Students’ expectations for learning scientific research

The purpose of this qualitative study is to explore the role of emotional intelligence (EI) in academic excellence among private university students in Bangladesh. Employing a qualitative approach, data were collected through semi-structured interviews with 60 participants, ranging from undergraduate to postgraduate levels, recruited using purposive sampling techniques. Thematic analysis revealed diverse perceptions of EI, its influence on academic performance, and the impact of cultural and gender dynamics. Participants highlighted the importance of EI in managing stress, navigating interpersonal relationships, and overcoming academic challenges. Gender differences were evident, with female participants emphasizing empathy and intuition, while male participants focused on self-regulation and resilience. Cultural influences, including respect for authority and collectivism, shaped participants’ emotional experiences and social interactions within academic settings. Despite recognizing the benefits of EI, participants identified challenges such as academic stress and cultural expectations. The study underscores the need for tailored approaches to EI development that account for individual differences and cultural contexts. Practical implications include the integration of EI training and support services into educational programs to promote students’ emotional well-being and academic success. Social implications highlight the importance of creating inclusive and supportive environments that foster students’ holistic development. The originality of this study lies in its exploration of EI within the specific context of private university education in Bangladesh. Limitations include the small sample size and the focus on private university students, limiting generalizability.

This study aimed to examine students’ attitudes toward Indonesian language from public and private universities in Indonesia. Additionally, this study examined what aspects are considered unfavorable or adverse from students' attitudes towards the Indonesian language. The online questionnaires with 30 statements were used to collect the data from 812 students from public universities and 705 students from private universities. The instrument's validity was carried out by two methods of testing, namely the content validity test and the testing. The data were analyzed by using descriptive statistics with Independent T-test sample test. The findings revealed that students' attitudes towards Indonesian both from state universities and private universities were both in a good category, and there was no difference in the results of the different test attitudes with a significance value of 0.970. In terms of the aspects of loyalty and pride towards Indonesian, it was in a sufficient category. The findings also indicated that students’ attitudes in public and private universities were categorized as sufficient. For this reason, lecturers who teach the Indonesian personality development course further foster students’ awareness to be loyal and proud of the Indonesian language by prioritizing Indonesian in every academic activity. It is necessary to develop a sense of loyalty, pride, and awareness of norms towards the Indonesian language even higher.

Given the growing use of artificial intelligence in academic writing, it is essential to systematize empirical evidence on its integration into pedagogical practices associated with teaching writing. However, there is still little research addressing how teachers perceive and use tools such as ChatGPT for these educational purposes. Therefore, this study explores the uses and beliefs about ChatGPT for teaching writing from the perspective of teachers at a private university in Lima, Peru. This qualitative study used a semi-structured interview with ten writing teachers who had already used this tool. Among the results, it was found that ChatGPT is mainly used in the final stage of text revision and correction, with little use in the planning stage; in general, it is used in a rather unreflective manner. Likewise, ChatGPT is considered advantageous as an assistant for personalizing learning; however, ethical risks and threats to critical thinking persist, all of which are integrated into four pedagogical scenarios (ideal zone, tense equilibrium zone, opportunity zone, and critical zone). Future scenarios were envisioned, such as the inclusion of specialized teaching in prompts and the establishment of a regulatory framework for ethics in AI.

Functional Goals and Predictors of Their Attainment in Low-Income Community-Dwelling Older Adults

This study provides an in-depth analysis of the experiences of university students who simultaneously balance work and study in a private university in Lima, a growing phenomenon within Latin American higher education. In a context marked by socioeconomic disparities and the increasing privatization of education, this population faces significant tensions that affect their academic, personal, and emotional well-being. The research was conducted using a qualitative approach with a phenomenological design, through structured interviews with three working students selected by convenience sampling. The testimonies were subjected to a manual coding process, considering a priori categories related to their comprehensive experience in university life. The findings show that the dual burden generates high levels of physical fatigue and stress, hindering the fulfillment of academic demands. However, benefits were also identified, such as the strengthening of resilience, autonomy, and satisfaction derived from personal and economic growth. Participants pointed out the existence of institutional gaps: insufficient regulations to respond to the needs of those who work, lack of flexibility in attendance policies, and limited recognition of their complex routines. Additionally, perceptions of faculty attitudes varied from empathy and support to rigidity and low understanding of their daily reality. Regarding improvement proposals, students suggested flexible scheduling, technological enhancements in classrooms, faculty accompaniment sensitive to student diversity, and a review of working conditions associated with pre-professional internships, all aimed at ensuring a sustainable and equitable academic trajectory. The study concludes that private universities must urgently adopt inclusive policies based on student heterogeneity. Recognizing the demands of those who study and work not only promotes comprehensive well-being but also strengthens their persistence and academic success within contemporary higher education.

Grading system is an integral part of education system of a country, and this is the process of evaluation of the students about their academic excellence and expertise. Employers give proper value and rely on the grading of the graduates to evaluate their employability in the selection process of job. So, it is expected to have a uniform grading system in all the academic institutions of a country to depict a picture of nondiscrimination and equality differentiation of the graduates. There is a dissatisfaction of the Pharmacy graduated passing from different universities in Bangladesh due to the differences of grading systems in different private universities which is badly impacting to the graduates for getting their jobs in pharmaceutical companies and different other private and public universities and even getting scholarships in higher education abroad. This study aimed to report the actual grading systems followed by different private and public universities offering Pharmacy education in Bangladesh. The information about the grading system of different universities were collected from the respective website of the university as well as by contacting with the relevant person/authority of the university that do not have proper information in their websites. Pharmacy education is provided by 13 public and 30 private universities in Bangladesh. Our investigation found that all the public universities follow the UGC recommended uniform grading system. Among the 30 private universities, 25 universities follow the UGC recommended grading system; however, 5 universities do not follow the UGC provided grading system, rather these universities are following own different grading system. All the five grading systems are also different from one another. Due to the differences in the grading systems practiced by different private universities in Bangladesh, a subtle discrimination has grounded among the graduates seeking for jobs and higher education in foreign countries. In order to maintain quality education for all in the higher education level and for the preparation of the same level field for job competition and job preference, there is no other alternative of uniform grading systems in the Pharmacy education in Bangladesh. The UGC should strictly implement the uniform grading system approved and recommended by it to eliminate the discriminations.

IntroductionStudent satisfaction is a key indicator of higher education quality, yet the mechanisms linking students’ perceived goal attainment to their overall satisfaction remain underexplored. While expectancy–disconfirmation theory (EDT) has traditionally emphasized the gap between expected and actual outcomes, limited research has examined goal attainment as a personal cognitive benchmark within this framework. Drawing on EDT and self-determination theory, this study aimed to investigate how perceived goal attainment influences student satisfaction through the mediating roles of perceived competence acquisition and perceptions of learning and campus life.MethodsA cross-sectional survey was conducted among 2,981 students from 13 Chinese higher education institutions (HEIs). Participants completed validated scales measuring perceived goal attainment, competence acquisition, curriculum and learning, infrastructure and daily life, and satisfaction. Covariates included gender, grade, institution type, and regional development level. Structural equation modeling and bootstrapping (5,000 resamples) were used to test simple and chain mediation models.ResultsPerceived goal attainment was positively correlated with satisfaction (r = 0.66, p < 0.001), competence acquisition (r = 0.66, p < 0.001), curriculum and learning (r = 0.48, p < 0.001), and infrastructure and daily life (r = 0.57, p < 0.001). In the model including curriculum and learning, the chain mediation path—Perceived Goal Attainment → Perceived Competence Acquisition → Curriculum and Learning → Student Satisfaction—was significant, with individual mediators also exerting partial effects. The total effect was 0.719, with 85.12% direct and 14.88% indirect effect (10.29% via competence, 1.67% via curriculum, 2.92% sequentially). In the model including infrastructure, the chained mediation pathway Perceived Goal Attainment → Perceived Competence Acquisition → Infrastructure and Daily Life → Student Satisfaction was also significant, with a 78.16% direct effect and 21.84% indirect effect (9.18% via competence, 8.62% via infrastructure, 4.03% sequentially).ConclusionPerceived goal attainment influences student satisfaction both directly and indirectly via competence acquisition and improvements in academic and daily life experiences. By integrating EDT, SDT, and a chain mediation framework, the study highlights competence as a core psychological mechanism. HEIs should prioritize strategies that foster students’ sense of competence while optimizing curriculum and campus environments to enhance satisfaction and engagement.

The purpose of this study was to evaluate the degree to which personalized cognitive strategy instruction (PCSI) assisted students with prolonged concussion symptoms (PCS) to achieve functional and academic-related goals. It was hypothesized that goal attainment on collaboratively developed functional goals and selected scores on the pre/post outcome measurements would improve following the delivery of PCSI. A non-concurrent multiple baseline design was utilized across three female participants ages 13–16. The weekly status tracking measurement of participant performance served as the primary measurement analysed to determine the existence of a functional relation between the addition of PCSI to psychoeducation and the achievement of participant outcome. Although visual analysis of the plotted status tracking data did not support the existence of a functional relation, all three participants met or exceeded functional goals on their goal attainment scales. A Tau-U analysis supported a small treatment effect. The positive response to the intervention from two of the three participants in addition to goal attainment for all three participants suggests PCSI has potential to mitigate cognitive challenges in adolescents with PCS. Implications for future research and methods to promote ecological measurement of intervention effects are discussed.

Character education consists of two words namely education and character. The meaning of character education according to Islam is a conscious effort made by educators to students to shape the personality of students who teach and shape morals, ethics, and a good sense of culture and noble character that foster students' ability to make good and bad decisions and realize goodness that in everyday life by means of education, teaching, guidance and training which is guided by the Qur'an and as-Sunna. The basis of character education in Islam is the Qur'an the character of the Prophet Muhammad. Character education is very important at this time because character will show who we really are, character will determine how someone makes decisions, character determines attitudes, words, and actions of someone, people who have good character, then the words and deeds will also be good, so all it will become a unified identity and personalize itself, making it easy to distinguish from other identities. The purpose of character education is to form a person of noble character because the noble character is the base of goodness. People of good character will soon leave goodness and leave badness. Implementation of character education in Islamic educational institutions varies greatly depending on the policies of these educational institutions.

This research report a preliminary analysis of the internal validity of the short form of the Social Problem Solving Inventory-Revised in a sample of 366 university students from a private university in Lima, Peru. It was compared the correlations short-long form and the coefficients of internal consistency with established theoretical estimates as a baseline; additionally, the correlations were corrected for correlated errors. After of apply the adjustments to the observed coefficients, the results indicate high shared variance on the subscales and acceptable reliability coefficients, except for Positive Orientation to Problems score. The psychometric support is acceptable, but it is requested an ongoing research for get reliability and validity evidences.

This study examines the relationship between teachers’ empathetic communication and their academic performance, focusing on two dimensions: empathetic concern and perspective taking. The main objective was to determine if there is a positive and significant relationship between empathetic communication and teaching performance in the university context. A descriptive correlational design was employed to analyze data collected from 364 students from private universities in Lima. Twenty-four items of empathetic communication and 23 of teaching performance were evaluated using a Likert scale survey. As a result, Spearman correlation analyses revealed a positive and significant correlation between empathetic communication and teaching performance (r = 0.211, P < 0.01). Furthermore, positive, and significant correlations were found between empathetic concern (r = 0.279, P < 0.01) and perspective taking (r = 0.166, P < 0.01) with teaching performance. It is concluded that empathetic communication is positively associated with teaching performance, highlighting the importance of developing empathetic communication skills in teachers to enhance their effectiveness in the classroom. However, caution is advised to balance empathy to avoid potential biases or deviations in teaching. It is recommended to focus teacher training programs on strengthening these social skills to optimize the teaching learning process.

The objective of the present study was to determine the incidence of university students’ emotional style on the dimensions of academic goals (academic goals, learning goals, achievement goals and social reinforcement goals). For this study, 780 students of the fifth and sixth cycle of the Health Sciences School at a private university in Lima were chosen.In this quantitative study, of a substantive type, and a causal correlational cross-sectional non-experimental design, The Emotional Style Questionnaire (ESQ) was administered and for academic goals the questionnaire of the same name (CMA). The results evidenced the significant incidence of emotional style in the academic goals of university students with 72.1%; because the reason of plausibility of the logistic model (p&lt;0.05) fits well with the data (Deviation with p&lt;0.05).

Migrating to an online format, forced by the Covid-19 pandemic, remarkably affected the teaching-learning process in the architecture studio, characterized by providing a rich social environment and permanent interaction among students and tutors. Therefore, this study aimed to identify the opportunities offered by the virtual learning environment to meet the challenge to continue the social learning process that fosters critical-reflexive thinking (CRT) and deep learning (DP) in architecture students at a private university in Lima. This qualitative case study research collected and validated data from the studio tutor reflexive logbook, class observations, 50 questionnaires and 15 interviews to second-year students. The results showed the challenges found and the effect of the new strategies used. Conclusions highlight the opportunities provided by the virtual learning environment for developing CRT and DL; the continuity of social learning and sense of community, reinforced by auto-reflexive and inter-reflexive dialogues; and the strengthening of tutor accompaniment for social, psychological and emotional support.

The objective of this research work was to evaluate and analyze the results of introducing an innovativemethodology such as gamification that helps to improve the teaching and learning process in higher education students and, thus, improve the academic performance of students prioritizing three aspects. important: interest, active participation, and continuous learning; Leaving behind the systematic academic components that are based on memorization or the meaningless search for a good grade without the correct learning of the basic foundations within the student's professional training. This research is quantitative, in which we worked with university students from the leveling courses of mathematics and basic mathematics applied to different engineering careers. Initially, the students were evaluated, through the applicationof a survey to identify the reasons for their low academic performance, in this aspect it was observed that 72.5% of thestudent's state that they had a bad foundation in their respective schools. Then, the gamification tools were implemented in the description of the topics proposed in the syllabus and the influence on academic performance was analyzed, this implementation resulted in students being able to improve their academic performance, and 12.3% of students They were more motivated when carrying out the activities. Finally, the training was carried out for the teachers explaining how to use the gamification tools and how the evaluation should be carried out on the students, at this point it was observed that some teachers were unaware of technological tools to incorporate into the learning processof the students. , but at the same time, they showed concern about updating themselves on the use of Tics and above all how to incorporate them into their class sessions.

Research underscores the importance of enhancing teachers' digital competencies to effectively address contemporary educational challenges and improve educational quality.Therefore, this study aimed to examine the impact of digital skills on the teaching performance of English teachers at a private university in Lima, Peru.Adopting a quantitative approach with a non-experimental and correlational design, the study conducted surveys with 85 teachers.The results indicate a significant relationship between digital skills and overall teaching performance, explaining 71.4% of the variability.However, the study did not find a significant impact of digital skills on specific dimensions of teaching performance, such as disciplinary proficiency, didactic aspects, didactic thinking, motivation, and self-efficacy.This suggests that other factors, such as academic background and professional experience, may have a greater influence in these areas.Finally, the study highlighted the need for universities to prioritize the development of digital skills among educators, while recognizing the continued importance of traditional academic and professional factors in teaching effectiveness.