https://pasithee.library.upatras.gr/academia/issue/feedAcademia2024-02-14T08:28:55+02:00Stamelos Georgiosstamelos@upatras.grOpen Journal Systems<p>Established by the Higher Education Policy Network (<a href="http://hepnet.upatras.gr">http://hepnet.upatras.gr</a>), ACADEMIA is an international peer-reviewed, refereed e-journal publishing articles and book reviews that represent the whole field of Higher Education.</p><p><img src="/public/site/images/doaj.gif" alt="DOAJ icon" /> <img src="/public/site/images/scopus.gif" alt="Scopus icon" /> <img src="/public/site/images/ebsco.jpg" alt="EBSCO icon" /> <img src="/public/site/images/hceres.gif" alt="HCERES icon" /> <img src="/public/site/images/erihplus.gif" alt="ERIH PLUS icon" /></p>https://pasithee.library.upatras.gr/academia/article/view/4655Editorial2024-02-14T08:28:55+02:00Georgios Stamelosstamelos@upatras.grThe new issue of Academia is here; it includes fives articles. The success/publication rate was 13%.2024-02-13T09:14:54+02:00Copyright (c) 2024 Georgios Stameloshttps://pasithee.library.upatras.gr/academia/article/view/4647Written Communication Apprehension of Accounting Students2024-02-14T08:28:48+02:00Amélia Ferreira da Silvaacfs@iscap.ipp.ptRui Silvarui.silva@utad.ptFrancisco Carreirafrancisco.carreira@esce.ips.pt<p><em>The paper presents a demographic distribution of the subjective manifestations of anxiety in written communication of Portuguese higher accounting students. The students completed a questionnaire provided online, and data collection ended up with 813 valid participations. Data were processed using IBM, SPSS-27, applying descriptive statistics. The findings showed that students who feel more apprehension in writing are those from the 2nd curricular year. In contrast, students in the 3rd year of the course exhibit the highest levels of Written Communication Apprehension and all dimensions (Positivity towards writing, Negativity towards writing, Evaluation apprehension, Self-efficacy and writing). The results are also consistent across all four dimensions by gender type, with both males and females having less difficulty in the positivity towards writing construct. The group of students aged 40 years or less has a total Written Communication Apprehension higher than the other age groups, denoting a greater difficulty in writing. The paper contributes to the body of literature since it is the first to evaluate Portuguese accounting students' written communication apprehension level. Moreover, it fosters the awareness of higher institutions' education about their effective contribution to fulfilling students' and employers' aspirations.</em><em></em></p>2024-02-13T09:14:54+02:00Copyright (c) 2024 Amélia Ferreira da Silva, Rui Silva, Francisco Carreirahttps://pasithee.library.upatras.gr/academia/article/view/4648The Influence of Physical Activity on Student Satisfaction2024-02-14T08:28:49+02:00Martina Lončarmloncar1@ffst.hrLuka Pongračićlukapongracic2@gmail.comAleksandra Tonkovićalex.tonkovic@gmail.com<p><em>Regular physical activity can raise personal energy levels and improve mood, which is important for achieving overall health, physical but also mental health. For overall health, it is essential to establish a link between individual aspects of mental health and physical activity. The paper includes the basic theses about the importance of physical activities (sport, exercises, walking, etc.) for students’ health, i.e. the influence of exercising on the physical and mental health of each individual. The main research goal was to examine the connection between physical activity and the subjective feeling of satisfaction. As part of the empirical research, an anonymous survey was conducted among 226 students from Croatia belonging to different study groups. The research indicated the correlations between the examined variables and showed that engaging in physical activities in different ways is extremely important for human health. Participants engaged in activities of high and moderate intensity show the highest positive correlation with satisfaction.</em><em></em></p>2024-02-13T09:14:55+02:00Copyright (c) 2024 Martina Lončar, Luka Pongračić, Aleksandra Tonkovićhttps://pasithee.library.upatras.gr/academia/article/view/4649Entrepreneurial Readiness Assessment of Students Based on Creativity, Self-Efficacy, and Motivation2024-02-14T08:28:51+02:00Mohamad MuspawiMuspawi01@gmail.comDelma YunitaDelma.18@gmail.com<p><em>Entrepreneurship is strategically supporting the national priority program for prosperity, as entrepreneurship growth corresponds to job vacancies. Entrepreneurship education is crucial for producing many entrepreneurs. However, many fresh graduate students who have already received an entrepreneurship education prefer to work in private or government companies rather than becoming an entrepreneur. Entrepreneurship education alone is not enough to support entrepreneurial readiness. Several intrinsic factors, especially student motivation, are required to create a generation of entrepreneurs. This study aims to investigate the effect of intrinsic factors, such as the impact of creativity, self-efficacy, and motivation, on students' entrepreneurial readiness. This study employed a quantitative approach based on survey techniques, with 236 students serving as the correspondents. The collected data were statistically analyzed using a linear regression equation and SPSS 21.0 software. The findings revealed that creativity, self-efficacy, and motivation impacted students' entrepreneurial readiness</em>.</p>2024-02-13T09:14:55+02:00Copyright (c) 2024 Mohamad Muspawi, Delma Yunitahttps://pasithee.library.upatras.gr/academia/article/view/4650Procedure for measuring the motivational and volitional component of professional training for combat flights of future tactical aviation pilots2024-02-14T08:28:52+02:00Roman Nevzorovroman.nevzorov1970@proton.me<p><em>The article aims to substantiate the procedure for measuring the motivational and volitional component of professional training for future tactical aviation pilots engaged in combat flights. The study employed a methodology to determine the motivational complex of personality as an indicator of satisfaction with the chosen military pilot profession. This methodology was based on previous research that highlights the correlation between professional satisfaction and the type of motivational complex, including intrinsic, extrinsic positive, and extrinsic negative elements. The diagnostic method utilized in this study was developed by K. Zamfir and modified by A. Rean. Furthermore, the research assessed volitional qualities by examining the content and expression of decision-making in challenging situations. The diagnostic method employed in this assessment was developed by N. Stambulova. The measurement of the motivational-volitional component of professional readiness among military pilot cadets revealed notable differences between the experimental group and control group in terms of their motivational and volitional indicators. The obtained results underline the significance of incorporating these findings to enhance the educational process for military pilot cadets. Implementing a pedagogical system based on the effectiveness demonstrated in measuring the motivational component of professional training will be crucial in this regard.</em><em></em></p>2024-02-13T09:14:55+02:00Copyright (c) 2024 Roman Nevzorovhttps://pasithee.library.upatras.gr/academia/article/view/4654The perceived impact of Erasmus+ learning mobility: European university students’ views concerning their competences and employability2024-02-14T08:28:53+02:00Aikaterini Papakotapapakota@auth.grNikolaos Mouratoglounikosmouratog@gmail.com<p><em>The Erasmus+ programme represents one of the most tangible achievements of the EU: uniting people across our continent, creating a sense of belonging and solidarity. This statement reflects the programme’s scope and the broad range of knowledge, skills, and attitudes (competences) expected to be developed by those participating in mobility exchanges. In this context, the European project Erasmus Skills aimed to create a self-assessment tool to support students, pursuing an Erasmus+ learning mobility for studies, to assess and better understand the competences developed during this experience. The present paper briefly presents the aims of the cross-institutional project and discusses the results of the confirmatory focus groups that were carried out in Greece, Spain, and Belgium. In specific, the data analysis depicts university students’ views regarding the purpose of the Erasmus+ programme, the competences expected to be or already gained, and its impact on their employability. The study also explores participants’ views on the institutional support needed and their recommendations concerning prospective Erasmus students. The results indicate that participants’ views are generally aligned with the objectives of Erasmus+, while additional findings regarding the perceived impact of learning mobility might offer new insights in terms of the institutional support needed.</em><em></em></p>2024-02-13T09:14:56+02:00Copyright (c) 2024 Aikaterini Papakota, Nikolaos Mouratoglou