Browsing by Author "Arguera, Nahum"

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    A Discussion of Student Engagement Indicators and Strategies in Higher Education
    (University of Calgary, 2017-05) Arguera, Nahum; Dyjur, Patti; Werklund School of Education
    Student engagement is critical in higher education because of the relationship to student satisfaction and achievement. Therefore, faculties could benefit from examining a variety of real examples of how to improve student engagement. This paper illustrates how a Canadian higher education institution collaborated to provide examples of fostering student engagement at the course, faculty, and institutional levels. Through knowledge sharing across disciplines, a Student Engagement Initiatives Map was created. Three initiatives are highlighted that show a particular emphasis on increasing collaboration among students, and recommendations are provided for other institutions.
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    School Work, Adolescent Depression and the Classroom
    (University of Calgary, 2017-05) Arguera, Nahum; Werklund School of Education
    Studies suggest that adolescents report a variety of academic stressors, which can have detrimental effects on mental health. Using the Health Behavior in School-Aged Children survey (2005/6 data), this paper provides an analysis of the effects of schoolwork pressures on depressive symptomology in Canada. Results indicate that school work pressure is associated with depressive symptoms in a negative way. Implications and stress-reduction strategies in the classroom are also discussed.
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    The Effects of School Work Pressure on Depression and Substance Use: A Cross-National Study of School-Aged Children in Canada and Finland
    (2015-05-27) Arguera, Nahum; Godley, Jenny
    Studies suggest that adolescents report a variety of academic stressors, which can have detrimental effects on mental health. Using the Health Behaviour in School-Aged Children survey (2005/6 data), this study provides an analysis of the effects of school work pressures on depressive symptomology and substance use in adolescents in Canada and Finland. Using Pearlin’s stress process framework, the study also examines how socio-demographic indicators affect these stress outcomes. Results indicate that regardless of context, school work pressure negatively affects the mental health of students net of all socio-demographic indicators. However, this relationship is stronger in Finland than in Canada. Secondary results show that depressive symptomology is associated with smoking and alcohol consumption in both countries. School work pressure, however, only has an additional effect on the likelihood to drink alcohol among students in Finland. Ultimately, this study demonstrates that the mechanisms through which the stress process model operates differs by national context.