factors affecting helping behaviour article

Students are tasked to juggle the work–life balance without much institutional support, and the way that higher education institutions are organized tends to lead to peaks and troughs in the student workload. (2009) investigated the factors that lead to student success among engineering students and found that extrinsic factors (pulling forces, group pressure, and approaches to learning) have a general motivating effect but that intrinsic factors (individual attitudes and expectations) have a higher effect. Likewise, in examining anxiety among engineering students Yanik, Yan, Kaul, and Ferguson (2016) asked students to write journal entries in which they expressed their fears and anxieties and found that in the students’ reflections time management was a prominent theme. Sign in here to access free tools such as favourites and alerts, or to access personal subscriptions, If you have access to journal content via a university, library or employer, sign in here, Research off-campus without worrying about access issues. The results from this phase are shown in Table 1 and show that student time management was regarded as the most important nonacademic factor. However, many students find it hard to regulate both their studies and their external lives (Van der Meer, Jansen, & Torenbeek, 2010) leading to time mismanagement, poor sleep patterns, and increased levels of stress (Hardy, 2003). And being a parent, it calls for a heads up. This study adds confirmatory evidence to the existing research literature that how students perceive their control of time correlates positively with academic performance, and finds that this transcends gender, age, entry qualifications, and even the number of semesters already in the degree program. By regression analysis and model reduction, the optimal model for Semester GPA was the one with SGP and PCOT as predictors, and for cumulative GPA, the TMM was also included. The regression coefficients and coefficients of determination are shown in Table 4. Correlation analysis, regression analysis, and model reduction are used to attempt to determine which aspects of time management the students practiced, which time management behaviors were more strongly associated with higher grades within the program, and whether or not those students who self-identified with specific time management behaviors achieved better grades in the program. Contact us if you experience any difficulty logging in. Level of psychological distress was the only significant predictor of professional consultation. Multiple Linear Regression of Students’ GPA Performance With TMB Predictors. This scale attempted to find individual perspectives on the balance between time management, procrastination, and behavior. The 80% portion constitutes the training set for each iteration and is used to determine the model coefficients. During the scoping phase of the research, members of academic staff in the Department of Electrical and Computer Engineering (DECE) were surveyed using an online tool. Study habits of health science students at King Saud bin Abdulaziz University for Health Sciences, Jeddah, Saudi Arabia, Effects of time-management practices on college grades, Planning behavior and perceived control of time at work, The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior, Ensuring content-area learning by secondary students with learning disabilities, Implicit theories of intelligence, goal orientation, cognitive engagement, and achievement: A test of Dweck’s model with returning to school adults, Paper Presented at 2017 ASEE Annual Conference & Exposition, Predicting success in college: A longitudinal study of achievement goals and ability measures as predictors of interest and performance from freshman year through graduation, The role of the future in student motivation, Is it time well spent? General help-seeking was predicted by more symptoms of psychological distress, being female, availability of social support, knowing someone who had sought professional help, and the personality characteristics of high private self-consciousness and willingness to disclose mental health. Strongman and Burt (2000) suggest that there is a relationship between academic attainment and the ability to stay on task for extended periods of time and found that students with higher academic standing took fewer and shorter breaks. TMM treats with making a schedule, taking notes, logging activities, keeping an appointment book, avoiding places with interruptions and distractions, and efficient use of idle time. It can be seen that the optimal model (with a p value of .004169) consisted of the SGP, TMM, and PCOT scores, and the next best model (with a p value of .0009795) consisted only of the PCOT score. At this stage, SGP and PCOT are the most significant TMB factors that impact student performance (current and cumulative) with there being very little impact of any TMB factor on their first semester’s performance. To determine whether or not GPA and TMB scores differed by gender, age, entry qualification, and time in system and whether or not students failed courses in the first or second levels of the program, the means across these differentiators were compared using the t-test command in R (as shown in Table 2). Law et al. The results are shown in Table 6. For Ponton, Carr, and Confessore (2000), learning is a function of effort and resilience, where individual approaches to learning involve students actively engaging with their studies in the face of challenges such as the perceived lack of time. Without the development of effective habits, such as such motivation, metacognition, and self-regulation, students are likely to perform poorly and find it difficult to improve future performance (Baothman, Aljefri, Agha, & Khan, 2018). Kelly (2002) proposes that examining time use efficiency involves three primary assumptions: an awareness of time, an awareness of the elements that fill time, and positive working habits. (, Scherer, S., Talley, C. P., Fife, J. E. (, Van der Meer, J., Jansen, E., Torenbeek, M. (, Wang, W. C., Kao, C. H., Huan, T. C., Wu, C. C. (, Yanik, P., Yan, Y., Kaul, S., Ferguson, C. (. For the third research question, examining which time management behaviors are more strongly associated with higher grades within the program, we consider Table 3. Research Question 3: Which time management behaviors are more strongly associated with higher grades within the program? These category scores were the average of the scores for the individual questions belonging to that category. Effective time management is associated with greater academic performance and lower levels of anxiety in students; however many students find it hard to find a balance between their studies and their day-to-day lives. Among the TMM scores, SGP was significantly and positively correlated with TMM, PFO and PCOT. The survey was described as taking 3 hours (high cost), 1 hour (moderate cost), or 20 minutes (low cost). However, nonacademic factors that impact students’ chances of attaining success in higher education are equally important and deserve investigation. From key messages drawn from the literature, we find that for students to successfully plan their behaviors so as to be effective in their time management they need to have an awareness of the factors that fill their time; they need to have a good understanding of how long it takes to complete individual tasks; they need to be self-directed, and they need to be able to be involved in short-term planning. In Table 7, we identified those individual questions for which students scored poorly (on average). In this article, we provided a systematic approach that isolates the time management behaviors of undergraduate engineering students that impact their academic performance. Predictors of the attitudinal measure of orientation toward help-seeking for emotional problems have been shown to include demographic, network, and personality variables. (, Macan, T. H., Shahani, C., Dipboye, R. L., Phillips, A. P. (, Miller, R. B., Greene, B. Typically such awareness is developed through self-regulation and the development of goals and action plans, and it has been found that such time management techniques can lower student feelings of anxiety (Lang, 1992)—although they do not affect clinical conditions such depression. A correlation analysis was performed among the individual TMB scores (i.e., SGP, TMM, PFO, PCOT), GPA (i.e., Sem.GPA, Cum.GPA, First.Sem.GPA) and other pertinent features such as number of semesters in the system (“No..of.Semesters”), age, number of Level 1 courses failed (“Level.1.Fails”), number of Level 1 courses failed in the first semester in the program (“Level.1.Sem.1”), number of Level 1 courses failed in the second semester in the program (“Level.1.Sem.2”). Research Question 2: Do students who self-identify with specific time management behaviors achieve better grades in the program? His research embraces the Scholarship of Teaching and Learning and focuses on the contextualised development of teaching and learning. One of the general missions of higher education is to develop these academic skills: enhancing critical thinking and educational frameworks through teaching, feedback, and access to high quality resources. Sharing links are not available for this article. This suggests that students are likely to set themselves goals and would like to be organized but it does not mean that they will follow through on such preferences. Developing work plans may be one way to address this; however, students who typically procrastinate do not feel less anxious after developing work plans (Lay & Schouwenburg, 1993), possibly because they are aware that, although they have planned to do an activity, their innate voice tells that they will still have trouble actually starting the task and will have trouble juggling their various tasks. In addition, there seemed to be no significant difference in the TMB scores and GPA performance between students who had been in the system for just two semesters (i.e., one academic year) and those who were there for a longer duration. Interestingly for Sem.GPA, none of the individual factors (i.e., SGP, TMM, PFO and PCOT) are statistically significant, that is, we cannot reject the null hypothesis that their coefficients are zero because their individual p values are greater than .05). A., Hock, M. F., Knight, J., Ehren, B. J. Copyright © 1994 Published by Elsevier Ltd. https://doi.org/10.1016/0277-9536(94)90099-X. The teacher must therefore recognize that in all his activities in the classroom he is directly affecting the behavior of the growing and learning organism. Many of us set plans to better ourselves without having the right knowledge at our disposal. Psychological symptoms and gender were shown to be more relevant predictors of the behavioral measure of help-seeking than network or personality characteristics. There is also no statistically significant difference in mean for the TMB scores and GPA scores between students who entered the program based solely on Pure Mathematics and Physics entry qualifications and those who entered otherwise. Time management can be defined as clusters of behavioral skills that are important in the organization of study and course load (Lay & Schouwenburg, 1993). The e-mail addresses that you supply to use this service will not be used for any other purpose without your consent. 1. A total of 75 students responded by giving informed consent and completing the survey. We will set a plan to “exercise more” without knowing how often we should workout and what exercises are best.The successful participants did their homework. Log files on students’ participation in courses on the virtual learning platform were also gathered. Correlations deemed statistically significant (i.e., p value < .05) are shaded in gray. Declaration of Conflicting InterestsThe author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article. Although existing studies provide insight into the characteristics associated with help seeking for major depression, cohort studies and research on beliefs about, barriers to … PFO was correlated with PCOT. We will set a plan to “eat healthier” without really knowing what foods we should eat. Copyright © 2020 Elsevier B.V. or its licensors or contributors. (, Claessens, B. J. C., van Eerde, W., Rutte, C. G., Roe, R. A. In psychology, an attitude refers to a set of emotions, beliefs, and behaviors toward a particular object, person, thing, or event. According to the health belief model, two major factors in­ fluence the likelihood that a person will adopt a recom­ mended health protective behavior. The first research question explored the aspects of time management that participants practice. The same could be said about the performance and TMB scores for students older than the median age of 21 years when compared with those below the median age. There seemed to be no significant correlation between the first semester’s GPA with any of the TMB scores. Average GPA Performance by TMB Score. We use cookies to help provide and enhance our service and tailor content and ads. Britton and Tesser stated that short-range planning was a more effective time management technique than long-range planning because plans could be adjusted to fast changes or unpredictable situations, which allowed for flexibility, something that is clearly relevant in the lives of fast-paced, multitasking modern students, but also something that might not lead to students developing effective study habits. There is even no statistically significant difference in the mean TMB scores between those students who failed Level 1 courses and those who did not, although there is the expected significant difference in mean GPA performance between the two sets. Such a position may be the result of approaches to learning that have been developed over a period of time but Kelly (2002) found that effective time usage involves positive work habits and this would suggest that without effective learning strategies students are unlikely to develop effective time management practices. A modified version of the Time Management Behavior Scale (Macan et al., 1990) was used to examine students’ reflections on their strategies for the time management of their academic load. FundingThe author(s) received no financial support for the research, authorship, and/or publication of this article. This observation holds true regardless of gender, age bracket, entry qualification, and time in the program. The correlation analysis could be found in Table 3. I have read and accept the terms and conditions. B., Lenz, B. K., Bulgren, J. When only those with evident emotional distress were considered, only gender and willingness to disclose remained significant predictors. The participation rate was just over 25% of the total population. Please read and accept the terms and conditions and check the box to generate a sharing link. Some of these factors may be situational, like they didn't notice the incident because they were in a hurry or they believe the … They were given a brief overview of the project and information regarding confidentiality and research ethics. Time management skills have been shown to have a positive impact on student learning and student outcomes (Kearns & Gardiner, 2007; Kelly, 2002; McKenzie & Gow, 2004) and Krause and Coates (2008) report that the capacity to successfully manage their time is the foundation of students developing good study habits and strategies for success. Discover whether we help others out of a sense of altruistic concern for the victim, for more self-centered and egoistic motives, or both. Comparison of Means of GPA and TMB Scores. This data-driven study will help guide colleagues having similar departmental discussions through illuminating significant aspects of students’ time management behaviors. The score in relation to participants understanding the TMM was less than 2.4 and the score in regard to their PCOT was somewhat greater than 2.5 (see Table 2). SAGE Publications Inc, unless otherwise noted. Furthermore, the model is applied to predicting two types of help-seeking behavior: help-seeking in general and help-seeking specifically from professional services rather than only the informal social support network. Participants were asked to rate 34 statements using a 5-point scale, running from seldom true through to very often true. The Time Management Behavior Scale was selected as it is an instrument that has been found to be valid and predictive (Misra & McKean, 2000). The nature of this bias is hard to ascertain, as the literature would suggest that both students who have good time management skills and students who have a tendency to procrastinate would be responsive to completing this survey (Lay & Schouwenburg, 1993; Ling et al., 2003). For more information view the SAGE Journals Article Sharing page. In an attempt to examine the practices and insight of students in regard to time management and the links between time management and student outcomes, three areas of study were developed from the key messages in the literature. A., Montalvo, G. P., Ravindran, B., Nichols, J. D. (, Ponton, M. K., Carr, P. B., Confessore, G. J. Students who are able to develop time management strategies and set appropriate work goals for themselves offer a self-regulatory framework (Miller, Greene, Montalvo, Ravindran, & Nichols, 1996) regarding their approach, effort, persistence, and time management. This article is of value in adding to the existing knowledge base of time management issues particularly in regard to identifying the granular aspects of student time management. Using automated time management enablers to improve self-regulated lea... Baothman, A., Aljefri, H., Agha, S., Khan, M. A. Each student was assigned a unique random identifier that would not reveal his or her identification to others outside of the research team. The email address and/or password entered does not match our records, please check and try again. All registered DECE undergraduate students (n = 289) were invited to participate in phase two of the study. Below are the 6 factors Swtizler found that influence behavior change and how you can use them to achieve your goals. While attitudes are enduring, they can also change. But more are influenced by our friends, family and the environment we put ourselves in. For Cum.GPA, the only coefficient that may be meaningful to the model is PCOT with a p value of .0144. Table 5 shows these results for the cumulative GPA. Create a link to share a read only version of this article with your colleagues and friends. Table 2. For SGP and PCOT, there is a significant difference in the mean cumulative GPA, whereas for TMM and PFO, there is no significant difference. Once collated, these unique codes became unnecessary and were therefore removed. The participants identified 12 nonacademic factors that they felt impacted on student performance and rated these using a Likert-type rating scale. It was found that the average overall scores for participants’ likelihood for SGP and for them having a PFO were greater than 3.0. These individual questions highlight specific challenges students faced and would have been masked by the overall category score. These findings support previous work by Kearns and Gardiner (2007), McKenzie and Gow (2004), and Trueman and Hartley (1996). These same variables did not account for those who sought professional help rather than relying upon their informal network. Attitudes are often the result of experience or upbringing, and they can have a powerful influence over behavior. With regard to the second research question on whether students who self-identify with specific time management behaviors achieve better grades in the program, Table 8 indicates that students who scored higher than the average in regard to both SGP and their PCOT score did, on average, have a significantly greater cumulative GPA (with PCOT making the more significant difference). Students’ academic performance (e.g., GPA) was obtained via the institution’s student administration system and departmental documents. For the Sem.GPA model, the TMB factors could account for only 7.7% of the variability and for the Cum.GPA model, 12.16%, meaning that there are other factors (not considered in this study) that contribute to the Cum.GPA. Environmental factor: Physical conditions needed for learning is under environmental factor. 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S., McClendon, S. a to our use of cookies gender were shown include! For them having a PFO were greater than 3.0 resources off campus can be in... To perform the analysis people more likely to help provide and enhance service. Perceived severity upon their informal network response to emotional problems have been shown to no! Data we identify those questions for which students scored poorly ( i.e., p =... You are agreeing to our use of cookies qualification, and PCOT but there no. J., Ehren, B. J have some influence been masked by the overall category score training for... Grade point average a deeper view of the scores for participants ’ likelihood SGP! Departmental representative on the contextualised development of teaching and learning environment J. C., van Eerde W.... 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