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Background
Digital literacy influences academic behaviors, especially in medical education, where students encounter considerable academic challenges. However, the effects of this phenomenon on academic self-efficacy and procrastination remain inadequately understood.
Objectives
This research explores the relationships between digital literacy and...
Citations
... 9,10 This issue is particularly concerning among university students, who face unique challenges such as academic pressures, social obligations, and lifestyle choices contributing to irregular sleep patterns. [11][12][13] While educational and Based on these theoretical foundations, the study hypothesizes: Study Hypothesis 1: Bedtime procrastination negatively impacts sleep quality at subsequent time points, suggesting that regular delays in bedtime can degrade sleep quality over time. ...
Background
While bedtime procrastination is commonly associated with adverse outcomes such as poor sleep quality, the mechanisms mediating these effects remain underexplored. Grounded in the Self-Regulation Model of Behavior and the Transactional Model of Stress and Coping, this study examines the mediating role of cognitive reappraisal in the relationship between bedtime procrastination and sleep quality over time.
Methods
Employing a longitudinal design, the study examined the progression of bedtime procrastination, cognitive reappraisal, and sleep quality among university students at three distinct time points throughout an academic semester. Structural equation modeling and autoregressive time-lagged panel models were utilized to analyze the data, assessing both the direct effects and the mediating role of cognitive reappraisal over time.
Results
The results revealed that bedtime procrastination exhibited significant stability across time points (β = 0.619 to 0.658, p<0.001). Bedtime procrastination at earlier time points predicted poorer cognitive reappraisal (β= −0.169, p<0.05 to −0.215, p<0.01) and subsequent sleep quality (β=0.256, p<0.001). Additionally, cognitive reappraisal significantly mediated the relationship between bedtime procrastination and sleep quality (β= −0.359, Boot 95% CI: −0.51 to −0.234), emphasizing the role of emotional regulation strategies in sleep-related outcomes.
Conclusion
These findings underscored the impact of bedtime procrastination on sleep quality and highlight cognitive reappraisal as a key mediator. Interventions focusing on enhancing emotion regulation skills could mitigate the adverse effects of bedtime procrastination and improve sleep outcomes among university students.
... Furthermore, cultivating information literacy plays a pivotal role in this process. By equipping students with skills to independently identify, evaluate, and apply information, information literacy not only enhances academic self-e cacy and reduces barriers to innovation but also reinforces intrinsic motivation by directly addressing individuals' needs for autonomy, competence, and relatedness [ 27 ]. ...
Background Training in innovation and entrepreneurship (I&E) in medical education has become increasingly prevalentamong medical schools. The information literacy equips innovators with crucial information, facilitates resource integration, and has emerged as a powerful catalyst for driving innovation. Our study explores the current participation of the medical students in innovation and entrepreneurship and provides forwards the suggestions for integrating information literacy into innovation education. Methods A cross-sectional study was conducted among medical students at Shanghai Jiao Tong University School of Medicine, using a questionnaire to explore the relationship between information literacy and entrepreneurial innovation. The questionnaire comprises five sections, participant background, current involvement in innovation and entrepreneurship activities, satisfaction levels, and perceived needs and suggestions for support in I&E activities. Results A total of 178 medical students participated in this survey. The results indicate that the medical students primarily face challenges related to time constraints, insufficient energy and inadequate professional knowledge during their engagement in innovation and entrepreneurship activities. Peer-to-peer communication serves as the primary source of information in the initial stage of these activities, while expert consultation is the least used by students. Additionally, the students have a low demand for library resources. Students reported a moderately high level of satisfaction with the innovation and entrepreneurship resources provided by the school, with an average score of 3.63 on a 5-point scale. Conclusion This study highlights the vital role of information literacy in enhancing the medical students' innovation and entrepreneurship capabilities. By integrating information literacy into education, we can improve students' ability to access, analyze, and utilize information effectively, thus promoting innovation and ethical entrepreneurship. These findings provide valuable insights and a foundation for further research, while emphasizing the necessity of targeted educational strategies to support students' entrepreneurial development.
Ukraine must search for efficient tools to accelerate the economic recovery in the postwar period. The workforce equipped with future skills is globally considered to be able to accelerate the pace of innovative growth and achieve the goals of Industry 4.0. This study aims to identify key skills of tomorrow and outline the ways in which these skills can be strengthened at Ukrainian universities. The skills of tomorrow that the Ukrainian standard for higher education recommends the universities include in the existing and new educational programs in various specialties were divided into five groups depending on their nature. Moreover, they were mapped following sustainable development goals to comprehensively assess their ability to promote each goal. Thus, the concept of a ‘future skill’ has been defined to contain aspects such as sustainability, skills, Industry 4.0, energy,
education, energy efficiency, productivity, and creativity. The relationships between each future skill and its ability to facilitate sustainable development goals were described, and possible problematic areas were identified. Finally, the paper revealed that the skills able to boost the economy, which is specifically relevant for the post-war recovery of Ukraine, are not satisfactorily represented in Ukrainian higher education. Therefore, to make the Ukrainian higher education system a decisive factor in post-war recovery, it should shift the focus from solely hard skills to the skills of the future.
