practical recommendations for policymakers and university administrators in China to reconsider and improve their entrepreneurship supports to encourage more students to become entrepreneurs.

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Yee, Renee Chew Shiun. "Perceptions of Online Learning in an Australian University: Malaysian Students’ Perspective – Support for Learning." International Journal of Information and Education Technology 5, no. 8 (2015): 587–92. http://dx.doi.org/10.7763/ijiet.2015.v5.573.

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Anwar, Maheen. "Linking Social Support, Social Anxiety and Maladaptive Daydreaming: Evidence from University Students of Pakistan." Foundation University Journal of Psychology 2, no. 2 (January 31, 2018): 141–81. http://dx.doi.org/10.33897/fujp2.16.

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Aismontas, B. B., S. V. Panyukova, and G. G. Saitgalieva. "Academic Support of Students with Disabilities in University." Психологическая наука и образование 22, no. 1 (2017): 60–70. http://dx.doi.org/10.17759/pse.2017220108.

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The paper presents materials concerning the organization of educational process and creation of special educational environment for students with disabilities. It focuses on the development and application of special academic resources appropriate for different types of disability; also, it describes approaches to designing print and electronic learning resources (coursebooks, study materials etc.) for students with visual, hearing and motor impairments depending on their disability and character of perception of information. The paper discusses conditions that promote students’ awareness of the means of accessing special learning resources. The authors stress the necessity of creating a unified educational and methodological pool of materials on various aspects of teaching students with disabilities. Finally, the paper reveals features of implementation of basic pedagogical technologies, including the ones that involve distant communication between a teacher and a student, and analyses several teaching techniques aimed at students with disabilities, highlighting the effectiveness of practice-oriented teaching.

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Sharin, V. I. "University Students As Subjects of Family Support Relationships." Social’naya politika i sociologiya 19, no. 4 (December 28, 2020): 196–204. http://dx.doi.org/10.17922/2071-3665-2020-19-4-196-204.

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the article is aimed at studying the relationship of family support. The scientific literature gives ambiguous assessments of the nature of mutual assistance between parents and their adult childrenstudents. Therefore, the main research tasks are to establish the nature of parental support in families with student children and to assess the impact of the gender factor on support. The methodological basis of the study was the development of the theory of reciprocity by B. Malinovsky and K. Polanyi, as well as the works of leading foreign and Russian scientists. The study was conducted on the basis of a set of general scientific methods, such as system analysis, generalization and systematization, comparison, and questionnaires. The empirical basis of the study is a survey of 300 students and 12 individual semi-structured interviews of students of the Ural State University of Economics, collected in 2020. The survey data and interviews were analyzed in order to identify the peculiarities of the nature of family assistance in families with student children, as well as the influence of the gender factor. As a result of the study, it was found that the relations of family assistance in families with student children are interdependent, symmetrical, and non-equivalent in nature, and they are based on the principle of reciprocity. Children help their parents, as a rule, according to the situation, if necessary. The main types of assistance are household management, as well as emotional and psychological support. Gender influences family care relationships. Thus, daughters are more concerned about their parents than sons. In these families, student children are much more likely to help on a regular, permanent basis, more often provide parents with financial assistance, emotional and psychological support, assistance in caring for parents and in household management. Material and emotional and psychological support from parents is at a high level, regardless of the child’s gender.

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Allen, Mary J., and Debbi Miller Gutierrez. "University Students' Support for Heterosexual Women with Aids." Psychological Reports 65, no. 1 (August 1989): 171–76. http://dx.doi.org/10.2466/pr0.1989.65.1.171.

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Support for a woman heterosexual AIDS victim was examined among 237 university students, 54% female and 54% upper division, with a mean age of 23.7 yr. A questionnaire containing one of four scenarios (AIDS resulting from unsafe sex, unsafe drug use, sex with an unfaithful husband, or a blood transfusion) measured support by people's willingness to sign or circulate a petition supporting the victim's right to attend college classes. A five-way mixed-design analysis of variance showed that victims who took risks received less support, that respondents were more willing to sign than to circulate a petition, and, while men did not discriminate among the four scenarios, women were most likely to offer support to “innocent” victims who contracted AIDS without sexual behavior. In addition, respondents who knew someone with AIDS were more likely to sign the petition. AIDS, particularly when contracted through risky behavior, is a disease with social ramifications beyond its threat to public health.

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Harley, Dave, Sandra Winn, Sarah Pemberton, and Paula Wilcox. "Using texting to support students’ transition to university." Innovations in Education and Teaching International 44, no. 3 (August 2007): 229–41. http://dx.doi.org/10.1080/14703290701486506.

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Radoshnova, I. L. "DESIGNING SOCIO-EDUCATIONAL SUPPORT FOR FOREIGN UNIVERSITY STUDENTS." Vestnik Orenburgskogo gosudarstvennogo universiteta 234 (2022): 45–50. http://dx.doi.org/10.25198/1814-6457-234-45.

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The intensive development of the vector of teaching foreign students at domestic universities indicates the need for a theoretical and scientific-methodological justification for its successful implementation in pedagogical practice. As a leading methodological basis for improving educational activities with students, I considered design. My theoretical study of the experience of domestic universities in the field of international educational cooperation in the field of higher education. The focus on developing academic mobility and increasing the export potential of the Russian education system contributes to the successful achievement of a number of significant goals. Among them: the formation of the competitiveness of Russian universities, increasing the attractiveness of Russian education in the world market, increasing the total income from the payment of foreign citizens studying in the Russian Federation, providing the Russian economy with qualified foreign specialists, strengthening the “soft power” of our country by participating in the formation of elites of foreign states. To implement these key areas, more efficient use of social and educational support resources is required, including relevant, relevant to the modern social period, scientifically based approaches and technologies. The experience of the teaching staff of the Orenburg State University with foreign students at the Faculty of Training of Foreign Citizens showed that design is a basic condition for the success of their social and educational support. Targeted interaction with students in educational, social, communicative, leisure project activities contributed to the orientation towards the personalization of relations, considering their individual characteristics of development, level of upbringing and training. Thus, a set of design possibilities, using technologies and models for the implementation of targeted assistance in the adaptation, personal and professional socialization of foreign students arriving at the university, will be useful in the pedagogical practice of teachers, lecturers, curators from institutions of higher and secondary vocational education.

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Bewick, Bridgette M., and Adla Betsaida Martins Teixeira. "Improving students’ wellbeing at university." Revista Docência do Ensino Superior 11 (February 15, 2021): 1–9. http://dx.doi.org/10.35699/2237-5864.2021.24160.

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This article presents the work done by Leeds University to develop a wellbeing program for students. Dr. Bridgette Bewick, an Associate Professor at School of Medicine, discusses her work on behavioral and psychological understanding of how to improve and support the mental health and wellbeing of university students. She affirms that improvement and support services to students’ mental health and wellbeing are necessary but not sufficient to facilitate student success while at university. Dr. Bewick hihglights the urgency to develop practices consistent with pedagogical wellbeing to address student education challenges that have been exacerbated by the Covid-19 pandemic.

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Stott, Carolyn. "Partnering with students to support international students in an Australian university setting." International Journal for Students as Partners 6, no. 2 (October 18, 2022): 69–78. http://dx.doi.org/10.15173/ijsap.v6i2.4517.

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This case study reflects on a 2019 project involving a staff-student partnership that focussed on improving the international student experience at an Australian university. The project responded to the need for international students to feel a sense of belonging and connectedness to an Australian university as a buffer against the challenges they face that are part of the acculturation process undergone upon arrival. The project’s main output was the creation of short videos destined for three target audiences: international students, domestic students, and academics who teach international students. The project’s objectives were to build relationships between international and domestic students and between academics and students, as well as to minimise misunderstandings held by international students about studying at this university and misconceptions held by domestic students and academics about international students. This case study provides an innovative and practical model for staff-student collaborations in higher education.

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Yasin, Siti Munira, Aisyah Zubillah, Mohamad Ikhsan Selamat, and Nurhuda Ismail. "Tobacco-Free Policy Support among Students in University Campuses." Environment-Behaviour Proceedings Journal 5, no. 14 (July 1, 2020): 119–26. http://dx.doi.org/10.21834/ebpj.v5i14.2246.

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The purpose of this study was to determine support for various tobacco-free policies among students in public universities. This cross-sectional study was conducted among 406 students from three main campuses of a university in July 2018. Three hundred ninety-two students responded from three campuses in Selangor. There was a significant association between knowledge of secondhand smoke (SHS) and the types of tobacco-free policies. Students who perceived knowing the dangers of SHS also supported smoke-free cars and campus policy. In conclusion, knowledge of secondhand smoke, third-hand smoke, and tobacco-free policies should be enhanced. Keywords: Tobacco-free campus, Second-hand smoker, students. eISSN: 2398-4287© 2020. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer-review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia. DOI: https://doi.org/10.21834/ebpj.v5i14.2246

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Reinders, Hayo. "Nonparticipation in University Language Support." JALT Journal 27, no. 2 (November 1, 2005): 209. http://dx.doi.org/10.37546/jaltjj27.2-4.

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Research has shown that many students studying abroad face great difficulties and run the risk of failing courses as a result of problems with the language (cf. Ballard & Clanchy, 1997). At a university in New Zealand it was found that over 70% of all resident second language speakers had a level of English that did not prepare them adequately for university study. In response, a free language support programme was offered to help students improve their English and develop their skills for independent learning. Students with identified language needs were strongly encouraged to take part in the programme. However, both the participation and completion rates were disappointing, especially among Japanese students. Several previous studies have reported similar findings, but little information is available on the reasons for this lack of participation (e.g. Voller, Martyn, & Pickard, 1999; Mak & Turnbull, 1999). The current study is an attempt to investigate why, in spite of strong encouragement, students chose to (not) make use of the available support and what determined their completion of the programme. It was found that while time constraints played an important role, so did students’ perceptions of the programme and the type of support it would offer. A number of practical recommendations for support staff working on such programmes are given. 先行研究では、留学中の学生の多くが、語学的な問題のために、学業の困難に直面し、落第の危機にさらされていることが示されている(cf. Ballard, & Clanchy 1997)。ニュージーランドの一大学では、英語を第２国語として話す学生全体の７０%以上が、大学での勉強に十分に対応できるだけの英語力が備わっていないことが判明した。それに対応する形で、学生の英語力と、自立的な学習スキルの向上を助けるために、無料の語学サポートプログラムが提供された。語学的必要が認められている学生には、強くこのプログラムへの参加が促された。しかしながら、参加率、終了率のどちらを見ても、期待はずれなもので、これは、特に日本人の学生の間で、顕著であった。多くの先行研究が、これに似た結果を報告しているが、このような非参加の理由に関しては、情報が非常に少ない。本研究では、なぜ学生達が利用できるサポートを利用した（あるいはしなかった）のか、そして、何がこのプログラムの終了の要因となったのか、を調査するひとつの試みである。時間的な制約のみではなく、学生のプログラムとこれが提供するだろうサポート内容の性格に対する印象も、重要な役割を果たしたことが判明した。最後に、このようなプログラムに従事するサポートスタッフのための、実用的な提案を示す。

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Haitao, Wang. "Covid-19 Effects Towards University Students." Journal of Digitainability, Realism & Mastery (DREAM) 1, no. 01 (July 8, 2022): 23–29. http://dx.doi.org/10.56982/journalo.v1i01.9.

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The objective of this research was to study the relationship of seven independent variables (factors) which are administrative support, course content, course design, instructor characteristics, learner characteristics, social support, and technical support on the affect’s quality of E-Learning in higher education students during this massive pandemic COVID-19. The study aims to explore the quality of e-learning in higher education from the students’ perspective. There is a need for future studies to expose the quality of e-learning in higher education in the post-COVID-19 pandemic. Further researchers will bring the performance level of e-learning during the COVID-19 pandemic.

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Gelaidan, Hamid Mahmood, and Aliyu Olayemi Abdullateef. "Entrepreneurial intentions of business students in Malaysia." Journal of Small Business and Enterprise Development 24, no. 1 (February 20, 2017): 54–67. http://dx.doi.org/10.1108/jsbed-06-2016-0078.

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Purpose The purpose of this paper is to empirically examine the effects of relational support, educational support and self-confidence on entrepreneurial intentions of undergraduate business students in a university. Design/methodology/approach To empirically validate the conceptual model and test the hypothesised relationships, the authors collected data from 227 business students at an AACSB-accredited university in Malaysia through random sampling. Findings The results were based on analyses from structural equation modelling using the SmartPLS software. The findings show that entrepreneurial intention of business students is significantly influenced by educational and relational support; however, the moderating effects of self-confidence in the relationship between educational support, relational support and entrepreneurial intention are not significant. The paper clearly shows that relational and educational supports are two important factors that can influence the entrepreneurial intention of university students. Originality/value This research contributes to literature on entrepreneurial motivations and intentions through its empirical findings of the hypothesised relationships. It theoretically contributes to existing knowledge by integrating relevant themes from entrepreneurial motivations theory and the theory of planned behaviour. Finally, it offers alternative recommendations to university authorities and policymakers about business students’ entrepreneurship intention.

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KATO, Takao, and Syunichi ISHIHARA. "Research of sexual difference of supporter and perceived support in university students." Proceedings of the Annual Convention of the Japanese Psychological Association 74 (September 20, 2010): 3AM014. http://dx.doi.org/10.4992/pacjpa.74.0_3am014.

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Pruett, Mark W., Harun Şeşen, J. R. M. Pandian, and Greg Winter. "Female Students." JWEE, no. 1-2 (June 29, 2018): 40. http://dx.doi.org/10.28934/jwee18.12.pp40-53.

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We have conducted the first-ever study of female and male Afghan university students about entrepreneurship and entrepreneurship education. Students at this new university in Afghanistan provided data on their intentions, entrepreneurial disposition, perceptions about the university role, and their beliefs about barriers and motives to entrepreneurship. On the one hand, we find significant differences between women and men in disposition and intentions, with women having lower levels of disposition and intentions. On the other hand, the two groups display remarkably similar views of the importance of numerous entrepreneurship motives and barriers. They also feel the same about the positive university support of their entrepreneurship interests. In other words, although young Afghan women and men appear to feel different about themselves and their plans, they hold relatively similar views on the reasons for entrepreneurship, the impediments to entrepreneurship, and the potential of university education and support to foster entrepreneurship in both sexes.

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Cedeño, María Leonila García, Anicia Katherine Tarazona Meza, and Robert Gonzalo Cedeño Mejía. "Resilience and Support Networks for University Students with Disabilities." International Research Journal of Management, IT & Social Sciences 5, no. 2 (February 19, 2018): 164. http://dx.doi.org/10.21744/irjmis.v5i2.634.

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Resilience is a phenomenon that can be studied in catastrophic situations but also in everyday matters such as disability, this being an alternative way of working in the environment that requires the adaptation of the social networks that contain and support people with this condition. The research was conducted at the Technical University of Manabí applied to the population of students with disabilities. The paper presents an analysis of support networks and their relationship with student resilience. The results related to the application of the Saavedra-Villalta test are shown, which allowed to correlate the level of resilience of the sample studied with the support networks. An analysis linked to the interpretation of the Pearson correlation coefficient is presented. The result obtained is presented by applying semi-structured interviews to a sample of 48 disabled students.

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Wazir, Sehrish, and Horima Akbar. "Perceived Social Support and Emotional Intelligence in University Students." Journal of Professional & Applied Psychology 1, no. 2 (December 30, 2020): 79–85. http://dx.doi.org/10.52053/jpap.v1i2.22.

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The present research entitled was conducted to investigate the relationship between perceived social support and emotional intelligence. It was hypothesized that social support has positive correlation with emotional intelligence but negative correlation with female gender. The data was collected from 300 students (134 males and 166 females) from three universities of Southern Punjab. Cross-sectional research design was used. Multidimensional Scale for Perceived Social Support (MSPSS) and Self -Report Measure of Emotional Intelligence (SRMEI) were used to measure the two variables. Results were analyzed by t-test and correlations using Statistical Package for the Social Sciences, version 20. It was discovered that perceived social support has a significant positive correlation with emotional intelligence. It was further revealed that family provides more social support as compared to friends and significant others. Gender has no significant impact on perceived social support and emotional intelligence. Recommendations have also been discussed.

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Tuamsuk, Kulthida, Kanyarat Kwiecien, and Jutharat Sarawanawong. "A university library management model for students’ learning support." International Information & Library Review 45, no. 3-4 (September 2013): 94–107. http://dx.doi.org/10.1080/10572317.2013.10766377.

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Pillay, Anthony L., and Harshalini Y. Bundhoo. "Mauritian Undergraduate University Students' Sources of Stress and Support." South African Journal of Psychology 41, no. 4 (December 2011): 417–23. http://dx.doi.org/10.1177/008124631104100402.

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Mulder, Ann M., and Andrew Cashin. "The Need to Support Students with Autism at University." Issues in Mental Health Nursing 35, no. 9 (August 27, 2014): 664–71. http://dx.doi.org/10.3109/01612840.2014.894158.

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Hamdan-Mansour, Ayman M., and Hania A. Dawani. "Social Support and Stress Among University Students in Jordan." International Journal of Mental Health and Addiction 6, no. 3 (October 6, 2007): 442–50. http://dx.doi.org/10.1007/s11469-007-9112-6.

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Mellgren, Caroline. "University students’ support to penalty enhancement for hate crime." Journal of Scandinavian Studies in Criminology and Crime Prevention 17, no. 2 (July 2, 2016): 185–202. http://dx.doi.org/10.1080/14043858.2016.1260328.

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M. Nazri, Engku, Aida Mauziah Benjamin, and Syariza Abdul-Rahman. "Students’ Career Decision Support System." Journal of Social Sciences Research, SPI6 (December 25, 2018): 1062–74. http://dx.doi.org/10.32861/jssr.spi6.1062.1074.

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Many studies reveal that upon graduation, most university undergraduates are still unclear about their future. Questions like whether they would be able to find a suitable job, which job sector should they be in, and what factors to consider in determining their job selection, often arise. In this paper we present a career decision support system to help these students plan for their career. The system will propose the most suitable job sector that a student should be in, based on the weights given for each determining factor selected and the evaluation of job sectors with respect to each factor done by the student himself. The evaluations are then combined and calculated using a simple scoring model approach. The system which was developed using Visual Basic 6 can be used by any student with minimal supervision, or by the academic career counselors as one of the tools to help students.

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M. Nazri, Engku, Aida Mauziah Benjamin, and Syariza Abdul Rahman. "Students’ Career Decision Support System." Journal of Social Sciences Research, SPI6 (December 25, 2018): 683–94. http://dx.doi.org/10.32861/jssr.spi6.683.694.

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Many studies reveal that upon graduation, most university undergraduates are still unclear about their future. Questions like whether they would be able to find a suitable job, which job sector should they be in, and what factors to consider in determining their job selection, often arise. In this paper we present a career decision support system to help these students plan for their career. The system will propose the most suitable job sector that a student should be in, based on the weights given for each determining factor selected and the evaluation of job sectors with respect to each factor done by the student himself. The evaluations are then combined and calculated using a simple scoring model approach. The system which was developed using Visual Basic 6 can be used by any student with minimal supervision, or by the academic career counselors as one of the tools to help students.

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Quynh, Ho Thi Truc. "SOCIAL SUPPORT AMONG VIETNAMESE UNIVERSITY STUDENTS: EVIDENCE OF GENDER DIFFERENCES." Dalat University Journal of Science 12, no. 1 (May 11, 2021): 69. http://dx.doi.org/10.37569/dalatuniversity.12.1.777(2022).

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Social support is considered to be an important element of relationships. Previous studies have provided evidence that low social support is closely related to poor physical and mental health. Gender has an important influence on social support for university students; however, research on the level of social support and differences in social support by gender for Vietnamese university students is still lacking. The current study aims to investigate the level of social support and gender differences in social support for Vietnamese university students. A total of 859 Vietnamese university students have completed the Perceived Social Support Scale (PSSS). The results revealed that Vietnamese university students have a high level of social support and that male students have a lower level of social support than female students. Factors that may contribute to gender differences in social support are discussed. These findings have important implications for the development of interventions to provide gender-based social support.

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Kaur, Rajinder, and Seema Sharma. "Gender Differences in Social Adjustment and Interpersonal Support among Undergraduate Students." International Journal of Bio-resource and Stress Management 13, no. 1 (January 31, 2022): 53–61. http://dx.doi.org/10.23910/1.2022.2331.

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The present study was conducted during 2019 in Guru Nanak Dev University, Amritsar (GNDU); Punjab Agricultural University, Ludhiana (PAU) and Punjabi University, Patiala (PUP), Punjab, India to investigate the gender differences and relationship between social adjustment and interpersonal support among university students of Punjab. The sample consisted of 480 university students randomly selected from three purposively selected government universities of Punjab state i.e. Guru Nanak Dev University, Amritsar; Punjab Agricultural University, Ludhiana and Punjabi University, Patiala, India. An equal number of students distributed across both the gender were randomly selected from each university. Social Adjustment and Interpersonal Support Evaluation Scales were used for the study. The social adjustment of the university students was measured by using the Social Adjustment Scale and Interpersonal Support Evaluation scale was used to measure the peer support available to university students. Data was analyzed using t-test and Karl-Pearson’s coefficient of correlation. The results of the study revealed that male students had displayed significantly better social adjustment and interpersonal support than their female counterparts. Furthermore, correlation analysis emphasized that interpersonal support had positive relationship with social adjustment among male students whereas in case of female students, interpersonal support was found to have non-significant positive relationship with social adjustment. Because female students less likely to express their problems or emotions with their age mates as well as less involved in social activities as compared to male students. Therefore, Interpersonal support played a major role in the social adjustment of the students at university level.

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Kakada, Praveen, Yogesh Deshpande, and Shilpa Bisen. "Technology Support, Social Support, Academic Support, Service Support, and Student Satisfaction." Journal of Information Technology Education: Research 18 (2019): 549–70. http://dx.doi.org/10.28945/4461.

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Aim/Purpose: The study aimed to investigate the influence of technology support, social support, academic support, and service support on student satisfaction and their relationships in private and state universities. Background: Coherent support between students, teachers, and management is usually extended beyond classroom scheduling and space. This support has a positive significant influence on student satisfaction, which may influence students’ academic, behavioral, emotional and social development. This support is assisted via technology, social, academic, and instant service support, which may have an impact on its nature. Methodology: In the current study, a cross-sectional survey was used to collect the research data. Convenience sampling was used to select the participants for the study. It targeted a population sampled from engineering students from both private and state universities of central India (n=240). In quantitative data analysis, descriptive and inferential statistics were used. The collected data were analyzed with SPSS. Contribution: The present study expands the growing body of knowledge about student satisfaction via technology, social, academic, and service support. We identify the unique aspects of factors that are positively related to student satisfaction, which shed light on student satisfaction. Findings from this study may assist educators (while in training and/or professional development programs) to reflect upon their educational strategies to enhance the level of satisfaction among the students and to check how their students can benefit from the support system in the institution. Findings: The results indicated that the institutional support dimensions –technology support, academic support, social support, and service support –are positively significantly related to student satisfaction in both state and private universities. Recommendations for Practitioners: As a result of the study, it is recommended to university policymakers and administrations to provide and emphasize the importance of institutional support. In addition, it is recommended to provide students with knowledge that focuses on technology, academic, social, and other related service support. Doing so can provide valuable insight into students’ level of satisfaction enhancement with institutional support. Recommendation for Researchers: As a result of the study, it is recommended to university policymakers and administrations to provide and emphasize the importance of institutional support. In addition, it is recommended to provide students with knowledge that focuses on technology, academic, social, and other related service support. Doing so can provide valuable insight into students’ level of satisfaction enhancement with institutional support. Impact on Society: This paper is a broad overview using a survey, so future research should focus on a more detailed analysis of the consequence of student satisfaction, possibly using controlled experiments. In addition, qualitative exploration is advisable, as it may shed more light on the unique aspects of factors that are related to student satisfaction. Future Research: This paper is a broad overview using a survey, so future research should focus on a more detailed analysis of the consequence of student satisfaction, possibly using controlled experiments. In addition, qualitative exploration is advisable, as it may shed more light on the unique aspects of factors that are related to student satisfaction.

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Bencéné-Fekete, Andrea. "Talent support at Kaposvár University, Faculty of Pedagogy." Practice and Theory in Systems of Education 10, no. 4 (December 1, 2015): 410–18. http://dx.doi.org/10.1515/ptse-2015-0039.

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AbstractThe shared aim of the professors working at the Faculty of Pedagogy is to help their students find the field, in which they are able to show extraordinary achievements. They help the students recognize what they are talented in and provide them the necessary support to act on this field. The talented students are most often helped by pedagogues; however, no one deals with the issue of pedagogues, who are talented and fulfill their jobs on the highest level. At Kaposvár University, Faculty of Pedagogy a three-step talent support program – based on the Czeizel-talent model – and mentorship for talented pedagogues have been introduced. During the sessions of Csokonai Student Talent Support Program each student is granted with the possibility to participate in research method lectures, rhetoric and personal development trainings and sessions how to create presentations. This new, three-step method has initiated cooperation in professional questions among not only students, but also pedagogues on our faculty.

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Freibergs, Zigmunds, and Aleksandrs Kolesovs. "UNIVERSITY STUDENTS’ GROWTH GOALS, OPPORTUNITIES FOR GOAL FULFILLMENT, AND PERCEIVED UNIVERSITY AND MESOSYSTEM SUPPORT." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 7 (May 28, 2021): 86–94. http://dx.doi.org/10.17770/sie2021vol7.6159.

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This study assessed the relationship between students’ growth goals and perceived opportunities to achieve these goals in Latvia and the perceived support from the university and the mesosystem. Socialization models emphasize that the setting of personal goals occurs in continuous interaction with the sociocultural context, which includes perceived opportunities to achieve these goals and the interpersonal environment. Both – perceived support from close people (mesosystems) and perceived support from the university – are significant for students. The study involved 432 university students between 18 and 49. We have assessed the extent to which students’ goals regarding education, work, and personal growth are predicted by perceived opportunities to achieve these goals in Latvia and by the perceived support from parents, relatives, friends, classmates, teachers, and the university as an institution. The results of structural equation modeling revealed that personal growth goals are positively predicted by all three elements - the perceived opportunities to achieve these goals and the perceived academic and mesosystem support. The support of the classmates was connected to the support of the mesosystem that indicates the importance of friendly relations among students. Students’ growth goals were the most closely associated with the perceived support in their specific environment – the university. In general, the results confirm the complex interaction of personal growth goals with the social and cultural environment in particular circumstances.

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Šándorová, Zdenka. "Special Educational Support for University Students in the Czech Republic." Armenian Journal of Special Education 4, no. 2 (August 23, 2021): 122–31. http://dx.doi.org/10.24234/se.2021.4.2.270.

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The education of school children and university students with special educational needs is enabled mainly due to the creation of an inclusive educational environment. In the Czech Republic, inclusive educational environment support is being carried out from an early age within the framework of social services. Within this scope, this analytical paper describes the inclusive environment of the university and the disability support services provided. At the same time, the article focuses mainly on the issues of the inclusive environment within university education and describes the situation at the University of Pardubice in the Czech Republic. Results of the situation analyses are showing that providing the students with special educational needs with access to university studies leads to an equality of their educational opportunities

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Clements, Douglas H., and Julie Soromo. "Computers Support Algebraic Thinking." Teaching Children Mathematics 3, no. 6 (February 1997): 320–25. http://dx.doi.org/10.5951/tcm.3.6.0320.

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Try this problem: Write an equation using the variables S and P to represent this statement: “There are six times as many students as pro-lessors at this university.” Use S for the number of students and P for the number of professors.

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Kravets, Ruslan, Viktoriia Tereshchuk, and Oleksandr Markovets. "INFORMATION SUPPORT FOR CONDUCTING ONLINE SURVEYS OF STUDENTS." OPEN EDUCATIONAL E-ENVIRONMENT OF MODERN UNIVERSITY, no. 13 (2022): 53–61. http://dx.doi.org/10.28925/2414-0325.2022.134.

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In this scientific work, two versions of the survey are considered: 1) a survey based on the resource "One question - many opinions"; 2) a survey based on the virtual learning environment of the Lviv Polytechnic National University. The questions concerned the situation within the group, the cost of training, and the time of classes. Appropriate diagrams have been created to better understand the processes in the interaction and data flow. The created diagrams will provide an understanding of how entities interact with each other and what analysis processes the information received from the target audience takes place. To achieve this goal, current research on this topic was analyzed. Surveys are an important component of creating appropriate working and learning conditions through feedback between the university and students or employees. The COVID-19 pandemic has forced a rethinking of the role of online services in creating conditions for education and work. Thanks to the implementation of these services in the process of interaction with students, it became clear that such technologies have certain advantages and their further use will have a positive effect on the activities of the department and the university in general. The article contains a simulation of a situation when it is necessary to find out the opinion of students, an approach to its solution, and the result. These models of situations make clear the importance of communication between the university and students, thanks to such surveys, students can influence the activities of the department, which will make the learning process more comfortable and productive. Anonymous surveys allow you to find out students' opinions about things that can sometimes be difficult to say directly. This article shows that when students were asked about bullying, such questions should be answered candidly, and anonymity would facilitate this. The information obtained will indicate whether a conversation about the dangers of bullying should be held to prevent various dangers. Online survey services are becoming indispensable tools, as can be seen from the conducted research, the university receives important information, and based on the results of the received answers, activities in these areas will be formed.

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Decker, Jessica C., and Valerie Beltran. "Meeting the Needs of All Students." International Journal of Online Pedagogy and Course Design 12, no. 1 (January 2022): 1–11. http://dx.doi.org/10.4018/ijopcd.295954.

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Universities typically offer support services to students in the form of technology assistance, academic tutoring, and mentoring programs. This mixed methods study explored supports provided to undergraduate students enrolled in online education courses at a four-year Hispanic Serving Institution (HSI) in Southern California. This study looked at the degrees to which undergraduate students enrolled in online courses took advantage of these services, their perceptions of the impact of such participation, and recommendations for additional support services specific to the online environment. The majority of students surveyed reported not utilizing many of the support services offered by the university. Recommendations include expanding support services to increase accessibility and connecting supports more clearly to course content.

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Donlon, Máire, and Eabhnat Ní Fhloinn. "Mathematics support sessions for second-level students." MSOR Connections 15, no. 1 (September 5, 2016): 47. http://dx.doi.org/10.21100/msor.v15i1.348.

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This paper reports on a free drop-in mathematics support service offered to secondary school students by Dublin City University. Pre-service mathematics teachers volunteered as tutors in the scheme, which was available to students from 1st – 6th year. Both students and tutors were surveyed to ascertain the benefits of the scheme to all parties involved.

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Sjölundh, Therese, and Clas Wahlbin. "Entrepreneurial Students." Industry and Higher Education 22, no. 6 (December 2008): 441–52. http://dx.doi.org/10.5367/000000008787225902.

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Students at Jönköping University are encouraged to start their own businesses in parallel with their studies, and the university offers support as part of its encouragement. Jönköping students currently start up around 50 firms each year. These start-ups account for about 15 per cent of the new firms in the local community and they also bring other benefits to the region. Support for the student businesses is provided by the Business Lab section of Science Park Jönköping. The support system is open and student-driven: it is always available, there is no selection of ideas or people, and its direction and pace are to a large degree determined by the students themselves. In addition, the general business coaches are close to both the student and the business culture, there is no separate ‘coach culture’, and the support system is well integrated into the science park. These success factors are incorporated into a general model of the meeting between two cultures, viewed as a value-creating process that changes character over time.

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Kee, Daisy Mui Hung, Muhammad Akif Syazwan, Mohd Danial Rusydi, Mohd Arief Anwar, Mohd Hazim Islah, Yasmeen Firoz Khan, and Varsha Ganatra. "Trust, Perceived Support and Organizational Citizenship Behavior Among Undergraduate Students in Universiti Sains Malaysia." Asia Pacific Journal of Management and Education 4, no. 3 (November 20, 2021): 49–60. http://dx.doi.org/10.32535/apjme.v4i3.1268.

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Most research on organizational citizenship behavior (OCB) has been conducted in industrial or organizational environments. This paper explores the concept of OCB among undergraduate students in Universiti Sains Malaysia. This paper investigates the link between trust, perceived support, and OCB. The findings indicate that students with high-quality social exchange relationships with their lecturers, classmates, and university are more likely to develop OCB. This indicates that trust and perceived support lead to OCB among undergraduate students. This study provides important insight to university management and academic staff about how trust and perceived support can boost their students’ OCB. The survey was carried out through Google Form. These data were analyzed using SPSS.

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Md Jaafar1*,, Fauziah, Tengku Faekah Tengku Ariffin, Khaliza Saidin, and Fahainis Mohd Yusof. "PSYCHOSOCIAL DEVELOPMENT AMONG UNIVERSITY STUDENTS." International Journal of Education, Psychology and Counseling 6, no. 42 (September 5, 2021): 262–70. http://dx.doi.org/10.35631/ijepc.642021.

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Higher education institutions face various challenges and obstacles in producing quality graduates who not only excel academically but also grow holistically, ready to face the job market upon their graduation from university. In line with this issue, strong psychosocial development, as well as a learning experience, is very necessary for students in higher education. Educational institutions are responsible for providing quality learning experiences and programs that are relevant to the needs of the job market industry so that students can apply the knowledge they have acquired at the school. Through the survey method, a total of 347 students responded to the survey questionnaire containing 61 items. Descriptive data analysis was conducted to see the level of psychosocial development of students. The findings showed that the Goal Setting factor was the highest (M = 4.07) and exceeded the mean score for the Autonomy Development factor and the Interpersonal Relationship Development factor. These findings also indicate that the Goal Setting factor is the most robust Psychosocial Development factor. This illustrates that respondents ’ability to determine their life goals is higher than other factors. It is hoped that this study can provide guidelines and empirical support to the Theory of Psychosocial Development to explain the contribution of students in improving their psychosocial development. In practical terms, students need to be exposed to more opportunities and experiences throughout their time at university.

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Anjum, Temoor, Muhammad Farrukh, Petra Heidler, and Julián Andres Díaz Tautiva. "Entrepreneurial Intention: Creativity, Entrepreneurship, and University Support." Journal of Open Innovation: Technology, Market, and Complexity 7, no. 1 (December 31, 2020): 11. http://dx.doi.org/10.3390/joitmc7010011.

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To study the impact of perceived creativity disposition on entrepreneurial attitude and intentions, based on the theory of planned behavior, a model of the relationship between perceived creativity disposition and entrepreneurial intentions and attitude was constructed, relevant hypotheses were proposed, and the moderation mechanism of perception of university support on perceived creativity disposition and entrepreneurial intentions was also developed and analyzed. The study population included university business students in Pakistan. A sample of 330 students was selected from eight universities in Lahore and Islamabad, Pakistan. A random stratified sampling technique was executed. For this study, a cross-sectional and quantitative research design was used based on the survey process. The two-part questionnaire was used for data collection. Smart-PLS software version 3.2.7 was used to assess the hypothesis of this study. It was found that perceived creativity disposition and attitude toward entrepreneurship has a positive influence on entrepreneurial intention. It was also discovered that the perception of university support moderates the relationship between perceived creativity disposition and entrepreneurial intention. In this study, the moderation effect of perception of university support on the relationship between perceived creativity disposition and entrepreneurial intention was acknowledged. As a policy implication, the government should ensure students with an innovative entrepreneurial environment and well-built perception of university support are supported through different channels. Finally, a conceptual model was proposed based on adopting the theory of planned behavior, and the study ends with a conclusion and implications for future research.

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Vecherskaya, Svetlana E. "Decision Support System for an Art University." Indian Journal of Software Engineering and Project Management 1, no. 2 (July 10, 2021): 8–12. http://dx.doi.org/10.35940/ijsepm.b9005.071221.

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A prototype of an automated decision support system for creative universities has been developed, which will allow assessing the achievements particularly talented students and identifying the needs in the learning process in order to help organize the educational process in accordance with identified capabilities. Use of a decision support system based on the Bayesian classifier is suggested which will allow to evaluate factors contributing to the progress in teaching students particular techniques, and in perspective to assess the possible resources that will be required to make changes to the learning. The list of specific performance indicators is given. The system should contribute to the formation of the learning plan, taking into account the capabilities of both a group art workshop as a whole, and special needs of an individual to develop, if necessary an individual approach.

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Vecherskaya, Svetlana E. "Decision Support System for an Art University." Indian Journal of Software Engineering and Project Management 1, no. 2 (July 10, 2021): 8–12. http://dx.doi.org/10.54105/ijsepm.b9005.071221.

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A prototype of an automated decision support system for creative universities has been developed, which will allow assessing the achievements particularly talented students and identifying the needs in the learning process in order to help organize the educational process in accordance with identified capabilities. Use of a decision support system based on the Bayesian classifier is suggested which will allow to evaluate factors contributing to the progress in teaching students particular techniques, and in perspective to assess the possible resources that will be required to make changes to the learning. The list of specific performance indicators is given. The system should contribute to the formation of the learning plan, taking into account the capabilities of both a group art workshop as a whole, and special needs of an individual to develop, if necessary an individual approach.

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Chung, Yeon Kyoung. "A Study on university students’ reading support services through university library data analysis." JOURNAL OF READING RESEARCH 43 (May 31, 2017): 9–34. http://dx.doi.org/10.17095/jrr.2017.43.1.

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Chavajay, Pablo. "Perceived Social Support among International Students at a U.S. University." Psychological Reports 112, no. 2 (April 2013): 667–77. http://dx.doi.org/10.2466/17.21.pr0.112.2.667-677.

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This study investigated the extent and sources of perceived social support among international students attending a northeastern university in the United States. Using the Index of Sojourner Social Support Scale, international students reported perceiving greater socioemotional and instrumental support from other international people than from Americans. Results also indicated that younger international students perceived more socioemotional and instrumental support from others than did older international students. The findings point to sources of social support available to international students in the host culture and the important role such types of social support may play in helping international students make adjustments to living and studying in a new cultural context.

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Lai, Agnes Y. K., George O. C. Cheung, Asa C. M. Choi, Man-Ping Wang, Polly S. L. Chan, Angie H. Y. Lam, Esther W. S. Lo, Chia-Chin Lin, and Tai-Hing Lam. "Mental Health, Support System, and Perceived Usefulness of Support in University Students in Hong Kong Amidst COVID-19 Pandemic: A Mixed-Method Survey." International Journal of Environmental Research and Public Health 19, no. 19 (October 9, 2022): 12931. http://dx.doi.org/10.3390/ijerph191912931.

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Background: This study explored the association of students’ mental health with their support system, identified the preferred ways and sources of support, investigated the perceived usefulness of available university support, and recommended actionable strategies to enhance students’ mental health. Method: An online questionnaire survey and semi-structured focus group interviews were conducted in 2021. Results: Among 1121 university students, 39.4% reported anxiety symptoms, which were less common in Chinese students and those pursuing medical and health programmes. Overall, 32.6% reported depression symptoms, which were more common in undergraduates. Both anxiety and depression symptoms were less common in students with higher resilience and support system and more common in students with family distress. Students with higher resilience had a better support system and less family distress. Perceived support from universities was lower than from peers and families. Peer support and phone contacts were the most preferred sources and ways of support. The most useful available university support was updated university guidelines, and the least useful was the emotional hotline service from universities The qualitative findings corroborated the quantitative results. Conclusion: We suggested that a holistic care approach and more proactive student-oriented university support would help students face adversity and enhance mental health.

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Journal articles on the topic 'University students, Support'

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