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Rising tuition rates across colleges and universities contribute to the mounting financial strain on students. In response to rising costs, literature details that students seek to bolster their financial security by working additional hours per week, consequently leading to less available time. Previous studies have focused on the negative associations with GPA but not with in-class points. We observed this relationship within a 77-student 200-level genetics course and associated lab. Students working 20+ hours per week (59.7% of students) fared significantly worse on exams. These students scored significantly fewer total class points (p = 0.0089), exam points (p = 0.0255, p = 0.0028, p = 0.0311), and were more likely to incur a failed assignment sooner during the class than their counterparts (p = 0.0025). We observed these trends again in a 34-student 400-level immunology validation cohort (p = 0.0032). These findings represent the first quantitative analysis of employment vs. numerical biology exam and course scores. They are an important step toward identifying and treating the underlying factors associated with reduced STEM performance, retention, and well-being, and represent a forewarning of an approaching higher education crisis as institutions seek to retain and support underrepresented students. [ABSTRACT FROM AUTHOR]

Copyright of Cumhuriyet International Journal of Education is the property of Cumhuriyet University, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of RumeliDE Journal of Language & Literature Research / RumeliDE Dil ve Edebiyat Araştırmaları Dergisi is the property of RumeliDE Uluslararasi Hakemli Dil & Edebiyat Arastirmalari Dergisi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

University students' study motivation in a particular moment is shaped by contextual factors such as upcoming exams and conflicts between different action tendencies. We investigated how these two contextual factors are related. Based on the theoretical assumption that students' in-the-moment study motivation increases relative to their motivation for other activities as exams approach, we investigated how students' study activities and their experience of motivational action conflicts develop when exams come closer in time. Using the experience sampling method, we tracked the in-situ activities and conflict experience of 134 first-semester university students over one week and a total of 4995 measurement points just before exams. Multilevel logistic regression revealed that the probability to study increased by 13.9% and the probability to experience a motivational conflict decreased by 17.5% each day the exam came closer in time. Multilevel regression showed that motivational conflicts were more intense the closer the exam was in time. Students were generally less likely to experience conflicts while studying and experienced more intense conflicts when the conflicting activity was study related. We discuss that both multiple goals and the temporal distance of relevant events should be considered as relevant contexts shaping the situated motivation of university students. [ABSTRACT FROM AUTHOR]

The article concerns the opinion on stationary and remote examinations carried out during a pandemic, perceived from the perspective of examiners. The aim of the study was to find out about the perspective of academic teachers on remote examination at The Maria Grzegorzewska University and to compare it with the traditional, stationary exams. The subject of the research were, inter alia, the forms of checking knowledge and skills used by lecturers, the motivations driving their choice, problems arising during the exams, as well as the way of taking into account the special needs of the examinees. The research used the method of diagnostic survey. The obtained results indicate that, according to the lecturers, the students' independence during remote exams is smaller and the intensity of using unauthorized help by them is greater. Remote exams generate more problems - technical and related to the dishonesty of students. Lecturers hardly recognize and take into account the special educational needs of students during remote exams. [ABSTRACT FROM AUTHOR]

The article concerns the opinion on stationary and remote examinations carried out during the COVID-19 pandemic, perceived from the perspective of the assessed students. The study aimed to find out about the students' perspective on remote final and midterm exams at The Maria Grzegorzewska University and to attempt to compare it with the traditional examination. The subject of the research was, among others, the forms of checking knowledge and skills, problems arising during the exams, as well as the way of taking into account the special needs of the examtakers. The students' opinions on the above-mentioned issues and their preferences regarding the examination situation were taken into account. The research used the method of diagnostic survey. The obtained results indicate that students during remote exams declare a higher level of stress related to potential technical problems, and in the case of stationary examinations the problem is chaos, noise and distraction. Regardless of the form of the exam, a similar percentage of students declare that they do not cheat - 73.53% during full-time exams, 68.49% pass fair during remote exams. The most common form of cheating during remote examinations is the use of previously prepared notes (21.85%), and 2.52% use the help of colleagues. [ABSTRACT FROM AUTHOR]

Various forms of the self-evaluation are important elements in quality assurance systems implemented in the field of education. At the university level the students are expected toperform self-assessment of their learning outcomes objectively. However, the Dunning-Kruger effect is frequently detected in self-assessment when students evaluate their abilities either as greater than they actually are, or they underestimate themselves, which is typical for the students with superior abilities. At the University of Ljubljana, Faculty of Electrical Engineering, two first-cycle (bachelor) study programs in the field of electrical engineering were introduced with the Bologna process in 2009/2010: the academic and professional. They both comprise the Power Engineering option where students attend compulsory courses Control Engineering (CE-A) on the academic level or Fundamentals of Control Engineering (FCE) on the professional level. The assessment at both courses is in the form of a written and oral exam, and a simple self-assessment of the written exam has been introduced: before the beginning of the written exam, the students were asked to make a forecast of their result; after the completion of the written exam, they were asked to forecast their result again, now according to their experience. Our survey takes into account 538 individual written exams for the CE course for the study years from 2011/2012 to 2018/2019 and 562 ones for the FCE course for the study years from 2010/2011 to 2018/2019. For the CE course, the average students' forecast prior to the exam is 73.63% and the average self-assessment after the exam completion is 73.04%, both well matching the students' average actual written exam result of 71.56%. The figures for the FCE course differ considerably: the average forecast prior to the exam is 65.98%; the average self-assessment after the exam completion slipped to 59.21% and student's average actual result lowered to 55.69%. Additionally, written exams and their self-evaluations for former control engineering courses are analyzed, too. They are the Control Theory (CT) of the former Master study program and Control Engineering (CE-P) of the professional level bachelor study program. There, 530 individual written exams are surveyed for the CT course and 347 exams for the CE-P course, all from the study year 2002/2003 until the new study programs were introduced. For the CT course, the average students' forecast prior to the exam is 73.93% and the average self-assessment after the exam completion is 70.75%; students' average actual written exam result is 66.52%. For the CE-P course, the average forecast prior to the exam is 66.08%; the average self-assessment after the exam completion is 56.30%, while the student's average actual result is merely 47.12%. A detailed analysis confirms the Dunning-Kruger effect. It is more pronounced for the FCE (professional level) and CE-P (former professional level) courses. Improved exam results for the courses taken after the Bologna revision of the study programs are believed to be related to the imposed limitations on the number of the enrolled students. [ABSTRACT FROM AUTHOR]

Copyright of Grafía is the property of Universidad Autonoma de Colombia, Facultad de Ciencias Humanas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Bylye Gody is the property of Cherkas Global University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The aim of the study was to evaluate, by means of a questionnaire, students' opinions on the practice and orthodontic curriculum, the methods of assessing knowledge, as well as the final marks obtained, in order to appreciate the efficiency of the orthodontic university education. The study was conducted on 273 students, aged 23-35 years, from the public Faculty of Dental Medicine in Iasi, Romania. Anonymous questionnaire consisted of 16 items with multiple answers. Students’ knowledge was evaluated during final exams. Statistical analysis was performed with SPSS 16.0. Students' opinions were positive. Significant correlations between answers according to gender and study years were found (p<0.05). The average final marks earned by the students of the 6th year were higher than of those of the 5th year. The study demonstrates that the standard of undergraduate orthodontic education is quantified according to students’ results, but the teachers must take into account their opinions, for improving the teaching-learning process. [ABSTRACT FROM AUTHOR]

Abstract The aim of this study was to examine the presence of preexam anxiety in nursing students and establish relationship of pre-exam anxiety intensity in relation to the category variables (gender, age, place of birth, current place of residence, with whom they live, whether they are employed, the average family income, year of study), objective success (i.e., pass rate at exams, the average score at the end of year, possible renewal of the year of study) and the subjective perception of academic success (i.e., self-satisfaction as a student as well as the importance of ratings obtained at the exam). The sample was random and consisted of the students of High Medical College of Professional Studies in Belgrade at the Department of vocational nurse. 209 students were tested, evenly distributed on the second and third year of study. Pre-examination anxiety among students was examined using a questionnaire The Test Anxiety Inventory – TAI (Test Anxiety Inventory), which includes subscales: Test Anxiety Inventory-Total (TAI-T), Test Anxiety Inventory-Worry (TAI-W) and Test Anxiety Inventory-Emotionality (TAI-E). From the obtained results we can conclude that nursing students showed a statistically significant pre-exam anxiety on all subscales. Preexam anxiety symptoms compared to candidates’ sex showed statistically significant differences in all scores, and average values are always higher in female students compared to male. There is also a statistically significant difference between students of the second year in relation to the third year students. It can be concluded that there is a significant number of nursing students with the pre-exam anxiety problems that need professional help and support in the form of expanding and strengthening personal competencies. [ABSTRACT FROM AUTHOR]

Within the framework of a mode of regulation of the educational system based on the ideology of performativity through an intensified school work, this text focuses on the recent experience of reintroducing the exams in the 4th grade in Portugal. We analyze the voices of children, parents, and teachers found in television news pieces (2012-2015), seeking to understand how they position themselves and how they deal with the exams. Their words reveal that the examinations greatly influence the school and family life, and demand cognitive and emotional effort on the part of these actors, aiming at the preparation of pupils who are able to deal effectively with performativity at an earlier age. [ABSTRACT FROM AUTHOR]

The school in Salva is a school with tradition. It‟s foundation is related in the same ways at others schools in the Nãsãud Area, by the the establishment of Romanian Border Regiment II of Nãsãud. The school was firstly established village school, then in 1858 it became confessional, and after it became a public school. Until 1918 it must be assessed from two perspectives, pedagogical and national. From a pedagogical point of view, the performances were weak, even reporting them to the standards of the era. Until the end of the First World War, it only had one room class and only one teacher. But from an ideological point of view, the school in Salva contributed in keeping a national unity feeling among the Romanians in Salva. During the Austro-Hungarian administration, the authorities tried to abolish it, but the school was protected by the church and supported by the Romanian community in Salva. After the end of the war, the number of teachers increased, as well the class rooms and the students began to obtain extraordinary results in the school competitions. [ABSTRACT FROM AUTHOR]

Students suffer during exams from a number of symptoms of nervous system such as temporary memory loss, insomnia, depression, headache. This may be due to several factors, the most important factor is lack of nutritional knowledgement. The aim of the study was suggesting a regimen for students during exams which includes the importance of having breakfast, increasing drinking water fluids, and eating a healthy food to avoid such symptoms, to enjoy a healthy body full of energy and a healthy mind capable of thinking and creation. The study also discussed the importance of adequate sleep, stress resistance to exercise and avoiding environmental pollution sources. Likewise, the suggested regimen also fits healthy people in any age group except infants to avoid such symptoms. [ABSTRACT FROM AUTHOR]

South Korea, a member of the Organization for Economic Cooperation and Development, has experienced unprecedented growth within the last 60 years. Commentators frequently attribute the nations success to its system of education. Though education has indeed contributed much to the advancement of the nation, it has been identified that the hypercompetitive nature of education has led to an exponential increase in suicide among school age individuals ages 15-24. In this paper, I examine the rise in rate of suicide from 1985 to the present time, factors that have contributed to this occurrence, and possible solutions to this societal problem. [ABSTRACT FROM AUTHOR]

This article has considered the importance of stress, anxiety and depression in two samples of students in the technical area investigated during the nonstress period and pre-session time considered with high stress. We used the Scale of Perceived Stress - PSS-14 and Anxiety and Depression Scale - HAD. The results show that perceived stress is moderate during the nonstress period and suffer a significant increase in pre-session period. Perceived stress generates anxiety and depression regardless of time of assessing these variables. Data suggests poor stress management by students and also the existence of a relatively high number of people with anxiety examination. [ABSTRACT FROM AUTHOR]

Copyright of Slovak Journal for Educational Sciences / Pedagogika is the property of Slovak Academy of Sciences, Slovak Educational Research Society and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The Gerstein Science Information Centre is the Science and Health Sciences library serving the University of Toronto community. As the second largest library on campus, Gerstein is a mecca for studying and can accommodate 1100 students. Research has shown that high levels of stress, anxiety, depression, and other mental health disorders are prevalent among both medical students and the student population as a whole. In recent years, Gerstein staff members have seen evidence of the rising levels of student stress in their dealings with the public while providing reference and research help. Animal-assisted therapy (AAT) is often used in hospital and rehabilitation settings and, most recently, to help young children learn to read by providing a stress-free learning environment in public libraries and schools. Studies on animal-assisted therapy have shown that AAT decreases blood pressure, cortisol, and reduces anxiety overall. In response to these findings, staff at Gerstein decided to implement an AAT program, "Paws for a Study Break," comprised of several sessions when a therapy dog and her handler would visit the library to hold 'office hours' and give students a break from their studying during the Winter 2012 exam period. Through a total of six visits of ninety minutes each, 417 visitors were received. Best practices and lessons learned are discussed, including steps involved in coordination of the event, working with volunteers, publicity avenues, dealing with media requests, costs involved, and evaluation techniques. Based on the completed evaluation forms, the response to the therapy dog program at Gerstein was overwhelmingly positive; students were very appreciative, and there are plans underway to repeat this program on an ongoing basis. [ABSTRACT FROM AUTHOR]

Students differ in how they cope with and manage stress associated with university life. This study investigates associations between adult attachment and coping strategies for exam-related stress. Fifty-seven students at a university in the north of England completed online questionnaires to assess attachment anxiety and avoidance, helpful and unhelpful coping strategies, and positive and negative affect. We found that students who were more avoidant in their attachment relationships were less likely to report using helpful problem-focused and emotion-focused strategies to cope with their exams. We also found that students who were more anxious in their attachment relationships reported using more dysfunctional coping strategies. We discuss the implications of the findings for university pastoral care and academic support systems. [ABSTRACT FROM AUTHOR]

Essentially a focus group to discuss textbook related issues, a meeting of calculus instructors from a wide variety of environments was convened and sponsored by McGraw Hill to provide feedback on the current state of the calculus classroom. This paper provides a description of the group's discussions. [ABSTRACT FROM AUTHOR]

The Predicted Mean Vote and Predicted Percentage of Dissatisfied (PMV/PPD) method is used worldwide to assess thermal comfort. The PMV/PPD method traditionally depends on four environmental parameters; air temperature, relative humidity, mean radiant temperature and air velocity, and two personal parameters; metabolic rate and clothing insulation. However, accurate modelling of thermal comfort requires consideration of psychological impacts, as well as associated physical responses to the environment. This paper investigates the effect of one of the psychological parameters; stress level on the thermal sensation of students for male and female which can be a sufficient limitation of the accuracy of thermal comfort/sensation models. Actual Thermal Sensation (ATS) and Profile of Mood States (POMS) are used to examine the effect of stress level on the thermal sensation. Pre-test-Post-test Control (PPC) experimental design is conducted on the students in a university, Ankara, Turkey, which has a Csb type climate zone according to Köppen-Geiger climate classification. First, students are split into two random groups; control and experimental groups. The students in experimental group are requested to attend exam while the students in control group read their favourite books. Then, students are subjected to pre-and post-exam surveys in order to understand the relationship between stress level and ATS. As a supportive analysis, Heart Rate (HR) and Skin Temperature (ST) are also included in the study as sympathetic responses of occupants to the thermal discomfort due to stress. Smart wristbands and infrared thermometers are used to measure Heart Rate and Skin Temperature of the students. Results showed that there is a difference between control group and experimental group before the exam (pre-test) except the ST of females. After the exam (post-test), there are no significant differences between two groups. [ABSTRACT FROM AUTHOR]