RESUMEN

To test the reliability and validity of the "Defeat Scale" and explore whether the scale is suitable for use in surveys of college athletes. A total of 226 athletes from five universities in China were selected for evaluation using the defeat scale. Factor analysis and correlation analysis were used to explore the reliability and validity of the defeat scale. Exploratory factor analysis showed that two factors could be extracted from this scale, namely a sense of decadence and a sense of low achievement. Confirmatory factor analysis showed that the model fit of the two factors was excellent (X2/DF = 2.809, RMSEA = 0.092, SRMR = 0.054, NFI = 0.891, IFI = 0.927, CFI = 0.926, GFI = 0.919, TLI = 0.910) . The convergent validity AVE values are 0.579 and 0.505 respectively, AVE > 0.5, and the combined reliability is 0.946 and 0.746 respectively. Both > 0.7 indicate good convergence effect. The arithmetic square roots of AVE, 0.760 and 0.710, are both higher than the absolute value of the correlation coefficient between the two dimensions, 0.30, indicating good discriminant validity; and the Cronbach's alpha coefficient of defeat is 0.931, and the Spearman-Brown coefficient is 0.888. The defeat scale has good reliability and validity among college athletes.

Asunto(s)

Asunto(s)

RESUMEN

The need for strategies to tackle substance abuse reveals the urgent need to reformulate care models. This article reports on the pedagogical experience of undergraduate nursing students in developing knowledge aligned with the needs of alcohol and other drug users. Method: An experience report aimed at reflecting on pedagogical strategies in the training of nurses. The population consisted of 37 students from the second and third periods of the undergraduate nursing course. The activities were developed in three main stages: 1) Participation in Debate Cycles; 2) Classes on Pedagogical Strategies; and 3) Preparation and Presentation of Interventions. Results: The development of pedagogical strategies by the students, revealed a significant effort to face the challenges associated with the abusive use of alcohol and other drugs. The predominant choice of digital technologies, such as apps and websites, highlights a growing trend to incorporate technological resources into health education and intervention, reflecting the evolution of pedagogical practices and adaptation to contemporary needs. Conclusion:The methodological approach adopted, which included participation in debate cycles, the application of active methodologies and the development of digital technologies, highlighted the students' ability to create relevant educational solutions adapted to contemporary needs.

La necesidad de estrategias para abordar el abuso de sustancias revela la urgencia de reformular los modelos de atención. El artículo relata la experiencia pedagógica de estudiantes universitarios de enfermería en el desarrollo de conocimientos alineados con las necesidades de los consumidores de alcohol y otras drogas. Método: Reporte de experiencia con el objetivo de reflexionar sobre las estrategias pedagógicas en la formación de enfermeros. La población estuvo formada por 37 estudiantes del segundo y tercer periodo del programa de pregrado de enfermería. Las actividades se desarrollaron en tres etapas principales: 1) Participación en Ciclos de Debate; 2) Clases sobre Estrategias Pedagógicas; y 3) Preparación y Presentación de Intervenciones. Resultados: El desarrollo de estrategias pedagógicas por parte de los estudiantes, reveló un esfuerzo significativo para enfrentar los desafíos asociados al uso abusivo de alcohol y otras drogas. La elección predominante de tecnologías digitales, como apps y sitios web, pone de manifiesto una tendencia creciente a incorporar recursos tecnológicos en la educación e intervención en salud, reflejando la evolución de las prácticas pedagógicas y la adaptación a las necesidades contemporáneas. Conclusión:El enfoque metodológico adoptado, que incluyó la participación en ciclos de debate, la aplicación de metodologías activas y el desarrollo de tecnologías digitales, puso de relieve la capacidad de los estudiantes para crear soluciones educativas pertinentes y adaptadas a las necesidades contemporáneas.

A necessidade de estratégias para o enfrentamento do uso abusivo de susbtâncias revela a urgência de reformular modelos assistenciais. O artigo relata a experiência pedagógica dos estudantes do curso de graduação em Enfermagem no desenvolvimento de saberes alinhados às necessidades dos usuários de álcool e outras drogas. Método: Relato de experiência que objetiva refletir sobre estratégias pedagógicas na formação de Enfermeiros. A população consistiu em 37 estudantes do segundo e terceiro períodos do curso de graduação em Enfermagem. As atividades foram desenvolvidas em três etapas principais: Participação em Ciclos de Debate; 2) Aulas com o tema Estratégias Pedagógicas e; Elaboração e Apresentação de Intervenções. Resultados: O desenvolvimento de estratégias pedagógicas pelos estudantes, revelou um esforço significativo para enfrentar os desafios associados ao uso abusivo de álcool e outras drogas. A escolha predominante por tecnologias digitais, como aplicativos e sites, destaca uma tendência crescente de incorporar recursos tecnológicos na educação e intervenção em saúde, refletindo a evolução das práticas pedagógicas e a adaptação às necessidades contemporâneas. Conclusão:A abordagem metodológica adotada, que incluiu a participação em ciclos de debate, a aplicação de metodologias ativas e o desenvolvimento de tecnologias digitais, evidenciou a capacidade dos discentes de criar soluções educacionais relevantes e adaptadas às necessidades contemporâneas.

RESUMEN

Objective: Digital interventions can be effective in preventing and treating common mental health conditions among university students. Incorporating student experiences and perspectives in the design and implementation of these programmes may improve uptake and engagement. This qualitative study explored university students' perspectives of a low-intensity video-based mental health intervention, their recommendations for implementing the programme in university settings, and their views and recommendations to address barriers to engagement. Methods: Participants (N = 115) were students (mean = 20.63 years, SD = 2.10) with elevated distress from 31 Australian universities drawn from a randomised controlled trial of the Uni Virtual Clinic-Lite (UVC-Lite). Data from students randomised to the intervention condition were collected via semi-structured interviews (n = 12) and open-ended questions during post-intervention surveys (n = 103). Data were analysed using content analysis. Results: Participants generally reported positive views of the intervention, and most felt it should be offered to students as a universal intervention. Multiple methods of disseminating the intervention were suggested, including through university counselling, official platforms (e.g. student support services) and informal channels (e.g. word-of-mouth promotion). Difficulty integrating the programme into everyday life, pre-existing beliefs about mental health and technology-related factors were highlighted as barriers to engagement. Conclusion: A low-intensity video-based mental health intervention was generally considered to be acceptable and appropriate for students with mild to moderate distress. Participants provided several suggestions to encourage uptake of the intervention and possible pathways to disseminate the intervention to students. The effectiveness of these should be examined in future trials.

RESUMEN

AIM: To explore the experiences of interdisciplinary Higher Educational Academics within Nursing, Midwifery, Pharmacy and Biomedical Science in the use of teaching squares as a formative, collaborative pedagogical tool to promote reflection. BACKGROUND: One approach to enhancing academic teaching practice involves the provision of feedback to individual academics. This approach can be challenging for the reviewer, hence other less intimidating approaches are popular. One such approach is the teaching square. In this approach typically 4 other teaching staff are involved in observing their peers' teaching methods (synchronous or asynchronous) and then engaging in a cycle of personal reflection. Reflection on teaching practices of their peers can provide opportunity to improve their own teaching. Typically teaching squares involve participants from the same academic discipline, however, in this study participants from related yet different disciplines were purposely connected and the benefits of this approach assessed. DESIGN: A qualitative descriptive design was used to explore the participants' experiences of undertaking interdisciplinary teaching squares through online questionnaires and focus group feedback opportunities. METHODS: This study was undertaken between August 2022 to June 2023 at an Australian university. Sixteen academic staff members from Nursing, Midwifery, Pharmacy & Pharmaceutical science and Biological science expressed an interest in the project. Five participants elected not to continue citing time pressures and 11 staff members participated in the project. Participation involved completing the teaching square experience and a subsequent focus group that were held to explore their experiences of undertaking a teaching square. The demographic survey data were presented and the focus group interviews were recorded, transcribed and analysed thematically. RESULTS: Triangulation of the findings resulted in the identification of four main themes: Teaching squares for professional networks; Perceptions of Safety; Stepping in and out of a reflective cycle; and Time Constraints vs. Time Value. CONCLUSIONS: The study aimed to explore the effectiveness of teaching squares in encouraging academic reflection on teaching and fostering a collaborative teaching culture within interdisciplinary higher education academics. An unexpected finding was the value and promotion of interdisciplinarity professional relationships and networks. The findings from this research project offer valuable insights into the benefits of adopting teaching squares in health education and contributes to evidence-based pedagogical practices.

RESUMEN

BACKGROUND: Internet gaming disorder among university students has become a great concern for university counsellors worldwide since the COVID-19 pandemic. The factors influencing the development of internet gaming disorder in students during the COVID-19 pandemic could be different from those before the pandemic. OBJECTIVE: This study aims to explore the associations among social isolation, self-control, and internet gaming disorder in Chinese university students and to examine whether self-control mediates the positive effects of social isolation on internet gaming disorder. METHODS: A cross-sectional survey was employed to collect data from university students in Shandong province of China from April to September 2022. The Isolation subscale of the Self-Compassion Scale, Self-Control Scale, and Internet Gaming Disorder Scale were used to assess the social isolation, self-control, and internet gaming disorder among university students, respectively. Models 4 and 5 of PROCESS software were used to analyze the mediating role of self-control and the moderating role of gender on the association between social isolation and internet gaming disorder. RESULTS: A total of 479 students were recruited from 6 universities located in 3 different regions of Shandong, China. Students had low levels of internet gaming disorder and moderate levels of social isolation and self-control, with mean scores of 8.94 (SD 9.06), 12.04 (SD 3.53), and 57.15 (SD 8.44), respectively. Social isolation was positively correlated with internet gaming disorder (r=0.217; P<.001), and self-control was negatively correlated with social isolation (r=-0.355; P<.001) and internet gaming disorder (r=-0.260; P<.001). Self-control played a mediating role in the association between social isolation and internet gaming disorder (ß=-.185, 95% CI -.295 to -.087). The effects of social isolation on internet gaming disorder among female students were lower than those among male students. CONCLUSIONS: Self-control was a mediator in the association between social isolation and internet gaming disorder. Moreover, gender played a moderating role in the association between social isolation and internet gaming disorder. This study highlights the need to alleviate the development of internet gaming disorder among students during a pandemic, especially that of male students. Effective interventions that lessen social isolation and promote self-control should be developed.

Asunto(s)

RESUMEN

Introduction: Sexual violence (SV) is frequent in universities, and a link has been demonstrated between SV and toxic substance use by university students in leisure settings. In Spain there is little scientific evidence in this regard, and SV prevention programmes are practically non-existent in Spanish universities. Objectives: To develop, implement, and evaluate an educational awareness-raising intervention regarding SV aimed at empowering university students to develop healthy affective-sexual relationships. Methods: Participatory action research intervention, implemented with a convenience sample of students recruited in a public university and qualitatively evaluated using a phenomenological approach. Results: The sample was composed of 22 women students, whose discourse revealed that SV acts are normalized in university leisure settings featured by the consumption of alcohol and other drugs. Post-intervention, the participants showed an increased understanding of SV, a heightened awareness of SV, and a greater capacity to identify SV acts. The intervention empowered the participants in terms of coping with SV situations and in raising awareness in their own social circles. Conclusions: The intervention changed the participants' attitudes and behaviours regarding SV, empowering them not only regarding their own affective-sexual relationships, but also in censoring attitudes and behaviours that foster SV, and in transmitting their acquired knowledge of SV in their social circles. Post-intervention, the participants considered themselves to be agents of social change in their environment and in terms of healthy affective-sexual relationships. Public contribution: University students participated in and evaluated an intervention that trained them to identify and to censor attitudes and behaviours that promote SV, empowered them as engines of social change, and showed them how to foster healthy affective-sexual relationships.

RESUMEN

This paper explores the following development questions that perplex most Africans: "Why do African countries rely on foreign companies and foreign experts for almost all our development projects? Why can't we build our own roads, process our own food, and mine our own minerals, oil, and gas? Why don't we have world-class hospitals and industries? How can we have so much natural wealth and yet be so poor? Why do we invent so little?" The answer lies in our failure to implement idea number two. There are two major ideas in educational policy. Idea number one is the obligation to educate all children because it is their fundamental human right as enshrined in the 1948 United Nations Declaration of Human Rights. Idea number two is the strategy of establishing and sustaining world class schools and universities for the education of the most highly gifted and highly talented citizens. Developed countries deploy both ideas aggressively. Underdeveloped countries in Africa have not implemented idea number two. Countries that have deployed idea number two have at least one university ranked among the top 200 in the world. The presence of great universities (top 200) in a country is a 21st century indicator of the presence of high levels of innovation, technology, development and wealth in that country. According to the three major rankings of world universities (Shanghai-ARWU, THE, and QS-topuniversities.com), none of the world's top 100 great universities is in Africa. Although Africa was a pioneer among the continents in innovations such as human language, domestication of fire, making of tools, invention of agriculture, development of writing, and creation of great centers of learning in ancient times, it has fallen behind other continents over the last 500 years and it has been disrupted by enslavement and colonization, and the structural adjustment programs (SAPs) of the IMF and the World Bank. Ancient African centers of innovation included the Ancient City of Benin and Timbuktu in Western Africa, the Kingdom of Kush and ancient Egypt in northern Africa, Axum in Eastern Africa, Mapungubwe and Great Zimbabwe in Southern Africa, and the Kingdom of Kongo in central-Africa. An African renaissance will only occur when we implement idea number two by establishing world class schools and at least one great university per African country.

Cet article explore les questions de développement suivantes qui intriguent la plupart des Africains : « Pourquoi les pays africains s'appuient-ils sur des entreprises et des experts étrangers pour presque tous nos projets de développement ? Pourquoi ne pouvons-nous pas construire nos propres routes, transformer nos propres aliments et extraire nos propres minéraux, pétrole et gaz ? Pourquoi n'avons-nous pas d'hôpitaux et d'industries de classe mondiale ? Comment pouvons-nous avoir autant de richesses naturelles et pourtant être si pauvres ? Pourquoi inventons-nous si peu ? La réponse réside dans notre échec à mettre en œuvre l'idée numéro deux. Il y a deux idées majeures en politique éducative. L'idée numéro un est l'obligation d'éduquer tous les enfants, car il s'agit de leur droit humain fondamental tel que consacré dans la Déclaration des droits de l'homme des Nations Unies de 1948. L'idée numéro deux est la stratégie consistant à créer et à maintenir des écoles et des universités de classe mondiale pour l'éducation des citoyens les plus doués et les plus talentueux. Les pays développés déploient ces deux idées de manière agressive. Les pays sous-développés d'Afrique n'ont pas mis en œuvre l'idée numéro deux. Les pays qui ont déployé l'idée numéro deux comptent au moins une université classée parmi les 200 meilleures au monde. La présence de grandes universités (les 200 meilleures) dans un pays est un indicateur du XXIe siècle de la présence de niveaux élevés d'innovation, de technologie, de développement et de richesse dans ce pays. Selon les trois principaux classements des universités mondiales (Shanghai-ARWU, THE et QS-topuniversities.com), aucune des 100 meilleures universités mondiales ne se trouve en Afrique. Bien que l'Afrique ait été un continent pionnier en matière d'innovations telles que le langage humain, la domestication du feu, la fabrication d'outils, l'invention de l'agriculture, le développement de l'écriture et la création de grands centres d'apprentissage dans l'Antiquité, elle a pris du retard sur les autres continents au fil du temps. Ces 500 dernières années ont été perturbées par l'esclavage et la colonisation, ainsi que par les programmes d'ajustement structurel (PAS) du FMI et de la Banque mondiale. Les anciens centres d'innovation de l'Afrique comprenaient l'ancienne ville du Bénin et Tombouctou en Afrique de l'Ouest, le royaume de Kouch et l'Égypte ancienne en Afrique du Nord, Axum en Afrique de l'Est, Mapungubwe et le Grand Zimbabwe en Afrique australe et le royaume de Kongo en Afrique centrale. . Une renaissance africaine ne se produira que lorsque nous mettrons en œuvre l'idée numéro deux en créant des écoles de classe mondiale et au moins une grande université par pays africain.

Asunto(s)

RESUMEN

Introduction: There is a need to understand which factors are associated with sickness absence in the context of public service in order to guide efforts to prevent illness in workers. Objectives: We investigated whether lifestyle, locus of health control, work-related stress, and self-perception of physical and mental health are associated with sickness absence from a biopsychosocial perspective. Methods: This is a cross-sectional study using an online questionnaire and the participants comprised 898 employees at a federal university. The assessment included instruments on sociodemographic and occupational characteristics, sickness absence, lifestyle (FANTASTIC Lifestyle scale), locus of control (Multidimensional Health Locus of Control Scale), workrelated stress (Health Safety Executive), and physical and mental health (Short-Form Health Survey 12 - version 2). A Poisson regression model was constructed using Generalized Estimating Equations to identify the variables associated with sickness absence, with a p ≤ 0.05 significance level. Results: We found that work-related stress, locus of control, physical and mental health, administrative or technical job role, female gender, and longer service time at the institution were associated with a higher number of days absent from work due to illness (for all associations, p < 0.001). Conclusions: The present study contributes to the literature by offering additional data on sickness absence in the context of Brazilian public university employees.

Introdução: É necessário compreender quais fatores estão associados ao absenteísmo-doença no contexto do serviço público para direcionar a prevenção do adoecimento em trabalhadores. Objetivos: Foi investigado se estilo de vida, lócus de controle da saúde, estresse relacionado ao trabalho e autopercepção de saúde física e mental estão associados com absenteísmodoença, a partir de uma perspectiva biopsicossocial. Métodos: Trata-se de um estudo transversal por meio de questionário online. Participaram 898 servidores públicos de uma universidade federal. Utilizaram-se cinco instrumentos: um questionário de características sociodemográficas e ocupacionais; a escala FANTASTIC Lifestyle, para avaliação do estilo de vida; a escala Multidimensional Health Locus of Control Scale, que avalia lócus de controle da saúde; as diretrizes do Health and Safety Executive, para avaliação do estresse relacionado ao trabalho; e o Short-Form Health Survey 12 - version 2, para avaliação da saúde física e mental. Para identificar as variáveis associadas ao absenteísmo-doença, foi empregado o modelo de regressão de Poisson através de equações de estimativas generalizadas, sendo considerado o nível de significância p ≤ 0,05. Resultados: Apontou-se que maior estresse relacionado ao trabalho, lócus de controle da saúde, pior autopercepção de saúde física e mental, técnicos administrativos, gênero feminino e maior tempo de serviço na instituição se associam com mais dias de ausência ao trabalho por motivo de doença (para todas as associações: p < 0,001). Conclusões: O presente estudo contribui com a literatura ao oferecer dados adicionais sobre absenteísmo-doença no contexto de serviço público universitário brasileiro.

RESUMEN

Introduction: The integration of remote work into higher education institutions has led to increased administrative activities and has affected quality of life, especially at work. Objectives: To verify the influence of income on the quality of life and quality of work life of administrative personnel of a higher education institution who worked remotely during the COVID-19 pandemic. Methods: This descriptive cross-sectional study included 18 employees who worked via home office in the teaching, research, and/or extension sectors of a public university in Bahia, Brazil. Data were collected through an online questionnaires regarding sociodemographic data, quality of life (36-item Short-Form Health Survey), and quality of work life (Total Quality of Work Life). Results: Older employees had higher income. Higher income was associated with higher quality of life scores for physical, emotional, and mental health, while lower income was associated with better scores for interpersonal relationships and work hours. There was a high prevalence of COVID-19 infection. Quality of life and quality of work life were considered worse than in the pre-pandemic period. Conclusions: Income influenced several aspects of quality of life and quality of work life (physical, emotional, and mental health, as well as interpersonal relationships and work hours) among university administrative personnel who worked remotely working during the COVID-19 pandemic.

Introdução: A implementação do trabalho remoto nas instituições de ensino superior tem provocado um aumento nas atividades administrativas e causado diversos efeitos na qualidade de vida, sobretudo em relação ao trabalho. Objetivos: Verificar a influência da renda na qualidade de vida e na qualidade de vida no trabalho dos servidores técnicos administrativos de uma instituição de ensino superior em home office durante a pandemia da covid-19. Métodos: Tratou-se de um estudo transversal descritivo com 18 servidores técnicos administrativos em home office, lotados nos setores de ensino, pesquisa e/ou extensão de uma universidade pública no estado da Bahia, Brasil. Os dados foram coletados por meio de um questionário on-line no qual se investigou dados sociodemográficos, a qualidade de vida (Short-Form Health Survey) e a qualidade de vida no trabalho (Total Quality of Work Life). Resultados: Os técnicos administrativos mais velhos possuíam maior renda. A maior renda esteve associada a melhores escores na qualidade de vida para os aspectos físicos, emocionais e de saúde mental, enquanto aqueles com menor renda obtiveram melhores escores na qualidade de vida no trabalho para os aspectos relações interpessoais e jornada de trabalho. Houve elevada prevalência de contaminação pela covid-19, e a qualidade de vida e a qualidade de vida no trabalho foram consideradas piores em comparação ao período pré-pandemia. Conclusões: A renda influencia em aspectos físicos, emocionais e de saúde mental, bem como em aspectos de relações interpessoais e jornada de trabalho, impactando a qualidade de vida e a qualidade de vida no trabalho de técnicos administrativos em home office durante a pandemia da covid-19.

RESUMEN

Background: Sexually transmitted infections (STIs) are common in young adults in Canada and their prevalence is rising. Assessing sexual health knowledge among young adults is essential for developing effective STI education strategies. However, there is limited research on the sexual health knowledge of Canadian university athletes, who have increased risks of STIs. Objective: To determine perceived and objective levels of knowledge on STIs among university athletes and their preferred methods of knowledge translation regarding sexual health information. Methods: U SPORTS athletes at the University of Saskatchewan and the University of Regina were invited to complete an electronic survey between January-March 2022. Participants completed the Sexual Transmitted Disease Knowledge Questionnaire (STD-KQ) and self-reported their confidence in their answers. Participants were asked about testing beliefs, where they receive their sexual health information and their preferred format for STI information delivery. Results: One hundred participants completed the survey (14% response rate). Participants had a median composite self-reported STI knowledge score of 2.8 out of 5 (interquartile range [IQR]: 2.4-3.6). The median participant scored 12 out of 27 (44%) on the STD-KQ (IQR: 8-17). Sixty-seven percent of participants received sexual health information from a physician. Sixty-one percent of participants believed embarrassment may prevent them from getting tested or screened. The three most popular methods of health information sharing were online modules (34%), in-person lectures/conferences (24%) and self-paced videos (20%). Conclusion: This study highlighted that STI knowledge is limited in university athletes. Comprehensive online educational interventions may be effective at improving knowledge.

RESUMEN

An increasing number of studies related to LGBT inclusion on university campuses have emerged over the past few years. While a number of these studies address complex challenges encountered in Western religious universities, very little research has investigated religious universities in Eastern, Sinophone communities. This study sheds light on a mentor system at a prominent Buddhist university in Taiwan to investigate mentors' understandings of and interactions with LGBT students. Through the use of both qualitative and quantitative measures, the researchers found very few mentors were even aware of interactions with LGBT students. A thematic analysis of focus group data found the mentors' understandings and attitudes could be classified into three distinct categories ranging from very supportive to unintentionally discriminatory. Overall, it seems Confucian values, rather than Buddhist doctrines, is a far more influential factor on mentors' understandings and attitudes toward LGBT individuals. In particular, conflicts between Confucian thought and LGBT inclusive practices may arise when individuals concurrently display a strong desire to help, Confucian understandings of "family," and very little understanding of gender or sexuality. Finally, this study offers recommendations for future research and universities.

RESUMEN

This study aims to evaluate the psychometric properties of the homophobia scale in students attending religion-based universities in Indonesia. This research is important as homosexuality is a controversial issue in the country and is still a topic of debate. The Homophobia Scale is a tool that assesses attitudes towards homosexuality through 17 items measuring positive affirmation, negative cognition, and the perceived threat of homosexual behavior. The scale was adapted for the Indonesian context, which is predominantly religious, based on The Heterosexual Attitudes Towards Homosexuality (HATH) Scale and Items, originally translated by bilingual experts. The translated scale was then reviewed for content by psychologists and communication experts, and field-tested for reliability and validity. Data from 327 students aged 18-35 from both state and private religion-based universities were analyzed using Rasch model analyses, including principal component analysis (PCA), reliability analysis, and differential item functioning (DIF) assessment. The study found that the homophobia scale accounted for 42.4 % of the raw variance, indicating its unidimensionality. The scale demonstrated an acceptable level of personal reliability and excellent reliability for individual items. Results revealed significant demographic effects, with age and study program showing more differential item functioning (DIF). Male students were more tolerant towards homosexuals than females. Additionally, students at state universities tended to be more tolerant but held negative views of homosexuality when associated with AIDS. In conclusion, the homophobia scale assessed in this study exhibits promising construct validity and sufficient psychometric properties. The findings indicate that negative stigma towards homosexuals and homophobia still persist among students at religion-based universities in Indonesia, despite limited interaction with homosexuals.

Asunto(s)

RESUMEN

Curriculum is the core element of talent cultivation in universities, and its quality directly determines that of the talent cultivation. However, the efficiency of online course resource allocation in universities of China is unacceptable, and the corresponding driving mechanisms are unclear. Based on the data of iCourses platform for a top university (H University) of China, this paper develops the DEA-Malmquist index and Tobit regression model to evaluate the efficiency of university online course resource allocation and explore its main influencing factors. The empirical results indicate that, first of all, humanities and social sciences outperform natural sciences in the resource allocation efficiency of online courses. Compared with non-national premium online courses, the resource investment redundancy of national premium online courses appears relatively lower. Secondly, from the perspective of temporal changes, the total factor productivity of online course resource allocation generally has a downward trend. The innovation effect of technological progress is more significant, while the catch-up effect of technical efficiency is clearly insufficient. Scale efficiency is the main factor hindering its improvement. Finally, in terms of the factors affecting the efficiency of online course resource allocation, teachers' research guidance capability, teaching research skills, and the number of courses offered have significantly positive impact.

Asunto(s)

RESUMEN

While young people's alcohol consumption has fallen sharply in the United Kingdom and other high-income countries, universities remain places where heavy drinking is routine and normative. Drawing on interviews with undergraduate students, this article explores how heavy drinking is part of how students negotiate a sense of belonging and form personal relationships. Theoretical work on belonging and relationality is used to make sense of students' encounters with alcohol. Consistent with the decline in youth drinking, several interviewees had limited experience of heavy drinking prior to university, and some were not interested in taking it up. After describing how heavy drinking facilitates belonging in certain spaces of student life, we examine the strategies of non- and low-drinking students in navigating these spaces. Attending to their strategies suggests that becoming known as 'social persons' is key to negotiating belonging without drinking heavily. We conclude by considering how universities might better accommodate the desire for belonging for the increasingly large proportion of students with limited experience of or desire for alcohol by creating opportunities for students to form personal relationships in ways that do not involve alcohol or where alcohol is peripheral to the activity.

RESUMEN

Alcohol consumption among college students continues to be a significant public health concern for colleges and universities across the country. However, a preponderance of research primarily included White samples from predominantly white institutions. Unsurprisingly, this practice limits what is known regarding alcohol consumption among African American male college students on historically Black campuses. Notably, as a "rite of passages" from childhood to adulthood, early exposure to alcohol consumption has been viewed as a cultural norm in African American families. The negative consequences associated with alcohol abuse, early exposure to alcohol, and the prevalence of problem drinking among college students in general, mandated further research facilitating a better understanding of this public health concern on historically Black campuses. This study examined alcohol use among African American male college students, investigating relationships between demographics and socio-cultural factors as predictors of alcohol consumption among African American male college students who drink. A convenience sample of 94 students was used. A multiple regression was conducted to test whether demographics and socio-cultural factors were predictors of alcohol consumption. Findings from this study will advance social work research and stimulate discussions about substance abuse disparities among African American male college students who consume alcohol. Furthermore, this research highlights the public health issue, prompting the development of prevention and intervention programs aimed at addressing the social problem of alcohol consumption among African American male college students at historically Black universities.

Asunto(s)

RESUMEN

BACKGROUND: While the retail food environment has been well studied, research surrounding the university food environment is still emerging. Existing research suggests that university food environments can influence behavioral outcomes such as students' dietary choices, which may be maintained long-term. Despite a growing interest in assessing university food environments, there is no standardized tool for completing this task. How researchers define "healthy" when assessing university food environments needs to be clarified. This paper describes the protocol for systematically reviewing literature involving university food environment assessments. OBJECTIVE: This paper aimed to describe the protocol for a systematic review of the assessments of university food environments. The review will summarize previously used tools or methods and their implications. METHODS: Electronic databases, including PubMed (NLM), Cochrane Library (Wiley), Web of Science (Clarivate), APA PsycINFO (EBSCO), CINAHL (Cumulative Index to Nursing & Allied Health) Complete (EBSCO), ProQuest Nursing and Allied Health, and Google Scholar were searched for papers published between 2012 and 2022 using combinations of related medical subject headings terms and keywords. The electronic databases were supplemented by reviewing the reference list for all included papers and systematic reviews returned with our search results. The review will include all study types, including randomized controlled trials, observational studies, and other pre-post designs. Papers that examine at least 1 aspect of the university food environment, such as cafeterias, campus convenience stores, and vending machines, were considered for inclusion. A total of 2 reviewers will independently screen titles and abstracts, complete a full-text review, extract data, and perform a quality assessment of included papers, with a third reviewer resolving any conflicts. The Quality Assessment for Diverse Studies (QuADS) tool was used to determine the methodological quality of selected studies. A narrative and tabular summary of the findings were presented. There will not be a meta-analysis due to the methodological heterogeneity of the included papers. RESULTS: The initial queries of 4502 records have been executed, and papers have been screened for inclusion. Data extractions were completed in December 2023. The results of the review were accepted for publication in May 2024. The systematic review generated from this protocol will offer evidence for using different assessment tools to examine the campus food environment. CONCLUSIONS: This systematic review will summarize the tools and methods used to assess university food environments where many emerging adults spend a significant part of their young adult lives. The findings will highlight variations in practice and how "healthy" has been defined globally. This review will provide an understanding of this unique organizational food environment with implications for practice and policy. TRIAL REGISTRATION: PROSPERO CRD42023398073; https://www.crd.york.ac.uk/prospero/display_record.php?RecordID=398073. INTERNATIONAL REGISTERED REPORT IDENTIFIER (IRRID): DERR1-10.2196/54955.

Asunto(s)

RESUMEN

Introduction: The Health Promoting University initiative is unknown in Bulgaria, and the health promotion potential of Bulgarian universities has not been studied. In order to examine it, a suitable instrument is needed. The UK Healthy Universities Network provides an accessible Self-Review-Tool (SRT). Aim: To present the process of cultural adaptation of the SRT in Bulgarian language. Methods: The standardized WHO methodology for cultural adaptation of instruments was followed in four stages: (1) Two language translations of the instrument into Bulgarian were made; (2) An expert Delphi discussion reached a consensus on specific health promoting (HP) terms, followed by a backward translation; (3) Pilot testing of the tool among university community representatives was conducted through a survey among a small sample, with independent responses to the SRT questionnaire followed by cognitive interviews; (4) Final revision of the instrument. Results: Ten public health experts reached a consensus on the name of the initiative and various HP terms. Ten other respondents pre-tested the tool. Difficulties in responding the SRT concerned the meaning of some HP terms, complex words, the system of answers, limited applicability of some statements. Changes were made to 61 of the total 68 elements in the SRT. Conclusion: All stages of the cultural adaptation were important for the final result. The adapted Bulgarian version of the SRT would be useful to Bulgarian universities that want to make a clear commitment to improving the health of their university community and the wider society.

Asunto(s)

RESUMEN

Teaching presence is the core role of teachers in online education and is the most promising mechanism for developing online learning communities. Drawing on the theoretical framework of teaching presence, and based on data from an online survey of university students from 334 Chinese universities, this study constructs a framework for teaching presence and compares the differences in teaching presence among different student groups, and further explores the impact of teaching presence on students' online learning experience and its heterogeneity in terms of gender and discipline. The study finds that teaching presence includes three dimensions: instructional design and organization, facilitating interaction, and direct instruction, and there are differences among different groups. Teaching presence has a significant impact on the online learning experience, among which facilitating interaction is the most important influencing factor. Heterogeneity examination reveals that the direct instruction dimension has a greater impact on the online learning experience of female students and students in science and engineering, while the facilitating interaction dimension has a greater impact on the experience of male students and students in science and engineering. For the development of online teaching, it is necessary to help online teachers comprehensively improve teaching presence, adopt different teaching strategies and improvement measures for different student groups, and pay attention to collecting and analyzing student behavioral data for teachers to reflect on and improve teaching.

RESUMEN

Higher education institutes (HEIs) are important drivers for the development and implementation of best practices for environmental sustainability. However, reliable indicators are needed to objectively evaluate the environmental performance of HEIs and their policies. The present paper aims at identifying suitable indicators for unbiased comparisons among different HEIs and for the identification of temporal trends in terms of environmental sustainability performance. At this aim, sustainability reports made publicly available by 24 Italian HEIs over a 10-year period were considered. Normalization of sustainability variables such as the annual electrical and thermal energy consumptions, related greenhouse gas emissions, and water consumption, against context-specific factors such as the number of users of each university, latitude, illuminance, heating degree days (HDDs) and cooling degree days allowed identifying the actual possible disturbance of the same variables. HDDs were found to positively affect the thermal energy consumption and the related CO2 emissions. Based on this, a novel indicator was formulated where the actual value of thermal energy consumption and the related CO2 emissions are divided not only by the number of users but also by the HDDs of the HEIs' locations. Indeed, this is a remarkable finding that, prior to confirmation with data from world HEIs, could be implemented in world university green ranking systems for improved and less biased sustainability assessments.

Asunto(s)