Historically,"big pharma"did most central nervous system drug discovery R&D in-house.Yet,in modern times their"management reductionism"resulted in disappointing pipelines and pharma resided to(...Historically,"big pharma"did most central nervous system drug discovery R&D in-house.Yet,in modern times their"management reductionism"resulted in disappointing pipelines and pharma resided to(late)development,regulatory approval,and marketing(Thong,2015).This had significant consequences for financing and executing research,resulting in a larger role for funding by governments and patient-organizations and a shift of research to academia(Mazzucato,2013).展开更多
The traditional academic warning methods for students in higher vocational colleges are relatively backward,single,and have many influencing factors,which have a limited effect on improving their learning ability.A da...The traditional academic warning methods for students in higher vocational colleges are relatively backward,single,and have many influencing factors,which have a limited effect on improving their learning ability.A data set was established by collecting academic warning data of students in a certain university.The importance of the school,major,grade,and warning level for the students was analyzed using the Pearson correlation coefficient,random forest variable importance,and permutation importance.It was found that the characteristic of the major has a great impact on the academic warning level.Countermeasures such as dynamic adjustment of majors,reform of cognitive adaptation of courses,full-cycle academic support,and data-driven precise intervention were proposed to provide theoretical support and practical paths for universities to improve the efficiency of academic warning and enhance students’learning ability.展开更多
Background: The study’s primary research suggests the relationship between high-school international students in China’s sleep quality and learning efficiency which is academic performance. Considering the effect of...Background: The study’s primary research suggests the relationship between high-school international students in China’s sleep quality and learning efficiency which is academic performance. Considering the effect of Chinese traditional cultural background, this study mainly investigates Chinese international high school students’ sleeping quality and patterns through the Pittsburgh Sleep Quality Index. Methods: A sample of 249 Chinese high school students in the Pearl River Region completed the questionnaire about their sleep quality using PSQI, their academic performance, and socio-demographic factors one month before the final exam in July 2023. Results: None of the students have good sleep quality, according to the PSQI;40.8% of students have poor sleep quality, and 59.2% have significant sleep disturbance. The results of ordinal logistic regression show that good sleep quality is positively associated with good academic performance. Conclusion: Our findings highlight the association between sleep and academic performance on the unique sleep patterns of Chinese international high school students, who often follow very different sleep patterns from other conventional students enrolled in the regular curriculum. High school students suffer from severe sleep deprivation and poor sleep quality. Under great academic stress, Chinese high school students should know the importance of sleep, balance sleep, and study.展开更多
The learning of English academic vocabulary has been the focus of numerous studies from the time Coxhead(2000)developed the academic word list to the present day.Various researchers have emphasized the importance of p...The learning of English academic vocabulary has been the focus of numerous studies from the time Coxhead(2000)developed the academic word list to the present day.Various researchers have emphasized the importance of possessing academic vocabulary knowledge for academic success.Recognizing this importance,it is crucial for researchers,teachers,and learners to understand the progress made in academic word lists.This systematic review first identifies,describes,appraises,and synthesizes the development of academic word lists from 2000 to 2020.It then examines the methods used by researchers in developing academic word lists among 56 studies that meet the pre-established criteria.The word lists were classified based on some criteria such as word counting units,corpora types/sizes,and exclusion criteria.Limitations,suggestions for further study,and implications are also discussed.Additionally,recommendations for future word list establishment are provided to help advance the field of word list development.展开更多
bjectives:Academic Evaluation Anxiety is a significant psychological concern among adolescents,with well-documented impacts on academic performance,emotional well-being,and school engagement.In Portugal,recent evidenc...bjectives:Academic Evaluation Anxiety is a significant psychological concern among adolescents,with well-documented impacts on academic performance,emotional well-being,and school engagement.In Portugal,recent evidence suggests growing pressure on students to achieve high academic standards,with psychosocial variables such as resilience,perceived support,and school environment playing a crucial role.This study aims to examine the prevalence and psychosocial predictors of Academic Evaluation Anxiety in Portuguese students,and to identify risk and protective factors that inform educational practice.Methods:This cross-sectional,quantitative study analysed data from 3083 students(5th to 12th grade)from the 2024 National Study by the Observatory of Psychological Health and Well-Being.Validated instruments were used,including the Depression,Anxiety and Stress Scale-21 items(DASS-21),the Social and Emotional Skills Scale(SSES),the Health Behaviour in School-aged Children(HBSC)psychological symptoms and well-being indices,the Positive Youth Development(PYD)scale,and the School Environment Scale.Statistical analyses included descriptive measures,one-way ANOVAs,and multivariate linear regression.Results:Academic Evaluation Anxiety was significantly higher among female students(Mean=2.80,SD=0.93)compared to male students(Mean=2.16,SD=1.10),representing approximately 30%higher mean levels of anxiety in girls(F=306.206,p<0.001).Resilience(β=−0.38,p<0.001),self-confidence(β=−0.07,p=0.02),and creativity(β=−0.06,p=0.01)emerged as protective factors,whereas cooperation(β=0.23,p<0.001),teacher relationships(β=0.08,p<0.001),bullying(β=0.07,p<0.001),and school environment(β=0.05,p=0.03)were positively associated with anxiety levels.Conclusions:Academic Evaluation Anxiety is highly prevalent among Portuguese adolescents,with girls reporting significantly higher levels than boys.Resilience,self-confidence,and creativity act as protective factors,while bullying,teacher relationships,cooperation,and negative school climate increase vulnerability.These findings highlight the need for whole-school strategies that strengthen socio-emotional competencies and create psychologically safe learning environments to support both well-being and academic success.展开更多
Background:Academic stress is a critical factor influencing university students’well-being.However,research has shown that stress is not a unidimensional construct;different types of stressors(challenge vs.hindrance)...Background:Academic stress is a critical factor influencing university students’well-being.However,research has shown that stress is not a unidimensional construct;different types of stressors(challenge vs.hindrance)may lead to distinct outcomes.This study constructed a structural equation model(SEM)to examine the relationships between challenge and hindrance academic stressors and students’well-being,as well as the mediating mechanisms.Methods:Data were collected from 836 undergraduates at six universities in China(58.4%female,41.6%male;Mean age=20.47±1.46 years).Descriptive statistics,Pearson correlations,and SEM with 5000 bootstrap resamples were conducted to test hypothesized paths and mediating effects.Results:Direct path analysis revealed that challenge stressors positively predicted meaning in life(β=0.329,p<0.001)but not academic self-efficacy(β=-0.004,p=0.915),while hindrance stressors negatively predicted meaning in life(β=-0.371,p<0.001).Meaning in life strongly predicted academic self-efficacy(β=0.543,p<0.001)and well-being(β=0.301,p<0.001),and academic self-efficacy further contributed to well-being(β=0.190,p<0.001).Bootstrapping confirmed that meaning in life significantly mediated the effects of both challenge(β=0.099,95%CI[0.063,0.144])and hindrance stressors(β=-0.112,95%CI[-0.162,-0.076])on well-being.The serial mediation pathway was also significant for both models(challenge:β=0.034,95%CI[0.019,0.049];hindrance:β=-0.038,95%CI[-0.057,-0.024]).Conclusions:This study partially validates the dual-pathway model of academic stress in higher education and highlights the pivotal roles of meaning in life and academic self-efficacy in the stress-well-being relationship.展开更多
The pandemic highlighted significant gaps in the public health infrastructure impacted by shortages of public health workers, an undertrained workforce, and years of disinvestment. These gaps required innovative probl...The pandemic highlighted significant gaps in the public health infrastructure impacted by shortages of public health workers, an undertrained workforce, and years of disinvestment. These gaps required innovative problem-solving by public health agencies (PHAs), including local health departments (LHDs), to respond to rapidly changing community conditions during and after the pandemic. Many schools and programs of public health (SPPH) worked with PHAs to mobilize public health (PH) students through practice-based teaching (PBT). Current research indicates PBT benefits all stakeholders—PHAs, students, faculty, SPPH, and ultimately the community served. However, more research is needed on the utility of PBT in addressing a community’s systemic public health issues, the extent to which the academic-community collaboration enhances a PHA’s capacity, and the impact of the pedagogy on preparing the workforce for an evolving PH landscape. This paper examines the process of a semester-long PBT course, guided by the PBT STEPS framework, which includes five steps from collaboration to implementation to evaluation of a PBT course. The collaborating PHA and its student group addressed community trauma and resilience issues during the semester. Additionally, it examines the longer-term impacts after the semester for the PHA, community, and the workforce by 1) conducting a formative evaluation to understand needs and gaps in the community;2) redesigning an intervention that merged the results of the formative evaluation with the intervention developed during the semester;and 3) securing funding and resources for intervention sustainability. Through the documentation of a post-course partnership between an LHD and faculty at a large school of public health, this case study illustrates the potential for PBT to lay the foundation for ongoing research that supports more impactful interventions for PHAs while bolstering the workforce abilities of students as future practitioners.展开更多
BACKGROUND The impact of mental health,including anxiety,on academic performance has been studied in several countries,but few data exist for Sudan.AIM To investigate the correlation between anxiety scores and academi...BACKGROUND The impact of mental health,including anxiety,on academic performance has been studied in several countries,but few data exist for Sudan.AIM To investigate the correlation between anxiety scores and academic performance among adolescent schoolchildren in Northern Sudan.METHODS This cross-sectional study was carried out during the 2021–2022 academic year among schoolchildren from randomly selected schools in Almatamah locality,River Nile State,Northern Sudan.A questionnaire was used to collect the parti-cipants’sociodemographic data.Anxiety levels were assessed using the ques-tionnaire tools of the General Anxiety Disorder 7-item scale.Students’academic performance scores were obtained from school records.Multivariate linear regression was performed.RESULTS A total of 328 students participated in this study,comprising 156 boys(47.6%)and 172 girls(52.4%).The median[interquartile range(IQR)]age of the students was 14.9 years(13.9–15.6 years).The median(IQR)of the students’academic scores was 27.6%(22.2%–48.1%).The median(IQR)of the students’anxiety scores was 0(0–3).In univariate linear analysis,anxiety scores were positively associated with academic performance scores(coefficient=1.19,P value<0.001).In multivariate linear analysis,after controlling for age,sex,parental education,occupation,and body mass index-Z-score,anxiety scores were positively associated with academic performance scores(coefficient=0.60,P value<0.001).CONCLUSION The current study revealed a positive correlation between anxiety scores and students’academic performance scores.However,the association between mental health disorders,including anxiety,and academic performance is a complex issue.Therefore,further studies are recommended.展开更多
The essence of academic freedom lies in scholars’autonomy in the pursuit of knowledge,free from external coercion and internal constraints,encompassing various aspects such as freedom of research,teaching,and learnin...The essence of academic freedom lies in scholars’autonomy in the pursuit of knowledge,free from external coercion and internal constraints,encompassing various aspects such as freedom of research,teaching,and learning.Leadership plays a crucial role in safeguarding academic freedom.Drawing on Macfarlane’s conceptualization of intellectual leadership,this article examines faculty-based agency protection,as well as institutional,cultural,and resource-based protections at the university level.展开更多
Purpose:This paper introduces a novel perspective on academic excellence,focusing on a researcher’s consistent ability to produce highly-cited publications,and demonstrates its utility in distinguishing highachieving...Purpose:This paper introduces a novel perspective on academic excellence,focusing on a researcher’s consistent ability to produce highly-cited publications,and demonstrates its utility in distinguishing highachieving scientists compared to traditional scientometric indicators.Design/methodology/approach:We formulate this new perspective using a simple yet effective indicator termed the“Academic Midas Touch”(AMT).We then empirically analyze how AMT aligns with or diverges from popular scientometrics such as the H-index,i10-index,and citation counts.We further evaluate AMT’s effectiveness in identifying award-winning scientists,using these awards as a proxy for recognized academic excellence.Findings:Our empirical analysis reveals that the AMT offers a distinct measure of academic excellence that does not fully correlate with commonly used scientometrics.Furthermore,AMT favorably compares to these traditional metrics in its ability to accurately identify award-winning scientists.Research limitations:The AMT emphasizes short-term citation accumulation,thus it may overlook longterm dynamics such as“sleeping beauties”.Additionally,mindful parameter tuning and contextual interpretation within a specific discipline or a meaningful cohort of peers are necessary.Finally,the AMT does not seek to fully capture the multidimensional complexities of research excellence such as collaborations,mentoring,and societal impact.Practical implications:The findings suggest that AMT can serve as a valuable complementary tool for evaluating researchers,particularly in contexts such as excellence recognition,award nominations,grant applications,and faculty promotions,providing an under-explored view of a researcher’s consistent ability to produce highly-influential publications.Originality/value:This work introduces a unique conceptualization and measurement of academic excellence,shifting the focus from cumulative impact to the consistent propensity for producing highly-cited publications.The resulting AMT indicator provides a fresh perspective that complements existing scientometrics,offering a more nuanced understanding and recognition of research excellence.展开更多
The biggest influence on my career choice was my father,Peter L.Scardino,a Hopkins-trained urologist who loved his practice more than anything except his family.As a child,I spent time in his office.Later,he broughtme...The biggest influence on my career choice was my father,Peter L.Scardino,a Hopkins-trained urologist who loved his practice more than anything except his family.As a child,I spent time in his office.Later,he broughtme to the OR as an observer,and I was hooked.展开更多
This study examined the mediating role of job satisfaction in explaining the relationship between work-family conflict and life satisfaction among Turkish academicians.Employing a cross-sectional study design 645 acad...This study examined the mediating role of job satisfaction in explaining the relationship between work-family conflict and life satisfaction among Turkish academicians.Employing a cross-sectional study design 645 academicians aged between 24 and 65(male=45.1%,female=54.9%;professors=12.1%,associate professors=17.7%,assistant professors=28.2%,lecturers=17.8%,research assistants=24.2%;mean age and SD=39.72±8.94)completed the Job Satisfaction Scale,Life Satisfaction Scale,and the Work-Family Conflict Scale.They also self-reported their demographics.The findings from PROCESS MACRO analysis indicated work-family conflict to predict lower job satisfaction among academicians.Those with higher job satisfaction were also self-reported with higher life satisfaction.Lob satisfaction mediated the relationship between the academician’s work family conflict and life satisfaction for higher life satisfaction.The findings of this study indicate a need to implement work-family and life satisfaction measures to enhance job satisfaction among academics.展开更多
This study investigated the differences between children with and without learning difficulties(LD)regarding academic performance(AP)and sleep quality(SLQ).A total of 1,501 children were evaluated,including 810 with L...This study investigated the differences between children with and without learning difficulties(LD)regarding academic performance(AP)and sleep quality(SLQ).A total of 1,501 children were evaluated,including 810 with LD and 691 without LD.The results indicated that children with LD scored significantly lower in AP and had poorer sleep quality,with greater variability in SLQ patterns.Correlation analysis revealed a significant negative association between sleep quality and academic performance(r=-0.646;p<0.01),indicating that poorer sleep quality is related to lower academic performance.These findings underscore the importance of interventions focused on promoting sleep hygiene and consistent routines to mitigate the negative impacts of learning difficulties.Study limitations include the absence of mediating variables,such as screen time and mental health,suggesting the need for future research exploring longitudinal interventions and associated factors.展开更多
BACKGROUND Renal cell carcinoma(RCC)is treated with surgical resection as the gold standard,as it is notoriously resistant to systemic therapy.Advancements with targeted therapies contribute to declining mortality,but...BACKGROUND Renal cell carcinoma(RCC)is treated with surgical resection as the gold standard,as it is notoriously resistant to systemic therapy.Advancements with targeted therapies contribute to declining mortality,but metastatic RCC(mRCC)survival remains poor.One possible factor is treatment at academic centers,which employ advanced providers and novel therapies.This study compared outcomes of mRCC in patients treated at academic/research facilities compared to those treated at non-academic centers.AIM To compare survival outcomes of mRCC and their various etiologies between academic and non-academic centers.METHODS The National Cancer Database was used to identify mRCC patients including all histology subtypes and stage IV disease.Descriptive statistics and Kaplan-Meier curves measured survival outcomes for user file facility types sorted into a binary academic/research and non-academic research variable.Multivariate logistic regression and Cox proportional hazard testing generated odds ratio and hazard ratio.Data was analyzed using Statistical Package for the Social Sciences version 29.0 using a significance level of P<0.05.RESULTS Overall,academic facility patients experienced greater 5-year and 10-year overall survival than non-academic facility patients.Treatment at non-academic facilities was associated with increased odds of death that persisted even after controlling for age,tumor size,sex,and distance traveled to treatment center.In comparison,nonacademic facility patients also experienced greater risk of hazard.CONCLUSION Patients with mRCC treated at academic/research facilities experienced increased survival compared to patients treated at non-academic facilities,were more likely to be younger,carry private insurance,and come from a large metropolitan area.They also were significantly more likely to receive surgery and adjuvant immunotherapy.展开更多
Erratum to:Research Methods Used for Developing Academic Wordlists:A Systematic Review of Studies Published Between 2000 and 2020,Chinese Journal of Applied Linguistics,Volume 48,Issue 3,2025,pp.425-450,doi:10.1515/CJ...Erratum to:Research Methods Used for Developing Academic Wordlists:A Systematic Review of Studies Published Between 2000 and 2020,Chinese Journal of Applied Linguistics,Volume 48,Issue 3,2025,pp.425-450,doi:10.1515/CJAL-2025-0210.展开更多
The research objectives were 1)to study the problems and needs of academic administration to improve the quality of learning for dance major,and 2)to develop academic administration guideline to improve the quality of...The research objectives were 1)to study the problems and needs of academic administration to improve the quality of learning for dance major,and 2)to develop academic administration guideline to improve the quality of learning for dance major.The samples were 265 students and 32 teachers at Sichuan Film and Television University.The instrument used was 40-item,5-point scale questionnaire validated by three experts(IOC:0.67-1.00).The data were analyzed by quantitative methods using percentage,mean,and standard deviation,and presented through the results derived from these analyses.The findings revealed that the highest student issues and needs were that the syllabus was outdated and did not reflect the latest dance developments(x^(-)=4.87,S.D.=0.37)and should be updated accordingly(x^(-)=4.81,S.D.=0.39);teachers reported similar concerns about the syllabus being outdated and ignoring current trends(x^(-)=4.88,S.D.=0.34)and the need for updates(x^(-)=4.84,S.D.=0.37),and The management policy for improving the quality of learning in the dance major should be the syllabus should be updated to reflect current developments in the art of dance.Dance training in the classroom should allow students to express their individuality and provide personalized training programs.Teachers should provide sufficient individualized instruction and feedback to meet students'learning needs.Theories learned in the classroom should be closely related to practical application in dance creation.Textbooks and reference materials should be updated regularly to minimize reliance on outdated resources.Teachers should be aware of career development and employment trends in the dance industry to guide students'career planning.展开更多
This study employed a longitudinal design involving 224 college students in Quanzhou City,Fujian Province,China,to examine the predictive relationship between subjective well-being(life satisfaction,positive emotions,...This study employed a longitudinal design involving 224 college students in Quanzhou City,Fujian Province,China,to examine the predictive relationship between subjective well-being(life satisfaction,positive emotions,negative emotions)and academic achievement(GPA earned).Data were collected through two questionnaire surveys(one year apart).Results indicate that subjective well-being predicts academic achievement one year later.Specifically,life satisfaction and positive emotions exert significant predictive effects,while negative emotion shows no significant impact.Conversely,academic achievement did not significantly predict subjective well-being one year later.The study confirms that happiness is a positive predictor of academic achievement,rather than academic achievement influencing happiness.However,the explained variance is small(2-4%),indicating that other factors play a more substantial role.Further analysis indicates that positive emotions exert long-term effects on academic achievement by broadening cognitive and behavioral patterns and enhancing stress resilience.Life satisfaction indirectly promotes academic achievement by increasing learning engagement and autonomy.The study suggests that higher education should prioritize happiness education,enhancing student academic achievement through value transformation and well-being training.Limitations include regional sample concentration,uncontrolled socioeconomic variables,and the need for larger,more diverse samples in future research.展开更多
This study explored the role of learning engagement in the relationship between academic self-efficacy and self-directed learning ability among nursing students.Participants were 328 Chinese nursing students(male=11.3...This study explored the role of learning engagement in the relationship between academic self-efficacy and self-directed learning ability among nursing students.Participants were 328 Chinese nursing students(male=11.3%,female=88.7%;mean age=20.86 years;SD=1.75 years).The participants completed surveys on academic self-efficacy(Academic Self-efficacy Scale),learning engagement(Learning Engagement Scale),and self-directed learning ability(Self-directed Learning Instrument).Hayes regression-based PROCESS macro analysis revealed that learning engagement mediated the relationship between academic self-efficacy and self-directed learning ability.The hierarchical regression analysis showed higher academic self-efficacy to be associated with self-directed learning ability.Additionally learning engagement was associated with higher self-directed learning ability.Based on thesefindings,there is a need for interventions to improve students’self-directed learning ability through increasing their academic self-efficacy and enhancing learning engagement.展开更多
基金funded by the FWO(1S34321N)the Fondation Charcot Stichting(to TV and RS)。
文摘Historically,"big pharma"did most central nervous system drug discovery R&D in-house.Yet,in modern times their"management reductionism"resulted in disappointing pipelines and pharma resided to(late)development,regulatory approval,and marketing(Thong,2015).This had significant consequences for financing and executing research,resulting in a larger role for funding by governments and patient-organizations and a shift of research to academia(Mazzucato,2013).
基金supported by the Basic Ability Improvement Project of Young and Middle-Aged Teachers in Colleges and Universities of Guangxi(2022KY1922,2021KY1938).
文摘The traditional academic warning methods for students in higher vocational colleges are relatively backward,single,and have many influencing factors,which have a limited effect on improving their learning ability.A data set was established by collecting academic warning data of students in a certain university.The importance of the school,major,grade,and warning level for the students was analyzed using the Pearson correlation coefficient,random forest variable importance,and permutation importance.It was found that the characteristic of the major has a great impact on the academic warning level.Countermeasures such as dynamic adjustment of majors,reform of cognitive adaptation of courses,full-cycle academic support,and data-driven precise intervention were proposed to provide theoretical support and practical paths for universities to improve the efficiency of academic warning and enhance students’learning ability.
文摘Background: The study’s primary research suggests the relationship between high-school international students in China’s sleep quality and learning efficiency which is academic performance. Considering the effect of Chinese traditional cultural background, this study mainly investigates Chinese international high school students’ sleeping quality and patterns through the Pittsburgh Sleep Quality Index. Methods: A sample of 249 Chinese high school students in the Pearl River Region completed the questionnaire about their sleep quality using PSQI, their academic performance, and socio-demographic factors one month before the final exam in July 2023. Results: None of the students have good sleep quality, according to the PSQI;40.8% of students have poor sleep quality, and 59.2% have significant sleep disturbance. The results of ordinal logistic regression show that good sleep quality is positively associated with good academic performance. Conclusion: Our findings highlight the association between sleep and academic performance on the unique sleep patterns of Chinese international high school students, who often follow very different sleep patterns from other conventional students enrolled in the regular curriculum. High school students suffer from severe sleep deprivation and poor sleep quality. Under great academic stress, Chinese high school students should know the importance of sleep, balance sleep, and study.
文摘The learning of English academic vocabulary has been the focus of numerous studies from the time Coxhead(2000)developed the academic word list to the present day.Various researchers have emphasized the importance of possessing academic vocabulary knowledge for academic success.Recognizing this importance,it is crucial for researchers,teachers,and learners to understand the progress made in academic word lists.This systematic review first identifies,describes,appraises,and synthesizes the development of academic word lists from 2000 to 2020.It then examines the methods used by researchers in developing academic word lists among 56 studies that meet the pre-established criteria.The word lists were classified based on some criteria such as word counting units,corpora types/sizes,and exclusion criteria.Limitations,suggestions for further study,and implications are also discussed.Additionally,recommendations for future word list establishment are provided to help advance the field of word list development.
文摘bjectives:Academic Evaluation Anxiety is a significant psychological concern among adolescents,with well-documented impacts on academic performance,emotional well-being,and school engagement.In Portugal,recent evidence suggests growing pressure on students to achieve high academic standards,with psychosocial variables such as resilience,perceived support,and school environment playing a crucial role.This study aims to examine the prevalence and psychosocial predictors of Academic Evaluation Anxiety in Portuguese students,and to identify risk and protective factors that inform educational practice.Methods:This cross-sectional,quantitative study analysed data from 3083 students(5th to 12th grade)from the 2024 National Study by the Observatory of Psychological Health and Well-Being.Validated instruments were used,including the Depression,Anxiety and Stress Scale-21 items(DASS-21),the Social and Emotional Skills Scale(SSES),the Health Behaviour in School-aged Children(HBSC)psychological symptoms and well-being indices,the Positive Youth Development(PYD)scale,and the School Environment Scale.Statistical analyses included descriptive measures,one-way ANOVAs,and multivariate linear regression.Results:Academic Evaluation Anxiety was significantly higher among female students(Mean=2.80,SD=0.93)compared to male students(Mean=2.16,SD=1.10),representing approximately 30%higher mean levels of anxiety in girls(F=306.206,p<0.001).Resilience(β=−0.38,p<0.001),self-confidence(β=−0.07,p=0.02),and creativity(β=−0.06,p=0.01)emerged as protective factors,whereas cooperation(β=0.23,p<0.001),teacher relationships(β=0.08,p<0.001),bullying(β=0.07,p<0.001),and school environment(β=0.05,p=0.03)were positively associated with anxiety levels.Conclusions:Academic Evaluation Anxiety is highly prevalent among Portuguese adolescents,with girls reporting significantly higher levels than boys.Resilience,self-confidence,and creativity act as protective factors,while bullying,teacher relationships,cooperation,and negative school climate increase vulnerability.These findings highlight the need for whole-school strategies that strengthen socio-emotional competencies and create psychologically safe learning environments to support both well-being and academic success.
文摘Background:Academic stress is a critical factor influencing university students’well-being.However,research has shown that stress is not a unidimensional construct;different types of stressors(challenge vs.hindrance)may lead to distinct outcomes.This study constructed a structural equation model(SEM)to examine the relationships between challenge and hindrance academic stressors and students’well-being,as well as the mediating mechanisms.Methods:Data were collected from 836 undergraduates at six universities in China(58.4%female,41.6%male;Mean age=20.47±1.46 years).Descriptive statistics,Pearson correlations,and SEM with 5000 bootstrap resamples were conducted to test hypothesized paths and mediating effects.Results:Direct path analysis revealed that challenge stressors positively predicted meaning in life(β=0.329,p<0.001)but not academic self-efficacy(β=-0.004,p=0.915),while hindrance stressors negatively predicted meaning in life(β=-0.371,p<0.001).Meaning in life strongly predicted academic self-efficacy(β=0.543,p<0.001)and well-being(β=0.301,p<0.001),and academic self-efficacy further contributed to well-being(β=0.190,p<0.001).Bootstrapping confirmed that meaning in life significantly mediated the effects of both challenge(β=0.099,95%CI[0.063,0.144])and hindrance stressors(β=-0.112,95%CI[-0.162,-0.076])on well-being.The serial mediation pathway was also significant for both models(challenge:β=0.034,95%CI[0.019,0.049];hindrance:β=-0.038,95%CI[-0.057,-0.024]).Conclusions:This study partially validates the dual-pathway model of academic stress in higher education and highlights the pivotal roles of meaning in life and academic self-efficacy in the stress-well-being relationship.
文摘The pandemic highlighted significant gaps in the public health infrastructure impacted by shortages of public health workers, an undertrained workforce, and years of disinvestment. These gaps required innovative problem-solving by public health agencies (PHAs), including local health departments (LHDs), to respond to rapidly changing community conditions during and after the pandemic. Many schools and programs of public health (SPPH) worked with PHAs to mobilize public health (PH) students through practice-based teaching (PBT). Current research indicates PBT benefits all stakeholders—PHAs, students, faculty, SPPH, and ultimately the community served. However, more research is needed on the utility of PBT in addressing a community’s systemic public health issues, the extent to which the academic-community collaboration enhances a PHA’s capacity, and the impact of the pedagogy on preparing the workforce for an evolving PH landscape. This paper examines the process of a semester-long PBT course, guided by the PBT STEPS framework, which includes five steps from collaboration to implementation to evaluation of a PBT course. The collaborating PHA and its student group addressed community trauma and resilience issues during the semester. Additionally, it examines the longer-term impacts after the semester for the PHA, community, and the workforce by 1) conducting a formative evaluation to understand needs and gaps in the community;2) redesigning an intervention that merged the results of the formative evaluation with the intervention developed during the semester;and 3) securing funding and resources for intervention sustainability. Through the documentation of a post-course partnership between an LHD and faculty at a large school of public health, this case study illustrates the potential for PBT to lay the foundation for ongoing research that supports more impactful interventions for PHAs while bolstering the workforce abilities of students as future practitioners.
文摘BACKGROUND The impact of mental health,including anxiety,on academic performance has been studied in several countries,but few data exist for Sudan.AIM To investigate the correlation between anxiety scores and academic performance among adolescent schoolchildren in Northern Sudan.METHODS This cross-sectional study was carried out during the 2021–2022 academic year among schoolchildren from randomly selected schools in Almatamah locality,River Nile State,Northern Sudan.A questionnaire was used to collect the parti-cipants’sociodemographic data.Anxiety levels were assessed using the ques-tionnaire tools of the General Anxiety Disorder 7-item scale.Students’academic performance scores were obtained from school records.Multivariate linear regression was performed.RESULTS A total of 328 students participated in this study,comprising 156 boys(47.6%)and 172 girls(52.4%).The median[interquartile range(IQR)]age of the students was 14.9 years(13.9–15.6 years).The median(IQR)of the students’academic scores was 27.6%(22.2%–48.1%).The median(IQR)of the students’anxiety scores was 0(0–3).In univariate linear analysis,anxiety scores were positively associated with academic performance scores(coefficient=1.19,P value<0.001).In multivariate linear analysis,after controlling for age,sex,parental education,occupation,and body mass index-Z-score,anxiety scores were positively associated with academic performance scores(coefficient=0.60,P value<0.001).CONCLUSION The current study revealed a positive correlation between anxiety scores and students’academic performance scores.However,the association between mental health disorders,including anxiety,and academic performance is a complex issue.Therefore,further studies are recommended.
文摘The essence of academic freedom lies in scholars’autonomy in the pursuit of knowledge,free from external coercion and internal constraints,encompassing various aspects such as freedom of research,teaching,and learning.Leadership plays a crucial role in safeguarding academic freedom.Drawing on Macfarlane’s conceptualization of intellectual leadership,this article examines faculty-based agency protection,as well as institutional,cultural,and resource-based protections at the university level.
文摘Purpose:This paper introduces a novel perspective on academic excellence,focusing on a researcher’s consistent ability to produce highly-cited publications,and demonstrates its utility in distinguishing highachieving scientists compared to traditional scientometric indicators.Design/methodology/approach:We formulate this new perspective using a simple yet effective indicator termed the“Academic Midas Touch”(AMT).We then empirically analyze how AMT aligns with or diverges from popular scientometrics such as the H-index,i10-index,and citation counts.We further evaluate AMT’s effectiveness in identifying award-winning scientists,using these awards as a proxy for recognized academic excellence.Findings:Our empirical analysis reveals that the AMT offers a distinct measure of academic excellence that does not fully correlate with commonly used scientometrics.Furthermore,AMT favorably compares to these traditional metrics in its ability to accurately identify award-winning scientists.Research limitations:The AMT emphasizes short-term citation accumulation,thus it may overlook longterm dynamics such as“sleeping beauties”.Additionally,mindful parameter tuning and contextual interpretation within a specific discipline or a meaningful cohort of peers are necessary.Finally,the AMT does not seek to fully capture the multidimensional complexities of research excellence such as collaborations,mentoring,and societal impact.Practical implications:The findings suggest that AMT can serve as a valuable complementary tool for evaluating researchers,particularly in contexts such as excellence recognition,award nominations,grant applications,and faculty promotions,providing an under-explored view of a researcher’s consistent ability to produce highly-influential publications.Originality/value:This work introduces a unique conceptualization and measurement of academic excellence,shifting the focus from cumulative impact to the consistent propensity for producing highly-cited publications.The resulting AMT indicator provides a fresh perspective that complements existing scientometrics,offering a more nuanced understanding and recognition of research excellence.
文摘The biggest influence on my career choice was my father,Peter L.Scardino,a Hopkins-trained urologist who loved his practice more than anything except his family.As a child,I spent time in his office.Later,he broughtme to the OR as an observer,and I was hooked.
文摘This study examined the mediating role of job satisfaction in explaining the relationship between work-family conflict and life satisfaction among Turkish academicians.Employing a cross-sectional study design 645 academicians aged between 24 and 65(male=45.1%,female=54.9%;professors=12.1%,associate professors=17.7%,assistant professors=28.2%,lecturers=17.8%,research assistants=24.2%;mean age and SD=39.72±8.94)completed the Job Satisfaction Scale,Life Satisfaction Scale,and the Work-Family Conflict Scale.They also self-reported their demographics.The findings from PROCESS MACRO analysis indicated work-family conflict to predict lower job satisfaction among academicians.Those with higher job satisfaction were also self-reported with higher life satisfaction.Lob satisfaction mediated the relationship between the academician’s work family conflict and life satisfaction for higher life satisfaction.The findings of this study indicate a need to implement work-family and life satisfaction measures to enhance job satisfaction among academics.
文摘This study investigated the differences between children with and without learning difficulties(LD)regarding academic performance(AP)and sleep quality(SLQ).A total of 1,501 children were evaluated,including 810 with LD and 691 without LD.The results indicated that children with LD scored significantly lower in AP and had poorer sleep quality,with greater variability in SLQ patterns.Correlation analysis revealed a significant negative association between sleep quality and academic performance(r=-0.646;p<0.01),indicating that poorer sleep quality is related to lower academic performance.These findings underscore the importance of interventions focused on promoting sleep hygiene and consistent routines to mitigate the negative impacts of learning difficulties.Study limitations include the absence of mediating variables,such as screen time and mental health,suggesting the need for future research exploring longitudinal interventions and associated factors.
文摘BACKGROUND Renal cell carcinoma(RCC)is treated with surgical resection as the gold standard,as it is notoriously resistant to systemic therapy.Advancements with targeted therapies contribute to declining mortality,but metastatic RCC(mRCC)survival remains poor.One possible factor is treatment at academic centers,which employ advanced providers and novel therapies.This study compared outcomes of mRCC in patients treated at academic/research facilities compared to those treated at non-academic centers.AIM To compare survival outcomes of mRCC and their various etiologies between academic and non-academic centers.METHODS The National Cancer Database was used to identify mRCC patients including all histology subtypes and stage IV disease.Descriptive statistics and Kaplan-Meier curves measured survival outcomes for user file facility types sorted into a binary academic/research and non-academic research variable.Multivariate logistic regression and Cox proportional hazard testing generated odds ratio and hazard ratio.Data was analyzed using Statistical Package for the Social Sciences version 29.0 using a significance level of P<0.05.RESULTS Overall,academic facility patients experienced greater 5-year and 10-year overall survival than non-academic facility patients.Treatment at non-academic facilities was associated with increased odds of death that persisted even after controlling for age,tumor size,sex,and distance traveled to treatment center.In comparison,nonacademic facility patients also experienced greater risk of hazard.CONCLUSION Patients with mRCC treated at academic/research facilities experienced increased survival compared to patients treated at non-academic facilities,were more likely to be younger,carry private insurance,and come from a large metropolitan area.They also were significantly more likely to receive surgery and adjuvant immunotherapy.
文摘Erratum to:Research Methods Used for Developing Academic Wordlists:A Systematic Review of Studies Published Between 2000 and 2020,Chinese Journal of Applied Linguistics,Volume 48,Issue 3,2025,pp.425-450,doi:10.1515/CJAL-2025-0210.
文摘The research objectives were 1)to study the problems and needs of academic administration to improve the quality of learning for dance major,and 2)to develop academic administration guideline to improve the quality of learning for dance major.The samples were 265 students and 32 teachers at Sichuan Film and Television University.The instrument used was 40-item,5-point scale questionnaire validated by three experts(IOC:0.67-1.00).The data were analyzed by quantitative methods using percentage,mean,and standard deviation,and presented through the results derived from these analyses.The findings revealed that the highest student issues and needs were that the syllabus was outdated and did not reflect the latest dance developments(x^(-)=4.87,S.D.=0.37)and should be updated accordingly(x^(-)=4.81,S.D.=0.39);teachers reported similar concerns about the syllabus being outdated and ignoring current trends(x^(-)=4.88,S.D.=0.34)and the need for updates(x^(-)=4.84,S.D.=0.37),and The management policy for improving the quality of learning in the dance major should be the syllabus should be updated to reflect current developments in the art of dance.Dance training in the classroom should allow students to express their individuality and provide personalized training programs.Teachers should provide sufficient individualized instruction and feedback to meet students'learning needs.Theories learned in the classroom should be closely related to practical application in dance creation.Textbooks and reference materials should be updated regularly to minimize reliance on outdated resources.Teachers should be aware of career development and employment trends in the dance industry to guide students'career planning.
文摘This study employed a longitudinal design involving 224 college students in Quanzhou City,Fujian Province,China,to examine the predictive relationship between subjective well-being(life satisfaction,positive emotions,negative emotions)and academic achievement(GPA earned).Data were collected through two questionnaire surveys(one year apart).Results indicate that subjective well-being predicts academic achievement one year later.Specifically,life satisfaction and positive emotions exert significant predictive effects,while negative emotion shows no significant impact.Conversely,academic achievement did not significantly predict subjective well-being one year later.The study confirms that happiness is a positive predictor of academic achievement,rather than academic achievement influencing happiness.However,the explained variance is small(2-4%),indicating that other factors play a more substantial role.Further analysis indicates that positive emotions exert long-term effects on academic achievement by broadening cognitive and behavioral patterns and enhancing stress resilience.Life satisfaction indirectly promotes academic achievement by increasing learning engagement and autonomy.The study suggests that higher education should prioritize happiness education,enhancing student academic achievement through value transformation and well-being training.Limitations include regional sample concentration,uncontrolled socioeconomic variables,and the need for larger,more diverse samples in future research.
基金supported by the Medical and Health Communication Research Center of Zigong Academy of Medical Sciences(No.YXJKCB-2024-06)the Demonstration Project for Consolidating the Scientific and Educational Support for Medical Talents(Scientific Research Team for improving the Service Quality of“the Elderly and the Young”).
文摘This study explored the role of learning engagement in the relationship between academic self-efficacy and self-directed learning ability among nursing students.Participants were 328 Chinese nursing students(male=11.3%,female=88.7%;mean age=20.86 years;SD=1.75 years).The participants completed surveys on academic self-efficacy(Academic Self-efficacy Scale),learning engagement(Learning Engagement Scale),and self-directed learning ability(Self-directed Learning Instrument).Hayes regression-based PROCESS macro analysis revealed that learning engagement mediated the relationship between academic self-efficacy and self-directed learning ability.The hierarchical regression analysis showed higher academic self-efficacy to be associated with self-directed learning ability.Additionally learning engagement was associated with higher self-directed learning ability.Based on thesefindings,there is a need for interventions to improve students’self-directed learning ability through increasing their academic self-efficacy and enhancing learning engagement.
