نوعية الحياة والإيثارية وعلاقتهما بالعصابية لدى مجموعة من طلبة وطالبات جامعة الإسكندرية

The suicide mortality rate per 100 000 population (SMRP) consistently decreased before the COVID-19 pandemic outbreak in Japan and then unexpectedly increased during the pandemic. However, the underlying mechanisms remain poorly understood. To identify trends in and factors associated with suicidal mortality and motives among students in Japan from 2007 to 2022. In this cross-sectional study, data on SMRPs among Japanese middle-school, high-school, and university students were obtained from the government suicide database Suicide Statistics of the National Police Agency. Age-dependent and temporal fluctuations in annual SMRPs, disaggregated by suicidal motive (7 categories and 52 subcategories), sex, and school, were analyzed using linear mixed-effect and joinpoint regression models, respectively. Total suicide numbers from 2007 to 2022 were as follows: 760 male middle-school students, 635 female middle-school students, 2376 male high-school students, 1566 female high-school students, 5179 male university students, and 1880 female university students. The mean (SD) student populations from 2007 to 2022 were as follows: 1 752 737 (81 334) male middle-school students, 1 675 572 (78 824) female middle-school students, 1 648 274 (67 520) male high-school students, 1 614 828 (60 032) female high-school students, 1 652 689 (32 724) male university students, and 1 229 142 (57 484) female university students. Among male students, the leading motives were school-related factors (underachievement and worrying about the future), followed by family-related and health-related motives. Among female students, school-related and family-related motives decreased, but health-related motives showed an age-dependent increase. The SMRPs of middle-school male students and female students were almost equal (mean [SD], 2.7 [1.0] vs 2.4 [1.4]), but the age-dependent increase in SMRPs among male students was pronounced (mean [SD], high-school vs university male students, 9.1 [2.4] vs 19.6 [3.0]; high-school vs university female students, 6.1 [2.4] vs 9.6 [1.8]). However, the incidence of suicide among high-school students associated with health-related motives was greater in female students. The majority of suicides associated with major impactable suicidal motives (school-related, health-related, and family-related motives) began increasing before the pandemic. Changes in SMRP associated with interpersonal relationships, such as conflict with classmates or parents, were not significant, but the rates increased greatly during the pandemic. School-related, health-related, and family-related problems were major motives, whereas the impacts of health-related and family-related motives increased and decreased with age, respectively. Notably, most SMRPs associated with major impactable motives (underachievement, conflict with a parent or classmate, and mental illnesses) had already begun increasing in the late 2010s, indicating that recent increasing SMRPs among school-aged individuals were associated with pandemic-related factors and other factors affecting this generation before the pandemic. It may be inappropriate to uniformly apply research findings based on school-aged individuals to school-based suicide prevention programs for students in middle school, high school, and university.

BackgroundA considerable body of research has demonstrated that reducing sitting time benefits health. Therefore, the current study aimed to explore the prevalence of sedentary behavior (SB) and its patterns.MethodsA total of 6975 university students (49.1% female) were chosen randomly to participate in a face-to-face interview. The original English version of the sedentary behavior questionnaire (SBQ) was previously translated into Arabic. Then, the validated Arabic version of the SBQ was used to assess SB. The Arabic SBQ included 9 types of SB (watching television, playing computer/video games, sitting while listening to music, sitting and talking on the phone, doing paperwork or office work, sitting and reading, playing a musical instrument, doing arts and crafts, and sitting and driving/riding in a car, bus or train) on weekdays and weekends.ResultsSBQ indicated that the total time of SB was considerably high (478.75 ± 256.60 and 535.86 ± 316.53 (min/day) during weekdays and weekends, respectively). On average, participants spent the most time during the day doing office/paperwork (item number 4) during weekdays (112.47 ± 111.11 min/day) and weekends (122.05 ± 113.49 min/day), followed by sitting time in transportation (item number 9) during weekdays (78.95 ± 83.25 min/day) and weekends (92.84 ± 100.19 min/day). The average total sitting time of the SBQ was 495.09 ± 247.38 (min/day) and 58.4% of the participants reported a high amount of sitting time (≥ 7 hours/day). Independent t-test showed significant differences (P ≤ 0.05) between males and females in all types of SB except with doing office/paperwork (item number 4). The results also showed that male students have a longer daily sitting time (521.73 ± 236.53 min/day) than females (467.38 ± 255.28 min/day). Finally, 64.1% of the males reported a high amount of sitting time (≥ 7 hours/day) compared to females (52.3%).ConclusionIn conclusion, the total mean length of SB in minutes per day for male and female university students was considerably high. About 58% of the population appeared to spend ≥7 h/day sedentary. Male university students are likelier to sit longer than female students. Our findings also indicated that SB and physical activity interventions are needed to raise awareness of the importance of adopting an active lifestyle and reducing sitting time.

This study was conducted to estimate the prevalence of constipation, bowel habits and nutrient intakes of college students. The subjects were 353 college students (166 males and 187 females) aged 19 to 29 years in Incheon area. The subjects were asked about bowel habits and dietary intake using questionnaires during march, 2008 and the prevalence of functional constipation (FC) was based on the Rome II criteria. The prevalence of FC in male and female students was 12.7% and 28.9%, respectively. The prevalence of self-reported constipation in male and female students was 12.0% and 36.9%, respectively. Both were higher in female students compared to male students. Among the subjects that have self-reported constipation, proportions of FC were 35.0% in male students and 55.1% in female students. Of subjects that did not self-reported constipation, the proportions of FC were 9.6% in male students and 13.6% in female students. Over 90% of respondents that self-reported constipation in male students, had neither visited a hospital and nor used laxatives or functional foods for constipation relief. Seventy five point three percent of male students, and 40.1% of female students, had a defecation frequency of over 5 times per week (p < 0.001). Ratios intaken under the estimated average requirement (EAR) of Vit A, Vit C, folic acid and Ca were over the 50% regardless of functional constipation. Mean daily consumption of total dietary fiber was 15.0 g/day in male students and 13.5 g/day in female students. According to these results, both functional constipation and self-reported constipation are more frequent in female college students and further studies are required in case-control study and related to psychological factors as well as nutrients to relieve of constipation. (Korean J Nutr 2009; 42(8): 702 ~ 713)

Correspondence of constructs in Holland's theory for male and female college students

Food consumption and lifestyle habits can have a positive or negative direct impact on an individual’s health. University students tend to have poor eating habits that are influenced mainly by sensory perceptions. This survey was done to evaluate the status of food consumption and lifestyle habits among Taif university students (males and females). A total of 600 students aged from 18 to 24 years participated in the survey and responded to questions on socio-demographic characteristics, lifestyle habits, eating habits, food consumption frequency, attitude, health and food awareness knowledge. The randomly selected students were from various levels in university representing wide categories and living conditions in Taif Region, Saudi Arabia. The examined students efficiently completed the survey with the help of the university staff. Weight and height were evaluated by a portable standing electronic scale and a portable stadiometer (Seca 879, Germany) to calculate the Body mass index (BMI) classes. Female students recorded 28% of underweight cases, which was higher than the male students (11%) with none significant at p&gt;0.05. The rate of overweight in male students was 30% compared with the female students’ 26%. The study reported 49% and 64% for normal waist circumference for male and female students, respectively. A higher frequency of moderate physical exercise was reported among male students at 60% compared to that among female students (57%). The number of students who did physical exercise regularly was reported to be higher in females (15%) than males (8%). A percentage of 15% and 7% of the male and female students, respectively were smokers. Male students recorded higher sleeping hours than females. Male students reported high media consumptionfrequency of more than 3 hours a day 67%, followed by 21% between 3-6 hoursa day for female students. About 46% and 55% of male and female students,respectively, reported fast-food consumption at least once a week and about 30% of males and 24% females took only 1 to 2 fast food meals in a month.The major meals skipped were breakfast, followed by lunch and dinner;however, this was not significant p&gt;0.05. Meal skipping was high among female students (72%). It was noted that high percentage of male students (72%) reported low consumption levels of vegetables and fruits. The main reason for fast-food consumption was convenience (31%) for males, while females recorded 32% for choices. Female students had a higher score than males in nutrition knowledge. There is a need forawareness creation concerning better food choices, lifestyle habits and weight management that might create a helpful impact on the university student health.

To explore inherent associations between psychological distress and resilience, and its effect on quality of life among medical and non-medical students. The cross-sectional study was conducted from December 2018 to January 2020 after approval from the Department of Psychology Ethics Committee of the International Islamic University, Islamabad, and comprised medical and non-medical students of either gender enrolled with different institutions of higher learning in Rawalpindi and Islamabad. Data were obtained using Brief Resilience Scale, Kessler Psychological Distress Scale and Quality of Life Scale. Data was analysed using SPSS. Of the 300 subjects, 150(50%) each were medical and non medical students. Within both groups, 75(50%) each were males and females. Psychological resilience was a positive predictor of quality of life ( =0.30) whereas psychological distress served as a negative predictor of quality of life ( =-0.54). Medical students were significantly higher on psychological distress (p=0.001), whereas non-medical students were higher on quality of life (p=0.001) and resilience (p=0.001). Female students were higher on quality of life and male students were higher on psychological distress (p=0.002). Resilience needs to be promoted among students, particularly medical students, as it may help in reduction and adequate management of academic distress levels.

Aim: Despite the numerous physical and psychological benefits of physical activity (PA), the prevalence of achieving PA recommendations decreases in college students. Therefore, this study was conducted to identify factors influencing PA in male and female college students based on the Health Promotion Model. Methods: A quantitative, cross-sectional research design was used to investigate factors influencing PA among male and female college students. A convenience sample of 264 Korean students was recruited from three colleges. Participants completed measures of physical activity, perceived benefits/barriers to PA, PA self-efficacy, activity-related affect, and peer support. Results: A multiple regression analysis indicated that the factors affecting PA in male college students were PA self-efficacy and subjective economic status, while the factors affecting PA in female students were PA self-efficacy, subjective health status, activity-related affect, and peer support. Conclusions: School health centers or wellness centers need to develop exercise self-efficacy enhancement programs to provide motivation for PA among college students. It might also be necessary to develop a customized PA program that considers gender differences.

ABSTRACTThe purpose of this study was to answer the following two questions: (1) Do significant differences exist in high-school learning experience, interests, self-efficacy, and career aspirations between male and female science, technology, engineering, and mathematics (STEM) students? (2) Can high-school learning experiences, interests, and self-efficacy significantly predict career aspirations, and do differences exist between male and female STEM students? This study highlighted the gender gap between male and female university students who had already chosen STEM majors with similar academic ability. A total of 407 first-year students were surveyed at a 4-year research university in Taiwan. For the data analysis, a t-test and multiple regression analysis were used, and the findings indicated that male STEM students had greater family support than their female counterparts. The variable of task value could significantly predict STEM career aspirations for both male and female students, whereas the variable of STEM course self-efficacy could only significantly predict that of male students. In conclusion, the findings highlighted that the motivation of task value was a vital factor for predicting STEM career aspirations, whereas the factor of family support was the main gap between male and female STEM students in terms of their high-school learning experiences.

This research was conducted because of some problems related to speaking anxiety in male and female students in English learning. Some female students looked worried about being pointed out and there were a few students who were able to raise their hands to give opinions. Then, some female students showed anxiety when they became the center of attention. Third, some male students looked hesitant when they pronounced some words. Lastly, some male students felt more comfortable when giving opinions or answering teacher questions by using their first language rather than the English language. Because of these problems, the researcher intended to find out the significant difference on speaking anxiety level between male and female students, and to find out the dominant factor of speaking anxiety in male and female students at the VIIth grade of Islamic Boarding School Ashhabul Yamin Lasi. The research design was Ex Post Facto research. The data were collected by using 18 items of the FLSAS (Foreign Language Speaking Anxiety Scale) questionnaire that were adopted from Ozturk and Gurbuz 2014. There were three indicators of speaking anxiety; Communication Apprehension, Test Anxiety and Fear of Negative Evaluation. The levels of speaking anxiety were low anxiety, moderate anxiety, and high anxiety. The population of this research was all of the seventh grade students which consisted of 3 classes. The sample was 80 students that were selected by using total sampling technique. The research was conducted in February 2022 in Islamic boarding School Ashhabul Yamin Lasi. Then, by using the SPSS program, an independent sample t-test was used to compare speaking anxiety level between male and female students, and a descriptive statistic was used to reveal the dominant factor of speaking anxiety in male and female students. The first result of the research showed that there was a significant difference on speaking anxiety level between male and female students at the VIIth grade of Islamic Boarding School Ashhabul Yamin Lasi. The researcher found the t-obtained (3.484) was higher than T-table (1.990). It means that Ha was accepted and Ho was rejected. The level of speaking anxiety in female students was moderate anxiety and male students were low anxiety. The second results that were the dominant factor of speaking anxiety in male students was test anxiety (18.12%), where it is because of students’ perception about English language. Meanwhile, the dominant factor of speaking anxiety in female students was fear of negative evaluation (20.68%), where it is because of unpreparedness of students.

The article is devoted to the problem of interpersonal interaction creation by male and female technical profile students. Results of the empirical research showed that male students of a technical profile have a dominant tendency in interaction, while female students have a tendency to be sensitive and friendly. A high level of sociability is common to both male and female students, which contributes to the emergence of attraction. Technical profile students have a high level of desire for people and a relatively significant fear of being rejected. Female students are more eager to establish friendships with others than male students, but they are also more afraid of being rejected in communication and interaction than male students. Male students have an active desire to win leadership positions, social recognition, and a high status in the system of interpersonal relations. They are able to take responsibility and to be persistent in their beliefs, to insist on their own. Instead, female students have an internal desire to accept group standards, values, traditions, the ability to make contact. Such traits as modesty, timidity, shyness, and the ability to forgive are inherent to them. They strive to take care of close people, show tolerance towards others. Thus, male and female technical profile students have different specifics of interpersonal interaction creation, in particular, they are affected by different factors of interpersonal interaction and strategies for creation of interpersonal relationships.

This study aims at identifying and analyzing linguistic and textual errors in writing narrative texts committed by male and female students of the fourth-semester English department students. The focus is on finding the significant differences between male and female students in terms of the frequencies of linguistic and textual errors in their narrative texts and the factors contributing to the errors. Data were collected through writing tests. Data were analyzed and interpreted by quantitative descriptive analysis and multivariate analysis using Two Ways ANOVA (F-Test) to investigate the significant differences linguistic and textual errors. Then the types of linguistic and textual errors in the two groups of male and female students were compared using descriptive analysis and statistical analysis. The results show that 57.93% of linguistic errors occurred in female’s narrative writing, with 42.07% occurred in male’s. Meanwhile, 46.29% of textual errors occurred in female’s narrative writing, with 53.71% found in the male’s. Statistically, there was no significantly different interaction between male and female students in terms of textual error frequency in writing narrative text, with p = 0.975 (p &gt; 0.05) at the level of significance a = 5 %. And there was a significantly different interaction between male and female students in terms of linguistic error frequency in writing narrative texts, with p = 0.029 (p &lt; 0.05) at the level of significance a = 5%. Several factors that affect female and male students’ errors in their narrative text are intralingual interference, language transfer, lack of knowledge about the narrative text, and gender difference.

Our aim was to investigate potential differences in mental health, self-rated health, risky sexual behaviour, alcohol use, and drug use between (1) Prospective exchange students and campus students separated by sex, and (2) male and female students as a group. Comparative cross-sectional design using an online survey containing the following instruments: Knowledge, Attitudes, and Sexual Behaviour in Young People in Sweden; Self-Rated Health Questionnaire; and General Health Questionnaire 12. One-hundred and fourteen prospective exchange students and 451 campus students participated in the study. Male prospective exchange students rated their mental health as being better and had used cannabis more often compared with female prospective exchange students. Male prospective exchange students also rated their mental health as being better than male campus students. Female students, in general, rated their mental health as worse than male students. A larger proportion of male prospective exchange students had sex together with alcohol compared with male campus students, and a larger proportion of female prospective exchange students had sex with a new partner and drank more alcohol compared to female campus students. The result shows that risky alcohol use and sexually risky behaviour is prominent amongst prospective exchange students. It is possible that they will continue, and even increase their risky behaviour whilst abroad as they find themselves in a new social context, and free from influence of the rules and restrictions that they might have at home. With limited knowledge of the local culture, native language, and in an unfamiliar environment, it is possible that the risks will be enhanced and possibly decrease their health. This highlights the need for proactive interventions, conceivably with some variations in content between sexes.

There is evidence that social isolation or loneliness may be associated with mental health. However, it is unclear to what extent these two factors independently affect mental health and if these effects are gender dependent. This study examined the simultaneous associations of social isolation and loneliness with depressive symptoms in a longitudinal study of male and female college students. Data were analyzed from 741 college students (28.3% males, 71.7% females; mean age = 18.47, SD = 0.87) at Tianjin Medical University. Multiple linear regression models were conducted to test the independent, relative, and synergistic effects of baseline isolation and loneliness on depressive symptoms at follow-up for female and male college students separately. All analyses were adjusted for baseline depressive symptoms and personality traits. Gender differences were found for the prospective associations of social isolation and loneliness with depressive symptoms. For females, either baseline isolation (β = 0.22, p<0.001) or loneliness (β = 0.23, p<0.001) can significantly predict the increased depressive symptoms. For males, baseline isolation (β = 0.25, p<0.01) rather than loneliness (β = 0.14, p>0.05) can significantly predict depressive symptoms. This longitudinal study found a gender-dependent impact of isolation and loneliness on depressive symptoms. These results indicated that female and male college students may require different interventions to help them adjust to college life.

This study examines EFL teacher interpersonal communication of gender differences in classroom interactions at Muhammadiyah High School in the composition of three different class models: (a) composition of sex-mixed learning group (male and female students in a classroom); (b) composition of singled – learning group specifically for women (only female students in a classroom); and (c) singled-learning group special particularly for men (only male students in a classroom). The pattern of classroom interaction from male and female teachers and students is largely influenced by culture or tradition and by the composition of the class gender. For example, male and female EFL teachers initiated a comparable number of interactions across all learning group composition models, but female teachers started more interactions for all learning group compositions and male teachers started fewer interactions in sex-mixed-type classrooms and specifically for female students singled learning group (student – women’s classroom) while in student – male specific classroom, male teachers had a lot of open-minded interaction. Also, in mixed gender classrooms, both groups of female and male students indicated opened interactions with female teachers and male teachers, while female students learning group interact with female teachers smoothly and openly while male teachers, they maintained excessive interaction, and for male class students, they were very active and opened to interacting both with female teachers and male teachers.

Introduction: The aim of this study was to investigate if female and male medical students perceive burdens differently and if students of both sexes assess their capability to stand performance pressure differently.Material and Methods: In 2017, 2nd (n=424, 53% female) and 6th (n=161, 46.6% female) year students at the medical university of Vienna were surveyed using a fully structured questionnaire. Results: In 2nd year, female students felt significantly more often that they could not measure up to study requirements than male students (87,5% vs. 94,4%). Performance pressure was perceived as major problem by male (45,5%) and female (50,9%) students while in 6th year the number was only half as high than in 2nd (24%, 18,4%). In 6th year significantly more female than male students were complaining about competition between students (33,3% vs. 8%). Half of the students shared the view that there is no difference between men and women in the capability to deal with performance pressure. Most of the other half state that men are superior to women in handling performance pressure. In both groups significantly more male than female students were convinced that they are superior to the other sex in handling performance pressure.Conclusion: Perception of problems is similar in male and female students. While in objective assessments female students perform equally to male students they consider themselves less competent and are more inclined to doubt their capability.