Based on the assumption that STEM students may exhibit higher self-regulation levels than non-STEM students, this study compared the levels of self-regulation variable across four fields of study. By employing multivariate analysis, it was found that differences in self-regulation levels among STEM and non-STEM students predict students’ GPA. STEM students reported higher self-regulation levels than non-STEM students. However, among the STEM fields, only engineering students displayed statistically significant difference in self-regulation levels when compared to non-STEM fields of study. Computer science students displayed a significantly higher GPA than law and business administration students, with engineering students displaying the second highest and statistically non-significant GPA. A regression analysis revealed that students’ self-regulation levels significantly predicted students’ GPA. The findings add value to the psychological concept as an important element in the context of learning in higher education. It was concluded that self-regulation remains an essential skill that enhances students’ effectiveness and need to be emphasized in the orientation for life in College.

Background: Higher education has been undermined by a multitude of difficulties that have directly affected university students’ learning and quality of life in French-speaking West African universities. Among others, massification, student pauperization, high rate of unemployment, current living environments, university managerial systems, and university poor infrastructures alongside terrorism threats on education have affected students’ lifestyles, learning, achievements, mental health but also teaching, and learner-instructor interrelationship. Purpose: The present study aimed to gauge university students’ classification of factors that have significant impacts on their current studies and well-being, and aimed to gauge whether the classified factors predict students’ psychological distress Methodology: Participants included 348 male and female university students. Descriptive and regression analyses were utilized to assess significant factors that affect students’ learning and life quality. Major findings: The findings suggested that economic challenges, perceived unemployment, and difficulties relating to the students’ areas of study were respectively the three main factors that affect students’ life quality and cause psychological distress. The latter are followed by potential sicknesses and social factors such as loneliness, and attitudes pertaining to instructors, family members, and friends. General conclusion: The study revealed significant effects of economic challenges on students’ levels of depression and stress, and a significant effect of family members’ attitudes on students’ levels of anxiety. The researchers discussed the findings and made important recommendations.

The current study investigates how university teachers decline students’ requests and examines the teachers’ refusal strategies from cross-cultural and interlanguage perspectives. To this end, 60 female university teachers at a private Saudi university participated in 10 role-plays which involved them in declining several students’ requests. The participants consisted of three groups; 20 native speakers of American English (NSE), 20 native speakers of Saudi Arabic (NSA) and 20 native speakers of Saudi Arabic who completed the role-plays in English as non-native speakers of the language (NNSE). The role-plays were audio-recorded and transcribed. The data were coded using Beebe, Takahashi, and Uliss-Weltz’s (1990) refusal model and Trosborg’s (1995) model of internal modifiers. The results revealed the teachers’ general preference for the use of indirect over direct refusal strategies and the American teachers’ stronger tendency to use indirect and mitigating internal modifiers than Arab teachers. The results also showed that the cross-cultural differences between the American and the Arab teachers were limited and that there was no effect for negative pragmatic transfer for the NNSE. The results are interpreted in terms of relevant theoretical models and the existing literature.