MACHINE LEARNING TO ANALYZE THE IMPACT OF TEACHER SOCIAL SUPPORT AND SELF-EFFICACY ON HEALTH-PROMOTING BEHAVIORS IN HIGHER EDUCATION

Abstract

MACHINE LEARNING TO ANALYZE THE IMPACT OF TEACHER SOCIAL SUPPORT AND SELF-EFFICACY ON HEALTH-PROMOTING BEHAVIORS IN HIGHER EDUCATION The method for the development of one of the main prevention criteria for mental health is self-efficacy, which is defined as people's "beliefs in their capabilities to organize and execute the courses of action required to produce given attainments." It has a positive correlation with both health-related situation-specific behavior and significant aspects of personality. Emotional support predicted higher health services seeking among HIV-women, while monogamy self-efficacy predicted lower health services seeking among HIV+ women. Condom use in HIV-positive women was not predicted by any factors, and condom use in HIV+ women was predicted by condom use self-efficacy. Research on self-efficacy and thorough skills training aimed at addressing the various needs (bio-psycho-social) connected to sex-related health promotion behaviors should focus on HTV+/HIV-women. An interview during the angioplasty procedure and a follow-up phone call at around eight weeks were used to gather data. Among the tools were the Norbeck Social Support Questionnaire (NSSQ) and the Health Promoting Lifestyle Profile II (HPLP). FIG.1

Specification

Description:MACHINE LEARNING TO ANALYZE THE IMPACT OF TEACHER SOCIAL SUPPORT AND SELF-EFFICACY ON HEALTH-PROMOTING BEHAVIORS IN HIGHER EDUCATION

Technical Field
[0001] The embodiments herein generally relate to a method for machine learning to analyze the impact of teacher social support and self-efficacy on health-promoting behaviors in higher education.
Description of the Related Art
[0002] A state of complete physical, mental, and social well-being and not merely the absence of disease or infirmity is how the World Health Organization defines health in its constitution. The absence of mental disorders is only one aspect of mental health, which is a crucial component of this definition of health. It can be thought of as a state of well-being where the person is aware of their own potential, able to manage everyday stressors, able to work effectively and efficiently, and able to engage in community activities. As a result, mental health is positively utilized as the basis for wellbeing and efficient operation. This viewpoint entails a change in prevention strategy from a pathogenic to a salutogenic orientation. Due to weakened immunity, women with HIV are more susceptible to sex-related conditions such as genital ulcer disease, herpes simplex, chancroid, and bacterial vaginosis than women without the virus.
[0003] HIV infection and pelvic inflammatory disease (PID) are two of the most serious sexually transmitted diseases (STDs) that impact women. Compared to HIV-negative women, HTV-infected women have been found to experience more frequent and severe PID episodes. The progressive blockage of blood flow through one or more coronary arteries due to atherosclerotic lesions is known as coronary artery disease (CAD). Ischemia or infarction may result from the consequent reduction in the oxygen supply to cardiac tissue. Atherosclerosis, vasomotor tone, platelet aggregation, and thrombosis interact intricately to cause CAD-related mortality and morbidity. Physical inactivity dramatically raises the risk of obesity, chronic illnesses, and unfavorable health outcomes, according to mounting data. Promoting PA engagement at all times of the day is crucial. In light of this, it is worthwhile to investigate the PA predictors in this target population.
[0001] If prevention is to be successful, it must be founded on ongoing, long-term implementation efforts rather than one-time program measures. Strengthening personal resources and competencies through life skills training, like problem solving and stress management, is a well-known long-term school-related health promotion strategy. These abilities are typically developed outside of the classroom, for instance through staff training or extracurricular activities. Similar to how self-efficacy, social support, self-esteem, and hope are potential health-promoting factors linked to HIV-infected women's sex-related behaviors, these factors may also provide insight into HIV-uninfected women's sex-related behaviors because some of their behaviors are similar to those of infected women. Patients, their families, and the healthcare system will all gain from knowledge that can lessen the effects of this illness. In order to improve the long-term health outcomes of patients with CAD, including those who have had angioplasty, it can be ensured that declining health care dollars are spent wisely by having a better understanding of the factors that influence the adoption and maintenance of health-promoting behaviors. The relationship between EHL and HL has only been studied three times, and the results have been mixed.
SUMMARY
[0002] In view of the foregoing, an embodiment herein provides a method for machine learning to analyze the impact of teacher social support and self-efficacy on health-promoting behaviors in higher education. In some embodiments, wherein the student must develop self-confidence in their ability to learn and grow. Specific teacher feedback regarding the reasons behind students' performances is a valuable source of support. Students' perceptions of learning progress, motivation, and self-efficacy are facilitated when teachers express the opinion that a student has successfully completed a challenging task because they are competent or have put forth effort. It matters whether arousal before and during tests is positively interpreted as energetic motivational support or negatively interpreted as an indication of an ability deficit. Positive arousal interpretation is the weakest source of self-efficacy information. According to multivariate analysis, pravastatin treatment significantly and independently reduced the risk of definite CAD death or nonfatal myocardial infarction (Ml) by 32%. A low LDL to HDL ratio, age, family history, diabetes, smoking, and hypertension were also found to be independent predictors of CAD. According to the authors, aggressive risk factor modification should be addressed before beginning drug therapy because lifestyle factors have a significant impact on morbidity and mortality. The degree of similarity or difference between the two ideas is not well supported by empirical data.
[0003] In some embodiments, wherein the numerous studies have documented the significance of self-efficacy in relation to school education. "Self-efficacious Schools - SESC" and "Fostering Self-efficacy and Self-Determination in class - FOSS" are two model projects in Germany that aim to increase self-efficacy in schools. Teachers were introduced to the idea of self-efficacy in both projects so they could create and modify promotion strategies for their schools. Medication, weight loss, sodium restriction, exercise, and stress management are all effective ways to treat hypertension. Dietary changes can lower serum cholesterol levels, particularly LDL, while a low-fat, low-cholesterol diet and exercise can raise HDL levels. Diabetes can lessen its effects on CAD if it is properly managed with diet, exercise, and medication. Reducing weight to a body mass index of 20 to 27 can either directly improve CAD or indirectly by reducing the effects of other risk factors like diabetes, hypertension, and hyperlipidemia.
[0004] In some embodiments, wherein to create new program initiatives, and experimenting with novel forms of self-determined learning, education, and institutional self-organization were the tasks and objectives for every school. The development and encouragement of self-efficacy experiences was the central and unifying goal of all action concepts. In the long run, it was hoped that these would strengthen the school as a community and educational institution while also enhancing the initiative, motivation, attitudes toward learning, and general well-being of both teachers and students. Mullen et al. found that behaviorally motivated interventions and adherence to educational principles led to a greater reduction in nsk factors than programs that solely focused on information provision in a meta-analysis of 28 controlled trials of cardiac teaching. Additionally, these authors discovered a significant correlation between reduced cardiac mortality and educational programs. According to TPB, the proximal determinant of a person's engagement in a particular behavior is their behavioral INT. One's attitude, perceived behavioral control, and subjective norms all influence INT. TPB is another theory that can be adopted because it has been discovered that INT mediates the HL-PA relationship. Better TPB application is made possible here, though, thanks to modifications. Only one study indicated that attitude had a negligible mediating effect on HL-PA.
[0005] These and other aspects of the embodiments herein will be better appreciated and understood when considered in conjunction with the following description and the accompanying drawings. It should be understood, however, that the following descriptions, while indicating preferred embodiments and numerous specific details thereof, are given by way of illustration and not of limitation. Many changes and modifications may be made within the scope of the embodiments herein without departing from the spirit thereof, and the embodiments herein include all such modifications.

BRIEF DESCRIPTION OF THE DRAWINGS
[0001] The embodiments herein will be better understood from the following detailed description with reference to the drawings, in which:
[0002] FIG. 1 illustrates a method for machine learning to analyze the impact of teacher social support and self-efficacy on health-promoting behaviors in higher education according to an embodiment herein; and
[0003] FIG. 2 illustrates a method for SESC: development of school self-efficacy depending on changes in individualization of achievement demands and performance feedback according to an embodiment herein.
DETAILED DESCRIPTION OF PREFERRED EMBODIMENTS
[0001] The embodiments herein and the various features and advantageous details thereof are explained more fully with reference to the non-limiting embodiments that are illustrated in the accompanying drawings and detailed in the following description. Descriptions of well-known components and processing techniques are omitted so as to not unnecessarily obscure the embodiments herein. The examples used herein are intended merely to facilitate an understanding of ways in which the embodiments herein may be practiced and to further enable those of skill in the art to practice the embodiments herein. Accordingly, the examples should not be construed as limiting the scope of the embodiments herein.
[0002] FIG. 1 illustrates a method for machine learning to analyze the impact of teacher social support and self-efficacy on health-promoting behaviors in higher education according to an embodiment herein. In some embodiments, for both modules, the project steps' time structure was similar. Following the training at the start of the school year, teachers had to spend the remainder of the year implementing the lessons in their classrooms. An extra gathering of teacher representatives from participating schools was held in the middle of the school year to share experiences, talk about issues, and plan solutions. The following module was used in the following academic year. Health-promoting behaviors have been found to be predicted by self-efficacy, or the conviction that one can accomplish a task. Stretcher, DeVellis, Becker, and Rosenstock reviewed 21 studies and found empirical evidence supporting the role of self-efficacy in smoking cessation, weight loss, and exercise success. A minimum of 240 observations were needed for this study in order to meet the structural equation modeling recommendation for a minimum sample size of 100 to 150 and item-to-response ratios of at least 1:10. Using the "rule of thumb" and taking into account the natural history of the condition being studied, 947 college students ultimately finished the three-wave survey, providing a sufficient sample size.
[0003] In some embodiments, the application of individual reference norm orientation i.e., ipsative assessments of students' accomplishments, feedback that focuses on learning processes rather than achievement results only, portfolio techniques, transparency information i.e., information about demands, preparation materials, and evaluation criteria regarding exams, differentiation of learning and performance periods during school lessons i.e., differentiation of periods when students can exercise and try out ways of learning without being graded, and periods when their behaviors and performances are assessed and graded, respectively, and self-determined learning were the main topics covered with students. There could be several reasons for the contradictory findings regarding the associations between demographics and behaviors that promote health. The results of studies may be impacted by small sample sizes and different follow-up periods. Measures of results also differed. Compared to the long-term adherence of lifestyle changes, demographics may have a different impact on the initiation of health behaviors. College students have demonstrated measurement invariance, validity, and reliability. The eHLS-Web3.0 evaluates contemporary eHealth usage patterns, such as social media and mobile technology, in contrast to earlier EHL tools. The eHLS-wEB3.0, a newly created measurement, showed good internal consistency.
[0004] In some embodiments, a number of actions were taken to aid in the implementation process. Only teacher teams were eligible for the training, and throughout the academic year, teachers were required to collaborate in small project groups and concentrate on specific classes. The goal of the small group approach was to facilitate implementation, foster a positive work environment, and improve communication among coworkers. Every training ended with a planning assignment: project groups were established and tasked with creating detailed plans for the where, when, and how of incorporating the training's content into their own class lessons. Twice during the academic year, teachers were required to respond to a brief, semi-structured questionnaire that inquired about their project group collaboration and implementation experience. First-time angioplasty patients (N = 54) were asked to complete the Self-Report of Recovery at one, six, and twelve weeks after the procedure in order to assess their health, expectations of restenosis, self-efficacy, and lifestyle changes. Most patients gave all risk factor reduction behaviors high ratings of self-efficacy. At 12 weeks, 65% of patients had changed their diets, and 21% had started smoking again. Less than half, though, had shed pounds. or had been successfully managing stress, taking prescribed medications, or engaging in regular exercise. [International Physical Activity Questionnaire, IPAQ-C,] the Chinese short form of the International Physical Activity Questionnaire (IPAQ-C) was used to measure PA. The six items in the IPAQ-C ask participants to rate their level of PA in three different intensities.
[0005] FIG. 2 illustrates a method for SESC: development of school self-efficacy depending on changes in individualization of achievement demands and performance feedback according to an embodiment herein. In some embodiments, as we've seen, school self-efficacy-the belief that one is capable of handling the demands of school-is a significant factor in determining the mental health of children and adolescents. By giving students high levels of transparency about teacher demands and evaluation criteria, as well as by personalizing achievement demands and performance feedback, the SESC and FOSS projects both sought to increase school self-efficacy. Social support was assessed using the Norbeck Social Support Questionnaire, and wellness motivation was assessed using the Self-Motivation Inventory. For these instruments, satisfactory reliability and validity results were reported. Social support and wellness motivation did not significantly correlate. This study's measurement error might have been exacerbated by the small sample size compared to the number of independent variables. A daily average of 25 cases was reported on August 31, 2020, and 28 cases on February 9, 2021, according to the coronavirus tracking report, which also revealed stable, low transmission in China during data collection. Large-scale nucleic acid testing and domestic travel restrictions from high-risk areas were part of the "Zero-COVID strategy" that was in place at the time, but outdoor activities were not prohibited. Participants were probably returning to their regular lives and participating in some PA during the study period, even though social distancing might have had an impact on daily PA. The Appendix contains a participant recruitment flow chart.
[0006] In some embodiments, when students saw a decrease in their teachers' individualization behavior, their self-efficacy beliefs decreased. This indicates that students' confidence in their ability to handle challenging demands at school increased as they felt more personally challenged and as their evaluations were based on their own growth rather than just their class ranking. However, self-efficacy beliefs were undermined if such individualized instruction was absent or diminished. In this descriptive correlational study, the Compliance Questionnaire and the Spouse Support Questionnaire showed respectable levels of validity and reliability. The authors hypothesized that non-compliance might have led to more support. To put it another way, wives of noncompliant subjects might have stepped up their support to get their husbands to comply more. Theory and data were used to build a conceptual model. Together with the means and standard deviations, the data distribution was analyzed to ascertain the degree of skewness and kurtosis. Median values were substituted for skew data after it was log-transformed. The variables' means and standard deviations were computed.
[0007] In some embodiments, students in the FOSS project received binding written information in the form of "transparency papers" prior to written exams. Strittmatter first created transparency papers to prevent and lessen test anxiety, a promotion criterion that has an even stronger link to mental health than self-efficacy related to school. Reduction of test anxiety and improvement of school self-efficacy were, in fact, the primary outcomes of the FOSS project's use of transparency papers. A relationship was found between family functioning and behaviours promoting cardiovascular health W. =.05. Social support and cardiovascular hearth behaviors did not significantly correlate with one another. The researchers emphasized the significance of creating a more intricate model to comprehend the connection between social support and health behaviors due to the observed indirect effects of social support on health behaviors through family functioning.
, Claims:I/We Claim:
1. A method for machine learning to analyze the impact of teacher social support and self-efficacy on health-promoting behaviors in higher education, wherein the method comprises;
identifying patterns in data on teacher social support, self-efficacy, and student health-promoting behaviors, offering insight into relationships that may not be easily visible through traditional analysis;
predicting outcomes based on past data, machine learning can forecast how variations in teacher social support or student self-efficacy levels are likely to impact health-promoting behaviors among students in higher education;
assessing interactions between teacher social support and self-efficacy factors to reveal their joint influence on students' health-promoting behaviors, highlighting areas where support might be optimized for better outcomes;
optimizing interventions by pinpointing which elements of teacher support or self-efficacy training are most effective, enabling higher education institutions to better design wellness programs and supportive policies; and
monitoring progress over time, allowing for the tracking of changes in student health behaviors in response to varying levels of teacher support and changes in self-efficacy, ensuring real-time adjustments can be made to interventions.

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