Elected Candidates

The full list of candidates to get elected are:

• Gayle Cini
• Karol Buttigieg
• Chayenne Catania
• Thomas Farrugia Garzia
• Liam Axisa

These results reflect not only the preferences of the students but also suggest a strong endorsement for the policies and vision put forth by SDM. The election results are set to influence how student governance will roll out in the coming year.

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Do some people actually benefit from procrastination?

Psychologist Timothy Pychyl referred to procrastination as a “self-inflicted wound”, but can some people benefit from procrastinating habits? Many procrastinators share a similar self-soothing rhetoric, believing they benefit from procrastination because they work better under pressure, however, a study by psychologists Tice and Baumeister found that students who procrastinate tend to have lower overall grades. The reason, they suggest, is due to a mental process called “pondering”.  Pondering is a proactive behavior where a person engages in contemplative slow thought, analyzing various perspectives of a situation, improving our ability to problem-solve immensely. When we procrastinate, we lose the time to ponder which can take a toll on academic performance.

The study also found that procrastinators had significantly higher stress levels and even more instances of illness (Jaffe, 2013). Procrastinators are also affected mentally, often reporting feelings like guilt, dread, shame, and anxiety. So why do we keep procrastinating if it makes us feel so bad?

Why do we procrastinate?

1. Instant Gratification: As humans, we naturally seek pleasure and avoid discomfort (Martin, 2021). This drive makes it easy to fall into the trap of seeking instant gratification, causing us to choose instant rewards, like scrolling social media, over delayed rewards, like finishing an assignment. We choose actions which feel good in the moment despite the decision causing discomfort in the future. Our brain’s dopamine reward system plays a major role in such decisions. Dopamine, released in anticipation for short, pleasurable activities, makes distractions feel more rewarding than tackling a difficult task. In the long-term, giving into instant gratification urges, like procrastination, weakens the dopamine pathways involved with motivation and self-regulation, making it even harder to focus on long-term goals (Martin, 2021). This creates a vicious habit loop where distractions become harder to resist, making us a slave to our dopamine system, ultimately deepening the severity of our procrastination.

2. Fear of Failure and Perfectionism: A majority of students tend to procrastinate due to their perfectionism and/or underlying fear of failure. Perfectionism upholds an ‘all or nothing mindset’, causing the assignment at hand to feel daunting and incredibly intimidating to begin (Novotney, 2010). As a result, we self-sabotage by procrastinating which paradoxically makes it impossible to achieve the standards we set for ourselves. This is not necessarily out of laziness, but rather a protective mechanism at play (Long, 2022). We want to protect ourselves from the feelings of incompetency so we will sabotage our best efforts and potential. This way, failure at the task can be blamed on a lack of effort rather than a lack of ability and competence (Jaffe, 2013).

3. Emotional Regulation: Procrastination is an issue with managing emotions, not time (Jarrett, 2020). We are aware of how much time we need for the assignment and how much time we are wasting through procrastination, yet we continue to delay completing the task. This is because procrastination serves as a way of finding temporary mood-lifters which will drown out the negative emotions, such as boredom, confusion, and frustration, which the task makes us feel. In fact, research has found that when people were made to feel negatively, by watching a sad video, before completing a task, they procrastinated compared to those who felt neutral and tackled the task immediately (Jarrett, 2020). By giving into temporary mood-lifters we build an avoidance habit which perpetuates procrastination.

4. Cognitive Biases: Cognitive biases are essentially thinking errors that warp the way in which we perceive certain situations. Such biases are partially responsible for procrastination as they falsely alter the way we view the task or our own capabilities. For instance, Piers Steel identified that procrastinators tend to view the task as increasing in importance closer to the deadline, when in reality the value of the task remains constant (Jaffe, 2013). This cognitive bias distorts the urgency of the task making procrastination appear reasonable. Another cognitive bias is the false belief that we’ll be more capable and emotionally equipped to handle the task at hand in the future, enforcing procrastination.

How do we overcome procrastination?

1. Break Down Tasks into Manageable Steps: Dividing the task at hand into smaller more manageable steps has been proven to reduce the urge to procrastinate. With this method, instead of thinking of writing an entire essay, you first tackle the introduction. This causes the task to be much less intimidating and anxiety-inducing, as well as providing faster gratification, a sense of achievement and autonomy (Jaffe, 2013).

2. Reassess and Set Realistic Expectations: As established earlier, the pressure of perfectionism and overly grandiose goals usually results in procrastination. To break this cycle, a mindset shift must be made from “I need to do this perfectly.” to “I need to make progress.”. This way, beginning the task is much less discouraging and an imperfect flow of ideas and momentum begins which can be later tailored and perfected. 

3. Pomodoro Technique: The Pomodoro Technique involves studying/working for a set amount of time and then taking a short break, for instance, studying/working for 30 minutes and then taking a 10 minute break. While this may sound too simple, the Pomodoro technique has been found to be incredibly effective in decreasing procrastination, sharpening focus, preventing burnout, and boosting motivation. By having a clear studying/working timeframe, beginning the task is less daunting as a break is already in sight (Scroggs, 2024).

4. Practice Self-Compassion: Professor Michael Wohl found that students who forgave themselves, treated themselves with gentleness and compassion after procrastinating, were less likely to procrastinate on the next task (Jaffe, 2013). By beating ourselves up for procrastination we generate negative emotions which, as mentioned earlier, have been found to fuel further procrastination. By treating ourselves with compassion, forgiveness, and remembering that procrastination is not necessarily due to laziness or a flaw in our personality, we are able to minimize the chances of procrastinating again.

The post The Psychology Behind Procrastination: Why We Delay and How to Overcome It appeared first on The Third Eye.

The students, along with other graduates who began their legal studies before 2021, are experiencing struggles when trying to further their education in Malta. Despite having earned their degrees from University of Essex, they are now being told that additional requirements are necessary, contrary to what had been agreed on previously.

The Faculty of Laws is insisting on students requiring advanced A-levels in Maltese and English, as well as Intermediate certificates, for enrollment in the Master of Advocacy and Master’s in Notarial Studies. The students had previously been assured by the University’s rector, Alfred J. Vella, that they would have the possibility to sit for any needed additional study units, in order to ensure nothing is missing in their education received and to be pursue their studies seamlessly.

The students argue that now requiring the A-levels and Intermediate certificates doesn’t align with what was previously agreed upon, and doesn’t value the education they have received so far. They emphasize that considering their degrees are recognized in Malta as MQF Level 6, they should be able to be able to continue the Master’s program as initially stated.

The situation has escalated to a point where even the Maltese government is aware of the issue, nevertheless, no solutions have been put forward.

Since the Master’s program is a necessary step towards acquiring a legal warrant, the students are insisting on answers from those involved in the matter. They argue that they should not be penalized for pursuing their education abroad, and shouldn’t be going through obstacles based on outdated requirements.

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No experience necessary, a positive attitude and a desire to be part of something special is all they are asking for. Roles are open to people 16+, who love science, social media, or interacting with people.

Here’s what you get:

• Be part of a vibrant team and contribute to Malta’s National Science and Arts Festival.
• Gain valuable experience in science communication, social media management, or event coordination.
• Receive training workshops before the festival – will be conducted on University Campus at the beginning of September.
• Earn a certificate for your volunteer service.
• Enjoy free festival snacks, drinks, and a commemorative T-shirt.

There’s a flexible volunteer schedule and shifts can be choosen across the two days:

• September 27th: 5 pm – 11 pm (split into shifts of 3 hours each)
• September 28th: 9 am – 11 pm (split into shifts of 3 hours each)

Here’s how you can contribute:

• Social Media: Capture the festival through photos and videos and plan engaging content for social media channels. (Must have access to a camera – phone cameras are okay, but DSLRs are preferred)
• Support: Help with setting up and running interactive STEAM experiments.
• Help with Welcoming: Chat with visitors and answer their questions, as well as conduct surveys to gather feedback.

Click here to apply by August 18th, 2024.

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This 2 ECTS credit unit aims to empower students by enhancing participation by allowing students to learn the ropes of navigating University structures like Council, Senate, Faculty Boards, and Boards of Institutes, Centres, and Schools. Students’ involvement in society will be boosted through developing skills to excel as an executive member of a Senate-recognized Student Society. This unit will also sharpen interpersonal and group skills, and students will gain valuable tools for effective communication and collaboration.

Registration Benefits You!

Enrolling in PSY2650 provides significant advantages for student representatives and active society members. Participation and contribution on various University boards and in recognized societies will be officially acknowledged on your transcript.

How to Register

Interested students can secure a spot by emailing student-reps.registrar@um.edu.mt. Following this, complete the registration process with your home Faculty/Institute/Centre/School between July 25th and August 1st, 2024.

Learn More

For further details about PSY2650, visit the Office of the Registrar website.

Information on extra study-units, relevant for students whose programs have compulsory study-units, can be found here.

Don’t miss this opportunity to gain valuable academic credit while making a real impact on your University experience!

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Presidential Comment

“I am honoured to have been elected as the new ASCS president, entrusted with the responsibility of representing over 1000 FEMA students at the University of Malta. While the upcoming year will undoubtedly present its share of challenges, I am filled with readiness to confront whatever obstacles may arise. My primary goal as president is to cultivate a culture of inclusivity among our student body, where every individual feels valued and supported by the organization. Together with my stellar team, I look forward to shaping a brighter future for all FEMA students at the University of Malta.”

The Third Eye wishes the new executive the best of luck!

The post Julia Camilleri to lead ASCS 2024/25 appeared first on The Third Eye.

Written by Martina Farrugia

The term ‘gap year’ evokes fear in parents with many thinking that this year will be spent slacking off and going out everyday. At the other end of the spectrum ‘gap year’ spells freedom for students. Gap years allow students to figure out what they are passionate about and what they want to do with their life.

Having to decide what job to go for as part of your career path is a big decision and one that should not be taken lightly. Therefore, spending a year testing the water is beneficial for students to discover which road to take after graduating. With the mantra of “school, exams, school, exams, job” being repeatedly preached by parents, there could be students who feel rushed into making a decision.

During my gap year, I got my first job. It felt odd working full-time as I was used to the student life with weekends off and Christmas and summer holidays to look forward to. But I got the hang of it. I started out as a customer service agent and while that was not my dream job, it helped me gain work experience. A few months down the line, a content writer position was available within the company. I applied, and got the job.

Working in that post helped me realise what I wanted to do in my life – write. I had found a career path I was passionate about. I was determined to go back to university to start my Communications degree to catch up on more skills and learn the ropes about the industry I hope to join after graduation.

Waving goodbye to my monthly full-time wage was not easy, but I had a clear goal that I wanted to achieve. I learnt new things about myself. What I’m good at, what I like, what I want. All-in-all it was a beneficial gap year. It allowed me to re-enter student life with a different outlook as I was confident and ready to start working towards my future dream.

The post Is a gap year an ace up a student’s sleeve or is it a waste of time? appeared first on The Third Eye.

KSU rejects the decisions made by UHM, acknowledging that there is a pressing need to highlight the collective statement among the student community. Due to this, KSU is advocating for a conducive working environment for university staff, emphasising its direct connection to the educational experience of students. 

An area of particular concern has been the delay in the establishing of a collective agreement for university staff. The agreement had originally been expected to be in place by December 2021. The lack of this agreement has understandably led to frustration among staff members, and this sentiment has now trickled down to impact the overall learning experience of students. With this in mind, KSU has called on all stakeholders to carefully consider the long-term implications of the situation and the impact it will have on the quality of education provided by the institution. 

KSU has emphasised their commitment to fostering a cooperative atmosphere. However, the impact on the one stakeholder not involved in the decision making process – the students – cannot be ignored. Students have expressed that the directives have negatively impacted their lectures, practicals, and assignments. This poses a threat to the educational well-being of students, especially as it is happening so close to the assessment period, a time when students’ mental health should be of great importance. 

In a plea to all stakeholders involved, KSU urges a swift and amicable resolution to these negotiations, recognising the urgency and paramount importance of safeguarding the quality of education for the students at university.

As of right now, no updates have been released, however, it is hoped that negotiations will close soon without affecting the soon to begin examination period. 

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Equal access for all students

Given that foreign and Gozitan students often go home during the weekends and holiday periods, they are at more of a disadvantage being that they’re unable to make use of the computer labs.

Among the software that is needed, students must also purchase equipment such as DSLR cameras for particular study units, with no additional stipend being given.

MKSA and SACES assert that any student making use of Adobe Software in order to pursue their course and education should have free access.

SACES emphasises the fact that softwares such as Adobe are relied on by students and advocates for all to receive free access to Adobe Software. They refer to “creative and academic potential” of students at the university being negatively impacted through the “unequal access” to needed resources.

Adobe products are labelled as “vital” and maintaining clear communication about changes to the availabilities of the resources is a must. According to SACES, these measures will ensure that various educational needs are met, across different areas of study.

Petition to show support

In a statement given by Kris Bajada, student representative on the University of Malta Council, supporting the petition is a priority in order to ensure “students receive what they require” and “rightfully deserve”. The need to unite and support student struggles is highlighted as it’s pointed out that one student’s struggles can impact all those at university.

Bajada states that university students form a “community of learners” who try to get the most out of the resources offered to students. Providing free access to Adobe Software will strengthen those resources.

The statement mentions that being able to attain the objective of access to Adobe Software will serve as an impactful message which directly proves that unity leads to achievements.

All students are encouraged to support the petition to show that this is not only a want, but a necessity.

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