Sedan december 2019 har samhället kommit att förändras på grund av Covid-19 pandemin. Den snabba smittspridningen förändra ett helt globalt samhälle och den 20 mars 2020 förflyttades all högskoleundervisning belägen på campus till undervisning på distans i Sverige. Detta kom att innebära en förändring för högskolestudenter och deras förutsättningar för goda studievillkor. Syftet med studien var att undersöka hur högskolestudenter uppfattar att omställningen från campusundervisning till distansundervisning under Covid-19 pandemin har påverkat deras studievillkor. En kvalitativ metod valdes för att besvara studiens syfte. Insamling av data skedde med hjälp av semistrukturerade intervjuer och urvalet av intervjupersoner var målstyrt. Intervjupersonerna bestod av sex högskolestuderande, vars campusundervisning omvandlats till distansundervisning. Materialet som samlades in analyserades med en kvalitativ manifest innehållsanalys.  Resultatet påvisade att högskolestudenterna uppfattade att den snabba omställningen lett till försämrade studievillkor. Det uteblivna stödet av lärare och annan administrativ personal har lett till försämrad motivation till studierna på distans. Den snabba förändringen har lett till försämrade relationer studenter emellan som lett till försämrad samhörighet och delaktighet. Vidare visar resultatet att digitala verktyg är av stor betydelse vid undervisning på distans. Slutsatsen är att högskolestudenterna uppfattar att omställningen från campusundervisning till distansundervisning under Covid-19 pandemin har lett till försämrade studievillkor. / Since December 2019 the society has changed due to Covid-19. The rapid spread of the infection changed an entire global community and on March 20, 2020, all education located on campus was moved to distance education and came to mean a big change for university students and their study conditions. The purpose of the study was to investigate how university students perceive that the change from campus education to distance education during the Covid-19 pandemic has affected their study conditions. A qualitative method was chosen to answer the purpose of the study. Data were collected by using semi structured interviews and the selection was goal-oriented. The interviewees consisted of six university students whose campus education was changed to distance education. The collected material was analyzed with a manifest content analysis.  The results showed that the university students perceived that the rapid change has led to worse study conditions. The lack of support from teachers and administrative staff has led to reduced motivation for distance education. The rapid change has led to worse relations between students, which has led to do worse affinity and participation in school. The conclusion of the study is that the university students perceive that the rapid change of the Covid-19 pandemic has led to changed study conditions for the university students.

El objetivo de la presente investigación fue analizar la relación entre metas académicas (de aprendizaje, reconocimiento y logro) y el cansancio emocional e identificar diferencias según sexo en 214 estudiantes (M=53% y H=47%), pertenecientes a primer (23%), segundo (21%), tercer (25%) y cuarto (31%) ciclo de universidades privadas de Lima, pertenecientes a, de la facultad de ingeniería (42%), comunicaciones (25%), ciencias de la salud (13%) y negocios (20%). Es una investigación empírica de carácter cuantitativo con una estrategia asociativa específicamente correlacional simple y otra estrategia comparativa. Los instrumentos que se utilizaron fueron el Cuestionario de Metas Académicas (CMA) y Escala de Cansancio Emocional (ECE). Los resultados mostraron relación estadísticamente significativa y directa entre las metas de reconocimiento y cansancio emocional (r = .21**, p< .05) en una magnitud débil (.10<rs<.29), por otra parte, las mujeres presentaron mayores puntajes en comparación a los hombres, siendo estas diferencias moderadas (rbis=.37) para cansancio emocional y pequeñas para metas de logro (rbis=.19). Se dedujo la importancia de educar a los estudiantes en función a la orientación de sus motivaciones con el fin de reducir la sensación de cansancio emocional, asimismo fortalecer el ámbito emocional en las mujeres para evitar el cansancio emocional que perciben. / The objective of this research was to analyze the relationship between academic goals (of learning, recognition and achievement) and emotional stress and to identify differences according to sex in 214 students (M = 53% and H = 47%), belonging to the first (23 %), second (21%), third (25%) and fourth (31%) semester of private universities in Lima, belonging to engineering (42%), communications (25%), health sciences (13%) and businesses (20%). It is an empirical investigation of a quantitative nature with a specifically correlational simple associative strategy and another comparative strategy. The instruments used were the “Cuestionario de Metas Académicas” (CMA) and the “Esacala de Cansancio Emocional” (ECE). The results showed a statistically significant and direct relationship between the goals of recognition and emotional stress (r= .21 **, p<.05) in a weak magnitude (.10 <rs <.29), on the other hand, women presented higher scores compared to men, these differences being moderate (rbis= .37) for emotional stress and small for achievement goals (rbis= .19). The importance of educating students based on the orientation of their motivations in order to reduce the feeling of emotional fatigue was deduced, as well as strengthening the emotional environment in women to avoid the emotional fatigue they perceive. / Tesis

This study aims to investigate the alignment between students’ perception of cyber threats and their actual risk levels. A mixed-method approach was used, where data was collected from Swedish university students through questionnaires, capturing their perception, familiarity, experience, and protective behaviors. Information regarding the actual risk levels of cyber attacks was obtained from interviews with cyber security professionals and other expert sources, such as cyber security reports. The results showed that students perceive malware, ransomware, phishing, and insecure passwords as the most dangerous threats to society, while denial of service (DoS) attacks and packet sniffing were considered less severe. These findings align somewhat with the suggested threat levels. However, notable proportions of students perceived these threats as moderately dangerous or less severe, suggesting room for improvement in their understanding. The results also showed that protective behaviors among students are generally low, particularly in regards to IoT security. Future work should therefore explore the public’s perception, protective behavior and knowledge of IoT security, but also attacks that are common against such devices. / Denna studie jämför universitetsstudenters uppfattning om hur farliga olika cyberhot är med de faktiska risknivåerna för dessa hot. Data på studenternas uppfattning, bekantskap, erfarenhet och beteenden samlades in genom frågeformulär, medans information om cyberhotens faktiska risknivåer inhämtades från intervjuer med cybersäkerhetsproffs och andra experskällor som cybersäkerhetsrapporter och artiklar. Resultaten visade att studenterna uppfattar malware, ransomware, phishing och osäkra lösenord som de farligaste hoten mot samhället, medan denial of service (DoS)-attacker och packet sniffing ansågs vara mindre allvarliga. Dessa fynd överensstämde något med de föreslagna risknivåerna. Dock ansåg en anmärkningsvärd andel av studenterna dessa hot som måttligt farliga eller mindre allvarliga, vilket tyder på utrymme för förbättringar i deras förståelse. Resultaten visade också att skyddande beteenden bland studenter generellt är låga, särskilt när det gäller IoT-säkerhet. Framtida studier bör därför utforska allmänhetens uppfattning, skyddsbeteende och kunskap om IoT-säkerhet, men även attacker som är vanliga mot sådana enheter.

During the Covid-19 pandemic, the well-being of university students has become an important issue to investigate and understand. The pandemic has had a significant impact on students' lives and study experiences. Even after the pandemic, it is important to examine the health and well-being of university students as it is a crucial factor for their academic performance and lifelong health. Further research on the pandemic can help better understand how various aspects of student life, such as social interactions and study environment, affect students' health and well-being. Therefore, the purpose of this study is to investigate how the Covid-19 pandemic has affected psychosocial and social aspects of mental health among students at Karlstad University. The study uses quantitative methods to achieve the purpose. A survey is conducted to collect data. The study's results show similar findings as highlighted by researchers who have previously studied within the research field. The findings of this study, however, revealed that the respondents experienced that distance learning had a generally negative impact on what they learned, as well as the enjoyment they derived from the lessons. This was a result that was also confirmed regarding the university's other activities. The study concludes that the COVID-19 pandemic has had a clear negative impact on the psychosocial and social aspects of the mental health of students at Karlstad University. / Under Covid-19-pandemin har universitetsstudenters välmående blivit en viktig fråga att undersöka och förstå. Pandemin har haft en betydande påverkan på studenters liv och studieupplevelse. Även efter pandemin är det viktigt att undersöka universitetsstudenters hälsa och välmående eftersom det är en avgörande faktor för deras studieprestationer och livslånga hälsa. Vidare forskning om pandemin kan bidra till att bättre förstå hur olika aspekter av studentlivet, såsom sociala interaktioner och studiemiljö, påverkar studenternas hälsa och välbefinnande. Syftet med denna studie är därför att undersöka hur Covid-19-pandemin har påverkat psykosociala och sociala aspekter av den psykiska hälsan hos studenter på Karlstads universitet. Studien använder kvantitativa metoder för att uppfylla syftet. En enkätundersökning genomförs för att samla in data. Studiens resultat visar på liknande fynd som belysts av forskare som tidigare studerat inom forskningsfältet. Vad som framkommer i detta studieresultat är däremot att respondenterna upplevde att distansundervisningen hade en generellt negativ påverkan på det som de lärde sig, samt den njutning som de fick av lektionerna. Detta var ett resultat som också fastställdes beträffande universitetets övriga aktiviteter. Studien drar en slutsats att Covid-19-pandemin har haft en tydlig negativ påverkan på psykosociala och sociala aspekter av den psykiska hälsan hos studenter på Karlstads universitet.

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Abstract There has been an increase in the number of studies investigating the relationship between chronotype, cognitive abilities and academic achievement in different populations. It has been found that an individual’s natural tendency to prefer morning or evening activities is associated with circadian rhythms. The current literature review aims to further review and explore individual differences in chronotype in relation to cognitive abilities and academic achievement and an overview of current evidence on different moderators in chronotypes. The systematic literature review was conducted following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines and the Study Quality Assessment tool for Observational Cohort and Cross-Sectional studies from the National Institute of Health was employed to assess the quality of the studies included. The systematic literature review identified three studies with 2162 health students from various countries that were eligible for inclusion. Due to the heterogeneity of the studies included, a meta-analysis could not be performed. One of the three studies’ reports was marked with fair quality as some data were missing from their report while the other two were marked to be good quality. The research on individual differences in relation to chronotype, cognitive abilities and academic achievement was not conclusive; however, a positive but weak correlation between cognitive abilities and academic achievement was found when GPA score was considered. Additionally, a significant correlation was identified between learning styles and chronotypes with eveningness obtaining a higher percentage in auditory learning than morningness. On the other hand, morningness obtained higher scores on visual learning styles than eveningness. This correlation was influenced by their chronotype. This systematic review observed differences in outcomes, which could not be compared due to the small sample size, more research into the relationship is required to fill the research gap and determine the effects of these inconsistencies in the relationships / Sammanfattning Det har skett en ökning av antalet studier som undersöker sambandet mellan kronotyp, kognitiva förmågor och akademisk utförande i olika populationer och det har visat att en individs naturliga tendens att föredra morgon eller kvälls aktiviteter är förknippad med dygnsrytmer. Den aktuella litteraturöversikten syftar till att ytterligare granska och undersöka kronotyp i relation till kognitiv förmågor och akademisk prestation samt att ge en översikt över aktuella bevis på olika moderator variabler i kronotyper. Den systematiska litteraturen granskning utfördes efter de riktlinjerna i Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) och Study Quality Assessment tool for Observational Cohort and Cross-Sectional studies from the National Institute of Health användas för att bedöma kvaliteten på de inkluderade studierna. Den systematiska översikten identifierade tre studier med 2162 friska individer med olika nationalitet som mötte inklusionskriterierna. På grund av studiernas heterogentitet kunde en meta-analys inte utföras. En av de tre studierna rapporterar var märkt med rimlig kvalitet eftersom vissa data saknades i artikeln medan de andra två bedömdes ha god validitet. Forskningen om sambandet mellan kronotyp, kognitiva förmågor och akademiska presentation var inte övertygande; dock fann man ett positivt, men svagt samband mellan kognitiva förmågor och academiska prestation när GPA-poäng beaktades. Dessutom identifierades en signifikant korrelation mellan inlärningsstilar och kronotyper, där kvällskänslan fick en högre andel i auditiv inlärning än morgonkänslan. Å andra sidan fick morgonen högre poäng på visuella stilar än kvällskänslan. Denna korrelation påverkades av deras kronotype. Denna systematiska översikten observerade skillnader i resultat som inte kunde jämföras på grund av den lilla urvalsstorlekan, mer forskning om sambandet behövs för att fylla forskningsluckan och fastställa effekterna av dessa inkonsekvenser i relationerna

The problem of this study concerned the needs of business students and their perceptions of effectiveness with respect to their satisfaction at two universities. A related purpose was to measure, evaluate, and analyze students' needs and perceptions of the effectiveness of their universities with respect to their level of education.

The purpose of this study is to investigate the relationship between affective factors and the academic achievement of students at the University of Venda. Self-concept, motivation and attitude are affective factors selected for the study. The general aim of the study is to determine the role of self-concept, motivation and attitude in students' academic achievement and ultimately come up with some recommendations for enhancing these factors. The theoretical investigation indicates that there is a relationship between students' self-concepts, motivation, attitude, and academic achievement. Similarly, the empirical investigation has revealed that there is a significant correlation between self-concept, motivation, and academic achievement of students. It was, for example, found that female students are significantly more motivated than their male counterparts. It is therefore essential that educationists should understand the differences in motivational orientations of their students in order to facilitate effective learning. / Educational Studies / M.Ed.(Specialization in Education Psychology))

A carefully constructed set of 16 graphical tasks related to key biochemistry concepts was designed and administered to a group of 82 students in their final year of B.Sc. study. The test mean score of 48,3% ( 12,1) was low and characterised by gender and ethnic differences. There was a moderate linear relationship between biochemistry grades obtained by the students over two years of study and their graphical literacy (r = 0,433). The majority of the students exhibited slope/height confusion and only seven students (8,5%) were able to answer the two items corresponding to Kimura‘s Level F, the most complex and difficult level of graphical literacy. Eye tracking data gave valuable insights into different strategies used by students while interpreting graphs and is a valuable tool for assessing graphical literacy. These findings confirmed other studies where researchers have found a widespread lack of graph comprehension among biological science students. / Institute of Science and Technology Education / M. Sc. (Science Education)