university students

  • Acceptance factors on the use of social networks for academic purposes of management sciences students

    Author: Alejandro Valencia
    Author: Mauricio Vélez-Salazar
    Author: Ana María Correa-Díaz
    Author: Carolina Vélez-Salazar
    Year of publication: 2015
    Source: Show
    Pages: 133-143
    DOI Address: https://doi.org/10.15804/tner.2015.42.4.11
    PDF: tner/201504/tner20150411.pdf

    This study examines factors involving the acceptance of social networks for academic purposes. A survey was applied to 290 graduate students as a quantitative methodological design. The main finding is that students thought that greater use of social networks for academic purposes would improve interaction and feedback among peers and also would improve teaching-learning processes. Also, students considered their skills as sufficient to use social networks for academic purposes, expressing their intention to incorporate them into the subjects dynamics.

  • Academic procrastination and factors contributing to its overcoming

    Author: Eva Nábělková
    Author: Jana Ratkovská
    Year of publication: 2015
    Source: Show
    Pages: 107-118
    DOI Address: https://doi.org/10.15804/tner.2015.39.1.09
    PDF: tner/201501/tner20150109.pdf

    Procrastination is generally understood as the practice of irrationally putting activities or tasks off to a later time. In the case of academic procrastination, it is a tendency to put off academic tasks. The main objective of the presented research study was to map strategies of Slovak university students used for overcoming academic procrastination, as well as to test the relationship of procrastination with potential protective factors-volitional regulation and achievement motivation. Based on the results of our research, strategies of social motivation and positive attitude are, on average, the most frequently used to overcome academic procrastination. Results of the research also confirmed a negative correlation of procrastination with volitional regulation and its dimensions, as well as with some dimensions of achievement motivation.

  • Czech University Students‘ Use of Study Resources in Relation to the Approaches to Learning

    Author: Zuzana Sikorová
    Author: Tomáš Barot
    Author: Marek Václavík
    Author: Iva Červenková
    Year of publication: 2019
    Source: Show
    Pages: 114-123
    DOI Address: https://doi.org/10.15804/tner.19.56.2.09
    PDF: tner/201902/tner5609.pdf

    The paper reports on an empirical survey aiming to find out what study resources university students use and whether the frequency of the use of specific resources is related to deep and surface approaches to learning. An exploratory survey was carried out using two instruments - the ASSIST questionnaire adapted for Czech students and a newly designed questionnaire The Use of Study Resources. The sample consisted of 2,671 students from six faculties. Results showed that the most frequently used resources were students’ own notes from lectures and seminars, presentations created by teachers and course readers. Statistical analysis proved that there is a relation between the frequency of the use of study resources and the student’s approach to learning.

  • Identyfikacje narodowe młodzieży akademickiejjako efekt kategoryzowania społecznego na pograniczu polsko-czeskim

    Author: Ewa Ogrodzka-Mazur
    Institution: Uniwersytet Śląski w Katowicach
    ORCID: https://orcid.org/0000-0001-9990-6176
    Year of publication: 2021
    Source: Show
    Pages: 221-237
    DOI Address: https://doi.org/10.15804/em.2021.02.12
    PDF: em/15/em1512.pdf

    Podjęte rozważania koncentrują się na kwestiach dotyczących przejawianych przez młodzież akademicką identyfikacji narodowych. W pedagogicznej analizie podjętej problematyki przyjęto konceptualizacje teoretyczno-metodologiczne, nawiązujące do: Pawła Boskiego teorii tożsamości kulturowej opartej na wartościach i praktykach w warunkach dwu- i wielokulturowej socjalizacji, Tadeusza Lewowickiego teorii zachowań tożsamościowych oraz teorii kontaktu międzygrupowego i wzajemnego różnicowania międzygrupowego, wywodzących się z hipotezy kontaktu. Podstawą do nakreślenia zachodzących procesów identyfikacyjnych w okresie aktualnych zmian społecznych stały się badania porównawcze przeprowadzone w latach 2018-2019 na pograniczu polsko-czeskim. Analiza oraz interpretacja zgromadzonego materiału empirycznego wskazują na zachodzące zmiany w obszarze kryterialnych oraz korelatywnych atrybutów tożsamościowych polskich i czeskich studentów. Są one warunkowane innymi czynnikami niż kulturyzacją i socjalizacją rodzinną, jak również zachodzącymi w różnym stopniu i zakresie zarówno w przeszłości, jak i współcześnie procesami asymilacyjnymi na polsko-czeskim pograniczu.

  • Sense of Coherence among University Students: Research Report

    Author: Marta Mirosława Perkowska
    Institution: University of Białystok
    ORCID: https://orcid.org/0000-0002-2856-9800
    Year of publication: 2021
    Source: Show
    Pages: 157-171
    DOI Address: https://doi.org/10.15804/kie.2021.02.11
    PDF: kie/132/kie13211.pdf

    This article presents selected factors conditioning the sense of coherence among university students. Results were obtained after analysis of statistical data collected in a group of 467 students. Antonovsky’s Sense of Coherence Questionnaire (SOC-29) was used in the research. The results obtained showed a predominance of a moderate level of the sense of coherence in the group of studied students. The study confirmed the existence of a dependency between the sense of coherence and the sex, year of study, and civil status of the studied persons. The other two variables, i.e., course of studies and declared level of religiosity, only showed certain tendencies. The results presented in this paper confirmed the need to shape coherence through education and socialization as a socially significant personal predisposition. The sense of coherence facilitates both self-reflection and self-development in the individual. Conclusions formulated on the basis of the obtained results point to the necessity of taking up a contemporary pedagogical challenge, which is health education. An additional recommendation is to enrich educational programs with activities the goal of which is to create a high sense of coherence in their recipients, which, by definition, should have pro-health consequences for a wide group of beneficiaries.

  • Remote Learning During the Covid-19 Pandemic in the Opinion of Polish University Students

    Author: Małgorzata Biedroń
    Institution: University of Wrocław
    Author: Anna Mitręga
    Institution: University of Wrocław
    Author: Mirosława Wawrzak-Chodaczek
    Institution: University of Wrocław
    Year of publication: 2021
    Source: Show
    Pages: 122-133
    DOI Address: https://doi.org/10.15804/tner.21.64.2.10
    PDF: tner/202102/tner6410.pdf

    Universities around the world have overwhelmingly switched to online teaching and e-learning, necessitated by social distancing measures due to the COVID-19 pandemic. In order to provide education as eff ectively as possible and achieve the required educational objectives, people involved in the teaching process at the university have taken a number of steps to give students access to materials necessary to obtain the intended learning outcomes in a particular subject. In this article, we present the results of empirical research on remote classes at Polish universities during the COVID-19 pandemic. Th e research focused on methods and forms of distance learning.

  • Social Media and Task Performance: Does Being Online distract task completion?

    Author: Michał Piotrowski
    Institution: University of Silesia in Katowice
    Author: Katarzyna Ślebarska
    Institution: University of Silesia in Katowice
    ORCID: https://orcid.org/0000-0003-2032-0469
    Author: Krystyna Buszman
    Institution: University of Silesia in Katowice
    ORCID: https://orcid.org/0000-0003-2725-7511
    Year of publication: 2022
    Source: Show
    Pages: 249-260
    DOI Address: https://doi.org/10.15804/tner.22.67.1.19
    PDF: tner/202201/tner6719.pdf

    At present, social media are connected with education. Both influence daily life and studying since they impact formal and informal relations. This study explores the role of social media in task performance. Based on Mackworth’s clock test, we experimented with university students (N=54), which assessed their capacity to concentrate on the task when exposed to notifications from social networking. We explored whether the appearance of social media notifications regarding different stimulus properties (i.e., sound and vision) lowered cognitive resource capacity to concentrate on the main task. The findings revealed that the mere presence of notifications affected task performance. However, the focal relationship was more complex.

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