Search

La procrastination est particulierement repandue dans la population etudiante postsecondaire, avec des taux de prevalence allant de 70 a 95 %. Les etudiants citent systematiquement la motivation, ou le manque de motivation, comme l'une des principales sources de leur procrastination. L'une des theories les plus importantes expliquant la motivation est la theorie de l'autodetermination (TAD). Malgre les liens directs entre la motivation et la procrastination, cette derniere a rarement ete examinee sous l'angle de la TAD. La presente etude examine la relation entre la satisfaction et l'insatisfaction des besoins psychologiques fondamentaux (BPF), et la motivation et la procrastination scolaires. Un echantillon de 617 etudiants de premier cycle a rempli un questionnaire en ligne portant sur leur experience universitaire. Une analyse de mediation des donnees a ete realisee a l'aide de modeles d'equations structurelles. Les resultats indiquent que la motivation scolaire a un effet mediateur significatif sur la relation entre la satisfaction des BPF et la procrastination, mais pas sur la relation entre l'insatisfaction des BPF et la procrastination. Ces resultats demontrent l'importance de satisfaire les BPF des etudiants de premier cycle, car cela peut augmenter leur motivation scolaire et, par consequent, reduire leur procrastination. Mots-cles : motivation scolaire, procrastination scolaire, theorie de l'autodetermination, sante mentale des etudiants de premier cycle Procrastination is particularly prevalent in the post-secondary student population, with prevalence rates ranging between 70-95%. Students have consistently cited motivation, or a lack thereof, as one of the main sources of their procrastination. One of the most prominent theories explaining motivation is self-determination theory (SDT). Despite the direct links between motivation and procrastination, procrastination has been scarcely examined through the lens of SDT. The current study examined the relationship between basic psychological need (BPN), satisfaction and frustration, academic motivation, and academic procrastination. A sample of 617 undergraduate students completed an online questionnaire about their university experience. Data were analyzed using mediational structural equation models. Results suggested that academic motivation significantly mediated the relationship between BPN satisfaction and procrastination, but not the relationship between BPN frustration and procrastination. These results demonstrate the importance of satisfying the BPN of undergraduate students, as it may increase their academic motivation and, subsequently, reduce their procrastination. Keywords: academic motivation, academic procrastination, self-determination theory, undergraduate mental health, Introduction According to recent research, students have high prevalence rates of procrastination, ranging from 70-95% (Burka & Yuen, 2008; Schouwenburg et al., 2004). A considerable amount of recent research has [...]

The structures of the education system respect the system in our country. Practically, in most cases, the four cycles are followed as forms of education: primary education, high school education, high school or professional education, and higher education (for adults). In many countries, vocational education attracts more and more young people, in Austria, Germany, and Portugal a fairly high percentage of 2/3 of the total number of students choose the path of vocational education. The permanent needs existing in the labor market lead very much to the area of trade, compared to the theoretical one which is very difficult to prove in the labor market. Another reason why professional studies take the place of higher ones is also represented by the very high costs regarding the graduation of higher education in the universities of the member states of the European Union, such as Sweden, Poland, and Germany. In this article, we will analyze professional/vocational education in Austria, France, and Germany.

Cardiopulmonary resuscitation training is a mandatory competency, especially for healthcare professionals. However, the spread of COVID-19 caused a sharp decline in the number of participants on advanced life support training, thereby accelerating the diversification of educational methods. Gamification is an increasingly popular method of diversifying instruction, but its effectiveness remains controversial. To evaluate the effectiveness of gamification learning in advanced life support training. A cluster randomized controlled trial. A single advanced life support training center. Clinical nurses who are currently practicing in a hospital. A part of the existing advanced life support course was gamified using Kahoot! platform. Conventional learning and gamified learning were each conducted 11 times, and the level of knowledge after training was assessed. The assessment questions were categorized into advanced life support algorithms, teamwork, and cardiac arrest rhythms. A total of 267 were enrolled in the study, and 148 and 139 learners were assigned to CL and GL, respectively. There was no difference in post-training knowledge related to teamwork, and cardiac arrest rhythms between the conventional learning and gamified learning groups, but knowledge related to the advanced life support algorithm was low in the gamified learning group. Even if the learners are the same, advanced life support gamification training can lead to negative outcomes depending on the simplicity or goal of the training content. To improve the effectiveness of the training, various methods of gamification training should be applied depending on the goal and content of the training. • COVID-19 prompted a decline in ALS training, accelerating innovative methods. • Despite popularity, gamification's effectiveness in ALS training remains debated. • Conducted at an ALS center, evaluating gamified vs. conventional learning. • Tailored gamification methods are crucial for effective training. [ABSTRACT FROM AUTHOR]