Teaching Quality of College Students’ Mental Health Based on Mathematical Programming Algorithm

Abstract

During the evolution of the twenty-first century, the increase in people’s material life level has also brought an increase in mental stress. For college students, not only need to bear heavy academic pressure, but also face the market competition after entering the society. Therefore, the psychological fitness instruction for undergraduate students has become an inseparable part of college education. However, in the current stage of mental health education, the quality of teaching is often difficult to guarantee. For the purpose of promoting the in-depth implementation of mental health education in colleges and universities and improving teaching effectiveness, one needs to analyze the quality of teaching in great details and understand the factors affecting the quality of teaching. In this paper, the mathematical programming algorithm is used to analyze the quality of college students’ Psychological Wellness Instruction. It deeply studies the development status of psychological wellness training and the basic composition and algorithm principle of mathematical programming algorithm. It integrates it into the practice of teaching quality analysis on the basis of linear regression algorithm theory. The experimental results show that the highest confidence interval of teachers’ teaching organization, cognitive level, and students’ participation level in the mental health course has reached more than 80.00%. This shows the importance of these three factors to the improvement of teaching quality. In order to enhance the quality of college students’ psychological wellness training, it is necessary to innovate the form of classroom organization and the degree of interaction between students and the classroom.

The Impact of Faculty Development Programs (FDP) on Enhancing Professional Competence among Criminal Justice Educators

“…In conclusion, the testimonials from KI 1 and KI 2 underscore the vital role of Faculty Development Programs (FDPs) in fostering confidence among educators. Confidence in teaching is not only crucial for improving the overall quality of instruction but also for encouraging innovative approaches in education (Cai & Wang, 2022). Consistent with findings from Nor (2019) and Lavis et al ( 2015), FDPs play a pivotal role in enhancing teacher confidence, encompassing various aspects of pedagogy, research, motivation, and administration.…”

“…The researcher selected five (5) participants for this study who have been actively involved in teaching practice in a higher education institution in Baguio City offering Criminology. The criteria for choosing them are: (1) They must at least be graduates of Criminology or Forensic Science; (2) They are employed in the HEI for at least one (1) year but not more than three (3) years; and (3) They must be teaching criminology or forensic science subjects.…”

“…Confidence in teaching is important for improving teaching quality and having the courage to blaze new trails in teaching (Cai & Wang, 2022). Through FDPs, the participants mentioned that as they acquire new skills and refine existing ones, they become more proficient in their roles.…”

Identifying competent problem posers and exploring their characteristics

“…The second goal of our study was to explore the characteristics of more-competent problem posers, as compared to less-competent problem posers, from the perspective of the problem posing process. Contrary to the cognitive process of problem posing (Cai & Cifarelli, 2005;Christou et al, 2005;Koichu & Kontorovich, 2013), we have a considerably less fine-grained understanding of how students generate their posed problems in any given situation (Cai et al, 2015). In our prior research (Zhang et al, 2021), we conceptualized a framework of the problem posing process that divided this process into three stages: understanding the task, constructing the problem, and expressing the problem.…”