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• Mental health and university dropout intention: the moderating role of adjustment

  Eva Campos-Muñoz Elena Blanco Ana Belén Bernardo

  2024-12-15

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  There is a paucity of research on university dropout that examines mental health and university adjustment together. While university adjustment is identified as a key variable in both classic and contemporary models of dropout, mental health has received less attention in the scientific literature. However, high levels of stress, anxiety and depression have been reported among university students, which may have an impact on academic success. The present research aims to investigate the relationship between the intention to drop out of university and mental health, as measured by stress, anxiety and depression, as well as to examine the moderating effect of adjustment. A sample of 581 Spanish university students (female and male) was selected, and contingency tables and simple slope analyses were conducted with the SPSS and Jamovi statistical packages. The results indicate elevated that over 20 % of the student sample reported severe symptoms of stress, anxiety, and/or depression, with students intending to drop out exhibiting elevated levels of these symptoms. Furthermore, the results indicate that a positive moderating effect of adjustment is present, whereby lower levels of adjustment are associated with a greater influence of stress, anxiety and depression on the intention to drop out. These findings underscore the considerable distress experienced by students and the protective role of university adjustment. Therefore, it is recommended that programmes be developed to facilitate university adjustment, enhance academic success and reduce the number of students who leave university early.

  DOI: https://doi.org/10.17979/reipe.2024.11.2.11109

• Teachers’ creativity-fostering behaviours and emotional intelligence as predictors of students’ performance in circle geometry

  Chukwuemeka Metu Chika Ugwuanyi

  2024-12-15

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  This research examines how teachers‘ creativity-fostering behaviours and emotional intelligence can predict their students’ performance in circular geometry. The study was guided by two research questions and two hypotheses, and the research methodology employed was that of a survey. The starting population consisted of a total of 2056 people, and a multi-stage sampling procedure was used to draw a sample of 384 respondents, female and male: 336 students aged 15-19 and 48 teachers aged 35-58. The Teacher Creativity Fostering Scale (TCFBS), the Teacher Emotional Intelligence Scale (TEIS) and the Circular Geometry Performance Test (CGPT) were used to obtain the research data. For the statistical analysis of the data, correlations and analysis of variance were carried out. Teacher creativity-enhancing behaviours were found to predict 58% of student performance in circular geometry, while teachers' emotional intelligence explained 41%. These findings highlight the importance of fostering creative problem-solving strategies and designing tasks tailored to students' individual strengths.

  DOI: https://doi.org/10.17979/reipe.2024.11.2.10810