This research explored students' trust in ChatGPT, in answering challenging trivia questions on an online multiple-choice questionnaire. Despite extensive research on ChatGPT's capabilities, a...Show moreThis research explored students' trust in ChatGPT, in answering challenging trivia questions on an online multiple-choice questionnaire. Despite extensive research on ChatGPT's capabilities, a significant gap in the literature remains regarding human trust in this AI system, particularly in educational contexts. This study aimed to assess to what extent do university students trust this novel AI, uncovering biases towards or against AI-generated responses. Using a between-subjects design, we manipulated answer source transparency and correctness. Each question presented participants with one human-generated and one AI-generated answer option. The results were analysed through paired samples and independent two-sample t-tests, alongside Ordinary Least Square (OLS) regression models. The findings revealed a distinct preference for human-generated content, which persisted even when answers were incorrect. This indicated a lower level of trust in ChatGPT among our participants, implying that they did not over-rely on AI-generated content. Surprisingly, the trend leaned towards an over-reliance on human-generated responses.Show less
More than a third of students worldwide suffer from psychological problems - a concerning number that could rise in upcoming years. Caring Universities (CU) is an initiative of nine Dutch...Show moreMore than a third of students worldwide suffer from psychological problems - a concerning number that could rise in upcoming years. Caring Universities (CU) is an initiative of nine Dutch institutions to combat these issues. With eight evidence-based online programmes, CU strives to improve student wellbeing. The programmes include self-help, psychoeducation, and the weekly tracking of an e-coach. However, there is a large number of dropouts across programmes. Using a mixed-method design, potential reasons for dropout were investigated qualitatively, while medication and additional psychotherapy were researched quantitatively as predictors of dropout. Participants completed a demographic and dropout questionnaire on the CU platform. Results of the qualitative analysis (N = 40) showed that time pressure and a lack of motivation were the most prevalent reasons for dropping out. Experiencing stress and the lack of feedback were recurring themes of the narrative accounts. In the quantitative investigation (N = 4331), neither medication nor psychotherapy significantly affected dropout, meaning that future CU programmes will not have to correct or account for them. Limitations include the measurements based on self-report and the way dropout was defined. Future research should take into account more reasons for and predictors of dropout from eHealth programmes for students, like language.Show less
This thesis examines the association between living in an urban environment and perceived feelings of missing out (FoMO) among university students. Through qualitative and quantitative analysis, my...Show moreThis thesis examines the association between living in an urban environment and perceived feelings of missing out (FoMO) among university students. Through qualitative and quantitative analysis, my study explores a potential relationship between urban living and FoMO levels and reasons for students' experience of FoMO. The central research question focuses on how living in an urban environment as a student relates to the experience of FoMO. My study conducts a statistical analysis, specifically Kendall's correlation coefficient, to examine the association between living urban and levels of FoMO. Surprisingly, the results show no significant association, which may be attributed to the small sample size used in the study. Therefore, future research with larger and more diverse samples is needed to gain a more comprehensive understanding of the relationship between urban living and FoMO among university students. Additionally, my study conducts thematic analysis, revealing differences in the reasons behind FoMO experiences among students living in more urban and less urban environments. Students in urban settings often mention roommates as a source of FoMO, while students in less urban environments report different reasons. These findings highlight the influence of social dynamics and environmental factors specific to different urban settings on FoMO experiences. The research underscores the importance of investigating both online and offline factors contributing to FoMO. While existing literature primarily focuses on online factors, such as social media use, my study emphasises the need to explore offline factors, including living with many opportunities for social connection and physical proximity to social events. Understanding the multifaceted nature of FoMO can help in developing more effective strategies to reduce people’s experienced levels and address the associated negative mental health effects among university students. In conclusion, this study finds no significant association between living in an urban environment and FoMO levels among university students. It highlights the necessity for future research with larger and more diverse samples, while also emphasising the importance of investigating both online and offline factors contributing to FoMO experiences. This can in the future help to develop better strategies and interventions to reduce FoMO and the added negative mental health effects among university students.Show less
This thesis aims at transferring the Job Demands-Resources model (JD-R) to the university context, in order to examine processes of health, motivation and performance of higher education students....Show moreThis thesis aims at transferring the Job Demands-Resources model (JD-R) to the university context, in order to examine processes of health, motivation and performance of higher education students. Additionally, the role of mindfulness is looked at. Academic resources (autonomy, role clarity, feedback, relationship with supervisors and relationship with fellow students) and academic demands (role conflict, pace and amount of work and mental workload), student engagement, exhaustion and mindfulness were assessed, as well as performance with a time lag. The study follows a nonexperimental and cross-sectional design with a longitudinal element. Sixty-four students completed a first online questionnaire, 16 a second. Scales from the following questionnaires were utilized: Questionnaire on the Experience and Evaluation of Work (QEEW), Utrecht Work Engagement Scale – student version (UWES-SS), Burn-out Assessment Tool (BAT), Mindfulness Attention and Awareness Scale (MAAS-Short). Performance was operationalised as the number of ECTS-points obtained. Correlations, linear and multiple regression analyses, F-tests (ANOVA) and t-tests for coefficients were conducted with a significance level of p<.05 and a confidence interval of 95%. Role clarity predicted engagement (ß = .347, p = .013, Adjusted R2 = .215), pace and amount of work exhaustion (ß = .364, p = .003, Adjusted R2 = .119) (H1). Both role clarity (ß = .489, p = .001, Adjusted R2 = .201) (H2) and mindfulness (ß = .333, p = .005, Adjusted R2 = .335) (H5) moderated the effect of pace and amount of work on exhaustion. More mindfulness was related to higher role clarity (ß = .25, p = .034, Adjusted R2 = .047), feedback (ß = .371, p = .002, Adjusted R2 = .124), and relationship with supervisors (ß = .318, p = .018, Adjusted R2 = .087) (H3). Mindfulness positively related to engagement (ß = .315, p = .011, Adjusted R2 = .085) and negatively to exhaustion (ß = -.283, p = .024, Adjusted R2 = .065) (H4). Due to low participation rates, only correlations with performance were calculated. Relationship with fellow students correlated with performance (r(15) = .567, p = .027) (H6). The present study shows that the JD-R model is applicable to the university context. Mindfulness has direct and indirect beneficial effects on motivation and well-being of students. In order to promote study engagement and reduce exhaustion, universities should enhance role clarity and mindfulness of students, while seeking to lower pace and amount of work.Show less
Social movements often encapsulate people from multiple different social groups. While the participant of a social movement can be identified simply as such—a participant—he or she still maintains...Show moreSocial movements often encapsulate people from multiple different social groups. While the participant of a social movement can be identified simply as such—a participant—he or she still maintains his or her own social group identity. In the South Korean case, the popular minjung movement of the 1980’s shows how social group division can be transcended by propagating an ultimate goal presented as a collective good. The minjung movement, which ultimately upheld democratization as its ultimate goal, encapsulated students and workers, among other social groups. In general, in order to make such a movement prosper, the movement’s participants should make an effort for mobilizing or politicizing the masses if they wish to influence the authoritarian ruling class. However, the fact that multiple social groups are participating presents problems. How exactly does one social group politicize the other within the same movement? Does one group take it upon itself to commandeer the movement, while other social groups are enticed to follow its lead? While members of the minjung movement shared the belief in a collective good—which in the 1980’s first and foremost was the democratization of South Korea and the abolishment of draconian rule—valiant efforts had to be made by both students and the working class in order to propagate the movement’s ideology. This thesis shows that the minjung movement did not simply uphold one leading social group that politicized all others. Instead, students and workers within the movement formed a relationship in which politicization flowed in both directions. Using Bert Klandermans’ mobilization theory, this thesis demonstrates that student activists employed action mobilization to recruit the working class, while the workers themselves unintentionally employed consensus mobilization to influence the students.Show less
Sociale netwerken zijn nog steeds de snelst groeiende en meest populaire internet fenomenen onder jongeren. Het is daarom aannemelijk dat ook de meeste consumptie van nieuws wat betreft jongeren...Show moreSociale netwerken zijn nog steeds de snelst groeiende en meest populaire internet fenomenen onder jongeren. Het is daarom aannemelijk dat ook de meeste consumptie van nieuws wat betreft jongeren tegenwoordig plaatsvindt via sociale media. Volgens het meest recente onderzoek van Pew Internet Research zit 88% van de Amerikaanse jongeren op Facebook, 59% op Instagram en 36% op Twitter (Pew Research Center, 2016). Om aan te geven hoe hard deze ontwikkeling is gegaan de afgelopen jaren: toen Pew in 2005 begon met dit onderzoek was slechts 7% van de Amerikaanse jongeren actief op één van deze platformen. Het is inmiddels duidelijk dat het idee dat platformen als Twitter en Facebook enkel gebruikt worden voor sociale doeleinden, achterhaald is. Natuurlijk is het nog steeds een platform voor zelfontplooiing, maar steeds meer jongeren, en met name studenten, zien al geruime tijd in dat het ook een educatieve functie kan hebben (Robyler et al., 2010). Zodoende is er de afgelopen jaren als het ware een verandering ontstaan in de manier waarop men naar social media kijkt. Waar het begon als een platform voor sociale doeleinden, begint het zich steeds vaker te ontplooien als een medium met een educatieve functie waar men ook steeds meer nieuws kan consumeren. In dit onderzoek wordt onderzocht hoe Nederlandse studenten social media gebruiken voor nieuwsvergaring, en in hoeverre er binnen verschillende groepen studenten verschillen zijn op te merken.Show less
