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Comparative Study on Relationship Between Inconsistent Online-Offline Social Performance and Self-Efficacy of University Students Based on Types of Social Activity.

ABSTRACT: Social behavior is closely linked to self-efficacy, which is the individual's confidence or belief that they can successfully complete a task in a given situation. The advent of social media classified social behavior as online and offline sociality, and has cultivated inconsistency in online and offline social behavior of university students, an issue that has come to prominence in scholarly research. However, the relationship between this inconsistency and self-efficacy is worthy of investigation because this particular confluence of behavioral concepts has been rarely been researched. In this paper, online and offline social behavior is integrated, a typology for university student social activities established, and the correlation between different types of social activity and student self-efficacy investigated, with a specific focus on those with notable inconsistencies in their social performance. The following findings are reported. First, as online social networking has become the dominant form of social interaction, the types of social activity have increased, with one-third of university students showing inconsistent online and offline social behavior. However, different types of social activities have varied effects on the self-efficacy of university students, with differences between general self-efficacy, which is significantly above academic self-efficacy, and social self-efficacy. These effects are also different for students with inconsistent online and offline social performance; those who are active online show higher self-efficacy than those who are active offline. This study shows online social network interactions to be more closely related to student self-efficacy than offline interactions.

SUBMITTER: Yang Y

PROVIDER: S-EPMC8005636 | biostudies-literature |

REPOSITORIES: biostudies-literature

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Project description:BackgroundSleep disorders are composed of a group of diseases of increasing prevalence and with social-health implications to be considered a public health problem. Sleep habits and specific sleep behaviors have an influence on the academic success of students. However, the characteristics of sleep and sleep habits of university students as predictors of poor academic performance have been scarcely analyzed. In the present study, we aimed to investigate sleep habits and their influence on academic performance in a cohort of Nursing Degree students.MethodsThis was a cross-sectional and observational study. An anonymous and self-administered questionnaire was used, including different scales such as the 'Morningness and Eveningness scale', an author-generated sleep habit questionnaire, and certain variables aimed at studying the socio-familial and academic aspects of the Nursing students. The association of sleep habits and other variables with poor academic performance was investigated by logistic regression. The internal consistency and homogeneity of the 'sleep habits questionnaire' was assessed with the Cronbach's alpha test.ResultsOverall, 401 students (mean age of 22.1 ± 4.9 years, 74.8 % females) from the Nursing Degree were included. The homogeneity of the 'sleep habits questionnaire' was appropriate (Cronbach's alpha = 0.710). Nursing students were characterized by an evening chronotype (20.2 %) and a short sleep pattern. 30.4 % of the Nursing students had bad sleep habits. Regarding the academic performance, 47.9 % of the students showed a poor one. On multivariate logistic regression analysis, a short sleep pattern (adjusted OR = 1.53, 95 % CI 1.01-2.34), bad sleep habits (aOR = 1.76, 95 % CI 1.11-2.79), and age < 25 years (aOR = 2.27, 95 % CI 1.30-3.98) were independently associated with a higher probability of poor academic performance.ConclusionsAlmost 1/3 of the Nursing students were identified as having bad sleep habits, and these students were characterized by an evening chronotype and a short sleep pattern. A short sleep pattern, bad sleep habits, and age < 25 years, were independently associated with a higher risk of poor academic performance. This requires multifactorial approaches and the involvement of all the associated actors: teachers, academic institutions, health institutions, and the people in charge in university residences, among others.

Project description:BackgroundOnline education has become increasingly popular, but research on the effectiveness of different teaching models in developing cognitive skills is limited. This study investigated the relationship between different teaching models (online and offline) and the development of cognitive skills in clinical medicine students.MethodsSurvey data were collected from 2018 entry students who participated in online teaching and 2019 entry students in offline teaching at Xiangya School of Medicine, Central South University. National Quality Open Courses (NQROC) were provided to both groups of students. The study examined the total score of physiology final exam, score of each type of question, and NQROC learning engagement in different score segments under the two teaching models. Non-parametric statistical methods were utilized to analyze the total score of physiology final exam, score of each type of question, and the NQROC learning engagement. Spearman's rank correlation was utilized to analyze the relationship between the score of physiology final exam and the students' NQROC learning engagement.ResultsThe study found no statistically significant difference in the total score, short-answer questions (SAQs) score, and case study questions (CSQs) score between online and offline teaching models. However, the multiple-choice questions (MCQs) score was higher in the online teaching model (Z=-4.249, P < 0.001), suggesting that online teaching may be an effective way to improve lower-order cognitive skills among students. In contrast, low-achieving students had higher total scores (Z=-3.223, P = 0.001) and scores in both MCQs (Z=-6.263, P < 0.001) and CSQs (Z=-6.877, P < 0.001) in the online teaching model. High-achieving students in the online teaching model had higher total scores (Z=-3.001, P = 0.003) and MCQs scores (Z=-5.706, P < 0.001) but lower scores in CSQs (Z=-2.775, P = 0.006). Furthermore, students' NQROC learning engagement was greater in the online teaching model.ConclusionsThe results of this study suggested that online teaching was not statistically significantly different from offline in cognitive domains and was more desirable than offline in strengthening lower-order cognitive skills. However, it was important to note that offline teaching may be more effective in reinforcing higher-order cognitive skills among high-achieving students. In conclusion, this study provided important insights into the effectiveness of different teaching models in developing cognitive skills among medical students and highlighted the potential benefits of online teaching in enhancing students' lower-order cognitive skills.

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Comparative Study on Relationship Between Inconsistent Online-Offline Social Performance and Self-Efficacy of University Students Based on Types of Social Activity.

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